Can Tablet Computers Enhance Faculty Teaching?

PubMed

Narayan, Aditee P; Whicker, Shari A; Benjamin, Robert W; Hawley, Jeffrey; McGann, Kathleen A

2015-06-01

Learner benefits of tablet computer use have been demonstrated, yet there is little evidence regarding faculty tablet use for teaching. Our study sought to determine if supplying faculty with tablet computers and peer mentoring provided benefits to learners and faculty beyond that of non-tablet-based teaching modalities. We provided faculty with tablet computers and three 2-hour peer-mentoring workshops on tablet-based teaching. Faculty used tablets to teach, in addition to their current, non-tablet-based methods. Presurveys, postsurveys, and monthly faculty surveys assessed feasibility, utilization, and comparisons to current modalities. Learner surveys assessed perceived effectiveness and comparisons to current modalities. All feedback received from open-ended questions was reviewed by the authors and organized into categories. Of 15 eligible faculty, 14 participated. Each participant attended at least 2 of the 3 workshops, with 10 to 12 participants at each workshop. All participants found the workshops useful, and reported that the new tablet-based teaching modality added value beyond that of current teaching methods. Respondents developed the following tablet-based outputs: presentations, photo galleries, evaluation tools, and online modules. Of the outputs, 60% were used in the ambulatory clinics, 33% in intensive care unit bedside teaching rounds, and 7% in inpatient medical unit bedside teaching rounds. Learners reported that common benefits of tablet computers were: improved access/convenience (41%), improved interactive learning (38%), and improved bedside teaching and patient care (13%). A common barrier faculty identified was inconsistent wireless access (14%), while no barriers were identified by the majority of learners. Providing faculty with tablet computers and having peer-mentoring workshops to discuss their use was feasible and added value.

A peer-led teaching initiative for foundation doctors.

PubMed

Ramsden, Sophie; Abidogun, Abiola; Stringer, Emma; Mahgoub, Sara; Kastrissianakis, Artemis; Baker, Paul

2015-08-01

Peer teaching has been used informally throughout the history of medical education. Formal studies within the medical student and allied health care professional communities have found it to be a popular, and highly effective, method of teaching. Newly qualified doctors are currently an underused resource in terms of teaching one another. A committee, made up of newly qualified doctors and postgraduate education staff, was established. Using only a few resources, this committee organised regular, peer-led tutorials and used educational needs assessment tools, such as questionnaires, to make improvements to early postgraduate training. A realistic and well-received intervention to improve the teaching of newly qualified doctors, which is feasible in the modern, busy health care setting. Other institutions may find this method and its resources valuable. Newly qualified doctors are currently an underused resource in terms of teaching one another. © 2015 John Wiley & Sons Ltd.

Practice Report / Bericht aus der Praxis: Peer teaching: From method to philosophy.

PubMed

Ten Cate, Olle

2017-11-01

Peer teaching or peer-assisted learning is a popular topic in the medical education literature. While not one method of education, a categorization is possible according to (a) the developmental distance between learner and peer teacher, (b) the scale or group size of learners in peer teaching arrangements and (c) the extent of formality or structure of the arrangement. That yields many different forms of peer teaching. Viewing peer teaching as a multifaceted method shows several benefits. On a deeper level however peer teaching may be viewed as a philosophy of medical education that has historical roots but aligns well with current thinking of teaching and learning across the continuum of medical education. Copyright © 2017. Published by Elsevier GmbH.

Practices and Experiences on Bilingual Teaching

ERIC Educational Resources Information Center

Liu, Guang-rong; Ye, Chun-song; Jiang, Hua

2007-01-01

The implementation of bilingual teaching is specialized course in one of the important teaching reforms and it is also the inevitable trend in cultivating talents with high quality. In the paper, several problems of currently restricting the method are pointed out in China and experiences on bilingual teaching of "fundamentals of water…

The Value of Teaching Preparation during Doctoral Studies: An Example of a Teaching Practicum

ERIC Educational Resources Information Center

Edwards, Jeffrey D.; Powers, Joelle; Thompson, Aaron M.; Rutten-Turner, Elizabeth

2014-01-01

For doctoral students who seek faculty appointments in academic settings upon graduation, it is imperative those students have access to quality mentoring, direct instruction, and experiential opportunities to apply effective teaching methods during their training. Currently, some doctoral programs are beginning to develop teaching practicums…

Using Replication Projects in Teaching Research Methods

ERIC Educational Resources Information Center

Standing, Lionel G.; Grenier, Manuel; Lane, Erica A.; Roberts, Meigan S.; Sykes, Sarah J.

2014-01-01

It is suggested that replication projects may be valuable in teaching research methods, and also address the current need in psychology for more independent verification of published studies. Their use in an undergraduate methods course is described, involving student teams who performed direct replications of four well-known experiments, yielding…

The Case Method for Teaching College Economics

ERIC Educational Resources Information Center

Griffith, John R., Jr.

1971-01-01

The author explains the use of the case method of applying the principles of economics to current economic policy issues. This approach allows the classroom economics teacher to teach the student how to apply economic principles to real life problems. (Author)

Teaching Math Online: Current Practices in Turkey

ERIC Educational Resources Information Center

Akdemir, Omur

2011-01-01

Changing nature of student population, developments in technology, and insufficient number of traditional universities have made online courses popular around the globe. This study was designed to investigate the current practices of teaching mathematics online in Turkish Universities through a qualitative inquiry. The snowball sampling method was…

Teaching for Thinking.

ERIC Educational Resources Information Center

Keefe, James W., Ed.; Walberg, Herbert J., Ed.

This volume represents a variety of current efforts to incorporate thought-provoking methods into teaching. There are three sections. "Curriculum Developments" defines key curricular terms and offers a framework and general examples of teaching tactics. In this section, Barbara Presseisen distinguishes thinking from other cognitive…

Teaching Poetry in Elementary Grades: A Review of Related Literature.

ERIC Educational Resources Information Center

Amann, Theresa N.

In order to assess current ideas, reveal their shortcomings, and suggest steps for future investigation, this review of the literature on teaching poetry discusses definitions of poetry, references on teaching poetry, teaching methods, poetic forms, experimental research, and the benefits of poetry. The paper concludes that the lack of empirical…

Learning Style Differences between Nursing and Teaching Students in Sweden: A Comparative Study

ERIC Educational Resources Information Center

Boström, Lena; Hallin, Karin

2013-01-01

The teaching profession has been continually challenged to provide evidence of the effectiveness of teaching and learning methods. Teacher education, as well as nursing education, is currently undergoing reforms in Sweden. At the university where the research was conducted, teaching and nursing programs are two priority educational programs and…

Teaching Research Methods in Communication Disorders: "A Problem-Based Learning Approach"

ERIC Educational Resources Information Center

Greenwald, Margaret L.

2006-01-01

A critical professional issue in speech-language pathology and audiology is the current shortage of researchers. In this context, the most effective methods for training graduate students in research must be identified and implemented. This article describes a problem-based approach to teaching research methods. In this approach, the instructor…

[Current teaching, learning and examination methods in medical education and potential applications in rehabilitative issues].

PubMed

Schwarzkopf, S R; Morfeld, M; Gülich, M; Lay, W; Horn, K; Mau, W

2007-04-01

With introduction of the new Federal Medical Licensing Regulations (Approbationsordnung) in Germany, integrated teaching in "Rehabilitation, Physical Medicine, Naturopathic Treatment" (Querschnittsbereich Q12) has become obligatory for the first time. Furthermore, the new Regulations require the medical faculties in Germany to realize an innovative didactic orientation in teaching. This paper provides an overview of recent applications of teaching techniques and examination methods in medical education with special consideration of the new integrated course Q12 and further teaching methods related to rehabilitative issues. Problem-oriented learning (POL), problem-based learning (PBL), bedside teaching, eLearning, and the examination methods Objective Structured Clinical Examination (OSCE) and Triple Jump are in the focus. This overview is intended as the basis for subsequent publications of the Commission for Undergraduate and Postgraduate Training of the German Society of Rehabilitation Science (DGRW), which will present examples of innovative teaching material.

An exploration for research-oriented teaching model in biology teaching.

PubMed

Xing, Wanjin; Mo, Morigen; Su, Huimin

2014-07-01

Training innovative talents, as one of the major aims for Chinese universities, needs to reform the traditional teaching methods. The research-oriented teaching method has been introduced and its connotation and significance for Chinese university teaching have been discussed for years. However, few practical teaching methods for routine class teaching were proposed. In this paper, a comprehensive and concrete research-oriented teaching model with contents of reference value and evaluation method for class teaching was proposed based on the current teacher-guiding teaching model in China. We proposed that the research-oriented teaching model should include at least seven aspects on: (1) telling the scientific history for the skills to find out scientific questions; (2) replaying the experiments for the skills to solve scientific problems; (3) analyzing experimental data for learning how to draw a conclusion; (4) designing virtual experiments for learning how to construct a proposal; (5) teaching the lesson as the detectives solve the crime for learning the logic in scientific exploration; (6) guiding students how to read and consult the relative references; (7) teaching students differently according to their aptitude and learning ability. In addition, we also discussed how to evaluate the effects of the research-oriented teaching model in examination.

Planning a Teaching Sequence for the Teaching of Chemical Bonding

ERIC Educational Resources Information Center

Sibanda, Doras; Hobden, Paul

2015-01-01

The current study seeks to examine how teachers plan teaching sequences to teach chemical bonding in the senior secondary phase of schooling. The study employs a learning demand tool as interpretive framework. A mixed method was used to guide the collection of data. Data were collected through a survey instrument with 227 practising physical…

It's no debate, debates are great.

PubMed

Dy-Boarman, Eliza A; Nisly, Sarah A; Costello, Tracy J

A debate can be a pedagogical method used to instill essential functions in pharmacy students. This non-traditional teaching method may help to further develop a number of skills that are highlighted in the current Accreditation Council for Pharmacy Education Standards 2016 and Center for the Advancement of Pharmacy Education Educational Outcomes 2013. Debates have also been used as an educational tool in other health disciplines. Current pharmacy literature does illustrate the use of debates in various areas within the pharmacy curriculum in both required and elective courses; however, the current body of literature would suggest that debates are an underutilized teaching tool in pharmacy experiential education. With all potential benefits of debates as a teaching tool, pharmacy experiential preceptors should further explore their use in the experiential setting. Copyright © 2017 Elsevier Inc. All rights reserved.

Clinical pharmacology and therapeutics in undergraduate medical education in the UK: current status.

PubMed Central

Walley, T; Bligh, J; Orme, M; Breckenridge, A

1994-01-01

1. Medical undergraduate education is currently undergoing major changes in the UK in response to calls for the development of a core curriculum. Teaching in clinical pharmacology and therapeutics will also change to meet these demands. A postal survey was conducted to assess the current status of teaching in these subjects. 2. A questionnaire based on previous similar surveys conducted elsewhere was sent to departments or individuals in 27 medical schools in the UK; 22 (81%) replied. 3. Departmental priorities were defined as (in order): clinical research, undergraduate teaching, basic scientific research and clinical service provision. No change in these priorities in the future was foreseen by respondents. 4. Teaching methods were for the most part traditional, with the lecture as the most widely used and important technique. Specific clinical teaching was conducted by some and was considered very important by them. Teaching by problem solving was much less common. 5. Respondents were asked for free text comments; many of the remarks suggested dissatisfaction with the resources and time currently available for teaching in clinical pharmacology and therapeutics. Some expressed significant concerns that their teaching commitment would be reduced further by the development of the core curriculum. PMID:8186059

Using the Case Study Method in Teaching College Physics

ERIC Educational Resources Information Center

Burko, Lior M.

2016-01-01

The case study teaching method has a long history (starting at least with Socrates) and wide current use in business schools, medical schools, law schools, and a variety of other disciplines. However, relatively little use is made of it in the physical sciences, specifically in physics or astronomy. The case study method should be considered by…

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

PubMed

Dib, Nancy; Sturmey, Peter

2007-01-01

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

A Practical English Teaching Mode of Vocational Education: Induction-Interaction Learning Community

ERIC Educational Resources Information Center

Zhang, Yonglong

2008-01-01

Secondary Vocational School Students are characterized by the awkward fact "congenital malnutrition" and "acquired development deficiency", continuously adopting of the current teaching methods and modes of General Education is completely impossible. In this report, a new English Teaching Mode of Induction-Interaction Learning…

Who Is Teaching Psychopharmacology? Who Should Be Teaching Psychopharmacology?

ERIC Educational Resources Information Center

Dubovsky, Steven L.

2005-01-01

Objective: To review the current status of psychopharmacology education for medical students, residents, and practitioners in psychiatry and other specialties. Methods: A search of the MEDLINE and PsychInfo data bases was conducted using four keywords: pharmacology, psychopharmacology, teaching, and student. Additional references were obtained…

A comparison of methods for teaching receptive labeling to children with autism spectrum disorders.

PubMed

Grow, Laura L; Carr, James E; Kodak, Tiffany M; Jostad, Candice M; Kisamore, April N

2011-01-01

Many early intervention curricular manuals recommend teaching auditory-visual conditional discriminations (i.e., receptive labeling) using the simple-conditional method in which component simple discriminations are taught in isolation and in the presence of a distracter stimulus before the learner is required to respond conditionally. Some have argued that this procedure might be susceptible to faulty stimulus control such as stimulus overselectivity (Green, 2001). Consequently, there has been a call for the use of alternative teaching procedures such as the conditional-only method, which involves conditional discrimination training from the onset of intervention. The purpose of the present study was to compare the simple-conditional and conditional-only methods for teaching receptive labeling to 3 young children diagnosed with autism spectrum disorders. The data indicated that the conditional-only method was a more reliable and efficient teaching procedure. In addition, several error patterns emerged during training using the simple-conditional method. The implications of the results with respect to current teaching practices in early intervention programs are discussed.

Fremdsprachenlernbedarf--Begriff, Ermittlungsverfahren, Resultate vorliegender Untersuchungen (The Demand for Foreign Language Instruction--Method of Inquiry, Research Results).

ERIC Educational Resources Information Center

Stedtfeld, Wolfgang

1979-01-01

Discusses the concept of the demand for foreign language teaching in various types of West German schools. An account is given of the methods by which data were obtained. One conclusion reached was that currently accepted teaching goals are questionable. (IFS/WGA)

A comparison of methods for teaching receptive labeling to children with autism spectrum disorders: a systematic replication.

PubMed

Grow, Laura L; Kodak, Tiffany; Carr, James E

2014-01-01

Previous research has demonstrated that the conditional-only method (starting with a multiple-stimulus array) is more efficient than the simple-conditional method (progressive incorporation of more stimuli into the array) for teaching receptive labeling to children with autism spectrum disorders (Grow, Carr, Kodak, Jostad, & Kisamore,). The current study systematically replicated the earlier study by comparing the 2 approaches using progressive prompting with 2 boys with autism. The results showed that the conditional-only method was a more efficient and reliable teaching procedure than the simple-conditional method. The results further call into question the practice of teaching simple discriminations to facilitate acquisition of conditional discriminations. © Society for the Experimental Analysis of Behavior.

On English Teaching in Maritime Colleges

ERIC Educational Resources Information Center

Shen, Jiang; Wang, Honggui

2011-01-01

According to English level of Chinese ocean sailors at present, we analyze the characteristics and instruction needs of navigation English and point out current English teaching in maritime specialty has many problems. Traditional teaching modes are not suitable for modern maritime needs any longer. So we propose feasible methods and…

Teaching about Death to Undergraduates.

ERIC Educational Resources Information Center

Pine, Vanderlyn R.; And Others

Development, implementation, and teaching of a college-level course on dying and death are described. The authors review their own experiences in becoming involved with death education and describe teaching methods, problems, and content of their current course in dying and death at the State University of New York, College at New Paltz. Because…

In Search of a Method. Workpapers in Teaching English as a Second Language, Vol. 9, June, 1975.

ERIC Educational Resources Information Center

Prator, Clifford H.

1974-01-01

Though the audiolingual approach has lost much of the support that it once enjoyed from methodologists and language teachers, no new method--fully formulated, coherent, and sufficiently in harmony with current developments in psychology and linguistics--has yet arisen to take its place. Many new directions in language teaching are apparent, most…

The State of the Art of Teaching Research Methods in the Social Sciences: Towards a Pedagogical Culture

ERIC Educational Resources Information Center

Wagner, Claire; Garner, Mark; Kawulich, Barbara

2011-01-01

No formal pedagogical culture for research methods in the social sciences seems to exist and, as part of the authors' endeavour to establish such a culture, this article reviews current literature about teaching research methods and identifies the gaps in the research. Articles in academic journals spanning a 10-year period were collected by…

Interactive Methods for Teaching Action Potentials, an Example of Teaching Innovation from Neuroscience Postdoctoral Fellows in the Fellowships in Research and Science Teaching (FIRST) Program.

PubMed

Keen-Rhinehart, E; Eisen, A; Eaton, D; McCormack, K

2009-01-01

Acquiring a faculty position in academia is extremely competitive and now typically requires more than just solid research skills and knowledge of one's field. Recruiting institutions currently desire new faculty that can teach effectively, but few postdoctoral positions provide any training in teaching methods. Fellowships in Research and Science Teaching (FIRST) is a successful postdoctoral training program funded by the National Institutes of Health (NIH) providing training in both research and teaching methodology. The FIRST program provides fellows with outstanding interdisciplinary biomedical research training in fields such as neuroscience. The postdoctoral research experience is integrated with a teaching program which includes a How to Teach course, instruction in classroom technology and course development and mentored teaching. During their mentored teaching experiences, fellows are encouraged to explore innovative teaching methodologies and to perform science teaching research to improve classroom learning. FIRST fellows teaching neuroscience to undergraduates have observed that many of these students have difficulty with the topic of neuroscience. Therefore, we investigated the effects of interactive teaching methods for this topic. We tested two interactive teaching methodologies to determine if they would improve learning and retention of this information when compared with standard lectures. The interactive methods for teaching action potentials increased understanding and retention. Therefore, FIRST provides excellent teaching training, partly by enhancing the ability of fellows to integrate innovative teaching methods into their instruction. This training in turn provides fellows that matriculate from this program more of the characteristics that hiring institutions desire in their new faculty.

Interactive Methods for Teaching Action Potentials, an Example of Teaching Innovation from Neuroscience Postdoctoral Fellows in the Fellowships in Research and Science Teaching (FIRST) Program

PubMed Central

Keen-Rhinehart, E.; Eisen, A.; Eaton, D.; McCormack, K.

2009-01-01

Acquiring a faculty position in academia is extremely competitive and now typically requires more than just solid research skills and knowledge of one’s field. Recruiting institutions currently desire new faculty that can teach effectively, but few postdoctoral positions provide any training in teaching methods. Fellowships in Research and Science Teaching (FIRST) is a successful postdoctoral training program funded by the National Institutes of Health (NIH) providing training in both research and teaching methodology. The FIRST program provides fellows with outstanding interdisciplinary biomedical research training in fields such as neuroscience. The postdoctoral research experience is integrated with a teaching program which includes a How to Teach course, instruction in classroom technology and course development and mentored teaching. During their mentored teaching experiences, fellows are encouraged to explore innovative teaching methodologies and to perform science teaching research to improve classroom learning. FIRST fellows teaching neuroscience to undergraduates have observed that many of these students have difficulty with the topic of neuroscience. Therefore, we investigated the effects of interactive teaching methods for this topic. We tested two interactive teaching methodologies to determine if they would improve learning and retention of this information when compared with standard lectures. The interactive methods for teaching action potentials increased understanding and retention. Therefore, FIRST provides excellent teaching training, partly by enhancing the ability of fellows to integrate innovative teaching methods into their instruction. This training in turn provides fellows that matriculate from this program more of the characteristics that hiring institutions desire in their new faculty. PMID:23493377

Teaching the Scientific Method Using Current News Articles

ERIC Educational Resources Information Center

Palmer, Laura K.; Mahan, Carolyn G.

2013-01-01

We describe a short (less than 50 minutes) activity using news articles from sources such as "Science Daily" to teach students the steps of the scientific method and the difference between primary and secondary literature sources. The flexibility in choosing news articles to examine allowed us to tailor the activity to the specific interests of…

The Preparedness of Preservice Secondary Mathematics Teachers to Teach Statistics: A Cross-Institutional Mixed Methods Study

ERIC Educational Resources Information Center

Lovett, Jennifer Nickell

2016-01-01

The purpose of this study is to provide researchers, mathematics educators, and statistics educators information about the current state of preservice secondary mathematics teachers' preparedness to teach statistics. To do so, this study employed an explanatory mixed methods design to quantitatively examine the statistical knowledge and statistics…

Present and future of the undergraduate ophthalmology curriculum: a survey of UK medical schools

PubMed Central

Hill, Sophie; Dennick, Reg

2017-01-01

Objectives To investigate the current undergraduate ophthalmology curricula provided by the UK medical schools, evaluate how they compare with the guidelines of the Royal College of Ophthalmologists (RCOphth) and International Council for Ophthalmology (ICO), and determine the views of the UK ophthalmology teaching leads on the future direction of the curriculum. Methods A cross-sectional questionnaire was sent to teaching leads in 31 medical schools across the UK. The questionnaire evaluated eight themes of the curriculum: content and learning outcomes, communication of learning outcomes, organisation of the curriculum, assessment, educational resources, teaching methods used, and the educational environment. The ophthalmology teaching leads were also asked their opinion on the current and future management of the curriculum. These were compared with RCOphth and ICO guidelines and descriptive statistical analysis performed. Results A response rate of 93% (n=29/31) was achieved. The knowledge and clinical skills taught by the UK medical schools match the  RCOphth guidelines, but fail to meet the ICO recommendations. A diverse range of assessment methods are used by UK medical schools during ophthalmology rotations. Variation was also observed in the organisation and methods of ophthalmology teaching.  However, a significant consensus about the future direction of the curriculum was reported by teaching leads. Conclusions Comprehensive RCOphth guidance, and resource sharing between medical schools could help to ensure ophthalmology’s continuing presence in the medical curriculum and improve the effectiveness of undergraduate ophthalmology teaching, while reducing the workload of local teaching departments and medical schools.  PMID:29103017

[Acceptance of case-based, interactive e-learning in veterinary medicine on the example of the CASUS system].

PubMed

Börchers, M; Tipold, A; Pfarrer, Ch; Fischer, M R; Ehlers, J P

2010-01-01

New teaching methods such as e-learning, are increasingly used to support common methods such as lectures, seminars and practical training in universities providing education in veterinary medicine. In the current study, the acceptance of e-learning in the example of the CASUS system by veterinarians as well as students of veterinary medicine of all German-speaking universities was analyzed. Material und methods: For this purpose an online evaluation questionnaire was developed. Members of the target groups were informed by e-mail and references in professional journals, as well as through veterinarian exchange platforms on the internet. Additionally, 224 students' final anatomy marks were compared and correlated to the utilization of CASUS to gain an important insight for the development of new teaching practices in the teaching of veterinary medicine. In total 1581 questionnaires were evaluated. A good acceptance regarding new teaching practices was found, although the classical textbook is still the most important instrument for imparting knowledge. The degree of utilization of e-learning strongly depends on its integration into the teaching content. CASUS is regarded as an efficient teaching method, with over 90% of the respondents indicating a strong desire to expand the number of case studies. Due to the present low degree of integration into the teaching content, no significant correlation could be found between the utilization of anatomy case studies and the final anatomy mark. However, based on their subjective perception, the students reported a high level of success in their study results with the likely effect of supporting increasing self-assurance in the situation of examinations. With the help of e-learning, educational objectives can be achieved that are not attainable by traditional teaching methods, e.g. the review of individual improvements by using the integrated feedback-function of e-learning programs. However, e-learning is not able to completely replace current teaching practices and hence should be considered as an additional element in future teaching models.

Multisensory Teaching of Basic Language Skills. Second Edition

ERIC Educational Resources Information Center

Birsh, Judith R., Ed.

2005-01-01

For students with dyslexia and other learning disabilities--and for their peers--creative teaching methods that use two or more senses can dramatically improve language skills and academic outcomes. That is why every current and future educator needs the second edition of this definitive guide to multisensory teaching. A core text for a variety of…

Teaching Excellence Awards: An Apple for the Teacher?

ERIC Educational Resources Information Center

Mackenzie, Noella

2007-01-01

In this article the status of teaching as a profession and the morale of teachers in Australian schools in the current era provide a framework for the examination of the intent and outcomes of teaching excellence awards. The research study applied an interpretive research paradigm and used both qualitative and quantitative data collection methods.…

It Don't Mean a Thing if It Ain't Got Musicality: A Music-First Method for Teaching Historically Rooted Jazz Dance

ERIC Educational Resources Information Center

Liebhard, Erinn

2015-01-01

This article proposes a method for teaching jazz dance technique according to music concepts and prioritizing deep embodiment of music. This method addresses what can be seen as a disconnect between current practices and historical understanding in jazz dance today, a gap that can be bridged with education empowering students to make innovative…

Computer assisted analysis of research-based teaching method in English newspaper reading teaching

NASA Astrophysics Data System (ADS)

Jie, Zheng

2017-06-01

In recent years, the teaching of English newspaper reading has been developing rapidly. However, the teaching effect of the existing course is not ideal. The paper tries to apply the research-based teaching model to English newspaper reading teaching, investigates the current situation in higher vocational colleges, and analyzes the problems. It designs a teaching model of English newspaper reading and carries out the empirical research conducted by computers. The results show that the teaching mode can use knowledge and ability to stimulate learners interest and comprehensively improve their ability to read newspapers.

History: A Great Lives Approach

ERIC Educational Resources Information Center

Jarvis, F. Washington

1973-01-01

After examining the drawbacks of some of the currently popular teaching methods, the author proposes an approach to the teaching of high school history focusing on the matter of history -- the lives of men and ideas of the past. (SM)

A COMPARISON OF METHODS FOR TEACHING RECEPTIVE LABELING TO CHILDREN WITH AUTISM SPECTRUM DISORDERS

PubMed Central

Grow, Laura L; Carr, James E; Kodak, Tiffany M; Jostad, Candice M; Kisamore, April N

2011-01-01

Many early intervention curricular manuals recommend teaching auditory-visual conditional discriminations (i.e., receptive labeling) using the simple-conditional method in which component simple discriminations are taught in isolation and in the presence of a distracter stimulus before the learner is required to respond conditionally. Some have argued that this procedure might be susceptible to faulty stimulus control such as stimulus overselectivity (Green, 2001). Consequently, there has been a call for the use of alternative teaching procedures such as the conditional-only method, which involves conditional discrimination training from the onset of intervention. The purpose of the present study was to compare the simple-conditional and conditional-only methods for teaching receptive labeling to 3 young children diagnosed with autism spectrum disorders. The data indicated that the conditional-only method was a more reliable and efficient teaching procedure. In addition, several error patterns emerged during training using the simple-conditional method. The implications of the results with respect to current teaching practices in early intervention programs are discussed. PMID:21941380

Case Meetings for Teaching English for Specific Academic Purposes in a Tertiary Aeronautical Engineering Programme

ERIC Educational Resources Information Center

Tatzl, Dietmar

2015-01-01

This article presents an innovative adaptation of the case method to teaching English for specific academic purposes. Widespread in its traditional form in various content disciplines, the case method bears the potential for truly student-centred language instruction. The current application transforms learners from case analysts to case authors…

A Survey of the Teaching Practices and Materials Used in Introductory College Chemistry. Final Report.

ERIC Educational Resources Information Center

Dodson, B.C.

Surveyed were current objectives, teaching methods and teaching materials used in introductory college chemistry. Six general objectives were identified: (1) to develop the ability to do critical thinking, (2) to make the students familiar with the facts, principles, and concepts of chemistry, (3) to help the students understand the nature of…

The Integration of Character Values in the Teaching of Economics: A Case of Selected High Schools in Banjarmasin

ERIC Educational Resources Information Center

Hadi, Rizali

2015-01-01

Character education is currently an international issue and schools are deeply involved in its dissemination. In Indonesia, teachers have been introduced to various methods and techniques of how to integrate character values with subject-matter content during teaching-learning processes. Since teaching character values together with subject matter…

Teaching Authorial Style and Literary Technique: "Exemplo XI" of "El Conde Lucanor"

ERIC Educational Resources Information Center

Bryant, Stacy

2016-01-01

This current study proposes a comparative method of teaching authorial style, using four versions of "Exemplo XI," an often-anthologized tale about the "mago" of Toledo, Don Illán, from the "Conde Lucanor," a series of interlinked tales by the early fourteenth-century author Don Juan Manuel. Teaching a medieval text…

Teaching Genetics in Schools.

ERIC Educational Resources Information Center

Radford, A.; Bird-Stewart, J. A.

1982-01-01

Discusses the genetics content in secondary school curricula, suggesting possible revisions to current A- and 0-level syllabi. Present teaching methods, textbooks, and General Certificate of Education (GCE) examination questions are reviewed, problems identified, and suggestions made regarding possible improvements. (Author/JN)

Provision of medical student teaching in UK general practices: a cross-sectional questionnaire study

PubMed Central

Harding, Alex; Rosenthal, Joe; Al-Seaidy, Marwa; Gray, Denis Pereira; McKinley, Robert K

2015-01-01

Background Health care is increasingly provided in general practice. To meet this demand, the English Department of Health recommends that 50% of all medical students should train for general practice after qualification. Currently 19% of medical students express general practice as their first career choice. Undergraduate exposure to general practice positively influences future career choice. Appropriate undergraduate exposure to general practice is therefore highly relevant to workforce planning Aim This study seeks to quantify current exposure of medical students to general practice and compare it with past provision and also with postgraduate provision. Design and setting A cross-sectional questionnaire in the UK. Method A questionnaire regarding provision of undergraduate teaching was sent to the general practice teaching leads in all UK medical schools. Information was gathered on the amount of undergraduate teaching, how this was supported financially, and whether there was an integrated department of general practice. The data were then compared with results from previous studies of teaching provision. The provision of postgraduate teaching in general practice was also examined. Results General practice teaching for medical students increased from <1.0% of clinical teaching in 1968 to 13.0% by 2008; since then, the percentage has plateaued. The total amount of general practice teaching per student has fallen by 2 weeks since 2002. Medical schools providing financial data delivered 14.6% of the clinical curriculum and received 7.1% of clinical teaching funding. The number of departments of general practice has halved since 2002. Provision of postgraduate teaching has tripled since 2000. Conclusion Current levels of undergraduate teaching in general practice are too low to fulfil future workforce requirements and may be falling. Financial support for current teaching is disproportionately low and the mechanism counterproductive. Central intervention may be required to solve this. PMID:26009536

Excel spreadsheet in teaching numerical methods

NASA Astrophysics Data System (ADS)

Djamila, Harimi

2017-09-01

One of the important objectives in teaching numerical methods for undergraduates’ students is to bring into the comprehension of numerical methods algorithms. Although, manual calculation is important in understanding the procedure, it is time consuming and prone to error. This is specifically the case when considering the iteration procedure used in many numerical methods. Currently, many commercial programs are useful in teaching numerical methods such as Matlab, Maple, and Mathematica. These are usually not user-friendly by the uninitiated. Excel spreadsheet offers an initial level of programming, which it can be used either in or off campus. The students will not be distracted with writing codes. It must be emphasized that general commercial software is required to be introduced later to more elaborated questions. This article aims to report on a teaching numerical methods strategy for undergraduates engineering programs. It is directed to students, lecturers and researchers in engineering field.

The Effect of DBAE Approach on Teaching Painting of Undergraduate Art Students

ERIC Educational Resources Information Center

Hedayat, Mina; Kahn, Sabzali Musa; Honarvar, Habibeh; Bakar, Syed Alwi Syed Abu; Samsuddin, Mohd Effindi

2013-01-01

The aim of this study is to implement a new method of teaching painting which uses the Discipline-Based Art Education (DBAE) approach for the undergraduate art students at Tehran University. In the current study, the quasi-experimental method was used to test the hypothesis three times (pre, mid and post-tests). Thirty students from two classes…

Learning about Research: Exploring the Learning and Teaching/Research Relationship amongst Educational Practitioners Studying in Higher Education

ERIC Educational Resources Information Center

Deem, Rosemary; Lucas, Lisa

2006-01-01

The paper examines aspects of the relationship between teaching and research in higher education in social science research methods, with particular reference to the subject area of Education. There are three main themes: reflections on how social science research methods should be (or are) taught; a review of current debates about the…

The Impact of Student Teaching Experience on Pre-Service Teachers' Readiness for Technology Integration: A Mixed Methods Study with Growth Curve Modeling

ERIC Educational Resources Information Center

Sun, Yan; Strobel, Johannes; Newby, Timothy J.

2017-01-01

Adopting a two-phase explanatory sequential mixed methods research design, the current study examined the impact of student teaching experiences on pre-service teachers' readiness for technology integration. In phase-1 of quantitative investigation, 2-level growth curve models were fitted using online repeated measures survey data collected from…

Combining Different Conceptual Change Methods within Four-Step Constructivist Teaching Model: A Sample Teaching of Series and Parallel Circuits

ERIC Educational Resources Information Center

Ipek, Hava; Calik, Muammer

2008-01-01

Based on students' alternative conceptions of the topics "electric circuits", "electric charge flows within an electric circuit", "how the brightness of bulbs and the resistance changes in series and parallel circuits", the current study aims to present a combination of different conceptual change methods within a four-step constructivist teaching…

Two Teacher Educators Go to the Source: Teaching an Interdisciplinary Class in an Urban Charter High School

ERIC Educational Resources Information Center

DiCamillo, Lorrei; Bailey, Nancy M.

2016-01-01

The authors of this article are two teacher educators who worked collaboratively to co-teach an interdisciplinary English and US history class to eleventh-grade students in an urban high school. They wanted to ensure the methods they were teaching preservice teachers were current and effective. The article discusses the foundational beliefs that…

Undergraduate radiology education in private and public teaching hospitals in Karachi, Pakistan: teaching duties, methodologies, and rewards

PubMed Central

Nadeem, Naila; Khawaja, Ranish Deedar Ali; Beg, Madiha; Naeem, Muhammad; Majid, Zain

2013-01-01

Background In an integrated method of education, medical students are introduced to radiology in their preclinical years. However, no study has been conducted in Pakistan to demonstrate an academic framework of medical radiology education at an undergraduate level. Therefore, we aimed to document and compare the current level of teaching duties, teaching methodologies, and teaching rewards among radiologists and residents in private and public teaching hospitals in Karachi, Pakistan. Methods A survey was conducted among 121 radiologists and residents in two private and two public teaching hospitals in Karachi, Pakistan. Radiologists who were nationally registered with the Pakistan Medical and Dental Council either part-time or full-time were included. Radiology residents and fellows who were nationally registered with the Pakistan Medical and Dental Council were also included. Self-administered questionnaires addressing teaching duties, methods, and rewards were collected from 95 participants. Results The overall response rate was 78.51% (95/121). All of the radiologists were involved in teaching residents and medical students, but only 36% reported formal training in teaching skills. Although most of the respondents (76%) agreed that medical students appeared enthusiastic about learning radiology, the time spent on teaching medical students was less than five hours per week annually (82%). Only 37% of the respondents preferred dedicated clerkships over distributed clerkships (41%). The most common preferred teaching methodology overall was one-on-one interaction. Tutorials, teaching rounds, and problem-based learning sessions were less favored by radiologists than by residents. Teaching via radiology films (86%) was the most frequent mode of instruction. Salary (59%) was the most commonly cited teaching reward. The majority of respondents (88%) were not satisfied with their current level of teaching rewards. Conclusion All radiologists and residents working in an academic radiology department are involved in teaching undergraduate students at multiple levels. The most valued teaching methodology involves use of images, with one-on-one interaction between the trainer and trainee. The monetary reward for teaching is inbuilt into the salary. The methodology adopted for teaching purposes was significantly different between respondents from private hospitals and those from public teaching hospitals. Because of low satisfaction among the respondents, efforts should be made to provide satisfying teaching rewards. PMID:23745098

Effect of Micro-Teaching Practices with Concrete Models on Pre-Service Mathematics Teachers' Self-Efficacy Beliefs about Using Concrete Models

ERIC Educational Resources Information Center

Ünlü, Melihan

2018-01-01

The purpose of the current study was to investigate the effect of micro-teaching practices with concrete models on the pre-service teachers' self-efficacy beliefs about using concrete models and to determine the opinions of the pre-service teachers about this issue. In the current study, one of the mixed methods, the convergent design (embedded)…

Ethics Training of Law Enforcement Officers: The Optimum Means of Conveyance

ERIC Educational Resources Information Center

Redden, Donald L.

2010-01-01

The current research was designed to furnish an unpretentious but rigorous examination of the subject of ethics education, seeking the most commanding and useful method to deliver the curriculum. A review of the literature revealed several methods currently used to teach ethics. The respondents examined the various methods, noted the positive and…

Medical students' preferences in radiology education a comparison between the Socratic and didactic methods utilizing powerpoint features in radiology education.

PubMed

Zou, Lily; King, Alexander; Soman, Salil; Lischuk, Andrew; Schneider, Benjamin; Walor, David; Bramwit, Mark; Amorosa, Judith K

2011-02-01

The Socratic method has long been a traditional teaching method in medicine and law. It is currently accepted as the standard of teaching in clinical wards, while the didactic teaching method is widely used during the first 2 years of medical school. There are arguments in support of both styles of teaching. After attending a radiology conference demonstrating different teaching methods, third-year and fourth-year medical students were invited to participate in an online anonymous survey. Of the 74 students who responded, 72% preferred to learn radiology in an active context. They preferred being given adequate time to find abnormalities on images, with feedback afterward from instructors, and they thought the best approach was a volunteer-based system of answering questions using the Socratic method in the small group. They desired to be asked questions in a way that was constructive and not belittling, to realize their knowledge deficits and to have daily pressure to come prepared. The respondents thought that pimping was an effective teaching tool, supporting previous studies. When teaching radiology, instructors should use the Socratic method to a greater extent. Combining Socratic teaching with gentle questioning by an instructor through the use of PowerPoint is a preferred method among medical students. This information is useful to improve medical education in the future, especially in radiology education. Copyright © 2011 AUR. Published by Elsevier Inc. All rights reserved.

An in-depth analysis of ethics teaching in Canadian physiotherapy and occupational therapy programs.

PubMed

Laliberté, Maude; Hudon, Anne; Mazer, Barbara; Hunt, Matthew R; Ehrmann Feldman, Debbie; Williams-Jones, Bryn

2015-01-01

The purpose of this study was to examine current approaches and challenges to teaching ethics in entry-level Canadian physiotherapy (PT) and occupational therapy (OT) programs. Educators responsible for teaching ethics in the 28 Canadian PT and OT programs (n = 55) completed an online survey. The quantity of ethics teaching is highly variable, ranging from 5 to 65 h. Diverse obstacles to ethics teaching were reported, relating to the organization and structure of academic programs, student issues and the topic of ethics itself. Specific challenges included time constraints, large class sizes, a lack of pedagogical tools adapted to teaching this complex subject, a perceived lack of student interest for the subject and a preference for topics related to clinical skills. Of note, 65% of ethics educators who participated in the survey did not have any specialized training in ethics. Significant cross-program variation in the number of hours dedicated to ethics and the diversity of pedagogical methods used suggests that there is little consensus about how best to teach ethics. Further research on ethics pedagogy in PT and OT programs (i.e. teaching and evaluation approaches and effectiveness of current ethics teaching) would support the implementation of more evidence-based ethics education. Implications for Rehabilitation Ethics educators in Canadian PT and OT programs are experimenting with diverse educational approaches to teach ethical reasoning and decision-making to students, including lectures, problem-based learning, directed readings, videos, conceptual maps and clinical elective debriefing, but no particular method has been shown to be more effective for developing ethical decision-making/reasoning. Thus, research on the effectiveness of current methods is needed to support ethics educators and programs to implement evidence-based ethics education training. In our survey, 65% of ethics educators did not have any specialized training in ethics. Ensuring that educators are well equipped to support the development of necessary theoretical and applied competencies can be promoted by initiatives including the creation of tailored ethics teaching and evaluation tools, and by establishing communities of practice among ethics educators. This survey identified heterogeneity in ethics teaching content, format and duration, and location within the curriculum. In order to be able to assess more precisely the place accorded to ethics teaching in PT and OT programs, careful mapping of ethics content inside and across rehabilitation programs is needed - both in Canada and internationally. These initiatives would help advance understanding of ethics teaching practices in rehabilitation.

The Effectiveness of the Learning-Cycle Method on Teaching DC Circuits to Prospective Female and Male Science Teachers

ERIC Educational Resources Information Center

Ates, Salih

2005-01-01

This study was undertaken to explore the effectiveness of the learning-cycle method when teaching direct current (DC) circuits to university students. Four Physics II classes participated in the study, which lasted approximately two and a half weeks in the middle of the spring semester of 2003. Participants were 120 freshmen (55 females and 65…

How patient educators help students to learn: An exploratory study.

PubMed

Cheng, Phoebe T M; Towle, Angela

2017-03-01

Benefits of the active involvement of patients in educating health professionals are well-recognized but little is known about how patient educators facilitate student learning. This exploratory qualitative study investigated the teaching practices and experiences that prepared patient educators for their roles in a longitudinal interprofessional Health Mentors program. Semi-structured interviews were conducted with eleven experienced health mentors. Responses were coded and analyzed for themes related to teaching goals, methods, and prior experiences. Mentors used a rich variety of teaching methods to teach patient-centeredness and interprofessionalism, categorized as: telling my story, stimulating reflection, sharing perspectives, and problem-solving. As educators they drew on a variety of prior experiences with teaching, facilitation or public speaking and long-term interactions with the health-care system. Patient educators use diverse teaching methods, drawing on both individualistic and social perspectives on learning. A peer-support model of training and support would help maintain the authenticity of patients as educators. The study highlights inadequacies of current learning theories to explain how patients help students learn.

The Current Use of Web 2.0 Tools in University Teaching from the Perspective of Faculty Members at the College of Education

ERIC Educational Resources Information Center

Ahmed, Abdelrahman M.; AbdelAlmuniem, Arwa; Almabhouh, Ahmed A.

2016-01-01

This study aimed to identify the current status of using Web 2.0 tools in university teaching by the faculty members of the College of Education at Sudan University of Science and Technology. The study used a descriptive analytical method based on the use of questionnaires and interviews. The questionnaire was administered to a sample of 40…

Practicing the practice: Learning to guide elementary science discussions in a practice-oriented science methods course

NASA Astrophysics Data System (ADS)

Shah, Ashima Mathur

University methods courses are often criticized for telling pre-service teachers, or interns, about the theories behind teaching instead of preparing them to actually enact teaching. Shifting teacher education to be more "practice-oriented," or to focus more explicitly on the work of teaching, is a current trend for re-designing the way we prepare teachers. This dissertation addresses the current need for research that unpacks the shift to more practice-oriented approaches by studying the content and pedagogical approaches in a practice-oriented, masters-level elementary science methods course (n=42 interns). The course focused on preparing interns to guide science classroom discussions. Qualitative data, such as video records of course activities and interns' written reflections, were collected across eight course sessions. Codes were applied at the sentence and paragraph level and then grouped into themes. Five content themes were identified: foregrounding student ideas and questions, steering discussion toward intended learning goals, supporting students to do the cognitive work, enacting teacher role of facilitator, and creating a classroom culture for science discussions. Three pedagogical approach themes were identified. First, the teacher educators created images of science discussions by modeling and showing videos of this practice. They also provided focused teaching experiences by helping interns practice the interactive aspects of teaching both in the methods classroom and with smaller groups of elementary students in schools. Finally, they structured the planning and debriefing phases of teaching so interns could learn from their teaching experiences and prepare well for future experiences. The findings were analyzed through the lens of Grossman and colleagues' framework for teaching practice (2009) to reveal how the pedagogical approaches decomposed, represented, and approximated practice throughout course activities. Also, the teacher educators' purposeful use of both pedagogies of investigation (to study teaching) and pedagogies of enactment (to practice enacting teaching) was uncovered. This work provides insights for the design of courses that prepare interns to translate theories about teaching into the interactive work teachers actually do. Also, it contributes to building a common language for talking about the content of practice-oriented courses and for comparing the affordances and limitations of pedagogical approaches across teacher education settings.

Teaching and assessment of professional attitudes in UK dental schools - commentary.

PubMed

Field, J; Ellis, J; Abbas, C; Germain, P

2010-08-01

The General Dental Council expects professionalism to be embedded and assessed through-out the undergraduate dental programme. Curricula need therefore to accommodate these recommendations. A stroll poll of UK dental schools provided a basis for understanding the current methods of teaching and assessing professionalism. All respondent schools recognised the importance of professionalism and reported that this was taught and assessed within their curriculum. For most the methods involved were largely traditional, relying on lectures and seminars taught throughout the course. The most common form of assessment was by grading and providing formative feedback after a clinical encounter. Whilst clinical skills and knowledge can perhaps be readily taught and assessed using traditional methods, those involved in education are challenged to identify and implement effective methods of not only teaching, but also assessing professionalism. A variety of standalone methods need to be developed that assess professionalism and this will, in turn, allow the effectiveness of teaching methods to be assessed.

Students' perspectives of undergraduate research methods education at three public medical schools in Uganda.

PubMed

Munabi, Ian Guyton; Buwembo, William; Joseph, Ruberwa; Peter, Kawungezi; Bajunirwe, Francis; Mwaka, Erisa Sabakaki

2016-01-01

In this study we used a model of adult learning to explore undergraduate students' views on how to improve the teaching of research methods and biostatistics. This was a secondary analysis of survey data of 600 undergraduate students from three medical schools in Uganda. The analysis looked at student's responses to an open ended section of a questionnaire on their views on undergraduate teaching of research methods and biostatistics. Qualitative phenomenological data analysis was done with a bias towards principles of adult learning. Students appreciated the importance of learning research methods and biostatistics as a way of understanding research problems; appropriately interpreting statistical concepts during their training and post-qualification practice; and translating the knowledge acquired. Stressful teaching environment and inadequate educational resource materials were identified as impediments to effective learning. Suggestions for improved learning included: early and continuous exposure to the course; more active and practical approach to teaching; and a need for mentorship. The current methods of teaching research methods and biostatistics leave most of the students in the dissonance phase of learning resulting in none or poor student engagement that results in a failure to comprehend and/or appreciate the principles governing the use of different research methods.

Teaching Informatics to Prelicensure, RN-to-BSN, and Graduate Level Students.

PubMed

Vottero, Beth

Teaching nursing informatics to students in associate, baccalaureate, RN-BSN, and graduate nursing programs poses challenges for curriculum design, as well as developing appropriate instruction and assessment methods. The current state of nursing informatics education provides opportunities for unique instructional design and assessment techniques. Key course content is provided with suggestions for teaching informatics that focus on leveling for prelicensure, RN-BSN, and graduate nursing programs.

On Study of Teaching Reform of Organic Chemistry Course in Applied Chemical Industry Technology

NASA Astrophysics Data System (ADS)

Zhang, Yunshen

2017-11-01

with the implementation of new curriculum reform, the education sees great changes in teaching methods. Teaching reform is profound in organic chemistry course in applied chemical industry technology. However, many problems which have never been noticed before occur when reform programs are implemented which harm students’ ability for learning and enthusiasm in side face. This paper proposes reform measures like combining theory and practice, improving professional quality, supplementing professional needs and integrating teaching into life after analyzing organic chemistry course teaching in applied chemical industry technology currently, hoping to play a role of reference for organic chemistry course teaching reform in applied chemical industry technology.

Case studies approach for an undergraduate astrobiology course

NASA Astrophysics Data System (ADS)

Burko, Lior M.; Enger, Sandra

2013-04-01

Case studies is a well known and widely used method in law schools, medical schools, and business schools, but relatively little used in physics or astronomy courses. We developed an astrobiology course based strongly on the case studies approach, and after teaching it first at the University of Alabama in Huntsville, we have adapted it and are now teaching it at Alabama A&M University, a HBCU. The case studies approach uses several well tested and successful teaching methods - including group work, peer instruction, current interest topics, just-in-time teaching, &c. We have found that certain styles of cases are more popular among students than other styles, and will revise our cases to reflect such student preferences. We chose astrobiology -- an inherently multidisciplinary field -- because of the popularity of the subject matter, its frequent appearance in the popular media (news stories about searches for life in the universe, the discovery of Earth-like exoplanets, etc, in addition to SciFi movies and novels), and the rapid current progress in the field. In this talk we review briefly the case studies method, the styles of cases used in our astrobiology course, and student response to the course as found in our assessment analysis.

Hybrid teaching method for undergraduate student in Marine Geology class in Indonesia

NASA Astrophysics Data System (ADS)

Yusuf Awaluddin, M.; Yuliadi, Lintang

2016-04-01

Bridging Geosciences to the future generations in interesting and interactive ways are challenging for lecturers and teachers. In the past, one-way 'classic' face-to-face teaching method has been used as the only alternative for undergraduate's Marine Geology class in Padjadjaran University, Indonesia. Currently, internet users in Indonesia have been increased significantly, among of them are young generations and students. The advantage of the internet as a teaching method in Geosciences topic in Indonesia is still limited. Here we have combined between the classic and the online method for undergraduate teaching. The case study was in Marine Geology class, Padjadjaran University, with 70 students as participants and 2 instructors. We used Edmodo platform as a primary tool in our teaching and Dropbox as cloud storage. All online teaching activities such as assignment, quiz, discussion and examination were done in concert with the classic one with proportion 60% and 40% respectively. We found that the students had the different experience in this hybrid teaching method as shown in their feedback through this platform. This hybrid method offers interactive ways not only between the lecturers and the students but also among students. Classroom meeting is still needed to expose their work and for general discussion.Nevertheless, the only problem was the lack of internet access in the campus when all our students accessing the platform at the same time.

Interteaching: The Effects of Discussion Group Size on Undergraduate Student Performance and Preference

ERIC Educational Resources Information Center

Gutierrez, Michael

2017-01-01

Interteaching is a college teaching method grounded in the principles of applied behavior analysis. Research on interteaching demonstrates that it improves academic performance, and students report greater satisfaction with interteaching as compared to traditional teaching styles. The current study investigates whether discussion group size, a…

Effective Strategies for Teaching in K-8 Classrooms

ERIC Educational Resources Information Center

Moore, Kenneth D.; Hansen, Jacqueline

2011-01-01

Featuring a wealth of reflection activities and connections to standards, this concise, easy-to-read teaching methods text equips students with the content knowledge and skills they need to become effective K-8 teachers. The book maximizes instructional flexibility, reflects current educational issues, highlights recent research, and models best…

Nursing department orientation: are we missing the mark?

PubMed

Kennedy, Julie Marie; Nichols, Amy A; Halamek, Louis P; Arafeh, Julie M R

2012-01-01

Hospitals routinely provide orientation for the new nurses they hire. The evolution of nursing practice is not reflected in the current teaching methods of nursing orientation. The authors examine the past 60 years of nursing department orientation and assert the need to move toward more effective and innovative teaching strategies.

Your Science Classroom: Becoming an Elementary/Middle School Science Teacher

ERIC Educational Resources Information Center

Goldston, M. Jenice; Downey, Laura

2012-01-01

Designed around a practical "practice-what-you-teach" approach to methods instruction, "Your Science Classroom: Becoming an Elementary/Middle School Science Teacher" is based on current constructivist philosophy, organized around 5E inquiry, and guided by the National Science Education Teaching Standards. Written in a reader-friendly style, the…

Construct Validation of Content Standards for Teaching

ERIC Educational Resources Information Center

van der Schaaf, Marieke F.; Stokking, Karel M.

2011-01-01

Current international demands to strengthen the teaching profession have led to an increased development and use of professional content standards. The study aims to provide insight in the construct validity of content standards by researching experts' underlying assumptions and preferences when participating in a delphi method. In three rounds 21…

A Graphical Approach to Teaching Amplifier Design at the Undergraduate Level

ERIC Educational Resources Information Center

Assaad, R. S.; Silva-Martinez, J.

2009-01-01

Current methods of teaching basic amplifier design at the undergraduate level need further development to match today's technological advances. The general class approach to amplifier design is analytical and heavily based on mathematical manipulations. However, the students mathematical abilities are generally modest, creating a void in which…

Why Teach the Electron Configuration of the Elements as We Do?

ERIC Educational Resources Information Center

Millikan, Roger C.

1982-01-01

Discusses pros and cons of current methods of teaching electron configurations of elements. Offers alternative instructional strategies, suggesting that although tables of electron configurations are useful and in conjunction with periodic tables may help solve many problems, they should be included as reference material. (Author/JN)

Teaching Psychology and Law: An Empirical Evaluation of Experiential Learning

ERIC Educational Resources Information Center

Zelechoski, Amanda D.; Riggs Romaine, Christina L.; Wolbransky, Melinda

2017-01-01

Given the recent proliferation of undergraduate psychology and law courses, there is an increased need to empirically evaluate effective methods of teaching psycholegal material. The current study used a between- and within-subject design across four higher education institutions (N = 291 students) to evaluate the effectiveness of incorporating…

Teaching Teamwork through Coteaching in the Business Classroom

ERIC Educational Resources Information Center

Kliegl, Julie A.; Weaver, Kari D.

2014-01-01

Business educators recognize the importance of developing teamwork as an employability skill. However, current methods used to teach teamwork have been met with mixed results from both students and educators. This article integrates research on the importance of teamwork, team development processes, and coteaching through examining a case study…

A Survey of EFL Instructors' Mediative Knowledge across Contexts of Teaching

ERIC Educational Resources Information Center

Rezaee-Manesh, Najafquli; Tahriri, Abdorreza

2014-01-01

The current mixed-method study probed EFL instructors' mediative knowledge across four different contexts of teaching including language institutes, universities, and senior and junior high schools in Iran. To this end, 181 EFL instructors, 80 males and 101 females, completed mediative closed-questionnaire which composed of twelve items to measure…

What Can Jesus Teach Us about Student Engagement?

ERIC Educational Resources Information Center

James, Glenn; Martinez, Elda; Herbers, Sherry

2015-01-01

This article examines Jesus's teaching methods as described in the four Gospels, highlighting the ways in which He led listeners to participate actively in their learning. We identify similarities between many of Jesus's techniques and current practices in the field of student engagement, with a focus on applications for instructors in higher…

A Heuristic Tool for Teaching Business Writing: Self-Assessment, Knowledge Transfer, and Writing Exercises

ERIC Educational Resources Information Center

Ortiz, Lorelei A.

2013-01-01

To teach effective business communication, instructors must target students’ current weaknesses in writing. One method for doing so is by assigning writing exercises. When used heuristically, writing exercises encourage students to practice self-assessment, self-evaluation, active learning, and knowledge transfer, all while reinforcing the basics…

77 FR 33392 - Notice of Intent To Extend a Currently Approved Information Collection

Federal Register 2010, 2011, 2012, 2013, 2014

2012-06-06

... concerning this notice may be submitted by any of the following methods: Email: [email protected] ; Fax... under sections 1444 and 1445 of the National Agricultural Research, Extension, and Teaching Policy Act... Agricultural Research, Extension, and Teaching Policy Act of 1977 (NARETPA). Failure to comply with the...

The Utility of Implicit Learning in the Teaching of Rules

ERIC Educational Resources Information Center

Saetrevik, Bjorn; Reber, Rolf; Sannum, Petter

2006-01-01

The potential impact of implicit learning on education has been repeatedly stressed, though little research has examined this connection directly. The current paper describes two experiments that, inspired by artificial grammar learning experiments, examine the utility of implicit learning as a method for teaching atomic bonding rules to 11-12…

Using Articulate Virtual Laboratories in Teaching Energy Conversion at the U.S. Naval Academy.

ERIC Educational Resources Information Center

Wu, C.

1998-01-01

The Mechanical Engineering Department at the U.S. Naval Academy is currently evaluating a new teaching method which uses computer software. Utilizing the thermodynamic-based software CyclePad, Intelligent Computer Aided Instruction is incorporated in an advanced energy conversion course for Mechanical Engineering students. The CyclePad software…

Teaching Genocide as a Contemporary Problem.

ERIC Educational Resources Information Center

Frelick, Bill

1987-01-01

Discusses methods of teaching about the history of genocide and the potential for its occurrence today. Encourages students to confront commonly-held beliefs in order to understand human rights abuses. Studies current genocidal tendencies, such as those in Iran, to demonstrate the "latent potential in all of us to allow such evil to occur."…

Using the Case Study Method in Teaching College Physics

NASA Astrophysics Data System (ADS)

Burko, Lior M.

2016-10-01

The case study teaching method has a long history (starting at least with Socrates) and wide current use in business schools, medical schools, law schools, and a variety of other disciplines. However, relatively little use is made of it in the physical sciences, specifically in physics or astronomy. The case study method should be considered by physics faculty as part of the effort to transition the teaching of college physics from the traditional frontal-lecture format to other formats that enhance active student participation. In this paper we endeavor to interest physics instructors in the case study method, and hope that it would also serve as a call for more instructors to produce cases that they use in their own classes and that can also be adopted by other instructors.

Approaching Multidimensional Forms of Knowledge through Personal Meaning Mapping in Science Integrating Teaching outside the Classroom

ERIC Educational Resources Information Center

Hartmeyer, Rikke; Bølling, Mads; Bentsen, Peter

2017-01-01

Current research points to Personal Meaning Mapping (PMM) as a method useful in investigating students' prior and current science knowledge. However, studies investigating PMM as a method for exploring specific knowledge dimensions are lacking. Ensuring that students are able to access specific knowledge dimensions is important, especially in…

Learning Science, Learning about Science, Doing Science: Different goals demand different learning methods

NASA Astrophysics Data System (ADS)

Hodson, Derek

2014-10-01

This opinion piece paper urges teachers and teacher educators to draw careful distinctions among four basic learning goals: learning science, learning about science, doing science and learning to address socio-scientific issues. In elaboration, the author urges that careful attention is paid to the selection of teaching/learning methods that recognize key differences in learning goals and criticizes the common assertion that 'current wisdom advocates that students best learn science through an inquiry-oriented teaching approach' on the grounds that conflating the distinction between learning by inquiry and engaging in scientific inquiry is unhelpful in selecting appropriate teaching/learning approaches.

A comparison of methods for teaching receptive language to toddlers with autism.

PubMed

Vedora, Joseph; Grandelski, Katrina

2015-01-01

The use of a simple-conditional discrimination training procedure, in which stimuli are initially taught in isolation with no other comparison stimuli, is common in early intensive behavioral intervention programs. Researchers have suggested that this procedure may encourage the development of faulty stimulus control during training. The current study replicated previous work that compared the simple-conditional and the conditional-only methods to teach receptive labeling of pictures to young children with autism spectrum disorder. Both methods were effective, but the conditional-only method required fewer sessions to mastery. © Society for the Experimental Analysis of Behavior.

Maintaining capacity for in-practice teaching and supervision of students and general practice trainees: a cross-sectional study of early career general practitioners.

PubMed

Catzikiris, Nigel; Tapley, Amanda; Morgan, Simon; Holliday, Elizabeth G; Ball, Jean; Henderson, Kim; Elliott, Taryn; Spike, Neil; Regan, Cathy; Magin, Parker

2017-08-10

Objectives Expanding learner cohorts of medical students and general practitioner (GP) vocational trainees and the impending retirement of the 'baby boomer' GP cohort threaten the teaching and supervisory capacity of the Australian GP workforce. Engaging newly qualified GPs is essential to sustaining this workforce training capacity. The aim of the present study was to establish the prevalence and associations of in-practice clinical teaching and supervision in early career GPs. Methods The present study was a cross-sectional questionnaire-based study of recent (within 5 years) alumni of three of Australia's 17 regional general practice training programs. The outcome factor was whether the alumnus taught or supervised medical students, GP registrars or other learners in their current practice. Logistic regression analysis was used to establish associations of teaching and supervision with independent variables comprising alumnus demographics, current practice characteristics and vocational training experiences. Results In all, 230 alumni returned questionnaires (response rate 37.4%). Of currently practising alumni, 52.4% (95% confidence interval (CI) 45.6-59.0%) reported current teaching or supervisory activities. Factors significantly (P<0.05) associated with alumni currently undertaking in-practice clinical teaching and supervision were: Australian medical graduation (odds ratio (OR) for international graduates 0.36; 95% CI 0.14-0.92), working in a regional or remote area (OR 2.75; 95% CI 1.24-6.11) and currently undertaking nursing home visits, home visits or after-hours work (OR 2.01; CI 1.02-3.94). Conclusions Rural-urban and country-of-graduation differences in the engagement of early career GPs in practice-based apprenticeship-like teaching or training should inform strategies to maintain workforce training capacity. What is known about the topic? Projected changes in the demand for and supply of clinical teaching and supervision within Australian general practice will require greater uptake of teaching and supervision by recently qualified GPs to ensure sustainability of this teaching model. Although interest in and undertaking of teaching roles have been documented for GP or family medicine trainees, studies investigating the engagement in these clinical roles by GPs during their early post-training period are lacking. What does this paper add? This paper is the first to document the prevalence of teaching and supervision undertaken by early career GPs as part of their regular clinical practice. We also demonstrate associations of practice rurality, country of medical graduation and undertaking non-practice-based clinical roles with GPs' engagement in teaching and supervisory roles. What are the implications for practitioners? Establishing current teaching patterns of GPs enables appropriate targeting of new strategies to sustain an effective teaching and supervisory capacity within general practice. The findings of the present study suggest that exploring focused strategies to facilitate and support international medical graduates to engage in teaching during their vocational training, aided by focused supervisor support, may be of particular value.

Teaching and evaluation methods of medical ethics in the Saudi public medical colleges: cross-sectional questionnaire study

PubMed Central

2013-01-01

Background Saudi Arabia is considered one of the most influential Muslim countries being as the host of the two most holy places for Muslims, namely Makkah and Madina. This was reflected in the emphasis on teaching medical ethics in a lecture-based format as a part of the subject of Islamic culture taught to medical students. Over the last few years, both teaching and evaluation of medical ethics have been changing as more Saudi academics received specialized training and qualifications in bioethics from western universities. Methods This study aims at studying the current teaching methods and evaluation tools used by the Saudi public medical schools. It is done using a self-administered online questionnaire. Results Out of the 14 medical schools that responded, the majority of the responding schools (6; 42.8%), had no ethics departments; but all schools had a curriculum dedicated to medical ethics. These curricula were mostly developed by the faculty staff (12; 85.7%). The most popular teaching method was lecturing (13; 92.8%). The most popular form of student assessment was a paper-based final examination (6; 42.8%) at the end of the course that was allocated 40% or more of the total grade of the ethics course. Six schools (42.8%) allocated 15-30% of the total grade to research. Conclusion Although there is a growing interest and commitment in teaching ethics to medical students in Saudi schools; there is lack of standardization in teaching and evaluation methods. There is a need for a national body to provide guidance for the medical schools to harmonize the teaching methods, particularly introducing more interactive and students-engaging methods on the account of passive lecturing. PMID:24020917

Teaching musculoskeletal examination skills to UK medical students: A comparative survey of Rheumatology and Orthopaedic education practice

PubMed Central

2014-01-01

Background Specialists in Rheumatology and Orthopaedics are frequently involved in undergraduate teaching of musculoskeletal (MSK) examination skills. Students often report that specialty-led teaching is inconsistent, confusing and bears little resemblance to the curricula. The Gait, Arms, Legs and Spine (GALS) is a MSK screening tool that provides a standardised approach to examination despite it being fraught with disapproval and low uptake. Recent studies would appear to support innovative instructional methods of engaging learners such as patient educators and interactive small group teaching. Methods This comparative cross-sectional survey evaluates the current state of undergraduate teaching in Rheumatology and Orthopaedics, including preferred teaching methods, attitudes towards GALS, and barriers to effective teaching. An electronic questionnaire was sent to specialist trainees and Consultants in the East and West Midlands region, representing 5 UK medical schools. Descriptive statistical data analysis was performed. Results There were 76 respondents representing 5 medical schools. There was a request for newer teaching methodologies to be used: multi-media computer-assisted learning (35.5%), audio-visual aids (31.6%), role-playing (19.7%), and social media (3.9%). It is evident that GALS is under-utilised with 50% of clinicians not using GALS in their teaching. Conclusions There is a genuine desire for clinical educators to improve their teaching ability, collaborate more with curriculum planners, and feel valued by institutions. There remains a call for implementing a standardised approach to MSK clinical teaching to supersede GALS. PMID:24678598

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

PubMed

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

2018-04-01

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

An Investigation into Geography Teachers' Use of Current Events in Geography Classes

ERIC Educational Resources Information Center

Degirmenci, Yavuz; Ilter, Ilhan

2017-01-01

This study aimed to investigate the extent to which geography teachers use current events within the context of their geography instruction, their sources of information about current events, the methods and techniques they adopt while using current events in their teaching and the skills and values they expect their students to develop. The…

A narrative review of undergraduate peer-based healthcare ethics teaching

PubMed Central

Allikmets, Silvia; Knights, Felicity

2015-01-01

Objectives This study explores the literature in establishing the value of undergraduate peer-based healthcare ethics teaching as an educational methodology. Methods A narrative review of the literature concerning peer-based ethics teaching was conducted. MEDLINE, EMBASE, CINAHL, SCOPUS databases, and the Cochrane Library, were systematically searched for studies of peer-based ethics or professionalism teaching. Selected studies related peer-based teaching to ethics education outcomes. Results Ten publications were identified. Selected studies were varied in their chosen intervention methodology and analysis. Collectively, the identified studies suggest peer-based ethics education is an effective and valued educational methodology in training healthcare professionals. One paper suggests peer-based ethics teaching has advantages over traditional didactic methods. Peer-based ethics teaching also receives positive feedback from student participants. However, the limited literature base demonstrates a clear need for more evaluation of this pedagogy. Conclusions The current literature base suggests that undergraduate peer based healthcare ethics teaching is valuable in terms of efficacy and student satisfaction. We conclude that the medical community should invest in further study in order to capitalise upon the potential of peer-based ethics teaching in undergraduate healthcare education. PMID:26668050

Evaluating TBLT: The Case of a Task-Based Spanish Program

ERIC Educational Resources Information Center

González-Lloret, Marta; Nielson, Katharine B.

2015-01-01

The need for foreign language education in the US has increased in recent years, and teaching methods based on traditional textbooks are unlikely to meet the real-world needs of current learners. As a response, interest in Language for Specific Purposes programs has grown and so has Task-Based Language Teaching (TBLT) methodology. This article…

Andragogical Teaching Methods to Enhance Non-Traditional Student Classroom Engagement

ERIC Educational Resources Information Center

Allen, Pamela; Withey, Paul; Lawton, Deb; Aquino, Carlos Tasso

2016-01-01

The aim of this study was to provide a reflection of current trends in higher education, identify some of the changes in student behavior, and potential identification of non-traditional classroom facilitation with the purpose of strengthening active learning and use of technology in the classroom. Non-traditional teaching is emerging in the form…

Teaching "How?" Mand-for-Information Frames to Children with Autism

ERIC Educational Resources Information Center

Lechago, Sarah A.; Howell, Amber; Caccavale, Mia N.; Peterson, Charles W.

2013-01-01

The current study extends the mand-for-information literature by examining a method to teach mand-for-information frames, targeting 2 frames for the "How?" mand ("How do I?" and "How many?"). Using separate behavior chains to target the 2 frames, we taught 3 children with autism to emit mands for information with 1…

An Interdisciplinary Inservice Model for Teaching Reading in the Content Areas: Grades 7-9.

ERIC Educational Resources Information Center

Granite School District, Salt Lake City, UT.

The model outlined in this document describes the development of an integrated approach to teaching content reading skills to teachers. Methods and materials applicable to texts and media currently used in classrooms were produced by inservice teachers of science, math, and social studies at a Salt Lake City junior high school. This document…

How to Implement an E-Learning Curriculum to Streamline Teaching Digital Image Processing

ERIC Educational Resources Information Center

Király, Sándor

2016-01-01

In the field of teaching, one of the interesting subjects is the research of the fact which didactic methods are good for learning the current curriculum for the students who show a wide range of age, interest, chosen courses, previous studies and motivation. This article introduces the facilities that support the learning process: the…

Teaching Geographical Information Systems in Geography Degrees: A Critical Reassessment of Vocationalism

ERIC Educational Resources Information Center

Whyatt, Duncan; Clark, Gordon; Davies, Gemma

2011-01-01

Geographical information systems (GIS) are in tune with the current ethos of higher education because of their perceived vocational value. However, it is particularly difficult to teach GIS vocationally. This paper critiques the claim of vocationalism. The authors use an innovative method of evaluating a module that enlists its alumni to reflect…

Darwin versus Intelligent Design in US Courts: Does Teaching Intelligent Design in Biology Classes Violate the US Constitution?

ERIC Educational Resources Information Center

Bradt, Patricia T.

2006-01-01

Darwinian evolution is accepted by the great majority of scientists as the method by which the diversity of earth's organisms, including humans, evolved. Current research continues to expand our knowledge of evolutionary mechanisms. However, certain religious groups, supporting teaching the creation of earth's species as outlined in Genesis…

Perceptions Audit for the General Teaching Council for England. Technical Report

ERIC Educational Resources Information Center

Levitt, Ruth; Rabinovich, Lila; van Dijk, Lidia Villalba

2009-01-01

The General Teaching Council for England (GTC) commissioned RAND Europe in 2008 to undertake a perceptions audit, to take the temperature on its current status and to inform its future work with teachers, organisational partners and the wider public. A perceptions audit is a method for gathering opinions and views of selected informants about how…

Teaching Comparative Law in the 21st Century: Beyond the Civil/Common Law Dichotomy.

ERIC Educational Resources Information Center

Waxman, Michael P.

2001-01-01

Asserts that the inexorable shift to transnational and global legal practice demands a comparable shift in methods of teaching comparative law to move it beyond its current American common law/European civil law myopia. Proposes an introductory course, Law in Comparative Cultures, which exposes students to a panoply of international legal systems.…

The Notional-Functional Approach: Teaching the Real Language in Its Natural Context.

ERIC Educational Resources Information Center

Laine, Elaine

This study of the notional-functional approach to second language teaching reviews the history and theoretical background of the method, current issues, and implementation of a notional-functional syllabus. Chapter 1 discusses the history and theory of the approach and the organization and advantages of the notional-functional syllabus. Chapter 2…

Undergraduate prosthetics and orthotics teaching methods: A baseline for international comparison.

PubMed

Aminian, Gholamreza; O'Toole, John M; Mehraban, Afsoon Hassani

2015-08-01

Education of Prosthetics and Orthotics is a relatively recent professional program. While there has been some work on various teaching methods and strategies in international medical education, limited publication exists within prosthetics and orthotics. To identify the teaching and learning methods that are used in Bachelor-level prosthetics and orthotics programs that are given highest priority by expert prosthetics and orthotics instructors from regions enjoying a range of economic development. Mixed method. The study partly documented by this article utilized a mixed method approach (qualitative and quantitative methods) within which each phase provided data for other phases. It began with analysis of prosthetics and orthotics curricula documents, which was followed by a broad survey of instructors in this field and then a modified Delphi process. The expert instructors who participated in this study gave high priority to student-centered, small group methods that encourage critical thinking and may lead to lifelong learning. Instructors from more developed nations placed higher priority on student's independent acquisition of prosthetics and orthotics knowledge, particularly in clinical training. Application of student-centered approaches to prosthetics and orthotics programs may be preferred by many experts, but there appeared to be regional differences in the priority given to different teaching methods. The results of this study identify the methods of teaching that are preferred by expert prosthetics and orthotics instructors from a variety of regions. This treatment of current instructional techniques may inform instructor choice of teaching methods that impact the quality of education and improve the professional skills of students. © The International Society for Prosthetics and Orthotics 2014.

Supervision--growing and building a sustainable general practice supervisor system.

PubMed

Thomson, Jennifer S; Anderson, Katrina J; Mara, Paul R; Stevenson, Alexander D

2011-06-06

This article explores various models and ideas for future sustainable general practice vocational training supervision in Australia. The general practitioner supervisor in the clinical practice setting is currently central to training the future general practice workforce. Finding ways to recruit, retain and motivate both new and experienced GP teachers is discussed, as is the creation of career paths for such teachers. Some of the newer methods of practice-based teaching are considered for further development, including vertically integrated teaching, e-learning, wave consulting and teaching on the run, teaching teams and remote teaching. Approaches to supporting and resourcing teaching and the required infrastructure are also considered. Further research into sustaining the practice-based general practice supervision model will be required.

Application of See One, Do One, Teach One Concept in Surgical Training

PubMed Central

Kotsis, Sandra V.; Chung, Kevin C.

2016-01-01

Background The traditional method of teaching in Surgery is known as “See One, Do One, Teach One.” However, many have argued that this method is no longer applicable mainly because of concerns for patient safety. The purpose of this paper is to show that the basis of the traditional teaching method is still valid in surgical training if it is combined with various adult learning principles. Methods We reviewed literature regarding the history of the formation of the surgical residency program, adult learning principles, mentoring, and medical simulation. We provide examples for how these learning techniques can be incorporated into a surgical resident training program. Results The surgical residency program created by Dr. William Halsted remained virtually unchanged until recently with reductions in resident work hours and changes to a competency-based training system. Such changes have reduced the teaching time between attending physicians and residents. Learning principles such as “Experience, Observation, Thinking and Action” as well as deliberate practice can be used to train residents. Mentoring is also an important aspect in teaching surgical technique. We review the different types of simulators: standardized patients, virtual reality applications, and high-fidelity mannequin simulators and the advantages and disadvantages of using them. Conclusions The traditional teaching method of “see one, do one, teach one” in surgical residency programs is simple but still applicable. It needs to evolve with current changes in the medical system to adequately train surgical residents and also provide patients with safe, evidence-based care. PMID:23629100

Graduate performance of science education department in implementing conservation-based science teaching

NASA Astrophysics Data System (ADS)

Parmin; Savitri, E. N.; Amalia, A. V.; Pratama, M. R.

2018-04-01

This study aims to measure the performance of graduates in implementing conservation-based science teaching. The study employed a qualitative method by collecting the self-assessment data from alumni and the performance assessment from the headmasters of schools where the graduates are currently teaching. There are nine indicators of conservation insight examined in this study. The study concluded that the 78 alumni, who have become teachers when the study was conducted, perform well in implementing conservative science lessons.

Review of teaching methods and critical thinking skills.

PubMed

Kowalczyk, Nina

2011-01-01

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

Application of the "see one, do one, teach one" concept in surgical training.

PubMed

Kotsis, Sandra V; Chung, Kevin C

2013-05-01

The traditional method of teaching in surgery is known as "see one, do one, teach one." However, many have argued that this method is no longer applicable, mainly because of concerns for patient safety. The purpose of this article is to show that the basis of the traditional teaching method is still valid in surgical training if it is combined with various adult learning principles. The authors reviewed literature regarding the history of the formation of the surgical residency program, adult learning principles, mentoring, and medical simulation. The authors provide examples for how these learning techniques can be incorporated into a surgical resident training program. The surgical residency program created by Dr. William Halsted remained virtually unchanged until recently with reductions in resident work hours and changes to a competency-based training system. Such changes have reduced the teaching time between attending physicians and residents. Learning principles such as experience, observation, thinking, and action and deliberate practice can be used to train residents. Mentoring is also an important aspect in teaching surgical technique. The authors review the different types of simulators-standardized patients, virtual reality applications, and high-fidelity mannequin simulators-and the advantages and disadvantages of using them. The traditional teaching method of "see one, do one, teach one" in surgical residency programs is simple but still applicable. It needs to evolve with current changes in the medical system to adequately train surgical residents and also provide patients with safe, evidence-based care.

Optimising a curriculum for clinical haematology and biochemistry in sports medicine: a Delphi approach

PubMed Central

Fallon, K E; Trevitt, A C

2006-01-01

Objectives To investigate issues of curriculum in the context of a postgraduate sports medicine training programme, specifically in the field of clinical biochemistry and haematology. Methods Following the Delphi methodology, a series of sequential questionnaires was administered to curriculum developers, clinical teachers, examiners, and registrars. Results Agreement on a core syllabus for this subject with an indication of the core aims and objectives of teaching and learning in this field and the associated required skills and competencies. An indication of current and ideal teaching and learning methods and reasons for these preferences. A consensus of key features of a teaching module for this field and of appropriate methods of examination. Conclusions The data derived from this study, as well as the experience of engaging in it, will better inform curriculum developers, teachers, and students of one another's perceptions as to what is important in and appropriate to teaching and learning in this field of sports medicine. Engagement in the exercise and broader consideration of the outcomes by those who develop the curriculum, teach, and formulate the examination process will facilitate attainment of the ideal of well aligned teaching, learning, and examination in this specific field. PMID:16432001

A national assessment of colleges and university school health education methods courses.

PubMed

Fisher, Christine M; Price, James H; Telljohann, Susan K; Dake, Joseph A

2015-04-01

Across the United States, school health education programs provide a wide variety of knowledge and skills to their students. There are currently no guidelines for school health methods courses. Using a 2-wave mailing followed by a third wave e-mail reminder, a final population of 226 university school health methods instructors at school health preparation programs were surveyed. A total of 138 completed surveys (61%) were returned. The topics taught in school health education methods courses emphasized the most included aligning objectives, instruction, and assessment (79%); development of lesson plans (73%); teaching methods that engage learners (72%); and application of the National Health Education Standards and performance indicators (69%). The content taught and how the instructors assessed their students differed statistically by 1 or more of the following: whether they had a health education degree, had experience teaching in the public schools, and if their program was accredited. This study provides information regarding what school health methods instructors across the United States are teaching in their classes. Using this information as a baseline can serve as a guide for preservice faculty teaching a school health methods course. © 2015, American School Health Association.

[Applications of 3D printing technology in teaching of oromaxillofacial head and neck surgical oncology].

PubMed

Ruan, Min; Ji, Tong; Zhang, Chen-Ping

2016-12-01

With the increasing maturation of 3D printing technology, as well as its application in various industries, investigation of 3D printing technology into clinic medical education becomes an important task of the current medical education. The teaching content of oromaxillofacial head and neck surgical oncology is complicated and diverse, making lower understanding/memorizing efficiency and insufficient skill training. To overcome the disadvantage of traditional teaching method, it is necessary to introduce 3D printing technique into teaching of oromaxillofacial head and neck surgical oncology, in order to improve the teaching quality and problem solving capabilities, and finally promote cultivation of skilled and innovative talents.

Would Socrates Have Actually Used the "Socratic Method" for Clinical Teaching?

PubMed

Stoddard, Hugh A; O'Dell, David V

2016-09-01

Medical students and residents are familiar with clinical teaching methods in which a faculty member poses a series of questions to them. This technique is often called the "Socratic method," but it is frequently perceived by learners as an attempt to demean them, a practice that is colloquially known as "pimping." The distinction between Socratic teaching and pimping lies in the perception of "psychological safety." Psychological safety allows learners to answer questions or ask for help without threats to their dignity or worthiness. In a psychologically safe clinical teaching context, learners recognize that questions posed by attending physicians probe their current understanding and guide them to expand their knowledge. In pimping, questions are posed to embarrass the learner and to reinforce the teacher's position of power over them. Absent a threat of disparagement or condemnation, learners are able to focus on building schema for knowledge, skills, and attitudes, rather than worrying about shielding their self-worth. This article presents the proper Socratic method, as intended by Socrates, and contrasts it with pimping. This perspective defines psychological safety as the pivotal factor distinguishing Socratic teaching from pimping, and establishes the foundation for empirical studies of these common practices in medical education.

Are We Teaching Them Anything?: A Model for Measuring Methodology Skills in the Political Science Major

ERIC Educational Resources Information Center

Siver, Christi; Greenfest, Seth W.; Haeg, G. Claire

2016-01-01

While the literature emphasizes the importance of teaching political science students methods skills, there currently exists little guidance for how to assess student learning over the course of their time in the major. To address this gap, we develop a model set of assessment tools that may be adopted and adapted by political science departments…

Critical Thinking and Social Interaction in Active Learning: A Conceptual Analysis of Class Discussion from Iranian Students' Perspective

ERIC Educational Resources Information Center

Hajhosseini, Mansoureh; Zandi, Saeid; Hosseini Shabanan, Sediqeh; Madani, Yaser

2016-01-01

Following the failures in traditional methods of teaching, theorists have recently emphasized students' active role in education in which the teacher is no longer a mere transmitter of knowledge. Discussion-based teaching has been regarded as a route to improving students' active role. The current study intended to discover the benefits of using…

Teaching Creative Problem Solving Methods to Undergraduate Economics and Business Students

ERIC Educational Resources Information Center

Cancer, Vesna

2014-01-01

This paper seeks to explore the need for and possibility of teaching current and potential problem solvers--undergraduate students in the economic and business field to define problems, to generate and choose creative and useful ideas and to verify them. It aims to select an array of quick and easy-to-use creative problem solving (CPS) techniques.…

Teaching Them All: An Exploratory Mixed Methods Study of African American Students' Perceptions of Their Middle School's Culture

ERIC Educational Resources Information Center

Hankerson, Henry

2009-01-01

Research indicates school culture impacts student achievement. At Teach Them All Middle School (TTA), an achievement gap exists between African American and White students. The purpose of the current study was to examine the perceptions of African American students concerning the school culture at TTA. The research questions explored the…

Impact of a novel teaching method based on feedback, activity, individuality and relevance on students’ learning

PubMed Central

Brooks, William S.; Laskar, Simone N.; Benjamin, Miles W.; Chan, Philip

2016-01-01

Objectives This study examines the perceived impact of a novel clinical teaching method based on FAIR principles (feedback, activity, individuality and relevance) on students’ learning on clinical placement. Methods This was a qualitative research study. Participants were third year and final year medical students attached to one UK vascular firm over a four-year period (N=108). Students were asked to write a reflective essay on how FAIRness approach differs from previous clinical placement, and its advantages and disadvantages. Essays were thematically analysed and globally rated (positive, negative or neutral) by two independent researchers. Results Over 90% of essays reported positive experiences of feedback, activity, individuality and relevance model.  The model provided multifaceted feedback; active participation; longitudinal improvement; relevance to stage of learning and future goals; structured teaching; professional development; safe learning environment; consultant involvement in teaching. Students perceived preparation for tutorials to be time intensive for tutors/students; a lack of teaching on medical sciences and direct observation of performance; more than once weekly sessions would be beneficial; some issues with peer and public feedback, relevance to upcoming exam and large group sizes. Students described negative experiences of “standard” clinical teaching. Conclusions Progressive teaching programmes based on the FAIRness principles, feedback, activity, individuality and relevance, could be used as a model to improve current undergraduate clinical teaching. PMID:26995588

Teaching learning methods of an entrepreneurship curriculum.

PubMed

Esmi, Keramat; Marzoughi, Rahmatallah; Torkzadeh, Jafar

2015-10-01

One of the most significant elements of entrepreneurship curriculum design is teaching-learning methods, which plays a key role in studies and researches related to such a curriculum. It is the teaching method, and systematic, organized and logical ways of providing lessons that should be consistent with entrepreneurship goals and contents, and should also be developed according to the learners' needs. Therefore, the current study aimed to introduce appropriate, modern, and effective methods of teaching entrepreneurship and their validation. This is a mixed method research of a sequential exploratory kind conducted through two stages: a) developing teaching methods of entrepreneurship curriculum, and b) validating developed framework. Data were collected through "triangulation" (study of documents, investigating theoretical basics and the literature, and semi-structured interviews with key experts). Since the literature on this topic is very rich, and views of the key experts are vast, directed and summative content analysis was used. In the second stage, qualitative credibility of research findings was obtained using qualitative validation criteria (credibility, confirmability, and transferability), and applying various techniques. Moreover, in order to make sure that the qualitative part is reliable, reliability test was used. Moreover, quantitative validation of the developed framework was conducted utilizing exploratory and confirmatory factor analysis methods and Cronbach's alpha. The data were gathered through distributing a three-aspect questionnaire (direct presentation teaching methods, interactive, and practical-operational aspects) with 29 items among 90 curriculum scholars. Target population was selected by means of purposive sampling and representative sample. Results obtained from exploratory factor analysis showed that a three factor structure is an appropriate method for describing elements of teaching-learning methods of entrepreneurship curriculum. Moreover, the value for Kaiser Meyer Olkin measure of sampling adequacy equaled 0.72 and the value for Bartlett's test of variances homogeneity was significant at the 0.0001 level. Except for internship element, the rest had a factor load of higher than 0.3. Also, the results of confirmatory factor analysis showed the model appropriateness, and the criteria for qualitative accreditation were acceptable. Developed model can help instructors in selecting an appropriate method of entrepreneurship teaching, and it can also make sure that the teaching is on the right path. Moreover, the model is comprehensive and includes all the effective teaching methods in entrepreneurship education. It is also based on qualities, conditions, and requirements of Higher Education Institutions in Iranian cultural environment.

Debating Curricular Strategies for Teaching Statistics and Research Methods: What Does the Current Evidence Suggest?

ERIC Educational Resources Information Center

Barron, Kenneth E.; Apple, Kevin J.

2014-01-01

Coursework in statistics and research methods is a core requirement in most undergraduate psychology programs. However, is there an optimal way to structure and sequence methodology courses to facilitate student learning? For example, should statistics be required before research methods, should research methods be required before statistics, or…

Graduate Faculty Perceptions of Experiential Learning Activities in Multicultural Classrooms

ERIC Educational Resources Information Center

Su, Yu-Han

2012-01-01

Current graduate programs employ many effective teaching methods. One of these methods, using experiential learning activities (Lee & Caffarella, 1994) in class, includes the subcomponents of cooperative learning, self-directed learning, and active learning. While these methods are commonly used, not much scholarly literature has examined the…

Application of the critical pathway and integrated case teaching method to nursing orientation.

PubMed

Goodman, D

1997-01-01

Nursing staff development programs must be responsive to current changes in healthcare. New nursing staff must be prepared to manage continuous change and to function competently in clinical practice. The orientation pathway, based on a case management model, is used as a structure for the orientation phase of staff development. The integrated case is incorporated as a teaching strategy in orientation. The integrated case method is based on discussion and analysis of patient situations with emphasis on role modeling and integration of theory and skill. The orientation pathway and integrated case teaching method provide a useful framework for orientation of new staff. Educators, preceptors and orientees find the structure provided by the orientation pathway very useful. Orientation that is developed, implemented and evaluated based on a case management model with the use of an orientation pathway and incorporation of an integrated case teaching method provides a standardized structure for orientation of new staff. This approach is designed for the adult learner, promotes conceptual reasoning, and encourages the social and contextual basis for continued learning.

Comparison of Annie Sullivan's Teaching Strategies for Literacy and Communication to the Current Outcome Performance Indicators in Deaf-Blindness: An Exploratory Mixed-Methods Study

ERIC Educational Resources Information Center

Pevsner, Diane

2010-01-01

This study explored teaching strategies for communication and literacy development in deaf-blind students by determining if there was a significant relationship between the instructional strategies practiced by Annie Sullivan in the early 1900s and the contemporary instructional strategies recommended by The National Consortium on Deaf-Blindness…

Online Stereo 3D Simulation in Studying the Spherical Pendulum in Conservative Force Field

ERIC Educational Resources Information Center

Zabunov, Svetoslav S.

2013-01-01

The current paper aims at presenting a modern e-learning method and tool that is utilized in teaching physics in the universities. An online stereo 3D simulation is used for e-learning mechanics and specifically the teaching of spherical pendulum as part of the General Physics course for students in the universities. This approach was realized on…

You Can Lead Students to Water, but You Can't Make Them Think: An Assessment of Student Engagement and Learning through Student-Centered Teaching

ERIC Educational Resources Information Center

Bradford, Jennifer; Mowder, Denise; Bohte, Joy

2016-01-01

The current project conducted an assessment of specific, directed use of student-centered teaching techniques in a criminal justice and criminology research methods and statistics class. The project sought to ascertain to what extent these techniques improved or impacted student learning and engagement in this traditionally difficult course.…

Flashback: Comparing Two Approaches to Teaching World History.

ERIC Educational Resources Information Center

Khazzaka, Joseph

1997-01-01

Discusses the "flashback" method of history instruction that begins with analyzing specific, current conditions and then traces their historical evolution. This method allows students to feel connected to the subject while participating in its historical investigation. Compares the "flashback" and the traditional chronological…

A pragmatic conception of science: Implications for science teaching

NASA Astrophysics Data System (ADS)

Sessoms, Deidre Bates

In this dissertation, I examine various philosophical conceptions of the nature of science---its goals, methods and products---and link those views to how science is taught. While the review begins in the 1600s, the focus is primarily on logical positivism. The logical positivist view of science prevailed for much of the twentieth century and has greatly influenced how science is taught. The review section culminates with current conceptions of science from the fields of philosophy, sociology, feminist studies and radical studies of science. These various conceptions of the nature of science are linked to how science is currently taught, at the K--12 level and at the university. In particular, the logical positivist conception has influenced the teaching of science by emphasizing the products of science (factual knowledge and theories) over the processes of science (the social methods of knowledge production). As a result of viewing science as the logical positivists did, teachers primarily focus on science as unchanging factual knowledge, at the expense of examining the social and cultural aspects of scientific practices. I develop a pragmatic conception of the method of science as reflective thinking that we effectively use in our everyday lives. Linking that conception with the aims that John Dewey outlined for schools in a democratic society points the way towards certain goals and methods for teaching science. Therefore, I explore the type of science teaching that might result when viewing science as a pragmatic activity conducted in a democracy. Teaching of this sort would involve students in working together on shared problems that arise in the context of daily life. For science students at the university, this would include participating in and critiquing scientific research in active research laboratories. Implementing this view of science teaching might result in modifications in the practices and goals of science. Lastly, the experiences of a group of under-represented minority students who studied the sciences at the university are used to illustrate both the promises and the pitfalls of attempting to incorporate a pragmatic view of science into science teaching.

Merging of Research and Teaching in Developmental Biology: Adaptation of Current Scientific Research Papers for Use in Undergraduate Laboratory Exercises

ERIC Educational Resources Information Center

Lee, H. H.; and others

1970-01-01

Describes two laboratory exercises adopted from current research papers for use in an undergraduate developmental biology course. Gives methods, summary of student results, and student comments. Lists lecture topics, text and reprint assignments, and laboratory exercises for course. (EB)

A Document Analysis of Teacher Evaluation Systems Specific to Physical Education

ERIC Educational Resources Information Center

Norris, Jason M.; van der Mars, Hans; Kulinna, Pamela; Kwon, Jayoun; Amrein-Beardsley, Audrey

2017-01-01

Purpose: The purpose of this document analysis study was to examine current teacher evaluation systems, understand current practices, and determine whether the instrumentation is a valid measure of teaching quality as reflected in teacher behavior and effectiveness specific to physical education (PE). Method: An interpretive document analysis…

Teaching learning methods of an entrepreneurship curriculum

PubMed Central

ESMI, KERAMAT; MARZOUGHI, RAHMATALLAH; TORKZADEH, JAFAR

2015-01-01

Introduction One of the most significant elements of entrepreneurship curriculum design is teaching-learning methods, which plays a key role in studies and researches related to such a curriculum. It is the teaching method, and systematic, organized and logical ways of providing lessons that should be consistent with entrepreneurship goals and contents, and should also be developed according to the learners’ needs. Therefore, the current study aimed to introduce appropriate, modern, and effective methods of teaching entrepreneurship and their validation Methods This is a mixed method research of a sequential exploratory kind conducted through two stages: a) developing teaching methods of entrepreneurship curriculum, and b) validating developed framework. Data were collected through “triangulation” (study of documents, investigating theoretical basics and the literature, and semi-structured interviews with key experts). Since the literature on this topic is very rich, and views of the key experts are vast, directed and summative content analysis was used. In the second stage, qualitative credibility of research findings was obtained using qualitative validation criteria (credibility, confirmability, and transferability), and applying various techniques. Moreover, in order to make sure that the qualitative part is reliable, reliability test was used. Moreover, quantitative validation of the developed framework was conducted utilizing exploratory and confirmatory factor analysis methods and Cronbach’s alpha. The data were gathered through distributing a three-aspect questionnaire (direct presentation teaching methods, interactive, and practical-operational aspects) with 29 items among 90 curriculum scholars. Target population was selected by means of purposive sampling and representative sample. Results Results obtained from exploratory factor analysis showed that a three factor structure is an appropriate method for describing elements of teaching-learning methods of entrepreneurship curriculum. Moreover, the value for Kaiser Meyer Olkin measure of sampling adequacy equaled 0.72 and the value for Bartlett’s test of variances homogeneity was significant at the 0.0001 level. Except for internship element, the rest had a factor load of higher than 0.3. Also, the results of confirmatory factor analysis showed the model appropriateness, and the criteria for qualitative accreditation were acceptable. Conclusion Developed model can help instructors in selecting an appropriate method of entrepreneurship teaching, and it can also make sure that the teaching is on the right path. Moreover, the model is comprehensive and includes all the effective teaching methods in entrepreneurship education. It is also based on qualities, conditions, and requirements of Higher Education Institutions in Iranian cultural environment. PMID:26457314

An Active-Learning Approach to Fostering Understanding of Research Methods in Large Classes

ERIC Educational Resources Information Center

LaCosse, Jennifer; Ainsworth, Sarah E.; Shepherd, Melissa A.; Ent, Michael; Klein, Kelly M.; Holland-Carter, Lauren A.; Moss, Justin H.; Licht, Mark; Licht, Barbara

2017-01-01

The current investigation tested the effectiveness of an online student research project designed to supplement traditional methods (e.g., lectures, discussions, and assigned readings) of teaching research methods in a large-enrollment Introduction to Psychology course. Over the course of the semester, students completed seven assignments, each…

User Education in the Academic Library: Media Methods for Reference Work. An Annotated Bibliography. Updated.

ERIC Educational Resources Information Center

Wharton, Sika

This annotated bibliography focuses on academic library usage of audiovisual (AV) methods of instruction, particularly for the enhancement of the reference teaching function. The bibliography's objectives are as follows: to identify current trends with regard to AV methods in library orientation and bibliographic instruction; to isolate instances…

Impact of a novel teaching method based on feedback, activity, individuality and relevance on students' learning.

PubMed

Edafe, Ovie; Brooks, William S; Laskar, Simone N; Benjamin, Miles W; Chan, Philip

2016-03-20

This study examines the perceived impact of a novel clinical teaching method based on FAIR principles (feedback, activity, individuality and relevance) on students' learning on clinical placement. This was a qualitative research study. Participants were third year and final year medical students attached to one UK vascular firm over a four-year period (N=108). Students were asked to write a reflective essay on how FAIRness approach differs from previous clinical placement, and its advantages and disadvantages. Essays were thematically analysed and globally rated (positive, negative or neutral) by two independent researchers. Over 90% of essays reported positive experiences of feedback, activity, individuality and relevance model. The model provided multifaceted feedback; active participation; longitudinal improvement; relevance to stage of learning and future goals; structured teaching; professional development; safe learning environment; consultant involvement in teaching. Students perceived preparation for tutorials to be time intensive for tutors/students; a lack of teaching on medical sciences and direct observation of performance; more than once weekly sessions would be beneficial; some issues with peer and public feedback, relevance to upcoming exam and large group sizes. Students described negative experiences of "standard" clinical teaching. Progressive teaching programmes based on the FAIRness principles, feedback, activity, individuality and relevance, could be used as a model to improve current undergraduate clinical teaching.

Teaching Mineralogy, Petrology and Geochemistry in the 21st Century: Instructional Resources for Geoscience Faculty

NASA Astrophysics Data System (ADS)

Mogk, D. W.; Beane, R. J.; Whitney, D. L.; Nicolaysen, K. E.; Panero, W. R.; Peck, W. H.

2011-12-01

Mineralogy, petrology and geochemistry (MPG) are pillars of the geoscience curriculum because of their relevance in interpreting Earth history and processes, application to geo-hazards, resources, and environmental issues, and contributions to emerging fields such as geology and human health. To keep faculty current in scientific advances in these fields, and in modern instructional methods, the On the Cutting Edge program convened a workshop at the University of Minnesota in August, 2011. This workshop builds on the previous 15 year's work that has been focused on identifying, aggregating, and developing high-quality collections of teaching activities and related resources, and in building a community of scholars in support of excellence in instruction in MPG courses. The goals of the workshop were to: a) develop an integrated, comprehensive and reviewed curriculum for MPG courses, and to seek ways to make connections with the larger geoscience curriculum; b) to explore emerging topics in MPG such as geobiology and climate change; c) demonstrate effective methods in teaching MPG in the context of Earth system science; d) share effective teaching activities and strategies for the classroom, laboratory and field including advances in pedagogy, assessments and research on learning; e) keep faculty current on recent advances in mineralogy, petrology and geochemistry research and to apply these findings to our teaching; f) explore and utilize current societal and global issues that intersect mineralogy, petrology and geochemistry to heighten the relevancy of course content for students; and h) meet colleagues and foster future teaching and research collaborations. A significant outcome of this workshop is a peer reviewed of collection of 300+ existing teaching activities, and a gap analysis to identify teaching activities needed to make these collections comprehensive and coherent. In addition, a series of thematic collections were developed to assist high priority areas of teaching MPG (e.g. MPG in Introductory Geoscience Courses-Beyond "Rocks in a Box"; thermobarometry programs). All demonstrations and presentations made at the workshop are accessible from the workshop webpage, including a wide variety of active learning exercises and demonstrations of modern computer applications (e.g. SHAPE, ATOMS, CrystalMaker, MELTS, Theriak-Domino, Perplex, TWQ, Google Earth and Gigapans, and PHREEQC). A post-workshop field trip to the Precambrian rocks of northern Minnesota focused on effective teaching and learning in the field. We encourage the geoscience community to use these online resources, and please consider contributing additional teaching activities and resources to these collections.

Teaching trainers to incorporate evidence-based medicine (EBM) teaching in clinical practice: the EU-EBM project

PubMed Central

Thangaratinam, Shakila; Barnfield, Gemma; Weinbrenner, Susanne; Meyerrose, Berit; Arvanitis, Theodoros N; Horvath, Andrea R; Zanrei, Gianni; Kunz, Regina; Suter, Katja; Walczak, Jacek; Kaleta, Anna; Rengerink, Katrien Oude; Gee, Harry; Mol, Ben WJ; Khan, Khalid S

2009-01-01

Background Evidence based medicine (EBM) is considered an integral part of medical training, but integration of teaching various EBM steps in everyday clinical practice is uncommon. Currently EBM is predominantly taught through theoretical courses, workshops and e-learning. However, clinical teachers lack confidence in teaching EBM in workplace and are often unsure of the existing opportunities for teaching EBM in the clinical setting. There is a need for continuing professional development (CPD) courses that train clinical trainers to teach EBM through on-the-job training by demonstration of applied EBM real time in clinical practice. We developed such a course to encourage clinically relevant teaching of EBM in post-graduate education in various clinical environments. Methods We devised an e-learning course targeting trainers with EBM knowledge to impart educational methods needed to teach application of EBM teaching in commonly used clinical settings. The curriculum development group comprised experienced EBM teachers, clinical epidemiologists, clinicians and educationalists from institutions in seven European countries. The e-learning sessions were designed to allow participants (teachers) to undertake the course in the workplace during short breaks within clinical activities. An independent European steering committee provided input into the process. Results The curriculum defined specific learning objectives for teaching EBM by exploiting educational opportunities in six different clinical settings. The e-modules incorporated video clips that demonstrate practical and effective methods of EBM teaching in everyday clinical practice. The course encouraged focussed teaching activities embedded within a trainer's personal learning plan and documentation in a CPD portfolio for reflection. Conclusion This curriculum will help senior clinicians to identify and make the best use of available opportunities in everyday practice in clinical situations to teach various steps of EBM and demonstrate their applicability to clinical practice. Once fully implemented, the ultimate outcome of this pilot project will be a European qualification in teaching EBM, which will be used by doctors, hospitals, professional bodies responsible for postgraduate qualifications and continuing medical education. PMID:19744327

A Comparison of Student Teachers' Beliefs from Four Different Science Teaching Domains Using a Mixed Methods Design

NASA Astrophysics Data System (ADS)

Markic, Silvija; Eilks, Ingo

2012-03-01

The study presented in this paper integrates data from four combined research studies, which are both qualitative and quantitative in nature. The studies describe freshman science student teachers' beliefs about teaching and learning. These freshmen intend to become teachers in Germany in one of four science teaching domains (secondary biology, chemistry, and physics, respectively, as well as primary school science). The qualitative data from the first study are based on student teachers' drawings of themselves in teaching situations. It was formulated using Grounded Theory to test three scales: Beliefs about Classroom Organisation, Beliefs about Teaching Objectives, and Epistemological Beliefs. Three further quantitative studies give insight into student teachers' curricular beliefs, their beliefs about the nature of science itself, and about the student- and/or teacher-centredness of science teaching. This paper describes a design to integrate all these data within a mixed methods framework. The aim of the current study is to describe a broad, triangulated picture of freshman science student teachers' beliefs about teaching and learning within their respective science teaching domain. The study reveals clear tendencies between the sub-groups. The results suggest that freshman chemistry and-even more pronouncedly-freshman physics student teachers profess quite traditional beliefs about science teaching and learning. Biology and primary school student teachers express beliefs about their subjects which are more in line with modern educational theory. The mixed methods approach towards the student teachers' beliefs is reflected upon and implications for science education and science teacher education are discussed.

A redesigned follitropin alfa pen injector for infertility: results of a market research study

PubMed Central

Abbotts, Carole; Salgado-Braga, Cristiana; Audibert-Gros, Céline

2011-01-01

Background: The purpose of this study was to evaluate patient-learning and nurse-teaching experiences when using a redesigned prefilled, ready-to-use follitropin alfa pen injector. Methods: Seventy-three UK women of reproductive age either administering daily treatment with self-injectable gonadotropins or about to start gonadotropin treatment for infertility (aged 24–47 years; 53 self-injection-experienced and 20 self-injection-naïve) and 28 nurses from UK infertility clinics were recruited for the study. Following instruction, patients and nurses used the redesigned follitropin alfa pen to inject water into an orange and completed questionnaires to evaluate their experiences with the pen immediately after the simulated injections. Results: Most (88%, n = 64) patients found it easy to learn how to use the pen. Among injection-experienced patients, 66% (n = 35) agreed that the redesigned pen was easier to learn to use compared with their current method and 70% (n = 37) also said they would prefer its use over current devices for all injectable fertility medications. All nurses considered the redesigned pen easy to learn and believed it would be easy to teach patients how to use. Eighty-six percent (n = 24) of the nurses thought it was easy to teach patients to determine the remaining dose to be dialed and injected in a second pen if the initial dose was incomplete. Compared with other injection devices, 96% (n = 27) thought it was “much easier” to “as easy” to teach patients to use the redesigned pen. Based on ease of teaching, 68% (n = 19) of nurses would choose to teach the pen in preference to any other injection method. Almost all (93%, n = 26) nurses considered that having the same pen format for a range of injectable gonadotropins would facilitate teaching and learning self-injection. Conclusion: In this market research study with infertile patients and infertility nurses, the redesigned follitropin alfa pen was perceived as easy to learn, easy to teach how to use, and well accepted. PMID:21792303

Symposia in undergraduate medical education: tailoring training in competencies to students' needs.

PubMed

Reefman, Karin; Daelmans, Hester E M; Klumpers, Ursula M H; Croiset, Gerda

2017-12-01

In mastering competencies, it is a challenge to create training sessions which acknowledge individual students' needs and are logistically feasible in the medical master's program. Symposia were implemented in the medical master's program to provide knowledge and training of skills in a number of topics, providing a positive contribution to students' competencies and personal development. Each symposium contained a morning and afternoon program, structured around medical and societal themes addressing various competencies and covering current national and international events. Alternating interactive teaching methods were used. Students were asked to rate each daypart program on a 5-point Likert scale in terms of both teaching methods and content, and to comment on the best aspects of the symposium as well as areas for improvement. Scores higher than 3.5 were interpreted as a predominantly favourable outcome. In 2016, 10 symposia were organized with an average of 108 attendees and a response rate of 63% (1,366 completed questionnaires). Mean overall scores on 'teaching methods' and 'usefulness for professional development' were 3.8 and 3.7, respectively. The overall results corresponded with a high level of student appreciation. Symposia offer a podium for training students in subject matter and competencies that is greatly appreciated. Using alternating interactive teaching methods, symposia are structured around medical and societal themes and adjusted to the latest developments and current events in healthcare. By allowing students to select the symposia they would like to participate in, a tailor-made medical master's program in competencies is created.

Exploring the Use of Educational Technology in EFL Teaching: A Case Study of Primary Education in the South Region of Ecuador

ERIC Educational Resources Information Center

Solano, Lida; Cabrera, Paola; Ulehlova, Eva; Espinoza, Verónica

2017-01-01

This study explores the use of educational technology for teaching English as a foreign language (EFL) at 10 state schools in the South of Ecuador. It aims to find out the current state of the use of technology in English classrooms. The research combines both quantitative and qualitative methods to gather information about the use of technology…

Training Manpower Development Work Supervisors in the Use of Behavior Modification Techniques to Teach Job-Required Skills. Special Report.

ERIC Educational Resources Information Center

Neiswender, Lenore

The paper describes a current research project now being conducted by the Experimental Manpower Laboratory at Mobilization for Youth (MFY-EML) in New York City. The overall objective of the MFY-EML is to develop and test new methods of teaching vocational skills to hard-to-employ youth. The MFY-EML is involved in developing a program to teach…

Reforming English Curriculum in United Arab Emirates: An Examination of Emirate Teachers' Beliefs and Practices Regarding the Adoption of "English Continous Assessment Rich Task" (ECART)

ERIC Educational Resources Information Center

AlAlili, Sara

2014-01-01

United Arab Emirates (UAE) is currently undergoing massive educational reform, especially in the teaching and assessment methods of all subject-matter areas. In Abu Dhabi, the capital of UAE, the Abu Dhabi Education Council (ADEC) has mandated the revamping of English language teaching and assessment in grades 6-12 through the introduction of…

Teaching musculoskeletal examination skills to UK medical students: a comparative survey of Rheumatology and Orthopaedic education practice.

PubMed

Blake, Tim

2014-03-28

Specialists in Rheumatology and Orthopaedics are frequently involved in undergraduate teaching of musculoskeletal (MSK) examination skills. Students often report that specialty-led teaching is inconsistent, confusing and bears little resemblance to the curricula. The Gait, Arms, Legs and Spine (GALS) is a MSK screening tool that provides a standardised approach to examination despite it being fraught with disapproval and low uptake. Recent studies would appear to support innovative instructional methods of engaging learners such as patient educators and interactive small group teaching. This comparative cross-sectional survey evaluates the current state of undergraduate teaching in Rheumatology and Orthopaedics, including preferred teaching methods, attitudes towards GALS, and barriers to effective teaching. An electronic questionnaire was sent to specialist trainees and Consultants in the East and West Midlands region, representing 5 UK medical schools. Descriptive statistical data analysis was performed. There were 76 respondents representing 5 medical schools. There was a request for newer teaching methodologies to be used: multi-media computer-assisted learning (35.5%), audio-visual aids (31.6%), role-playing (19.7%), and social media (3.9%). It is evident that GALS is under-utilised with 50% of clinicians not using GALS in their teaching. There is a genuine desire for clinical educators to improve their teaching ability, collaborate more with curriculum planners, and feel valued by institutions. There remains a call for implementing a standardised approach to MSK clinical teaching to supersede GALS.

Moving Away From Spoon-Feeding as a Teaching Style in Radiology.

PubMed

Rahim, Shiraz; Ros, Pablo

2016-12-01

Medical education has been an important topic in the literature, with many new attempts to revitalize and improve efforts to teach physicians and students. As a unique subspecialty that incorporates visual learning, knowledge of clinical management and presentation, basic science topics such as physics and mechanics, and procedural skills, radiology affords itself to new and more effective methods of teaching. Much of radiology education has currently focused on the concept of spoon-feeding information from the teacher to the learners. This article outlines the dangers of this approach in radiology and offers solutions for educators to improve their teaching skills and use the potential afforded by the diversity of the field.

Comparing problem-based learning and lecture as methods to teach whole-systems design to engineering students

NASA Astrophysics Data System (ADS)

Dukes, Michael Dickey

The objective of this research is to compare problem-based learning and lecture as methods to teach whole-systems design to engineering students. A case study, Appendix A, exemplifying successful whole-systems design was developed and written by the author in partnership with the Rocky Mountain Institute. Concepts to be tested were then determined, and a questionnaire was developed to test students' preconceptions. A control group of students was taught using traditional lecture methods, and a sample group of students was taught using problem-based learning methods. After several weeks, the students were given the same questionnaire as prior to the instruction, and the data was analyzed to determine if the teaching methods were effective in correcting misconceptions. A statistically significant change in the students' preconceptions was observed in both groups on the topic of cost related to the design process. There was no statistically significant change in the students' preconceptions concerning the design process, technical ability within five years, and the possibility of drastic efficiency gains with current technologies. However, the results were inconclusive in determining that problem-based learning is more effective than lecture as a method for teaching the concept of whole-systems design, or vice versa.

Teaching history-taking: where are we?

PubMed Central

Nardone, D. A.; Reuler, J. B.; Girard, D. E.

1980-01-01

Knowledge in history-taking has increased rapidly over the last twenty years. Currently the principles to be taught include "conduct," "content," and "diagnostic reasoning." However, inattentiveness of medical schools, reluctance of busy faculty to be involved, and increasing enrollments have resulted in difficulties in teaching these skills. Studies have shown a beneficial short-term effect of teaching these materials on interview performance but it is unknown whether this effect is long-lasting. The methods for instruction include the bedside and videotape models utilizing the concept of the fifteen-minute interview technique, programmed instruction, patient instructors, and direct student feedback. Future research should focus on identifying strategies in diagnostic reasoning, developing graduated competency criteria for trainees at different levels of their education, refining methods to evaluate large numbers of students, measuring outcomes of effective training such as compliance, and comparing costs and effectiveness of various methods. In addition, there remains the need to establish an association of course directors. PMID:7405275

A trial of patient-oriented problem-solving system for immunology teaching in China: a comparison with dialectic lectures

PubMed Central

2013-01-01

Background The most common teaching method used in China is lecturing, but recently, efforts have been widely undertaken to promote the transition from teacher-centered to student-centered education. The patient-oriented problem-solving (POPS) system is an innovative teaching-learning method that permits students to work in small groups to solve clinical problems, promotes self-learning, encourages clinical reasoning and develops long-lasting memory. To our best knowledge, however, POPS has never been applied in teaching immunology in China. The aim of this study was to develop POPS in teaching immunology and assess students’ and teachers’ perception to POPS. Methods 321 second-year medical students were divided into two groups: I and II. Group I, comprising 110 students, was taught by POPS, and 16 immunology teachers witnessed the whole teaching process. Group II including the remaining 211 students was taught through traditional lectures. The results of the pre- and post-test of both groups were compared. Group I students and teachers then completed a self-structured feedback questionnaire for analysis before a discussion meeting attended only by the teachers was held. Results Significant improvement in the mean difference between the pre- and post-test scores of those in Groups I and II was seen, demonstrating the effectiveness of POPS teaching. Most students responded that POPS facilitates self-learning, helps them to understand topics and creates interest, and 88.12% of students favored POPS over simple lectures. Moreover, while they responded that POPS facilitated student learning better than lectures, teachers pointed out that limited teaching resources would make it difficult for wide POPS application in China. Conclusions While POPS can break up the monotony of dialectic lectures and serve as a better teaching method, it may not be feasible for the current educational environment in China. The main reason for this is the relative shortage of teaching resources such as space, library facilities and well-trained teachers. PMID:23356717

Student-involved demonstration approach to teach the physiology of vestibular apparatus for undergraduate medical students.

PubMed

Narayanan, Sareesh Naduvil; Kumar, Raju Suresh; Nayak, Satheesha

2011-01-01

It is quite difficult to teach complex topics like the physiology of vestibular apparatus to undergraduate students. Understanding the orientation and mode of stimulation of receptors in vestibular apparatus is also quite challenging for the students. As faculty we attempt to use innovative methods to teach physiology and enhance student learning. This article describes a simple and innovative method (student-involved demonstration approach, or SID) to teach the physiology of the vestibular apparatus to the undergraduate medical students. The current study describes a protocol where students engage in role-play sessions in the middle of the regular didactic lectures. Effectiveness of the sessions was later evaluated by using a questionnaire and by comparing the pre-SID and post-SID test results of the students. The posttest score of the students was significantly higher than the pretest score, and this indicates the usefulness of SID sessions on enhancing the student learning in the class. Students also found this method very interesting and useful in better understanding the physiology of the vestibular apparatus.

Preferences for teaching methods in a baccalaureate nursing program: how second-degree and traditional students differ.

PubMed

Walker, Jean T; Martin, Tina M; Haynie, Lisa; Norwood, Anne; White, Jill; Grant, LaVerne

2007-01-01

Accelerated baccalaureate nursing programs are in great demand in the United States. Currently there are 197 such programs, but little research has been conducted on student characteristics and program outcomes. This quantitative study explores preferences of second-degree students and traditional generic students with regard to teaching methods and relationships with faculty. The results indicate that statistically significant differences exist between the two groups of students. Three areas of significance are ability for self-directed learning, expectations of faculty and classroom structure, and obtaining a grade that really matters.

Digital Simulation Games for Social Studies Classrooms

ERIC Educational Resources Information Center

Devlin-Scherer, Roberta; Sardone, Nancy B.

2010-01-01

Data from ten teacher candidates studying teaching methods were analyzed to determine perceptions toward digital simulation games in the area of social studies. This research can be used as a conceptual model of how current teacher candidates react to new methods of instruction and determine how education programs might change existing curricula…

Ideas and Approaches for Teaching Undergraduate Research Methods in the Health Sciences

ERIC Educational Resources Information Center

Peachey, Andrew A.; Baller, Stephanie L.

2015-01-01

Training in research methodology is becoming more commonly expected within undergraduate curricula designed to prepare students for entry into graduate allied health programs. Little information is currently available about pedagogical strategies to promote undergraduate students' learning of research methods, and less yet is available discussing…

How Much Do Our Students Learn by Attending Lectures?

ERIC Educational Resources Information Center

Sistek, Vladimir

Considerations that affect the type of teaching method employed in undergraduate studies and medical schools are addressed, with attention to the current emphasis on the lecture method and alternative educational experiences that require students to be active, independent learners and problem solvers. Perceived academic priorities and the…

Changing the Latitudes and Attitudes about Content Analysis Research

ERIC Educational Resources Information Center

Brank, Eve M.; Fox, Kathleen A.; Youstin, Tasha J.; Boeppler, Lee C.

2008-01-01

The current research employs the use of content analysis to teach research methods concepts among students enrolled in an upper division research methods course. Students coded and analyzed Jimmy Buffett song lyrics rather than using a downloadable database or collecting survey data. Students' knowledge of content analysis concepts increased after…

Gaming, texting, learning? Teaching engineering ethics through students' lived experiences with technology.

PubMed

Voss, Georgina

2013-09-01

This paper examines how young peoples' lived experiences with personal technologies can be used to teach engineering ethics in a way which facilitates greater engagement with the subject. Engineering ethics can be challenging to teach: as a form of practical ethics, it is framed around future workplace experience in a professional setting which students are assumed to have no prior experience of. Yet the current generations of engineering students, who have been described as 'digital natives', do however have immersive personal experience with digital technologies; and experiential learning theory describes how students learn ethics more successfully when they can draw on personal experience which give context and meaning to abstract theories. This paper reviews current teaching practices in engineering ethics; and examines young people's engagement with technologies including cell phones, social networking sites, digital music and computer games to identify social and ethical elements of these practices which have relevance for the engineering ethics curricula. From this analysis three case studies are developed to illustrate how facets of the use of these technologies can be drawn on to teach topics including group work and communication; risk and safety; and engineering as social experimentation. Means for bridging personal experience and professional ethics when teaching these cases are discussed. The paper contributes to research and curriculum development in engineering ethics education, and to wider education research about methods of teaching 'the net generation'.

TEACH Kitchen: A Chronological Review of Accomplishments

PubMed Central

Chae, Jung Hee; Ansa, Benjamin E.; Smith, Selina A.

2017-01-01

Background The Eating and Cooking Healthy (TEACH) Kitchen was founded at the Medical College of Georgia in 2015 as a nutrition-based intervention to combat the high prevalence of obesity and obesity-related chronic diseases in the area of Augusta, Georgia. Despite the importance of diet in the management of chronic diseases, inadequate nutrition education among patients and healthcare providers presents a barrier. The purpose of TEACH Kitchen is to address this gap. Methods TEACH Kitchen is as a student-led initiative that promotes healthy cooking among medical students and patients with chronic diseases. Healthy nutrition and cooking classes are held during the academic year. Participants spend four weeks on each of four modules: obesity, hypertension, hyperlipidemia, and diabetes mellitus. Data collection, which began in January 2017, is currently on going. TEACH Kitchen has collaborated with Augusta University, Sodexo, and Kohl’s. Results Currently, TEACH Kitchen has enrolled 14 patients and 6 children. Anticipated results include measurements of pre-and post-intervention changes in knowledge, attitudes, beliefs, and competence in nutrition, as well as differences in clinical indicators, including body mass index, blood pressure, lipid profile, and HbA1c. Conclusions TEACH Kitchen is the first medical school-based nutrition/cooking education initiative in Augusta, Georgia. It provides patients and medical students with hands-on healthy nutrition/cooking experience with the goal of decreasing the prevalence and improving the outcome of obesity-related diseases. PMID:28890945

Fostering nature of science teaching in elementary pre-service teachers through developing reflection on teaching and learning

NASA Astrophysics Data System (ADS)

Pongsanon, Khemmawadee

Although teacher educators have successfully helped K-12 teachers' develop adequate views of NOS, their views have not been transferred to their students. It is evident that K-12 students' understanding of NOS still does not align with the recommendation of the reforms document, indicating that holding an adequate view of NOS is insufficient for teaching NOS effectively. Instead, to teach NOS, teachers must develop the knowledge for translating their understanding of NOS into the forms accessible to students. The current study investigated the influence of four contexts of reflective practice on prospective elementary teachers' learning of how and intention to teach NOS. The participants were 18 pre-service teachers enrolled in a science methods course that was tied to a field experience course. To understand the development of the participants' intentions, knowledge of instructional strategies, and knowledge of assessment for teaching NOS, multiple data were collected throughout the science methods course and the field experience. Data sources included different versions of participants' lesson plans, video recordings of their teaching and teaching debriefings, online weekly teaching reflections, final semester reflection and other artifacts from the methods course. Content analysis was conducted with all data. The data revealed that the participants' knowledge of how and intentions to teach NOS were developed throughout the science methods course. Toward the conclusion of the semester, the participants showed intention to include NOS in their science instruction. With regard to strategies, participants planned to apply explicit reflective NOS instruction in the context of inquiry-based activities and stories from children's literature. They also planned to use age-appropriate language to refer to the targeted NOS aspects. In terms of assessment, by the conclusion of the semester the participants tended to use more formal assessment strategies. They reported reflections on experiences from modeled lessons and their own teaching as most influential on such development. Implications of the study include applying the four contexts of reflection to help future elementary teachers develop the components of PCK for teaching NOS.

Fostering sustainability: A qualitative interview study exploring how educators work to cultivate nature awareness in young children

NASA Astrophysics Data System (ADS)

Keller, Rebecca A.

The purpose of this study is to examine how educators are working to foster sustainability through cultivating nature awareness in young children. Data were collected in the form of qualitative semi-structured interviews, which were analyzed using descriptive and deductive coding methods. Findings were viewed through the lens of critical pedagogy and the methods and models of teaching for nature awareness, which included ecological literacy, place based education, and education for sustainable development. There were five major themes and findings that emerged from the interviews with the participants in this study: terms and definitions used, personal stories, strategies for teaching nature awareness and sustainability, barriers, and current issues. This study may benefit those wishing to begin or continue to foster sustainability through teaching nature awareness. The literature review presented in the study aims to address the gap between the practice and pedagogy in teaching for nature awareness and sustainability. Keywords: teaching, nature awareness, sustainability, educators, young children, elementary, preschool, school, natural world, ecological literacy, place-based education, education for sustainable development, critical pedagogy

The Influence of Field Teaching Practice on Pre-service Teachers’ Professional Identity: A Mixed Methods Study

PubMed Central

Zhao, Hongyu; Zhang, Xiaohui

2017-01-01

The current study used mixed methods to research pre-service teachers’ professional identity. Ninety-eight pre-service teachers were investigated and twelve teachers were interviewed in China. The results were as follows: (1) The results of quantitative data showed that compared with before the field teaching practice, pre-service teachers’ professional identity increased after the field teaching practice—specifically, intrinsic value identity increased, and extrinsic value identity did not significantly change; (2) The results of qualitative data validated and elaborated the results of quantitative data in more detail with regard to changes in professional identity. Specifically, compared with before the field teaching practice, intrinsic value identity including work content, work pattern, etc., increased and extrinsic value identity including work environment, income, and social status, etc., did not significantly change after experiencing teaching practice; (3) The results of qualitative data also showed that mentor support at field school promoted the development of pre-service teachers’ professional identity. Moreover, the development of pre-service teachers’ professional identity during field teaching practice further promoted their professional commitment; that is, it promoted their emotional evaluation and belief in the teaching profession. The study discussed these results and proposed solutions and suggestions for future studies. PMID:28790956

The Influence of Field Teaching Practice on Pre-service Teachers' Professional Identity: A Mixed Methods Study.

PubMed

Zhao, Hongyu; Zhang, Xiaohui

2017-01-01

The current study used mixed methods to research pre-service teachers' professional identity. Ninety-eight pre-service teachers were investigated and twelve teachers were interviewed in China. The results were as follows: (1) The results of quantitative data showed that compared with before the field teaching practice, pre-service teachers' professional identity increased after the field teaching practice-specifically, intrinsic value identity increased, and extrinsic value identity did not significantly change; (2) The results of qualitative data validated and elaborated the results of quantitative data in more detail with regard to changes in professional identity. Specifically, compared with before the field teaching practice, intrinsic value identity including work content, work pattern, etc., increased and extrinsic value identity including work environment, income, and social status, etc., did not significantly change after experiencing teaching practice; (3) The results of qualitative data also showed that mentor support at field school promoted the development of pre-service teachers' professional identity. Moreover, the development of pre-service teachers' professional identity during field teaching practice further promoted their professional commitment; that is, it promoted their emotional evaluation and belief in the teaching profession. The study discussed these results and proposed solutions and suggestions for future studies.

Registered dietitian's personal beliefs and characteristics predict their teaching or intention to teach fresh vegetable food safety.

PubMed

Casagrande, Gina; LeJeune, Jeffery; Belury, Martha A; Medeiros, Lydia C

2011-04-01

The Theory of Planned Behavior was used to determine if dietitians personal characteristics and beliefs about fresh vegetable food safety predict whether they currently teach, intend to teach, or neither currently teach nor intend to teach food safety information to their clients. Dietitians who participated in direct client education responded to this web-based survey (n=327). The survey evaluated three independent belief variables: Subjective Norm, Attitudes, and Perceived Behavioral Control. Spearman rho correlations were completed to determine variables that correlated best with current teaching behavior. Multinomial logistical regression was conducted to determine if the belief variables significantly predicted dietitians teaching behavior. Binary logistic regression was used to determine which independent variable was the better predictor of whether dietitians currently taught. Controlling for age, income, education, and gender, the multinomial logistical regression was significant. Perceived behavioral control was the best predictor of whether a dietitian currently taught fresh vegetable food safety. Factors affecting whether dietitians currently taught were confidence in fresh vegetable food safety knowledge, being socially influenced, and a positive attitude toward the teaching behavior. These results validate the importance of teaching food safety effectively and may be used to create more informed food safety curriculum for dietitians. Copyright © 2011 Elsevier Ltd. All rights reserved.

A narrative review of undergraduate peer-based healthcare ethics teaching.

PubMed

Hindmarch, Thomas; Allikmets, Silvia; Knights, Felicity

2015-12-12

This study explores the literature in establishing the value of undergraduate peer-based healthcare ethics teaching as an educational methodology. A narrative review of the literature concerning peer-based ethics teaching was conducted. MEDLINE, EMBASE, CINAHL, SCOPUS databases, and the Cochrane Library, were systematically searched for studies of peer-based ethics or professionalism teaching. Selected studies related peer-based teaching to ethics education outcomes. Ten publications were identified. Selected studies were varied in their chosen intervention methodology and analysis. Collectively, the identified studies suggest peer-based ethics education is an effective and valued educational methodology in training healthcare professionals. One paper suggests peer-based ethics teaching has advantages over traditional didactic methods. Peer-based ethics teaching also receives positive feedback from student participants. However, the limited literature base demonstrates a clear need for more evaluation of this pedagogy. The current literature base suggests that undergraduate peer based healthcare ethics teaching is valuable in terms of efficacy and student satisfaction. We conclude that the medical community should invest in further study in order to capitalise upon the potential of peer-based ethics teaching in undergraduate healthcare education.

Teaching Business Ethics in Accounting Classes.

ERIC Educational Resources Information Center

D'Aquila, Jill M.

1999-01-01

Accounting graduates must be able to recognize and resolve ethical dilemmas. Ethics should be taught frequently and in short doses, using such methods as videotapes, discussions of current events, and cases of real company practices. (SK)

The Medical Ethics Curriculum in Medical Schools: Present and Future.

PubMed

Giubilini, Alberto; Milnes, Sharyn; Savulescu, Julian

2016-01-01

In this review article we describe the current scope, methods, and contents of medical ethics education in medical schools in Western English speaking countries (mainly the United Kingdom, the United States, and Australia). We assess the strengths and weaknesses of current medical ethics curricula, and students' levels of satisfaction with different teaching approaches and their reported difficulties in learning medical ethics concepts and applying them in clinical practice. We identify three main challenges for medical ethics education: counteracting the bad effects of the "hidden curriculum," teaching students how to apply ethical knowledge and critical thinking to real cases in clinical practice, and shaping future doctors' right character through ethics education. We suggest ways in which these challenges could be addressed. On the basis of this analysis, we propose practical guidelines for designing, implementing, teaching, and assessing a medical ethics program within a four-year medical course. Copyright 2016 The Journal of Clinical Ethics. All rights reserved.

Peer-supported review of teaching: an evaluation.

PubMed

Thampy, Harish; Bourke, Michael; Naran, Prasheena

2015-09-01

Peer-supported review (also called peer observation) of teaching is a commonly implemented method of ascertaining teaching quality that supplements student feedback. A large variety of scheme formats with rather differing purposes are described in the literature. They range from purely formative, developmental formats that facilitate a tutor's reflection of their own teaching to reaffirm strengths and identify potential areas for development through to faculty- or institution-driven summative quality assurance-based schemes. Much of the current literature in this field focuses within general higher education and on the development of rating scales, checklists or observation tools to help guide the process. This study reports findings from a qualitative evaluation of a purely formative peer-supported review of teaching scheme that was implemented for general practice clinical tutors at our medical school and describes tutors' attitudes and perceived benefits and challenges when undergoing observation.

Middle School Teachers' Descriptions of Their Level of Competency in the National Education Technology Standards for Teachers

ERIC Educational Resources Information Center

Sam, Daisy

2011-01-01

The purpose of this mixed methods study was to investigate urban middle school teachers' descriptions of their competency in the current National Education Technology Standards for Teachers (NETS-T). The study also investigated how urban middle school teachers currently use technology to support their teaching and student learning. Research…

Bilingual teaching in nursing education in China: evolution, status, and future directions.

PubMed

He, Wei; Xu, Yu; Zhu, Jianhua

2011-09-01

Based on Chinese published literature and personal observations, this article reviews the history of bilingual teaching in nursing education in China, describes its current status and challenges, and predicts its future directions. Bilingual teaching in nursing education enjoys increasing popularity in China. The major factors that affect bilingual teaching are bilingual educators, students' English-language levels, bilingual teaching materials, and teaching models. Based on surveys of nursing schools, the English-language proficiency of the nursing educators varies greatly. The main issues with the teaching methods lie in over-translation, cramming, and limited interaction between the students and the teachers. Despite relatively inadequate English-language proficiency among Chinese nursing students, their interest can be strengthened greatly if international exchanges are available and promoted. Bilingual textbooks are more suitable in China's national context because of pricing and relevance. Although immersive bilingual teaching is the ideal, it is more feasible to begin with infiltrative bilingual teaching and move progressively towards increased English-language penetration. Future directions for improving bilingual teaching include training teaching faculty members, strengthening international exchanges, providing better bilingual study atmospheres, and gradually implementing bilingual textbooks. © 2011 Blackwell Publishing Asia Pty Ltd.

Video feedforward for rapid learning of a picture-based communication system.

PubMed

Smith, Jemma; Hand, Linda; Dowrick, Peter W

2014-04-01

This study examined the efficacy of video self modeling (VSM) using feedforward, to teach various goals of a picture exchange communication system (PECS). The participants were two boys with autism and one man with Down syndrome. All three participants were non-verbal with no current functional system of communication; the two children had long histories of PECS failure. A series of replications, with different length baselines, was used to examine whether video self modeling could replace the PECS method of teaching to achieve the same goals. All three participants showed rapid learning of their target behavior when introduced to their self modeling videos, and effects generalized without the need for further intervention. We conclude that VSM, using feedforward, can provide a fast, simple way of teaching the use of a picture-based communication system without the need for prompts or intensive operant conditioning. VSM may provide an accessible, easy-to-use alternative to common methods of teaching augmentative and alternative communication systems.

A novel technique for teaching the brachial plexus.

PubMed

Lefroy, Henrietta; Burdon-Bailey, Victoria; Bhangu, Aneel; Abrahams, Peter

2011-09-01

The brachial plexus has posed problems for both students and teachers throughout generations of medical education. The anatomy is intricate, and traditional pictorial representations can be difficult to understand and learn. Few innovative teaching methods have been reported. The basic anatomy of the brachial plexus is core knowledge required by medical students to aid clinical examination and diagnosis. A more detailed understanding is necessary for a variety of specialists, including surgeons, anaesthetists and radiologists. Here, we present a novel, cheap and interactive method of teaching the brachial plexus. Using coloured pipe cleaners, teachers and students can construct three-dimensional models using different colours to denote the origin and outflow of each nerve. The three-dimensional nature of the model also allows for a better understanding of certain intricacies of the plexus. Students may use these models as adjuncts for self study, didactic lectures and tutorials. Compared with traditional textbooks and whiteboards, the pipe-cleaner model was preferred by medical students, and provided a higher level of student satisfaction. This was demonstrated and analysed using student feedback forms. Our model could be incorporated into current curricula to provide an effective and enjoyable way of rapidly teaching a difficult concept. Other such novel methods for teaching complex anatomical principles should be encouraged and explored. © Blackwell Publishing Ltd 2011.

Use of coolant for high-speed tooth preparation: a survey of pediatric dentistry residency program directors in the United States.

PubMed

Kupietzky, Ari; Vargas, Karen G; Waggoner, William F; Fuks, Anna B

2010-01-01

To determine current teaching policies regarding the use of coolant type during tooth preparation with high-speed hand-pieces in pediatric dental residency programs in the US. A 17-question survey was electronically mailed to 63 program directors with one follow-up. Multiple-choice questions asked about school and program teaching of cavity preparation with or without water coolant, including hypothetical clinical situations. Fifty-two (83%) program directors returned the survey. Fifty-two percent taught both dry and water coolant methods, 6% taught dry cutting exclusively, and 42% did not teach the dry method and always used water coolant. Dry techniques were used primarily for special needs patients with poor swallow reflexes (50%) and for young children undergoing sedation (41%). Air coolant was taught more frequently in programs in the Midwest (77%) and South (85%) vs. the Northeast (32%) and West (50%) (P<.01). Forty-four percent of combined programs and 60% of hospital programs taught water spray use exclusively, while all university programs taught the dry cutting technique (P<.01). A majority of program directors teach the use of air coolant alone for high-speed preparation of teeth. University and combined programs were more likely to teach the method compared with hospital based ones.

Views of Teachers on the Use of Drama Method in Science and Technology Courses

ERIC Educational Resources Information Center

Duban, Nil Yildiz; Duzgun, Merve Evsen

2013-01-01

The aim of this study is to identify the views of the teachers on the use of drama as a teaching method in the science and technology courses. In the current study, qualitative research method was used. The data were collected through semi-structured interviews. The participants of the study were selected via maximum variation sampling. The…

Engineering students' and faculty perceptions of teaching methods and the level of faculty involvement that promotes academic success

NASA Astrophysics Data System (ADS)

Karpilo, Lacy N.

Student academic success is a top priority of higher education institutions in the United States and the trend of students leaving school prior to finishing their degree is a serious concern. Accountability has become a large part of university and college ratings and perceived success. Retention is one component of the accountability metrics used by accreditation agencies. In addition, there are an increasing number of states allocating funds based in part on retention (Seidman, 2005). Institutions have created initiatives, programs, and even entire departments to address issues related to student academic success to promote retention. Universities and colleges have responded by focusing on methods to retain and better serve students. Retention and student academic success is a primary concern for high education institutions; however, engineering education has unique retention issues. The National Science Board (2004) reports a significant decline in the number of individuals in the United States who are training to become engineers, despite the fact that the number of jobs that utilize an engineering background continues to increase. Engineering education has responded to academic success issues by changing curriculum and pedagogical methods (Sheppard, 2001). This descriptive study investigates the perception of engineering students and faculty regarding teaching methods and faculty involvement to create a picture of what is occurring in engineering education. The population was the engineering students and faculty of Colorado State University's College of Engineering. Data from this research suggests that engaging teaching methods are not being used as often as research indicates they should and that there is a lack of student-faculty interaction outside of the classroom. This research adds to the breadth of knowledge and understanding of the current environment of engineering education. Furthermore, the data allows engineering educators and other higher education professionals to gain insight into the teaching methods currently being utilized in engineering and reinforces the importance of student-faculty interaction and thus facilitating the creation of programs or initiatives to improve student academic success.

Teaching the bioinformatics of signaling networks: an integrated approach to facilitate multi-disciplinary learning.

PubMed

Korcsmaros, Tamas; Dunai, Zsuzsanna A; Vellai, Tibor; Csermely, Peter

2013-09-01

The number of bioinformatics tools and resources that support molecular and cell biology approaches is continuously expanding. Moreover, systems and network biology analyses are accompanied more and more by integrated bioinformatics methods. Traditional information-centered university teaching methods often fail, as (1) it is impossible to cover all existing approaches in the frame of a single course, and (2) a large segment of the current bioinformation can become obsolete in a few years. Signaling network offers an excellent example for teaching bioinformatics resources and tools, as it is both focused and complex at the same time. Here, we present an outline of a university bioinformatics course with four sample practices to demonstrate how signaling network studies can integrate biochemistry, genetics, cell biology and network sciences. We show that several bioinformatics resources and tools, as well as important concepts and current trends, can also be integrated to signaling network studies. The research-type hands-on experiences we show enable the students to improve key competences such as teamworking, creative and critical thinking and problem solving. Our classroom course curriculum can be re-formulated as an e-learning material or applied as a part of a specific training course. The multi-disciplinary approach and the mosaic setup of the course have the additional benefit to support the advanced teaching of talented students.

A Safer and Convenient Synthesis of Sulfathiazole for Undergraduate Organic and Medicinal Chemistry Classes

ERIC Educational Resources Information Center

Boyle, Jeff; Otty, Sandra; Sarojini, Vijayalekshmi

2012-01-01

A safer method for the synthesis of the sulfonamide drug sulfathiazole, for undergraduate classes, is described. This method improves upon procedures currently followed in several undergraduate teaching laboratories for the synthesis of sulfathiazole. Key features of this procedure include the total exclusion of pyridine, which has potential…

Self-Assessment Methods in Writing Instruction: A Conceptual Framework, Successful Practices and Essential Strategies

ERIC Educational Resources Information Center

Nielsen, Kristen

2014-01-01

Student writing achievement is essential to lifelong learner success, but supporting writing can be challenging for teachers. Several large-scale analyses of publications on writing have called for further study of instructional methods, as the current literature does not sufficiently address the need to support best teaching practices.…

Implementing Meeting Agendas into a Health Management Course

ERIC Educational Resources Information Center

VanderMolen, Julia

2017-01-01

Purpose: The purpose of this article is to share methods of teaching health education management students on the importance of time management and learn how to conduct a meeting within a health education management course and eventually in a professional setting. Methods: The assignments used in the course are current-event relevant and…

Does Project-Based Learning Enhance Iranian EFL Learners' Vocabulary Recall and Retention?

ERIC Educational Resources Information Center

Shafaei, Azadeh; Rahim, Hajar Abdul

2015-01-01

Vocabulary knowledge is an integral part of second/foreign language learning. Thus, using teaching methods that can help learners retain and expand their vocabulary knowledge is necessary to facilitate the language learning process. The current research investigated the effectiveness of an interactive classroom method, known as Project-Based…

Progress in reforming chemical engineering education.

PubMed

Wankat, Phillip C

2013-01-01

Three successful historical reforms of chemical engineering education were the triumph of chemical engineering over industrial chemistry, the engineering science revolution, and Engineering Criteria 2000. Current attempts to change teaching methods have relied heavily on dissemination of the results of engineering-education research that show superior student learning with active learning methods. Although slow dissemination of education research results is probably a contributing cause to the slowness of reform, two other causes are likely much more significant. First, teaching is the primary interest of only approximately one-half of engineering faculty. Second, the vast majority of engineering faculty have no training in teaching, but trained professors are on average better teachers. Significant progress in reform will occur if organizations with leverage-National Science Foundation, through CAREER grants, and the Engineering Accreditation Commission of ABET-use that leverage to require faculty to be trained in pedagogy.

Education for worksite monitors of impaired nurses.

PubMed

Young, Linda J

2008-01-01

Boards of nursing sponsor programs, including those for alternatives to discipline, for recovering nurses. These programs rely on worksite monitors who are oftentimes other nurses or supervisors of nurses, to work with recovering nurses when they return to practice. The skills of these monitors vary with respect to understanding the monitor role and recognizing traits in chemical dependency and relapse. To determine the degree of content value and the best teaching method for monitors to learn program content, 17 currently active worksite monitors participated in a study to evaluate content value to 2 groups, new and experienced monitors, and to select the best method to teach 4 content topics. Results showed that current content was valued without necessary additions and that group instruction in urban areas was preferred over one-to-one instruction. Implementation of study outcomes yielded that issues of confidentiality made group instruction unsatisfactory.

The Role That Web 2.0 Currently Has and Could Have in the Future in Supporting the Teaching of ICT Design for All

NASA Astrophysics Data System (ADS)

Mitrea, Paulina; Mitrea, Delia

The main objective of the article is to highlight the role that Web2.0 currently has and could have in the future in supporting the teaching of ICT Design for All. According to this, first the concepts of Web2.0 and eLearning2.0 are clarified and connected. The new way of thinking about eLearning being inspired by the emergence of Web2.0, the term eLearning2.0 was introduced to identify a new paradigm. So, eLearning 2.0, by contrast to eLearning1.0 is built around collaboration, also eLearning2.0 assumes that knowledge is socially constructed. Related to the role of Web2.0 in supporting the teaching of ICT Design for All, the 4 steps involved by the ICT Design For All Teaching Principles are presented and detailed. Finally, some real world examples are shown, as evidence of how the new methods of communication offered by Web2.0 can be used to support students as they learn about Design for All.

Current pain education within undergraduate medical studies across Europe: Advancing the Provision of Pain Education and Learning (APPEAL) study.

PubMed

Briggs, Emma V; Battelli, Daniele; Gordon, David; Kopf, Andreas; Ribeiro, Sofia; Puig, Margarita M; Kress, Hans G

2015-08-10

Unrelieved pain is a substantial public health concern necessitating improvements in medical education. The Advancing the Provision of Pain Education and Learning (APPEAL) study aimed to determine current levels and methods of undergraduate pain medicine education in Europe. Using a cross-sectional design, publicly available curriculum information was sought from all medical schools in 15 representative European countries in 2012-2013. Descriptive analyses were performed on: the provision of pain teaching in dedicated pain modules, other modules or within the broader curriculum; whether pain teaching was compulsory or elective; the number of hours/credits spent teaching pain; pain topics; and teaching and assessment methods. Curriculum elements were publicly available from 242 of 249 identified schools (97%). In 55% (133/242) of schools, pain was taught only within compulsory non-pain-specific modules. The next most common approaches were for pain teaching to be provided wholly or in part via a dedicated pain module (74/242; 31%) or via a vertical or integrated approach to teaching through the broader curriculum, rather than within any specific module (17/242; 7%). The curricula of 17/242 schools (7%) showed no evidence of any pain teaching. Dedicated pain modules were most common in France (27/31 schools; 87%). Excluding France, only 22% (47/211 schools) provided a dedicated pain module and in only 9% (18/211) was this compulsory. Overall, the median number of hours spent teaching pain was 12.0 (range 4-56.0 h; IQR: 12.0) for compulsory dedicated pain modules and 9.0 (range 1.0-60.0 h; IQR: 10.5) for other compulsory (non-pain specific) modules. Pain medicine was principally taught in classrooms and assessed by conventional examinations. There was substantial international variation throughout. Documented pain teaching in many European medical schools falls far short of what might be expected given the prevalence and public health burden of pain. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

Some not so obvious reasons to teach optical mineralogy

NASA Astrophysics Data System (ADS)

Gunter, M. E.

2004-12-01

Hands-on, interactive, critical thinking, interdisciplinary, spiral learning, and 3-D visualization are familiar words in pedagogy, while Becke lines, dispersion staining, grain mounts, sign of elongation, extinction angle, and optical indicatrix are words seldom used in today's geosciences curriculum. However, the teaching of these seemingly rather historical optical methods, and proper training in the use of the polarized (not petrographic) light microscope (PLM), will by themselves lead to improved learning of our students. And this, if for no other reason, might warrant the inclusion of a semester-long optical mineralogy course. However, another $70 billion per year concern in the U.S. also warrants inclusion of optical mineralogy in a geosciences curriculum. That dollar amount (which would be approximately 10% of annual petroleum sales in the U.S.) centers around the cost spent (wasted?) on asbestos litigation in the U.S. Unfortunately, because we no longer teach PLM skills in the geosciences curriculum, many of the microscopists, regulators, and "expert" witnesses involved in the asbestos issue have little or no formal training in mineralogy or optical mineralogy. This, in turn, often leads to formulation of regulations that make little sense (e.g., that quartz, the most abundant mineral species in the earth's crust is now listed as a human carcinogen) and unsolved mineralogical issues (e.g., OSHA deregulated high-aspect ratio amphibole cleavage fragments in 1994 but did not propose a method to distinguish them from amphibole fibers). The current asbestos issues often deal with tremolite contamination in chrysotile or talc. There are simple PLM methods that we could teach whereby thousands of particles could be screened in minutes to find these possible contaminates, whereas electron beam or X-ray diffraction methods require orders of magnitude more time and cost - and this is only one of many examples. Finally, one might also argue that since minerals comprise rocks which, in turn, comprise the planet it might be wise to teach our students how to identify minerals. Currently, use of the PLM is by far the most efficient and least expensive method to identify minerals, not only in thin section but also in the almost-forgotten oil immersion method. Unfortunately, we have witnessed a decline of the teaching of these methods and use of the PLM mainly because optical mineralogy is viewed as a prerequisite for petrology, and as an emphasis on petrology has declined, giving way to environment-based courses, so too has the need to teach optics. However, optical mineralogy has countless applications, especially in environmental issues relating to dust inhalation, and we, as geosciences educators, can, if we choose, work to meet these societal needs.

Fitting contraceptive diaphragms: can laywomen provide quality training for doctors?

PubMed

Pickard, S; Baraitser, P; Herns, M; Massil, H

2001-07-01

To test the feasibility of training laywomen as professional patients to teach doctors to fit the contraceptive diaphragm. Semi-structured interviews with instructing doctors and questionnaires to DFFP trainees. These documented current teaching practice and the acceptability of professional patients. The Delphi technique was used to establish a curriculum for the professional patients' training programme. The results show that there is currently a lack of standardisation in teaching methods and content with respect to diaphragm fitting. All instructing doctors and DFFP trainees involved had experienced difficulties in recruiting women for training, and the majority would be happy to work with professional patients. After three rounds of the Delphi procedure, consensus was reached and a curriculum developed. Five women were recruited on to a training programme, and four successfully completed it. Lack of standardisation and difficulty recruiting patients are current problems when training doctors to fit diaphragms. Our study shows that the use of professional patients would be acceptable to both DFFP trainees and instructing doctors, and that it is possible to recruit and train women for this purpose.

Leadership and management in UK medical school curricula.

PubMed

Jefferies, Richard; Sheriff, Ibrahim H N; Matthews, Jacob H; Jagger, Olivia; Curtis, Sarah; Lees, Peter; Spurgeon, Peter C; Fountain, Daniel Mark; Oldman, Alex; Habib, Ali; Saied, Azam; Court, Jessica; Giannoudi, Marilena; Sayma, Meelad; Ward, Nicholas; Cork, Nick; Olatokun, Olamide; Devine, Oliver; O'Connell, Paul; Carr, Phoebe; Kotronias, Rafail Angelos; Gardiner, Rebecca; Buckle, Rory T; Thomson, Ross J; Williams, Sarah; Nicholson, Simon J; Goga, Usman

2016-10-10

Purpose Although medical leadership and management (MLM) is increasingly being recognised as important to improving healthcare outcomes, little is understood about current training of medical students in MLM skills and behaviours in the UK. The paper aims to discuss these issues. Design/methodology/approach This qualitative study used validated structured interviews with expert faculty members from medical schools across the UK to ascertain MLM framework integration, teaching methods employed, evaluation methods and barriers to improvement. Findings Data were collected from 25 of the 33 UK medical schools (76 per cent response rate), with 23/25 reporting that MLM content is included in their curriculum. More medical schools assessed MLM competencies on admission than at any other time of the curriculum. Only 12 schools had evaluated MLM teaching at the time of data collection. The majority of medical schools reported barriers, including overfilled curricula and reluctance of staff to teach. Whilst 88 per cent of schools planned to increase MLM content over the next two years, there was a lack of consensus on proposed teaching content and methods. Research limitations/implications There is widespread inclusion of MLM in UK medical schools' curricula, despite the existence of barriers. This study identified substantial heterogeneity in MLM teaching and assessment methods which does not meet students' desired modes of delivery. Examples of national undergraduate MLM teaching exist worldwide, and lessons can be taken from these. Originality/value This is the first national evaluation of MLM in undergraduate medical school curricula in the UK, highlighting continuing challenges with executing MLM content despite numerous frameworks and international examples of successful execution.

Code inspection instructional validation

NASA Technical Reports Server (NTRS)

Orr, Kay; Stancil, Shirley

1992-01-01

The Shuttle Data Systems Branch (SDSB) of the Flight Data Systems Division (FDSD) at Johnson Space Center contracted with Southwest Research Institute (SwRI) to validate the effectiveness of an interactive video course on the code inspection process. The purpose of this project was to determine if this course could be effective for teaching NASA analysts the process of code inspection. In addition, NASA was interested in the effectiveness of this unique type of instruction (Digital Video Interactive), for providing training on software processes. This study found the Carnegie Mellon course, 'A Cure for the Common Code', effective for teaching the process of code inspection. In addition, analysts prefer learning with this method of instruction, or this method in combination with other methods. As is, the course is definitely better than no course at all; however, findings indicate changes are needed. Following are conclusions of this study. (1) The course is instructionally effective. (2) The simulation has a positive effect on student's confidence in his ability to apply new knowledge. (3) Analysts like the course and prefer this method of training, or this method in combination with current methods of training in code inspection, over the way training is currently being conducted. (4) Analysts responded favorably to information presented through scenarios incorporating full motion video. (5) Some course content needs to be changed. (6) Some content needs to be added to the course. SwRI believes this study indicates interactive video instruction combined with simulation is effective for teaching software processes. Based on the conclusions of this study, SwRI has outlined seven options for NASA to consider. SwRI recommends the option which involves creation of new source code and data files, but uses much of the existing content and design from the current course. Although this option involves a significant software development effort, SwRI believes this option will produce the most effective results.

Elementary teachers past experiences: A narrative study of the past personal and professional experiences of elementary teachers who use science to teach math and reading

NASA Astrophysics Data System (ADS)

Acre, Andrea M.

This qualitative study investigated the experiences of four elementary teachers who have elected to use science to teach math and reading/language arts in an attempt to identify what motivates them to do so. Identifying what experiences have motivated these teachers to go against the gain and teach elementary science in this current era of high-stakes tests is of the upmost importance given that science is being eliminated from the elementary curriculum and it is during the elementary years that students' nurture and develop their interest in science. Additionally, the United States is failing to produce enough college graduates in STEM areas to fill the thousands of STEM jobs each year. Through a review of the literature, the past trends and current trends of elementary science education were explored as well as teacher training. Furthermore, the literature reviewed inquiry teaching which is considered to be the most effective teaching method when teaching science at any level. Using John Dewey's Interest and Effort Relationship Theory and the Self-Determination Motivation Theory to guide this study, there were five prominent themes which emerged from the reconstructed stories of the four teachers: positive experiences with science, neutral/negative experiences with science, seeks meaningful professional development, influence and support from others, and regret/wants to do more.

Use of the concept mapping in teaching during a medical rotation of interns: an exploratory study.

PubMed

Kwas, Hamida; Ghédira, Habib

2017-12-01

Concept mapping is an excellent learning toolallowing to stimulate active learning.For this reason, the concept mapping is currently used increasingly in the medical and paramedical field. The aim of our study is to determine the contribution of teaching of medical interns by the concept mapping. Fourteen students enrolled at the same time in a medical rotation in Pulmonology were recruited for this exploratory study. Interns are divided into two groups (A and B).Both groups are taught by the clinical case method, illustrated by a concept mapping for group A interns. The evolution of the knowledge accuracy at post-testing has been greater in the group taught by the method of concept mapping: the number of correct responses increased in all participants of group A versus only 4 of group B. All students taught by concept mapping had at the post-test a note higher than or equal to 10/20 versus only three of the group taught by the method without concept map. The average score was 13 (11-15) in group A versus 10.28 (6-14) in group B. We emphasize the use of concept mapping in teaching especially in the faculty of medicine and we encourage clinicians to use this method in teaching interns in the hospital.

Contemporary commercial music (CCM) survey: who's teaching what in nonclassical music.

PubMed

LoVetri, Jeannette L; Weekly, Edrie Means

2003-06-01

Currently, there is an increasing interest in and demand for training in a wide variety of nonclassical music--contemporary commercial music (CCM)--and most particularly for music theater. A survey of singing teachers was completed to elucidate their training, education, and experience with and methods of teaching CCM. Teachers were at colleges, universities, and conservatories as well as in private studios, both nationally and in several foreign countries. A substantial percentage of those teaching CCM had neither formal education in teaching it nor professional experience. Many of the respondents indicated conflict between classical and CCM styles. Respondents were generally familiar with voice science and voice medicine as well as certain CCM terminology. Teachers expressed an interest in obtaining more information, with an emphasis on healthy vocal production. These results are discussed, as well as implications for the singing teacher who desires specific training to teach CCM.

A hierarchy of effective teaching and learning to acquire competence in evidenced-based medicine

PubMed Central

Khan, Khalid S; Coomarasamy, Arri

2006-01-01

Background A variety of methods exists for teaching and learning evidence-based medicine (EBM). However, there is much debate about the effectiveness of various EBM teaching and learning activities, resulting in a lack of consensus as to what methods constitute the best educational practice. There is a need for a clear hierarchy of educational activities to effectively impart and acquire competence in EBM skills. This paper develops such a hierarchy based on current empirical and theoretical evidence. Discussion EBM requires that health care decisions be based on the best available valid and relevant evidence. To achieve this, teachers delivering EBM curricula need to inculcate amongst learners the skills to gain, assess, apply, integrate and communicate new knowledge in clinical decision-making. Empirical and theoretical evidence suggests that there is a hierarchy of teaching and learning activities in terms of their educational effectiveness: Level 1, interactive and clinically integrated activities; Level 2(a), interactive but classroom based activities; Level 2(b), didactic but clinically integrated activities; and Level 3, didactic, classroom or standalone teaching. Summary All health care professionals need to understand and implement the principles of EBM to improve care of their patients. Interactive and clinically integrated teaching and learning activities provide the basis for the best educational practice in this field. PMID:17173690

A trial of patient-oriented problem-solving system for immunology teaching in China: a comparison with dialectic lectures.

PubMed

Zhang, Zhiren; Liu, Wei; Han, Junfeng; Guo, Sheng; Wu, Yuzhang

2013-01-28

The most common teaching method used in China is lecturing, but recently, efforts have been widely undertaken to promote the transition from teacher-centered to student-centered education. The patient-oriented problem-solving (POPS) system is an innovative teaching-learning method that permits students to work in small groups to solve clinical problems, promotes self-learning, encourages clinical reasoning and develops long-lasting memory. To our best knowledge, however, POPS has never been applied in teaching immunology in China. The aim of this study was to develop POPS in teaching immunology and assess students' and teachers' perception to POPS. 321 second-year medical students were divided into two groups: I and II. Group I, comprising 110 students, was taught by POPS, and 16 immunology teachers witnessed the whole teaching process. Group II including the remaining 211 students was taught through traditional lectures. The results of the pre- and post-test of both groups were compared. Group I students and teachers then completed a self-structured feedback questionnaire for analysis before a discussion meeting attended only by the teachers was held. Significant improvement in the mean difference between the pre- and post-test scores of those in Groups I and II was seen, demonstrating the effectiveness of POPS teaching. Most students responded that POPS facilitates self-learning, helps them to understand topics and creates interest, and 88.12% of students favored POPS over simple lectures. Moreover, while they responded that POPS facilitated student learning better than lectures, teachers pointed out that limited teaching resources would make it difficult for wide POPS application in China. While POPS can break up the monotony of dialectic lectures and serve as a better teaching method, it may not be feasible for the current educational environment in China. The main reason for this is the relative shortage of teaching resources such as space, library facilities and well-trained teachers.

Identifying Effective Methods of Instruction for Adult Emergent Readers through Community-Based Research

ERIC Educational Resources Information Center

Blackmer, Rachel; Hayes-Harb, Rachel

2016-01-01

We present a community-based research project aimed at identifying effective methods and materials for teaching English literacy skills to adult English as a second language emergent readers. We conducted a quasi-experimental study whereby we evaluated the efficacy of two approaches, one based on current practices at the English Skills Learning…

Enhancing Science Education Instruction: A Mixed-Methods Study on University and Middle School Collaborations

ERIC Educational Resources Information Center

Owen-Stone, Deborah S.

2012-01-01

The purpose of this concurrent mixed methods study was to examine the collaborative relationship between scientists and science teachers and to incorporate and advocate scientific literacy based on past and current educational theories such as inquiry based teaching. The scope of this study included archived student standardized test scores,…

[The Application of Information and Communication Technology (ICT) in Nursing Education].

PubMed

Chiou, Shwu-Fen; Su, Hsiu-Chuan; Huang, Ean-Wen

2017-12-01

With the rapid development of information and communication technologies (ICT) in the 21st century, all walks of life have experienced disruptive changes, including the healthcare profession. Although nurses represent the largest number of professionals in medical institutions, it is doubtful whether nurses possess sufficient capabilities to face challenges in this era of rapid medical informatization. Currently, the courses necessary to cultivate information literacy in nursing students are insufficient in Taiwan, and traditional instruction methods are largely adopted as nursing teaching strategies. Additionally, most teachers hold a passive attitude towards the application of ICT in teaching. On the contrary, ICT have been integrated into nursing education in many countries around the world for nearly 20 years, achieving good levels of teaching efficacy. Reflecting the Taiwan government's promotion of digital learning projects, academic circles in various fields have also started to gradually integrate ICT into teaching. Nursing educators in Taiwan have much to reference and to learn from these disparate integration experiences. Therefore, this article introduces the concepts of integration of ICT into teaching, the current status of the application of ICT in international nursing education, and the issues faced during this application as a reference for nursing education in Taiwan in order to promote the integration of ICT into nursing education.

Teaching trainers to incorporate evidence-based medicine (EBM) teaching in clinical practice: the EU-EBM project.

PubMed

Thangaratinam, Shakila; Barnfield, Gemma; Weinbrenner, Susanne; Meyerrose, Berit; Arvanitis, Theodoros N; Horvath, Andrea R; Zanrei, Gianni; Kunz, Regina; Suter, Katja; Walczak, Jacek; Kaleta, Anna; Oude Rengerink, Katrien; Gee, Harry; Mol, Ben W J; Khan, Khalid S

2009-09-10

Evidence based medicine (EBM) is considered an integral part of medical training, but integration of teaching various EBM steps in everyday clinical practice is uncommon. Currently EBM is predominantly taught through theoretical courses, workshops and e-learning. However, clinical teachers lack confidence in teaching EBM in workplace and are often unsure of the existing opportunities for teaching EBM in the clinical setting. There is a need for continuing professional development (CPD) courses that train clinical trainers to teach EBM through on-the-job training by demonstration of applied EBM real time in clinical practice. We developed such a course to encourage clinically relevant teaching of EBM in post-graduate education in various clinical environments. We devised an e-learning course targeting trainers with EBM knowledge to impart educational methods needed to teach application of EBM teaching in commonly used clinical settings. The curriculum development group comprised experienced EBM teachers, clinical epidemiologists, clinicians and educationalists from institutions in seven European countries. The e-learning sessions were designed to allow participants (teachers) to undertake the course in the workplace during short breaks within clinical activities. An independent European steering committee provided input into the process. The curriculum defined specific learning objectives for teaching EBM by exploiting educational opportunities in six different clinical settings. The e-modules incorporated video clips that demonstrate practical and effective methods of EBM teaching in everyday clinical practice. The course encouraged focussed teaching activities embedded within a trainer's personal learning plan and documentation in a CPD portfolio for reflection. This curriculum will help senior clinicians to identify and make the best use of available opportunities in everyday practice in clinical situations to teach various steps of EBM and demonstrate their applicability to clinical practice. Once fully implemented, the ultimate outcome of this pilot project will be a European qualification in teaching EBM, which will be used by doctors, hospitals, professional bodies responsible for postgraduate qualifications and continuing medical education.

Science Education Notes.

ERIC Educational Resources Information Center

School Science Review, 1983

1983-01-01

Discusses current topics in science education including increasing adult education through innovation in course planning/recruitment methods, a course in microelectronics/digital control, and need for increased human genetics topics in biology/health education. Also discusses changing role of biology teachers, preschool science, and teaching a…

Evaluating an online pharmaceutical education system for pharmacy interns in critical care settings.

PubMed

Yeh, Yu-Ting; Chen, Hsiang-Yin; Cheng, Kuei-Ju; Hou, Ssu-An; Yen, Yu-Hsuan; Liu, Chien-Tsai

2014-02-01

Incorporating electronic learning (eLearning) system into professional experimental programs such as pharmacy internships is a challenge. However, none of the current systems can fully support the unique needs of clinical pharmacy internship. In this study we enhanced a commercial eLearning system for clinical pharmacy internship (The Clinical Pharmacy Internship eLearning System, CPIES). The KAP questionnaire was used to evaluate the performance of group A with the traditional teaching model and group B with the CPIES teaching model. The CPIES teaching model showed significant improvement in interns' knowledge and practice (p = 0.002 and 0.031, respectively). The traditional teaching model only demonstrated significant improvement in practice (p = 0.011). Moreover, professionalism, such as attitudes on cooperating with other health professionals, is developed by learning from a good mentor. The on-line teaching and traditional teaching methods should undoubtedly be blended in a complete teaching model in order to improve learners' professional knowledge, facilitate correct attitude, and influence good practice. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

Attitudes of Saudi Arabian secondary preservice teachers toward teaching practices in science: The adequacy of preparation to use teaching strategies in classrooms

NASA Astrophysics Data System (ADS)

Aljabber, Jabber M.

The purpose of this study was to investigate the attitudes of Saudi Arabian secondary preservice science teachers (SPSTs) toward a variety of science teaching practices. An ultimate, essential goal of this study was to use generated information and findings to improve the current secondary science education programs in Saudi Arabia and to develop better science teacher practices. The selected practices were posted by the National Research Council in 1999. These indicated that students learn science best through understanding of science rather than memorization of scientific facts and concepts, building new knowledge and understanding on what is already known and believed, formulating new knowledge by modifying and refining current concepts and by adding new concepts to what is already known, taking care of their own learning, social learning environments and interactions, and application of knowledge to novel situations. The study's sample consisted of all (147) SPSTs enrolled in the spring semester of 2003 in four Teachers' Colleges: Riyadh, Makkah, Taif, and Dammam. All participants were performing student teaching in secondary schools. This study used quantitative and qualitative data collection methods. Only three SPSTs were purposefully selected from each college for seven semi-structured interview questions, lasting an hour per interview. They were asked to complete a 58-item questionnaire survey and respond to four open-ended survey questions. To assess their attitudes toward the above science teaching practices, data was analyzed using the Rasch analysis model, other parametric tests (e.g., a one-way analysis of variance (ANOVA) and independent-samples t-test), and non-parametric tests (e.g., a chi-square of independent test). Furthermore, qualitative procedures were also used to assess SPSTs' views of some specific aspects about science teaching and the current secondary science education programs in Saudi Arabia. This was achieved through a careful analysis of frequent themes, patterns, and phrases mentioned by participants, which were coded and classified under broader categories. Findings of this study revealed that there were some significant differences among SPSTs in different Teachers' colleges with regard to certain demographic variables such as 'Teachers' College location' and 'age.' A broad conclusion was that although SPSTs felt that these six science teaching practices were crucial and effective teaching methods in classrooms, they did not frequently implement them due to several factors: large numbers of students in classrooms, classroom management issues, time demands, and lack of necessary materials and equipment.

Teaching Public Health Through a Pedagogy of Collegiality

PubMed Central

Chávez, Vivian; Turalba, Ruby-Asuncion N.; Malik, Savita

2006-01-01

Curriculum development in masters of public health programs that effectively meets the complex challenges of the 21st century is an important part of public health education and requires purposeful thinking. Current approaches to training the public health work-force do not adequately prepare professionals to be culturally competent in addressing health disparities. Principles of community-based participatory research highlight the importance of building relationships of mutual accountability and emphasize collegial teaching. We present background and theoretical foundations for a pedagogy of collegiality and describe specific teaching methods, classroom activities, and key assignments organized around 4 essential features: principles of community organizing, building community and valuing diversity, engaging the senses, and writing across the curriculum. PMID:16735640

Teaching public health through a pedagogy of collegiality.

PubMed

Chávez, Vivian; Turalba, Ruby-Asuncion N; Malik, Savita

2006-07-01

Curriculum development in masters of public health programs that effectively meets the complex challenges of the 21st century is an important part of public health education and requires purposeful thinking. Current approaches to training the public health work-force do not adequately prepare professionals to be culturally competent in addressing health disparities. Principles of community-based participatory research highlight the importance of building relationships of mutual accountability and emphasize collegial teaching. We present background and theoretical foundations for a pedagogy of collegiality and describe specific teaching methods, classroom activities, and key assignments organized around 4 essential features: principles of community organizing, building community and valuing diversity, engaging the senses, and writing across the curriculum.

Teaching science content in nursing programs in Australia: a cross-sectional survey of academics.

PubMed

Birks, Melanie; Ralph, Nicholas; Cant, Robyn; Hillman, Elspeth; Chun Tie, Ylona

2015-01-01

Professional nursing practice is informed by biological, social and behavioural sciences. In undergraduate pre-registration nursing programs, biological sciences typically include anatomy, physiology, microbiology, chemistry, physics and pharmacology. The current gap in the literature results in a lack of information about the content and depth of biological sciences being taught in nursing curricula. The aim of this study was to establish what priority is given to the teaching of science topics in these programs in order to inform an understanding of the relative importance placed on this subject area in contemporary nursing education. This study employed a cross-sectional survey method. This paper reports on the first phase of a larger project examining science content in nursing programs. An existing questionnaire was modified and delivered online for completion by academics who teach science to nurses in these programs. This paper reports on the relative priority given by respondents to the teaching of 177 topics contained in the questionnaire. Of the relatively small population of academics who teach science to nursing students, thirty (n = 30) completed the survey. Findings indicate strong support for the teaching of science in these programs, with particular priority given to the basic concepts of bioscience and gross system anatomy. Of concern, most science subject areas outside of these domains were ranked as being of moderate or low priority. While the small sample size limited the conclusions able to be drawn from this study, the findings supported previous studies that indicated inadequacies in the teaching of science content in nursing curricula. Nevertheless, these findings have raised questions about the current philosophy that underpins nursing education in Australia and whether existing practices are clearly focused on preparing students for the demands of contemporary nursing practice. Academics responsible for the design and implementation of nursing curricula are encouraged to review the content of current programs in light of the findings of this research.

Teaching adaptive leadership to family medicine residents: what? why? how?

PubMed

Eubank, Daniel; Geffken, Dominic; Orzano, John; Ricci, Rocco

2012-09-01

Health care reform calls for patient-centered medical homes built around whole person care and healing relationships. Efforts to transform primary care practices and deliver these qualities have been challenging. This study describes one Family Medicine residency's efforts to develop an adaptive leadership curriculum and use coaching as a teaching method to address this challenge. We review literature that describes a parallel between the skills underlying such care and those required for adaptive leadership. We address two questions: What is leadership? Why focus on adaptive leadership? We then present a synthesis of leadership theories as a set of process skills that lead to organization learning through effective work relationships and adaptive leadership. Four models of the learning process needed to acquire such skills are explored. Coaching is proposed as a teaching method useful for going beyond information transfer to create the experiential learning necessary to acquire the process skills. Evaluations of our efforts to date are summarized. We discuss key challenges to implementing such a curriculum and propose that teaching adaptive leadership is feasible but difficult in the current medical education and practice contexts.

The State of Communication Education in Family Medicine Residencies.

PubMed

Jansen, Kate L; Rosenbaum, Marcy E

2016-06-01

Communication skills are essential to medical training and have lasting effects on patient satisfaction and adherence rates. However, relatively little is reported in the literature identifying how communication is taught in the context of residency education. Our goal was to determine current practices in communication curricula across family medicine residency programs. Behavioral scientists and program directors in US family medicine residencies were surveyed via email and professional organization listservs. Questions included whether programs use a standardized communication model, methods used for teaching communication, hours devoted to teaching communication, as well as strengths and areas for improvement in their program. Analysis identified response frequencies and ranges complemented by analysis of narrative comments. A total of 204 programs out of 458 family medicine residency training sites responded (45%), with 48 out of 50 US states represented. The majority of respondents were behavioral scientists. Seventy-five percent of programs identified using a standard communication model; Mauksch's patient-centered observation model (34%) was most often used. Training programs generally dedicated more time to experiential teaching methods (video review, work with simulated patients, role plays, small groups, and direct observation of patient encounters) than to lectures (62% of time and 24% of time, respectively). The amount of time dedicated to communication education varied across programs (average of 25 hours per year). Respondent comments suggest that time dedicated to communication education and having a formal curriculum in place are most valued by educators. This study provides a picture of how communication skills teaching is conducted in US family medicine residency programs. These findings can provide a comparative reference and rationale for residency programs seeking to evaluate their current approaches to communication skills teaching and develop new or enhanced curricula.

Teaching Consumer-Oriented Ethnographic Research

ERIC Educational Resources Information Center

Wong, Andrew D.; Wu, Lan

2012-01-01

Despite an increasing demand for marketing researchers familiar with ethnographic methods, ethnographic consumer research has received little coverage in current marketing curricula. The innovation discussed in the present paper addresses this problem: it introduces the notion of "cultural relativism" and gives students hands-on experience in…

The Problem of the Psychopharmacologist

ERIC Educational Resources Information Center

Kontos, Nicholas; Querques, John; Freudenreich, Oliver

2006-01-01

Objective: The psychopharmacologist designation currently pervades and heavily influences the practice, perception, and teaching of clinical psychiatry. The authors hope to make a case and provide the raw material for informed discussion of this role during psychiatric residency training. Method: A definition for the psychopharmacologist is…

For the Heirs of Revolution: Current Educational Practices in North Korea.

ERIC Educational Resources Information Center

Kim, Hyung-chan

1981-01-01

Based on a 10-day visit to North Korean educational establishments by the author, this article discusses educational philosophy, curriculum, teaching methods, educational system organization, and educational practices at all levels from primary school through higher education institutions. (DB)

Selection of nursing teaching strategies in mainland China: A questionnaire survey.

PubMed

Zhou, HouXiu; Liu, MengJie; Zeng, Jing; Zhu, JingCi

2016-04-01

In nursing education, the traditional lecture and direct demonstration teaching method cannot cultivate the various skills that nursing students need. How to choose a more scientific and rational teaching method is a common concern for nursing educators worldwide. To investigate the basis for selecting teaching methods among nursing teachers in mainland China, the factors affecting the selection of different teaching methods, and the application of different teaching methods in theoretical and skill-based nursing courses. Questionnaire survey. Seventy one nursing colleges from 28 provincial-level administrative regions in mainland China. Following the principle of voluntary informed consent, 262 nursing teachers were randomly selected through a nursing education network platform and a conference platform. The questionnaire contents included the basis for and the factors influencing the selection of nursing teaching methods, the participants' common teaching methods, and the teaching experience of the surveyed nursing teachers. The questionnaires were distributed through the network or conference platform, and the data were analyzed by SPSS 17.0 software. The surveyed nursing teachers selected teaching methods mainly based on the characteristics of the teaching content, the characteristics of the students, and their previous teaching experiences. The factors affecting the selection of teaching methods mainly included large class sizes, limited class time, and limited examination formats. The surveyed nursing teachers primarily used lectures to teach theory courses and the direct demonstration method to teach skills courses, and the application frequencies of these two teaching methods were significantly higher than those of other teaching methods (P=0.000). More attention should be paid to the selection of nursing teaching methods. Every teacher should strategically choose teaching methods before each lesson, and nursing education training focused on selecting effective teaching methods should be more extensive. Copyright © 2016. Published by Elsevier Ltd.

Paul Revere Rides through High School Government Class: Teacher Research and the Power of Discussion to Motivate Thinking

ERIC Educational Resources Information Center

Newstreet, Carmen

2008-01-01

Teachers in the secondary social studies classroom do not regularly take the time to practice structured reflection on their teaching methods. In our current standards-driven environment, social studies classrooms are often not seen as places of higher learning. To combat these stereotypes, the author presents a method for accomplishing reflection…

The Most Preferred and Effective Reviewer of L2 Writing among Automated Grading System, Peer Reviewer and Teacher

ERIC Educational Resources Information Center

Tsai, Min-Hsiu

2017-01-01

Who is the most preferred and deemed the most helpful reviewer in improving student writing? This study exercised a blended teaching method which consists of three currently prevailing reviewers: the automated grading system (AGS, a web-based method), the peer review (a process-oriented approach), and the teacher grading technique (the…

Le poids de l'histoire: A la recherche d'une pedagogie (The Weight of History: In Search of a Method).

ERIC Educational Resources Information Center

Bourbeau-Walker, Micheline

1984-01-01

It is proposed that while the sciences have progressed steadily, language teaching methods have swung like a pendulum between two broad approaches: formal and functional. The history of this pattern is outlined, current practices are discussed, and the possibility of escaping from this polarizing cycle is examined. (MSE)

The Impact of Globalization and Technology on Teaching Business Communication: Reframing and Enlarging World View, Methods, and Content

ERIC Educational Resources Information Center

Berry, Priscilla

2013-01-01

This paper explores the current paradigm shift in the use of technology in the classroom, which is occurring because of technology explosion in society, impact of globalization, necessary reframing, and enlarging of the world view, methods, and content to make business communication classes relevant. The question is whether the classroom should…

Conjugation in "Escherichia coli"

ERIC Educational Resources Information Center

Phornphisutthimas, Somkiat; Thamchaipenet, Arinthip; Panijpan, Bhinyo

2007-01-01

Bacterial conjugation is a genetic transfer that involves cell-to-cell between donor and recipient cells. With the current method used to teach students in genetic courses at the undergraduate level, the transconjugants are identified using bacterial physiology and/or antibiotic resistance. Using physiology, however, is difficult for both…

Montaigne's Uses of Classical Learning.

ERIC Educational Resources Information Center

Hall, Michael L.

1997-01-01

M. de Montaigne's essay "On the Education of Children" (1580) demonstrates the importance of examining classical authors to test understanding and develop judgment. Montaigne's method provides a way to study cultural heritage and to use the past to examine current issues. Implications for teaching today are discussed. (SLD)

Studies in Teaching: 2008 Research Digest

ERIC Educational Resources Information Center

McCoy, Leah P., Ed.

2008-01-01

Proceedings of Annual Research Forum. 34 studies. Cultural Awareness in Secondary Spanish (Amy Allen), Writing in Mathematics (Lindsey L. Bakewell), Homework: Assignment Methods and Student Engagement (Lia Beresford), Current Events and Social Studies (Jennie Marie Biser), Authentic Assessments in Social Studies (Carl Boland), Assessment in High…

Applications in Educational Assessment: Future Technologies.

ERIC Educational Resources Information Center

Bank Street Coll. of Education, New York, NY. Center for Children and Technology.

The development of improved and alternative methods of educational assessment should take advantage of technologies that enable different aspects of learning, teaching, and student achievement to be part of an improved assessment system. The current understanding of knowledge assessment, new approaches to assessment, and technologies that may…

Focusing on Student Academic Outcomes. A Working Paper.

ERIC Educational Resources Information Center

Alexander, Joanne M.; Stark, Joan S.

Current methods and instruments for assessing college student academic outcomes are identified and described, and possible outcome measures of NCRIPTAL's (National Center for Research to Improve Postsecondary Teaching and Learning) are suggested. Section I defines college outcomes from several perspectives, including pressures for outcome…

An Integrated Behavioral Approach to Transfer of Interpersonal Leadership Skills.

ERIC Educational Resources Information Center

Fleming, Richard K.

1992-01-01

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

Study on the New Model of College English Teaching under the Setting of Multimodality

ERIC Educational Resources Information Center

Wang, Qian

2015-01-01

Currently, the application of the network resources and various means of teaching such as multimedia into the classroom has led to the demonstration of multimodality in college English teaching. This paper analyzes the current status of college English teaching and the existing problems, elaborates the research trends of the theory of multimodal…

SU-F-E-15: Initial Experience Implementing a Case Method Teaching Approach to Radiation Oncology Physics Residents, Graduate Students and Doctorate of Medical Physics Students

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

Gutierrez, A

Purpose: Case Method Teaching approach is a teaching tool used commonly in business school to challenge students with real-world situations—i.e. cases. The students are placed in the role of the decision maker and have to provide a solution based on the multitude of information provided. Specifically, students must develop an ability to quickly make sense of a complex problem, provide a solution incorporating all of the objectives (at time conflicting) and constraints, and communicate that solution in a succinct, professional and effective manner. The validity of the solution is highly dependent on the auxiliary information provided in the case andmore » the basic didactic knowledge of the student. A Case Method Teaching approach was developed and implemented into an on-going course focused on AAPM Task Group reports at UTHSCSA. Methods: A current course at UTHSCSA reviews and discusses 15 AAPM Task Group reports per semester. The course is structured into three topic modules: Imaging QA, Stereotactic Radiotherapy, and Special Patient Measurements—i.e. pacemakers, fetal dose. After a topic module is complete, the students are divided into groups (2–3 people) and are asked to review a case study related to the module topic. Students then provide a solution presented in an executive summary and class presentation. Results: Case studies were created to address each module topic. Through team work and whole-class discussion, a collaborative learning environment was established. Students additionally learned concepts such vendor relations, financial negotiations, capital project management, and competitive strategy. Conclusion: Case Method Teaching approach is an effective teaching tool to further enhance the learning experience of radiation oncology physics students by presenting them with though-provoking dilemmas that require students to distinguish pertinent from peripheral information, formulate strategies and recommendations for action, and confront obstacles to implementation.« less

Setting the Stage for Developing Pre-service Teachers' Conceptions of Good Science Teaching: The role of classroom videos

NASA Astrophysics Data System (ADS)

Wong, Siu Ling; Yung, Benny Hin Wai; Cheng, Man Wai; Lam, Kwok Leung; Hodson, Derek

2006-01-01

This paper reports findings about a curriculum innovation conducted at The University of Hong Kong. A CD-ROM consisting of videos of two lessons by different teachers demonstrating exemplary science teaching was used to elicit conceptions of good science teaching of student-teachers enrolled for the 1-year Postgraduate Diploma in Education at several stages during the programme. It was found that the videos elicited student-teachers’ conceptions and had impact on those conceptions prior to the commencement of formal instruction. It has extended student-teachers’ awareness of alternative teaching methods and approaches not experienced in their own schooling, broadened their awareness of different classroom situations, provided proof of existence of good practices, and prompted them to reflect on their current preconceptions of good science teaching. In several ways, the videos acted as a catalyst in socializing the transition of student-teachers from the role of student to the role of teacher.

Teaching and learning based on peer review: a realistic approach in forensic sciences.

PubMed

Dinis-Oliveira, Ricardo Jorge; Magalhães, Teresa

2016-01-01

Teaching and learning methods need a continuous upgrade in higher education. However it is also true that some of the modern methodologies do not reduce or prevent school failure. Perhaps the real limitation is the inability to identify the true reasons that may explain it or ignore/undervalue the problem. In our opinion, one of the current constraints of the teaching/learning process is the excess of and inadequate bibliography recommended by the teacher, which results in continuous student difficulties and waste of time in searching and selecting useful information. The need to change the paradigm of the teaching/learning process comes also from employers. They claim forensic experts armed with useful knowledge to face professional life. It is therefore mandatory to identify the new needs and opportunities regarding pedagogical methodologies. This article reflects on the recent importance of peer review in teaching/learning forensic sciences based on the last 10 years of pedagogical experience inseparably from the scientific activity.

Teaching and learning based on peer review: a realistic approach in forensic sciences

PubMed Central

Dinis-Oliveira, Ricardo Jorge; Magalhães, Teresa

2016-01-01

Teaching and learning methods need a continuous upgrade in higher education. However it is also true that some of the modern methodologies do not reduce or prevent school failure. Perhaps the real limitation is the inability to identify the true reasons that may explain it or ignore/undervalue the problem. In our opinion, one of the current constraints of the teaching/learning process is the excess of and inadequate bibliography recommended by the teacher, which results in continuous student difficulties and waste of time in searching and selecting useful information. The need to change the paradigm of the teaching/learning process comes also from employers. They claim forensic experts armed with useful knowledge to face professional life. It is therefore mandatory to identify the new needs and opportunities regarding pedagogical methodologies. This article reflects on the recent importance of peer review in teaching/learning forensic sciences based on the last 10 years of pedagogical experience inseparably from the scientific activity. PMID:27547377

The present status of geography education in boys' intermediate schools of Riyadh, Saudi Arabia

NASA Astrophysics Data System (ADS)

Al-Gahtany, Abdulrahman Mohammed

The purpose of this study was to describe the present status of geography education in boys' intermediate schools in Riyadh, Saudi Arabia as perceived by geography teachers and supervisors; that is, to investigate the objectives, content, methods of teaching, tools and resources that are available and used in classrooms, evaluation techniques, and problems encountered in the teaching of geography. To collect data from this representative sample population, a questionnaire was developed by the researcher specifically for this study. Questionnaire data was collected from 19 social studies supervisors and 213 geography teachers. Percentages, frequencies, means, and standard deviations were computed for each questionnaire item. Chi Square tests were applied to determine if any significant differences could be identified between the observed and expected responses of supervisors and teachers. Major findings of the study indicated that both supervisors and teachers tend to strongly support the identified geography objectives. Most teachers and supervisors also indicated that the current geography curriculum contains enough information about Saudi Arabia, the Arabic world, and the Islamic world. In addition, the also indicated that geography content promotes a sense of patriotism and cultural pride. Responses indicated that educators see deficiencies in the content: it does not focus sufficiently on current events nor on developing student skills such as research and technical skills like drawing maps. Lecture and discussion are the most commonly used strategies in the teaching of geography. Field trips, role-playing, scientific competitions, scientific games, solving problems, and individual learning are less commonly used. Teaching tools most commonly used are wall maps and earth globes, whereas the use of geographical transparencies, models, and instruments is not common. Most of the teachers do lot use computers in their teaching. Evaluation techniques depend completely on traditional examinations to evaluate the performance of the students. Chi-square test shows that there are significant differences in observed and expected frequencies between teachers and supervisors with respect to geography learning objectives, geography content, methods of teaching, tools and resources, and the problems that geography teachers encounter in their teaching.

University-School Teacher Education Partnerships in North Carolina

ERIC Educational Resources Information Center

Edelfelt, Roy; Coble, Charles

2004-01-01

Prospective teachers spending a year in classrooms... Teachers and professors studying problems that teachers face every day... Teachers co-teaching methods courses with university professors... These are some of the exciting outcomes of university-school teacher education partnerships in North Carolina. Current interest in university-school…

Sexual Health Curricula in U.S. Medical Schools: Current Educational Objectives

ERIC Educational Resources Information Center

Galletly, Carol; Lechuga, Julia; Layde, Joseph B.; Pinkerton, Steven

2010-01-01

Objective: The authors identify the explicit and implicit objectives that shape decisions about what medical schools teach regarding human sexuality. Methods: The authors reviewed relevant articles in journals, physician licensing examinations, and publications by professional organizations to identify learning objectives for human sexuality in…

Changing Set: Teaching Family Therapy from a Feminist Perspective.

ERIC Educational Resources Information Center

Leslie, Leigh A.; Clossick, Michelle L.

1992-01-01

Notes that feminist writings in family therapy have critiqued models and offered alternative methods for family interventions. Attempts to expand current application of feminist perspective to family therapy by examining implications for training. Three areas are considered: implications of a feminist perspective for training, strategies for…

Mentoring as Professional Development: "Growth for Both" Mentor and Mentee

ERIC Educational Resources Information Center

Hudson, Peter

2013-01-01

Teachers need professional development to keep current with teaching practices, although costs for extensive professional development can be prohibitive across an education system. Mentoring provides one way for embedding cost-effective professional development. This mixed-method study includes surveying mentor teachers ("n" = 101) on a…

Teaching Ethics across the Public Relations Curriculum.

ERIC Educational Resources Information Center

Hutchison, Liese L.

2002-01-01

Suggests ways of incorporating ethics across the undergraduate public relations curriculum. Reviews current coverage of ethics in public relations principles, writing, cases, and textbooks. Suggests other methods that teachers can use to incorporate ethical pedagogical tools in all public relations courses in an effort to develop students' ethical…

The Promise of Technology to Confront Dilemmas in Teacher Education: The Use of WebQuests in Problem-Based Methods Courses

ERIC Educational Resources Information Center

Smith, Leigh K.; Draper, Roni Jo; Sabey, Brenda L.

2005-01-01

This qualitative study examined the use of WebQuests as a teaching tool in problem-based elementary methods courses. We explored the potential of WebQuests to address three dilemmas faced in teacher education: (a) modeling instruction that is based on current learning theory and research-based practices, (b) providing preservice teachers with…

An Investigation into Dental Local Anaesthesia Teaching in United Kingdom Dental Schools.

PubMed

Oliver, Graham; DavidD, Ailsa; Bell, Christopher; Robb, Nigel

2016-01-01

To review the current teaching of the use and administration of local anaesthesia in United Kingdom dental schools, along with their local guidelines and protocols. A qualitative and quantitative questionnaire was sent to sixteen UK dental schools to probe the methods of local anaesthetic teaching within each school. 14 of the 16 schools replied and the responses show a variety of practices being taught in the dental schools. 2% Lidocaine 1:80,000 Adrenaline is the first choice local anaesthetic solution for the majority of clinical situations. 2% Lidocaine with 1:80,000 Adrenaline remains the gold standard dental local anaesthetic with teaching about its safety and uses in all but a few situations. Most are taught the use of additional aids such as safety syringes and topical anaesthesia. There is variation with regards to the use of alternative anaesthetic agents.

Limited English proficiency workers. Health and safety education.

PubMed

Hong, O S

2001-01-01

1. As the population of adults with limited English proficiency plays an increasingly important role in the United States workplaces, there has been a growing recognition that literacy and limited English skills affect health and safety training programs. 2. Several important principles can be used as the underlying framework to guide teaching workers with limited English proficiency: clear and vivid way of teaching; contextual curriculum based on work; using various teaching methods; and staff development. 3. Two feasible strategies were proposed to improve current situation in teaching health and safety to workers with limited English proficiency in one company: integrating safety and health education with ongoing in-house ESL instruction and developing a multilingual video program. 4. Successful development and implementation of proposed programs requires upper management support, workers' awareness and active participation, collaborative teamwork, a well structured action plan, testing of pilot program, and evaluation.

Evaluating the integration of cultural competence skills into health and physical assessment tools: a survey of Canadian schools of nursing.

PubMed

Chircop, Andrea; Edgecombe, Nancy; Hayward, Kathryn; Ducey-Gilbert, Cherie; Sheppard-Lemoine, Debbie

2013-04-01

Currently used audiovisual (AV) teaching tools to teach health and physical assessment reflect a Eurocentric bias using the biomedical model. The purpose of our study was to (a) identify commonly used AV teaching tools of Canadian schools of nursing and (b) evaluate the identified tools. A two-part descriptive quantitative method design was used. First, we surveyed schools of nursing across Canada. Second, the identified AV teaching tools were evaluated for content and modeling of cultural competence. The majority of the schools (67%) used publisher-produced videos associated with a physical assessment textbook. Major findings included minimal demonstration of negotiation with a client around cultural aspects of the interview including the need for an interpreter, modesty, and inclusion of support persons. Identification of culturally specific examples given during the videos was superficial and did not provide students with a comprehensive understanding of necessary culturally competent skills.

Preparing graduate student teaching assistants in the sciences: An intensive workshop focused on active learning.

PubMed

Roden, Julie A; Jakob, Susanne; Roehrig, Casey; Brenner, Tamara J

2018-03-12

In the past ten years, increasing evidence has demonstrated that scientific teaching and active learning improve student retention and learning gains in the sciences. Graduate teaching assistants (GTAs), who play an important role in undergraduate education at many universities, require training in these methods to encourage implementation, long-term adoption, and advocacy. Here, we describe the design and evaluation of a two-day training workshop for first-year GTAs in the life sciences. This workshop combines instruction in current research and theory supporting teaching science through active learning as well as opportunities for participants to practice teaching and receive feedback from peers and mentors. Postworkshop assessments indicated that GTA participants' knowledge of key topics increased during the workshop. In follow-up evaluations, participants reported that the workshop helped them prepare for teaching. This workshop design can easily be adapted to a wide range of science disciplines. Overall, the workshop prepares graduate students to engage, include, and support undergraduates from a variety of backgrounds when teaching in the sciences. © 2018 by The International Union of Biochemistry and Molecular Biology, 2018. © 2018 The International Union of Biochemistry and Molecular Biology.

Current status of teaching on spirituality in UK medical schools.

PubMed

Neely, David; Minford, Eunice J

2008-02-01

To investigate the current status of teaching on spirituality in medicine in UK medical schools and to establish if and how medical schools are preparing future doctors to identify patients' spiritual needs. We carried out a national questionnaire survey using a 2-part questionnaire. Section A contained questions relating to the quantity of teaching on spirituality and the topics covered. Section B contained questions relating to teaching on alternative health practices. Medical educators from each of the 32 medical schools in the UK were invited to participate. A response rate of 53% (n = 17) was achieved. A total of 59% (n = 10) of respondents stated that there is teaching on spirituality in medicine in their curricula. On extrapolation, at least 31% and a maximum of 78% of UK medical schools currently provide some form of teaching on spirituality. Of the respondents that teach spirituality, 50% (n = 5) stated that their schools include compulsory teaching on spirituality in medicine, 80% (n = 8) include optional components, and 88% stated that teaching on complementary and alternative medicine is included in the curriculum. Although 59% (n = 10) of respondent medical schools (the actual UK figure lies between 31% and 78%) currently provide some form of teaching on spirituality, there is significant room for improvement. There is little uniformity between medical schools with regard to content, form, amount or type of staff member delivering the teaching. It would be beneficial to introduce a standardised curriculum on spirituality across all UK medical schools.

Teaching conceptions of the use of digital technologies as a teaching resource in physical education in public schools of Minas Gerais, Brazil

NASA Astrophysics Data System (ADS)

Voelzke, M. R.; Paganotti, A.; Assis, A. M. M.

2017-07-01

Increasingly, digital technologies have been invading classrooms, providing more and more attractive teaching methods for both, students and teachers. The arrival of digital technologies in classrooms brings great advances, but also many uncertainties and insecurities to teachers. With current technologies, the school environment can transform into a meaningful learning ambience with a more active and interactive student. This research aimed to analyze the opinion of eleven teachers who teach in four public schools in the interior of Minas Gerais, about the challenges of using digital technologies at school everyday. The data were obtained from the application of a questionnaire with eight questions. One of those asked about the used of digital technologies in the classroom, ten professors claimed to use them, but in another question that inquired about their knowledge about simulation software for physics teaching, only six said they knew about this resource. When questioned about the lecture on the topic of technological development, only seven teachers stated that they use this technique, being a relatively small number. Out of the four surveyed schools, two had digital slates, but the teachers said they did not use them because they did not receive any training. It was concluded that teachers do not feel comfortable teaching physics using digital technological resources, apparently because they lack adequate training. In many schools either there is no equipment or the same exists, but the teachers did not undergo training to use them. It is noticed that in the XXI century teachers insist on the traditional teaching model, contrary to the current trends to which students are immersed in a digital and interactive technological world.

[Current Developments of the Interdisciplinary Subject Rehabilitation, Physical Medicine, Naturopathic Treatment in the German Medical Faculties: Results of the DGRW Faculty Survey in 2015].

PubMed

Schmidt, S; Bergelt, C; Deck, R; Krischak, G; Morfeld, M; Michel, M; Schwarzkopf, S R; Spyra, K; Walter, S; Mau, W

2017-02-01

To ascertain the current development of the rehabilitation-related medical teaching in the interdisciplinary subject Rehabilitation, Physical Medicine, Naturopathic Treatment (Q12) regarding its execution, content, exams and evaluation of teaching at the Medical Faculties the German Society of Rehabilitation Science conducted another faculty survey in 2015. Representatives of all degree courses of human medicine in German Universities (n=41) received a pseudonymised standardised questionnaire in summer 2015. The response rate was 76% (n=31). Half of the faculties (48%) stated that they had a teaching and research unit for at least 1 of the 3 subjects of the interdisciplinary Q12. The Q12-teaching of faculties including these units partially differed from the other faculties. Model medical education programmes provide on average 2 semesters more for Q12-teaching in comparison to the traditional programmes. More than 3 quarters of the traditional programmes and all other courses include other medical professionals besides physicians as lecturers. Multiple choice questions still constitute the most common examination type (94%). Nearly all Medical Faculties evaluate the rehabilitation-related teaching but only half of all them have implemented a financial gratification based on the evaluation results. Even 10 years after the implementation of Q12, major variations were demonstrated regarding the execution, content and methods of medical education in rehabilitation. In the future the influence of the National Competence Based Catalogues of Learning Objectives for Undergraduate Medical Education on the Q12-development and the Q12-teaching in medical university education in Germany with foreign qualification will be of particular interest. © Georg Thieme Verlag KG Stuttgart · New York.

Error Reduction Program. [combustor performance evaluation codes

NASA Technical Reports Server (NTRS)

Syed, S. A.; Chiappetta, L. M.; Gosman, A. D.

1985-01-01

The details of a study to select, incorporate and evaluate the best available finite difference scheme to reduce numerical error in combustor performance evaluation codes are described. The combustor performance computer programs chosen were the two dimensional and three dimensional versions of Pratt & Whitney's TEACH code. The criteria used to select schemes required that the difference equations mirror the properties of the governing differential equation, be more accurate than the current hybrid difference scheme, be stable and economical, be compatible with TEACH codes, use only modest amounts of additional storage, and be relatively simple. The methods of assessment used in the selection process consisted of examination of the difference equation, evaluation of the properties of the coefficient matrix, Taylor series analysis, and performance on model problems. Five schemes from the literature and three schemes developed during the course of the study were evaluated. This effort resulted in the incorporation of a scheme in 3D-TEACH which is usuallly more accurate than the hybrid differencing method and never less accurate.

Redesigning Supervision: Alternative Models for Student Teaching and Field Experiences

ERIC Educational Resources Information Center

Rodgers, Adrian; Jenkins, Deborah Bainer

2010-01-01

In "Redesigning Supervision", active professionals in teacher education and professional development share research-based, alternative models for restructuring the way pre-service teachers are supervised. The authors examine the methods currently used and discuss how teacher educators have striven to change or renew these procedures. They then…

Effects of Computer-Based Training on Procedural Modifications to Standard Functional Analyses

ERIC Educational Resources Information Center

Schnell, Lauren K.; Sidener, Tina M.; DeBar, Ruth M.; Vladescu, Jason C.; Kahng, SungWoo

2018-01-01

Few studies have evaluated methods for training decision-making when functional analysis data are undifferentiated. The current study evaluated computer-based training to teach 20 graduate students to arrange functional analysis conditions, analyze functional analysis data, and implement procedural modifications. Participants were exposed to…

The T(ea) Test: Scripted Stories Increase Statistical Method Selection Skills

ERIC Educational Resources Information Center

Hackathorn, Jana; Ashdown, Brien

2015-01-01

To teach statistics, teachers must attempt to overcome pedagogical obstacles, such as dread, anxiety, and boredom. There are many options available to teachers that facilitate a pedagogically conducive environment in the classroom. The current study examined the effectiveness of incorporating scripted stories and humor into statistical method…

Effects of Serial and Concurrent Training on Receptive Identification Tasks: A Systematic Replication

ERIC Educational Resources Information Center

Wunderlich, Kara L.; Vollmer, Timothy R.

2017-01-01

The current study compared the use of serial and concurrent methods to train multiple exemplars when teaching receptive language skills, providing a systematic replication of Wunderlich, Vollmer, Donaldson, and Phillips (2014). Five preschoolers diagnosed with developmental delays or autism spectrum disorders were taught to receptively identify…

Global Climates--Past, Present, and Future. Activities for Integrated Science Education.

ERIC Educational Resources Information Center

Henderson, Sandra, Ed.; And Others

Designed for integration into existing science curriculum for grades 8-10, this curriculum uses a current environmental issue, climate change, as a vehicle for teaching science education. Instructional goals include: (1) familiarize students with scientific methods; (2) help students understand the role of uncertainty; (3) encourage students to…

Humanism and Autonomy in the Neoliberal Reform of Teacher Training

ERIC Educational Resources Information Center

Kascak, Ondrej; Pupala, Branislav; Petrova, Zuzana

2011-01-01

This article analyses the discursive unities which make possible the current transformation of teacher training and our understanding of teaching as a profession, while focusing particularly on European educational policy and the situation in Slovakia. Using Foucault's archaeological method, we reconstruct the discursive link points between the…

Hierarchical Network Models for Education Research: Hierarchical Latent Space Models

ERIC Educational Resources Information Center

Sweet, Tracy M.; Thomas, Andrew C.; Junker, Brian W.

2013-01-01

Intervention studies in school systems are sometimes aimed not at changing curriculum or classroom technique, but rather at changing the way that teachers, teaching coaches, and administrators in schools work with one another--in short, changing the professional social networks of educators. Current methods of social network analysis are…

Case Method Strategies for Teaching Sexual Ethics to Relativists and Skeptics

ERIC Educational Resources Information Center

Vacek, Edward

2017-01-01

Many undergraduates are culturally shaped to avoid making ethical judgments. They spontaneously adopt relativist and skeptical strategies such as "It all depends," or "Whose morality?" or "Who's to say?" as ways of fending off the challenge of making moral decisions. The current tsunami that is washing away…

Where Are We Today? A Survey of Current German Teaching Methods in American Colleges and Universities.

ERIC Educational Resources Information Center

Helt, Richard C.; Woloshin, David J.

1982-01-01

Reports on survey of beginning German at colleges and universities in the U.S. Results show grammatical knowledge is most important objective followed by speaking, listening, and reading comprehension, cultural awareness, then writing. Results indicate growth within the profession. (BK)

Experiences of Paraprofessionals in US Preschool Special Education and General Education Classrooms

ERIC Educational Resources Information Center

Brown, Tiara Saufley; Stanton-Chapman, Tina L.

2017-01-01

A substantial challenge confronting public education systems across the world is the employment and retention of high-quality paraprofessionals (also known as teaching assistants and educational assistants). The current study expands upon previous research by employing a mixed methods design to examine the relationship between paraprofessionals'…

Educational Applications of the Dialectic: Theory and Research.

ERIC Educational Resources Information Center

Slife, Brent D.

The field of education has largely ignored the concept of the dialectic, except in the Socratic teaching method, and even there bipolar meaning or reasoning has not been recognized. Mainstream educational psychology bases its assumptions about human reasoning and learning on current demonstrative concepts of information processing and levels of…

The Effect of a Brief Training in Motivational Interviewing on Trainee Skill Development

ERIC Educational Resources Information Center

Young, Tabitha L.; Hagedorn, W. Bryce

2012-01-01

Motivational interviewing (MI) is an empirically based practice that provides counselors with methods for working with resistant and ambivalent clients. Whereas previous research has demonstrated the effectiveness of training current clinicians in this evidenced-based practice, no research has investigated the efficacy of teaching MI to…

The Mystery Tubes: Teaching Pupils about Hypothetical Modelling

ERIC Educational Resources Information Center

Kenrick, Carole

2017-01-01

This article recounts the author's working experience of one method by which pupils' understanding of the epistemologies of science can be developed, specifically how scientists can develop hypothetical models and test them through simulations. She currently uses this approach for transition lessons with pupils in upper primary or lower secondary…

Secondary School Teachers' Beliefs, Attitudes, and Reactions to Stuttering

ERIC Educational Resources Information Center

Adriaensens, Stefanie; Struyf, Elke

2016-01-01

Purpose: The study identifies teachers' beliefs about and attitudes toward stuttering and explores to what extent these beliefs and attitudes prompt specific teachers' reactions to the stuttering of a student. Method: Participants were teachers in secondary education in Flanders (Belgium), currently teaching an adolescent who stutters. They were…

MOOC construction and application in professional degree postgraduate education: taking Introduction to Engineering Optics as an example

NASA Astrophysics Data System (ADS)

Hu, Feng; Zhou, Jin-peng; Wang, Xing-shu

2017-08-01

Aiming at the deficiency of the traditional postgraduate education mode for professional degree, such as the conflict between work and study, restricted supply and demand and poor efficiency of course teaching, the emergence of Massive Open Online Course (MOOC) which has large scale, online and open features can make up for the shortage of traditional professional degree postgraduate education mode by introducing MOOC teaching mode. However, it is still a fangle to integrate MOOC into the traditional postgraduate education for professional degree and there are no standard methods for reference in the construction of MOOC courses as well as the corresponding evaluations. In this paper, the construction method and practical experience of MOOC courses for professional degree postgraduate education are discussed in details, based on the MOOC course of Introduction to Engineering Optics. Firstly, the principle of MOOC course contents for professional degree postgraduate education is introduced from the aspects of students' demand, MOOC features and practical applications. Secondly, the optimization of MOOC teaching mode is discussed in order to improve the teaching quality and learning efficiency. Thirdly, in order to overcome the deficiency of current MOOC examination schemes, a novel MOOC evaluation scheme is proposed which is capable of assessing students' learning attitude as well as their ability and performance differences. Finally, a practical summary is given about how to integrate the MOOC teaching mode into the postgraduate education for professional degree, including the constructions of teaching team, course system as well as other factors. From the paper, we can conclude that the integration of MOOC teaching mode into the postgraduate education for professional degree will improve the teaching quality and efficiency.

Weaving together peer assessment, audios and medical vignettes in teaching medical terms

PubMed Central

Khan, Lateef M.

2015-01-01

Objectives The current study aims at exploring the possibility of aligning peer assessment, audiovisuals, and medical case-report extracts (vignettes) in medical terminology teaching. In addition, the study wishes to highlight the effectiveness of audio materials and medical history vignettes in preventing medical students' comprehension, listening, writing, and pronunciation errors. The study also aims at reflecting the medical students' attitudes towards the teaching and learning process. Methods The study involved 161 medical students who received an intensive medical terminology course through audio and medical history extracts. Peer assessment and formative assessment platforms were applied through fake quizzes in a pre- and post-test manner. An 18-item survey was distributed amongst students to investigate their attitudes and feedback towards the teaching and learning process. Quantitative and qualitative data were analysed using the SPSS software. Results The students did better in the posttests than on the pretests for both the quizzes of audios and medical vignettes showing a t-test of -12.09 and -13.60 respectively. Moreover, out of the 133 students, 120 students (90.22%) responded to the survey questions. The students gave positive attitudes towards the application of audios and vignettes in the teaching and learning of medical terminology and towards the learning process. Conclusions The current study revealed that the teaching and learning of medical terminology have more room for the application of advanced technologies, effective assessment platforms, and active learning strategies in higher education. It also highlights that students are capable of carrying more responsibilities of assessment, feedback, and e-learning. PMID:26637986

Teaching Emotions in Higher Education: An Emotional Rollercoaster

ERIC Educational Resources Information Center

Evans, Thomas Rhys; Steptoe-Warren, Gail

2015-01-01

Emotions are fundamental to understanding many phenomena in psychology; however, there are currently no emotion-specific evidence-based teaching practices. The current study evaluates an innovative new active learning-based teaching activity, designed to provide a structure for discussions around emotion. Small groups of third-year psychology…

Evaluation of the Grammar Teaching Process by Using the Methods Used in Turkish Language Teaching as a Foreign Language: A Case Study

ERIC Educational Resources Information Center

Öztürk, Basak Karakoç

2018-01-01

The preferred methods for the success of foreign language teaching and the reflection of these methods on the teaching process are very important. Since approaches and methods in language teaching enable the teacher to use different techniques in his/her lectures, they provide a more effective teaching process. The methodology in teaching the…

Students Perception on the Use of Computer Based Test

NASA Astrophysics Data System (ADS)

Nugroho, R. A.; Kusumawati, N. S.; Ambarwati, O. C.

2018-02-01

Teaching nowadays might use technology in order to disseminate science and knowledge. As part of teaching, the way evaluating study progress and result has also benefited from this IT rapid progress. The computer-based test (CBT) has been introduced to replace the more conventional Paper and Pencil Test (PPT). CBT are considered more advantageous than PPT. It is considered as more efficient, transparent, and has the ability of minimising fraud in cognitive evaluation. Current studies have indicated the debate of CBT vs PPT usage. Most of the current research compares the two methods without exploring the students’ perception about the test. This study will fill the gap in the literature by providing students’ perception on the two tests method. Survey approach is conducted to obtain the data. The sample is collected in two identical classes with similar subject in a public university in Indonesia. Mann-Whitney U test used to analyse the data. The result indicates that there is a significant difference between two groups of students regarding CBT usage. Student with different test method prefers to have test other than what they were having. Further discussion and research implication is discussed in the paper.

Case Study Teaching Method Improves Student Performance and Perceptions of Learning Gains†

PubMed Central

Bonney, Kevin M.

2015-01-01

Following years of widespread use in business and medical education, the case study teaching method is becoming an increasingly common teaching strategy in science education. However, the current body of research provides limited evidence that the use of published case studies effectively promotes the fulfillment of specific learning objectives integral to many biology courses. This study tested the hypothesis that case studies are more effective than classroom discussions and textbook reading at promoting learning of key biological concepts, development of written and oral communication skills, and comprehension of the relevance of biological concepts to everyday life. This study also tested the hypothesis that case studies produced by the instructor of a course are more effective at promoting learning than those produced by unaffiliated instructors. Additionally, performance on quantitative learning assessments and student perceptions of learning gains were analyzed to determine whether reported perceptions of learning gains accurately reflect academic performance. The results reported here suggest that case studies, regardless of the source, are significantly more effective than other methods of content delivery at increasing performance on examination questions related to chemical bonds, osmosis and diffusion, mitosis and meiosis, and DNA structure and replication. This finding was positively correlated to increased student perceptions of learning gains associated with oral and written communication skills and the ability to recognize connections between biological concepts and other aspects of life. Based on these findings, case studies should be considered as a preferred method for teaching about a variety of concepts in science courses. PMID:25949753

Case study teaching method improves student performance and perceptions of learning gains.

PubMed

Bonney, Kevin M

2015-05-01

Following years of widespread use in business and medical education, the case study teaching method is becoming an increasingly common teaching strategy in science education. However, the current body of research provides limited evidence that the use of published case studies effectively promotes the fulfillment of specific learning objectives integral to many biology courses. This study tested the hypothesis that case studies are more effective than classroom discussions and textbook reading at promoting learning of key biological concepts, development of written and oral communication skills, and comprehension of the relevance of biological concepts to everyday life. This study also tested the hypothesis that case studies produced by the instructor of a course are more effective at promoting learning than those produced by unaffiliated instructors. Additionally, performance on quantitative learning assessments and student perceptions of learning gains were analyzed to determine whether reported perceptions of learning gains accurately reflect academic performance. The results reported here suggest that case studies, regardless of the source, are significantly more effective than other methods of content delivery at increasing performance on examination questions related to chemical bonds, osmosis and diffusion, mitosis and meiosis, and DNA structure and replication. This finding was positively correlated to increased student perceptions of learning gains associated with oral and written communication skills and the ability to recognize connections between biological concepts and other aspects of life. Based on these findings, case studies should be considered as a preferred method for teaching about a variety of concepts in science courses.

An Improved Teaching-Learning-Based Optimization with the Social Character of PSO for Global Optimization.

PubMed

Zou, Feng; Chen, Debao; Wang, Jiangtao

2016-01-01

An improved teaching-learning-based optimization with combining of the social character of PSO (TLBO-PSO), which is considering the teacher's behavior influence on the students and the mean grade of the class, is proposed in the paper to find the global solutions of function optimization problems. In this method, the teacher phase of TLBO is modified; the new position of the individual is determined by the old position, the mean position, and the best position of current generation. The method overcomes disadvantage that the evolution of the original TLBO might stop when the mean position of students equals the position of the teacher. To decrease the computation cost of the algorithm, the process of removing the duplicate individual in original TLBO is not adopted in the improved algorithm. Moreover, the probability of local convergence of the improved method is decreased by the mutation operator. The effectiveness of the proposed method is tested on some benchmark functions, and the results are competitive with respect to some other methods.

Performance of Clinical Nurse Educators in Teaching Pharmacology and Medication Management: Nursing Students’ Perceptions

PubMed Central

Ghamari Zare, Zohre; Adib-Hajbaghery, Mohsen

2016-01-01

Background Pharmacological knowledge and medication management skills of student nurses greatly depend on the clinical nurse educators’ performance in this critical issue. However, the Iranian nurse educators’ performance in teaching pharmacology and medication management are not adequately studied. Objectives The current study aimed to investigate the nursing students’ perceptions on the status of clinical pharmaceutical and medication management education. Materials and Methods A cross-sectional study was conducted on all 152 nursing students registered in the seventh and eighth semesters at the Qom and Naragh branches of Islamic Azad University, and Kashan University of Medical Sciences in 2013 - 2014 academic year. The students’ perceptions on the performance of clinical nurse educators in teaching pharmacology and medication management were assessed using a researcher made questionnaire. The questionnaire consisted of 31 items regarding clinical educators’ performance in teaching pharmacology and medication management and two questions about students’ satisfaction with their level of knowledge and skills in pharmacology and medication management. Descriptive statistics was employed and analysis of variance was performed to compare the mean of scores of teaching pharmacology and medication management in the three universities. Results Among a total of 152 subjects, 82.9% were female and their mean age was 22.57 ± 1.55 years. According to the students, instructors had the weakest performance in the three items of teaching pharmacology and medication management based on the students’ learning needs, teaching medication management through a patient-centered method and teaching pharmacology and medication management based on the course plan. The students’ satisfaction regarding their own knowledge and skill of pharmacology and medication management was at medium level. Conclusions Nursing students gave a relatively low score in several aspects of their instructors’ performance regarding teaching pharmacology and medication management. It seems that many clinical nurse educators in the studied settings were incompetent especially in teaching pharmacology and medication management, while these are critical areas and need special attention. PMID:27331055

The Effectiveness of TBL with Real Patients in Neurology Education in Terms of Knowledge Retention, In-Class Engagement, and Learner Reactions

ERIC Educational Resources Information Center

Alimoglu, Mustafa Kemal; Yardim, Selda; Uysal, Hilmi

2017-01-01

In our medical school, we changed from a lecture-based method to a team-based learning (TBL) method to teach "polyneuropathies" in the neurology clerkship starting from the 2014 to 2015 academic year. Real patients were used instead of written scenarios in TBL sessions. This study aimed to compare former lecture-based and the current TBL…

Pedagogical perspectives and implicit theories of teaching: First year science teachers emerging from a constructivist science education program

NASA Astrophysics Data System (ADS)

Dias, Michael James

Traditional, teacher-centered pedagogies dominate current teaching practice in science education despite numerous research-based assertions that promote more progressive, student-centered teaching methods. Best-practice research emerging from science education reform efforts promotes experiential, collaborative learning environments in line with the constructivist referent. Thus there is a need to identify specific teacher education program designs that will promote the utilization of constructivist theory among new teachers. This study explored the learning-to-teach process of four first-year high school teachers, all graduates of a constructivist-based science education program known as Teacher Education Environments in Mathematics and Science (TEEMS). Pedagogical perspectives and implicit theories were explored to identify common themes and their relation to the pre-service program and the teaching context. Qualitative methods were employed to gather and analyze the data. In depth, semi-structured interviews (Seidman, 1998) formed the primary data for probing the context and details of the teachers' experience as well as the personal meaning derived from first year practice. Teacher journals and teaching artifacts were utilized to validate and challenge the primary data. Through an open-coding technique (Strauss & Corbin, 1990) codes, and themes were generated from which assertions were made. The pedagogical perspectives apparent among the participants in this study emerged as six patterns in teaching method: (1) utilization of grouping strategies, (2) utilization of techniques that allow the students to help teach, (3) similar format of daily instructional strategy, (4) utilization of techniques intended to promote engagement, (5) utilization of review strategies, (6) assessment by daily monitoring and traditional tests, (7) restructuring content knowledge. Assertions from implicit theory data include: (1) Time constraints and lack of teaching experience made inquiry teaching difficult to implement for the first year teachers in this study. (2) Commitment to teaching and supportive relationships at the school helped the first year teachers negotiate a satisfying role. (3) A congruence existed between the first-year teachers' implicit theories and the social/experiential design of TEEMS. This congruence represented a narrowing of the gap between educational theory and practice. Implications for science-teacher education highlight the potential for experiential program designs to narrow the gap between educational theory and practice.

Learning to teach effectively: Science, technology, engineering, and mathematics graduate teaching assistants' teaching self-efficacy

NASA Astrophysics Data System (ADS)

Dechenne, Sue Ellen

Graduate teaching assistants (GTAs) from science, technology, engineering, and mathematics (STEM) are important in the teaching of undergraduate students (Golde & Dore, 2001). However, they are often poorly prepared for teaching (Luft, Kurdziel, Roehrig, & Turner, 2004). This dissertation addresses teaching effectiveness in three related manuscripts: (1) A position paper that summarizes the current research on and develops a model of GTA teaching effectiveness. (2) An adaptation and validation of two instruments; GTA perception of teaching training and STEM GTA teaching self-efficacy. (3) A model test of factors that predict STEM GTA teaching self-efficacy. Together these three papers address key questions in the understanding of teaching effectiveness in STEM GTAs including: (a) What is our current knowledge of factors that affect the teaching effectiveness of GTAs? (b) Given that teaching self-efficacy is strongly linked to teaching performance, how can we measure STEM GTAs teaching self-efficacy? (c) Is there a better way to measure GTA teaching training than currently exists? (d) What factors predict STEM GTA teaching self-efficacy? An original model for GTA teaching effectiveness was developed from a thorough search of the GTA teaching literature. The two instruments---perception of training and teaching self-efficacy---were tested through self-report surveys using STEM GTAs from six different universities including Oregon State University (OSU). The data was analyzed using exploratory and confirmatory factor analysis. Using GTAs from the OSU colleges of science and engineering, the model of sources of STEM GTA teaching self-efficacy was tested by administering self-report surveys and analyzed by using OLS regression analysis. Language and cultural proficiency, departmental teaching climate, teaching self-efficacy, GTA training, and teaching experience affect GTA teaching effectiveness. GTA teaching self-efficacy is a second-order factor combined from self-efficacy for instructional strategies and a positive learning environment. It is correlated to GTA perception of teaching training and university GTA training. The K-12 teaching experience, GTA perception of teaching training, and facilitating factors in the departmental climate predict STEM GTA teaching self-efficacy. Hours of GTA training and supervision are fully mediated by perception of GTA training. Implications for research and training of STEM GTAs are discussed.

Influence of an extensive inquiry-based field experience on pre-service elementary student teachers' science teaching beliefs

NASA Astrophysics Data System (ADS)

Bhattacharyya, Sumita

This study examined the effects of an extensive inquiry-based field experience on pre-service elementary teachers' personal agency beliefs (PAB) about teaching science and their ability to effectively implement science instruction. The research combined quantitative and qualitative approaches within an ethnographic research tradition. A comparison was made between the pre and posttest scores for two groups. The experimental group utilized the inquiry method; the control group did not. The experimental group had the stronger PAB pattern. The field experience caused no significant differences to the context beliefs of either groups, but did to the capability beliefs. The number of college science courses taken by pre-service elementary teachers' was positively related to their post capability belief (p = .0209). Qualitative information was collected through case studies which included observation of classrooms, assessment of lesson plans and open-ended, extended interviews of the participants about their beliefs in their teaching abilities (efficacy beliefs), and in teaching environments (context beliefs). The interview data were analyzed by the analytic induction method to look for themes. The emerging themes were then grouped under several attributes. Following a review of the attributes a number of hypotheses were formulated. Each hypothesis was then tested across all the cases by the constant comparative method. The pattern of relationship that emerged from the hypotheses testing clearly suggests a new hypothesis that there is a spiral relationship among the ability to establish communicative relationship with students, desire for personal growth and improvement, and greater content knowledge. The study concluded that inquiry based student teaching should be encouraged to train school science teachers. But the meaning and the practice of the inquiry method should be clearly delineated to ensure its correct implementation in the classroom. A survey should be undertaken to ascertain the extent to which what is currently being practiced, as the inquiry method is indeed the inquiry method. Practicing the inquiry method is greatly more demanding than traditional methods of teacher training. A widespread adoption of the method will require considerable changes in these factors.

Beginning science teachers' performances: Assessment in times of reform

NASA Astrophysics Data System (ADS)

Budzinsky, Fie K.

2000-10-01

The current reform in science education and the research on effective teaching and student learning have reinforced the importance of teacher competency. To better measure performances in the teaching of science, performance assessment has been added to Connecticut's licensure process for beginning science teachers. Teaching portfolios are used to document teaching and learning over time. Portfolios, however, are not without problems. One of the major concerns with the portfolio assessment process is its subjectivity. Assessors may not have opportunities to ask clarifying or follow-up questions to enhance the interpretation of a teacher's performance. In addition, portfolios often contain components based on self-documentation, which are subjective. Furthermore, the use of portfolios raises test equity issues. These concerns present challenges for persons in charge of establishing the validity of a portfolio-based licensure process. In high-stakes decision processes, such as teaching licensure, the validity of the assessment instruments must be studied. The primary purpose of this study was to explore the criterion-related validity of the Connecticut State Department of Education's Beginning Science Teaching Portfolio by comparing the interpretations of performances from science teaching portfolios to those derived from another assessment method, the Expert Science Teaching Educational and Evaluation Model, (ESTEEM). The analysis of correlations between the Beginning Science Teaching Portfolio and ESTEEM instrument scores was the primary method for establishing support for validity. The results indicated moderate correlations between all Beginning Science Teaching Portfolio and ESTEEM category and total variables. Multiple regression was used to examine whether differences existed in beginning science teachers' performances based on gender, poverty group, school level, and science discipline taught. None of these variables significantly contributed to the explanation of variance in the ESTEEM (p > .05), but poverty group and gender were significant predictors of portfolio performances, accounting for 21% of the total variance. Finally, data from interviews, written surveys, and beginning teacher attendance records at state-supported seminars were analyzed qualitatively and quantitatively. This information provided insight about the quality and quantity of support beginning science teachers received in their efforts to document, via the science teaching portfolio, their abilities to implement the Connecticut Professional Science Teaching Standards.

Hands-on curriculum teaches biomedical engineering concepts to home-schooled students.

PubMed

Sagstetter, Ann M; Nimunkar, Amit J; Tompkins, Willis J

2009-01-01

University level outreach has increased over the last decade to stimulate K-12 student interest in engineering related fields. Home schooling students are one of the groups that are valued for engineering admissions due to diligent study habits and high achievement scores. However, home schooled students have inadequate access to science, math, and engineering related resources, which precludes the development of interdisciplinary teaching methods. To address this problem, we have developed a hands-on, STEM based curriculum as a safe and comprehensive supplement to current home schooling curricula. The ultimate goal is to stimulate university-student relations and subsequently increase engineering recruitment opportunities. Our pre and post workshop survey comparisons demonstrate that integrating disciplines, via the manner presented in this study, provides a K-12 student-friendly engineering learning method.

A Comparative Study Concerning Administrative Aspects of Elementary Off-Campus Student Teaching Programs: Current Practices and Proposed Patterns.

ERIC Educational Resources Information Center

Armstrong, Robert J.

A study was made to determine the current status of selected administrative areas of student teaching programs in Massachusetts and cooperative student teaching programs throughout the nation, the desirability of establishing cooperative programs in Massachusetts, and the organization and impelementation of these programs. Specific administrative…

Current Issues in Undergraduate Psychiatry Education: The Findings of a Qualitative Study

ERIC Educational Resources Information Center

Dogra, Nisha; Edwards, Ruth; Karim, Khalid; Cavendish, Susan

2008-01-01

Background: Recruitment into psychiatry is correlated with the quality of undergraduate medical school teaching programmes and with a commitment of major resources to teaching students. There is an extensive literature related to attitudes towards psychiatry but less on the learning and teaching of psychiatry. Aims: To identify the current issues…

Sources, Developments and Directions of Task-Based Language Teaching

ERIC Educational Resources Information Center

Bygate, Martin

2016-01-01

This paper provides an outline of the origins, the current shape and the potential directions of task-based language teaching (TBLT) as an approach to language pedagogy. It first offers a brief description of TBLT and considers its origins within language teaching methodology and second language acquisition. It then summarises the current position…

A Comparison of Didactic and Inquiry Teaching Methods in a Rural Community College Earth Science Course

NASA Astrophysics Data System (ADS)

Beam, Margery Elizabeth

The combination of increasing enrollment and the importance of providing transfer students a solid foundation in science calls for science faculty to evaluate teaching methods in rural community colleges. The purpose of this study was to examine and compare the effectiveness of two teaching methods, inquiry teaching methods and didactic teaching methods, applied in a rural community college earth science course. Two groups of students were taught the same content via inquiry and didactic teaching methods. Analysis of quantitative data included a non-parametric ranking statistical testing method in which the difference between the rankings and the median of the post-test scores was analyzed for significance. Results indicated there was not a significant statistical difference between the teaching methods for the group of students participating in the research. The practical and educational significance of this study provides valuable perspectives on teaching methods and student learning styles in rural community colleges.

Toward Development of Distance Learning Environment in the Grid

ERIC Educational Resources Information Center

Li, Kuan-Ching; Tsai, Yin-Te; Tsai, Chuan-Ko

2008-01-01

In recent years, with the rapid development of communication and network technologies, distance learning has been popularized and it became one of the most well-known teaching methods, due to its practicability. Over the Internet, learners are free to access new knowledge without restrictions on time or location. However, current distance learning…

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…

A Study on the Training Mode of Electronic Application-Oriented Undergraduate with Industry Needs

ERIC Educational Resources Information Center

Wang, Zhonghua; Cheng, Lifang; Wang, Hao

2017-01-01

Electronic industry is an economic pillar in China. Due to the Moore's Law, the industry requires continuous development and innovation. In order to achieve these goals, the cultivation of electronic application-oriented undergraduate is essential. However, at current, the innovative educational concepts and teaching methods are lagging behind so…

Impact of Teachers' Beliefs on Mathematics Education

ERIC Educational Resources Information Center

Bayaga, Anass; Wadesango, Newman; Wadesango, Ongayi Vongai

2015-01-01

The objective of the current study was to analyse the impact of teachers' personal theory and beliefs (PTB) towards Mathematics teaching. A total of 183 respondents were involved in this study, using the stratified random sampling method with Cronbach's alpha of 0.87. Due to the objective of the research and the hypothesis, it was positioned…

Teaching Food Preparation with Video Flash Cards

ERIC Educational Resources Information Center

Scholl, Jan F.; Cason, Katherine; Cherry, Tom

2004-01-01

Food preparation skills are needed to prepare low-cost, nutritious meals that meet current dietary recommendations. Research indicates that many youth and adults can read a recipe for ingredients, but they often do not know basic food preparation techniques such as how to broil, fold, dredge, baste and other cooking methods. To address the need to…

Catalytic Assessment: Understanding How MCQs and EVS Can Foster Deep Learning

ERIC Educational Resources Information Center

Draper, Stephen W.

2009-01-01

One technology for education whose adoption is currently expanding rapidly in UK higher education is that of electronic voting systems (EVS). As with all educational technology, whether learning benefits are achieved depends not on the technology but on whether an improved teaching method is introduced with it. EVS inherently relies on the…

Physical Education Teachers' Perspectives and Experiences When Teaching FMS to Early Adolescent Girls

ERIC Educational Resources Information Center

Lander, Natalie J.; Hanna, Lisa; Brown, Helen; Telford, Amanda; Morgan, Philip J.; Salmon, Jo; Barnett, Lisa M.

2017-01-01

Purpose: Competence in fundamental movement skills (FMSs) is positively associated with physical activity, fitness, and healthy weight status. However, adolescent girls exhibit very low levels of fundamental movement skill (FMS) proficiency. Method: In the current study, interviews were carried out with physical education teachers to investigate…

Humanities & Arts to the Rescue of Science

ERIC Educational Resources Information Center

Papacosta, Pangratios

2007-01-01

The future of science may depend on how education responds to the growing negativism that students and the public show towards science. What is the value of our current teaching methods, if in helping students achieve higher test scores, they also generate a lifelong disdain of science? Achieving a positive attitude towards science must become a…

Aliens in the Education Matrix: Recovering Freedom

ERIC Educational Resources Information Center

Amankwatia, Asa G. Hilliard III-Baffour, II

2006-01-01

New teachers will find a rapidly changing school environment that has major implications for teaching and learning. New teachers will need to understand some of the forces and consequences of current policies and powerful ideological, political, and commercial interests that have shaped the way we think of the aims, methods, and contents of…

Re-Designing University Courses to Support Collaborative Knowledge Creation Practices

ERIC Educational Resources Information Center

Lakkala, Minna; Toom, Auli; Ilomäki, Liisa; Muukkkonen, Hanni

2015-01-01

Higher education institutions should not only aim to educate academic experts who master their own fields, but also give their students generic skills important in the current society. New teaching methods are required to support the development of such skills. The study examined how a group of voluntary university lecturers re-designed their…

Learning through a Foreign Language: Models, Methods and Outcomes.

ERIC Educational Resources Information Center

Masih, John, Ed.

This book presents European perspectives on the means of structuring curricula that integrate content and language teaching, drawing on the experience of practitioners at a range of levels. It also provides details of the outcomes of such programs and describes the current and future challenges for wider scale adoption of content and language…

Secondary Teachers' Language Usage: Beliefs and Practices

ERIC Educational Resources Information Center

Hlas, Anne Cummings

2016-01-01

In recent years, much research has shown that the first language (L1) is being used in the majority of foreign language classrooms. However, these findings have often failed to include secondary foreign language teachers and their teaching context. The current mixed-methods study explores Spanish teachers' use of and beliefs about first and target…

The Use of Cognitive Task Analysis to Capture Expertise for Tracheal Extubation Training in Anesthesiology

ERIC Educational Resources Information Center

Embrey, Karen K.

2012-01-01

Cognitive task analysis (CTA) is a knowledge elicitation technique employed for acquiring expertise from domain specialists to support the effective instruction of novices. CTA guided instruction has proven effective in improving surgical skills training for medical students and surgical residents. The standard, current method of teaching clinical…

Teachers as Researchers

ERIC Educational Resources Information Center

Klippel, Friederike

2017-01-01

A dedicated teacher, keen to try out new methods of teaching English and French and different ways of getting learners to talk. The teacher knows it is important to motivate the learners by bringing the real world and the target culture into the classroom and uses authentic newspaper articles on current events and takes the class out of the…

Intelligent Tutoring System Using Decision Based Learning for Thermodynamic Phase Diagrams

ERIC Educational Resources Information Center

Hagge, Mathew; Amin-Naseri, Mostafa; Jackman, John; Guo, Enruo; Gilbert, Stephen B.; Starns, Gloria; Faidley, Leann

2017-01-01

Students learn when they connect new information to existing understanding or when they modify existing understanding to accept new information. Most current teaching methods focus on trying to get students to solve problems in a manner identical to that of an expert. This study investigates the effectiveness of assessing student understanding…

Language Learning of Children with Typical Development Using a Deductive Metalinguistic Procedure

ERIC Educational Resources Information Center

Finestack, Lizbeth H.

2014-01-01

Purpose: In the current study, the author aimed to determine whether 4- to 6-year-old typically developing children possess requisite problem-solving and language abilities to produce, generalize, and retain a novel verb inflection when taught using an explicit, deductive teaching procedure. Method: Study participants included a cross-sectional…

The Quest for Quality. Sixteen Forms of Heresy in Higher Education.

ERIC Educational Resources Information Center

Goodlad, Sinclair

This book is an exploration of the current debate about quality in higher education. Using a construct of "heresies," it suggests a set of guiding principles in four key areas of university life: curriculum (because selecting what is worth learning in universities is not random); teaching methods (because universities offer opportunities…

A Qualitative Investigation of Student Engagement in a Flipped Classroom

ERIC Educational Resources Information Center

Steen-Utheim, Anna Therese; Foldnes, Njål

2018-01-01

The flipped classroom is gaining acceptance in higher education as an alternative to more traditional methods of teaching. In the current study, twelve students in a Norwegian higher education institution were in-depth interviewed about their learning experiences in a two-semester long mathematics course. The first semester was taught using…

What Do We Teach Psychiatric Residents about Suicide? A National Survey of Chief Residents

ERIC Educational Resources Information Center

Melton, Bengi B.; Coverdale, John H.

2009-01-01

Objective: Because of the clinical significance of patient suicide for trainees and current limited information on this essential educational subject, the authors sought to determine what topics involving the care of suicidal patients were taught to residents in psychiatry training programs. Methods: Chief residents of psychiatry training programs…

Exploring Student Midwives Creative Expression of the Meaning of Birth

ERIC Educational Resources Information Center

Hall, Jennifer; Mitchell, Mary

2008-01-01

This paper presents a study which explored creative pieces made by student midwives during an educational session on spirituality in relation to midwifery. Background: Exploration of methods of teaching relating to midwifery has been limited, specifically relating to effective learning about spirituality. There is a current expectation in the UK…

Teaching Music as a University Elective Course through e-Learning

ERIC Educational Resources Information Center

Adileh, Mu'tasem

2012-01-01

E-learning is currently considered one of the most important mediums for instruction. It is an educational tool that seeks to change our educational system from the traditional to the interactive (Sacchanand, 2008). This study will compare students' course achievement and attitudes toward music learning between two course delivery methods: blended…

SELECTIVE AUDIO-VISUAL INSTRUCTION FOR MENTALLY RETARDED PUPILS.

ERIC Educational Resources Information Center

GOLDSTEIN, EDWARD

THE USE OF SOUND FILMS IN THE EDUCATION OF EDUCABLE MENTALLY HANDICAPPED (EMH) ADOLESCENTS WAS EXAMINED IN AN EXPERIMENTAL STUDY. THE HISTORY OF SPECIAL EDUCATION METHODS FOR EMH STUDENTS IS REVIEWED FROM THE LATE 18TH CENTURY THROUGH CURRENT TEACHING PRACTICES. INDIVIDUAL REVIEWS OF 14 RESEARCH STUDIES AND REPORTS ON THE USE OF EDUCATIONAL FILMS…

First Inversion: A Rationale for Implementing the "Flipped Approach" in Tertiary Music Courses

ERIC Educational Resources Information Center

Grant, Catherine

2013-01-01

For several reasons, current models of tertiary education seem unviable. A shifting educational landscape with rising student numbers, an increasingly diverse student cohort, and high levels of student disengagement have led to concerns about the continued relevance of "traditional" teaching and learning methods. At the same time, the…

Stretching Your Budget: Notes on Working with Sporting Goods Dealers

ERIC Educational Resources Information Center

Thomson, William C.

2009-01-01

Pre-service teachers take many courses in college training programs in order to become teachers and coaches. Teachers have in-service training programs, varied across many school divisions or districts, which help keep them abreast of current methods in teaching and serve as professional development opportunities. However, budgetary planning and…

Consumerism, Activism, Intrinsic Motivation, and Balance: An Interview with Tim Kasser

ERIC Educational Resources Information Center

Keeley, Jared

2010-01-01

A year after receiving his PhD in psychology from the University of Rochester, Tim Kasser accepted a position at Knox College, in Galesburg, Illinois, where he is currently professor of psychology. He regularly teaches psychology classes on personality, clinical and abnormal psychology, dreaming, and research methods, as well as an…

Paving New Roads to Knowledge: An Experiment to Enhance Construction Education

ERIC Educational Resources Information Center

Sattineni, Anoop; Williams, Steve

2008-01-01

As a result of their own sometimes frustrating educational experiences, and a growing discontent with their current teaching methods, the authors, in conjunction with another instructor, decided to try an experiment. With the goal of enhancing visualization and understanding, the instructors created several multi-path educational paths for the…

Proteomics in the Classroom: An Investigative Study of Proteins in Microorganisms

ERIC Educational Resources Information Center

Benskin, Jon; Chen, Sixue

2012-01-01

As advances in biotechnology and molecular biology rapidly expand in research settings, it is vital that we continue to prepare high school students to enter and thrive in those modern laboratories. This multistep, inquiry-based lab describes highly adaptable methods to teach students not only current molecular techniques and technologies, but…

Methodical Approaches to Teaching of Computer Modeling in Computer Science Course

ERIC Educational Resources Information Center

Rakhimzhanova, B. Lyazzat; Issabayeva, N. Darazha; Khakimova, Tiyshtik; Bolyskhanova, J. Madina

2015-01-01

The purpose of this study was to justify of the formation technique of representation of modeling methodology at computer science lessons. The necessity of studying computer modeling is that the current trends of strengthening of general education and worldview functions of computer science define the necessity of additional research of the…

Evaluating and Improving the Mathematics Teaching-Learning Process through Metacognition

ERIC Educational Resources Information Center

Desoete, Annemie

2007-01-01

Introduction: Despite all the emphasis on metacognition, researchers currently use different techniques to assess metacognition. The purpose of this contribution is to help to clarify some of the paradigms on the evaluation of metacognition. In addition the paper reviews studies aiming to improve the learning process through metacognition. Method:…

The Influence of Informal Music Education in Teacher Formation: An Autoethnography

ERIC Educational Resources Information Center

Nethsinghe, Rohan

2012-01-01

In this paper I explore how my musical background, teaching skills, understanding and knowledge as well as music-making abilities and skills, have formed my current self as musician, teacher and researcher. An autoethnographical method is used to investigate my background, including the different modes of music education I received. From this…

Twenty-First Century Literacy: A Matter of Scale from Micro to Mega

ERIC Educational Resources Information Center

Brown, Abbie; Slagter van Tryon, Patricia J.

2010-01-01

Twenty-first century technologies require educators to look for new ways to teach literacy skills. Current communication methods are combinations of traditional and newer, network-driven forms. This article describes the changes twenty-first century technologies cause in the perception of time, size, distance, audience, and available data, and…

Consideration of using virtual reality for teaching neonatal resuscitation to midwifery students.

PubMed

Williams, Jessica; Jones, Donovan; Walker, Rohan

2018-05-28

Within the last decade, there has been significant change in the way tertiary midwifery education has been delivered to students. The use of blended teaching methods and the introduction of simulated learning experiences has been observed in the literature to improve students' self-confidence, competence, clinical judgement and decision-making abilities. Simulation is seen to be particularly important when practising skills that may be infrequently encountered in practice, such as clinical emergencies. Neonatal resuscitation is the most common neonatal emergency encountered within midwifery today, with up to 15% of babies requiring some form of resuscitation at birth. Recent research describes the benefits of using a multi-modal approach to teaching neonatal resuscitation, utilising both theory and simulated learning methods. One emerging method of simulation is that of virtual reality (VR), which has been recognised for its enormous educational potential in risk-free clinical skills training. Currently, however, there is limited research looking at the use of VR in emergency skills training. This article examines the literature to highlight the potential benefits that VR simulation could provide for emergency skills training, as well as the potential challenges that should be acknowledged. Crown Copyright © 2018. Published by Elsevier Ltd. All rights reserved.

Effective teaching of communication to health professional undergraduate and postgraduate students: A Systematic Review.

PubMed

MacDonald-Wicks, Lesley; Levett-Jones, Tracy

The objective is to identify and assess the effectiveness of tools and methods of teaching communication skills to health professional students in undergraduate and postgraduate programs, to facilitate communication in hospitals, nursing homes and mental health institutions.For this review, effective communication will be defined as that which enhances patient satisfaction, safety, symptom resolution, psychological status, or reduces the impact/burden of disease and/or improved communication skills within undergraduate or postgraduate studentsThe review question is: What is the best available evidence on strategies to effectively teach communication skills to undergraduate and postgraduate medical, nursing and allied health students (nutrition and dietetics, occupational therapy, physiotherapy, speech pathology etc)? Communication is a two-way interaction where information, meanings and feelings are shared both verbally and non-verbally. Effective communication is when the message being conveyed is understood as intended. Effective communication between the health professional and patient is increasingly being recognised as a core clinical skill. Research has identified the far reaching benefits of effective communication skills including enhanced patient satisfaction, patient safety, symptom resolution and improvements in functional and psychological status. Poor communication can result in omitted or misinterpretation of information resulting in declining health of the patient. Despite the importance of effective communication in ensuring positive outcomes for both the patient and health professional, there is concern that contemporary teaching and learning approaches do not always facilitate the development of a requisite level of communication skills, both verbal and written and a difficulty for the current generation of communication skills teachers is that many have not had the experience of being taught communication skills themselves.Studies have shown that communication skills can be taught, although proven learning strategies should be the basis of any communication teaching. It is reported that the communication skills teachers themselves be trained in communication skills and assessment of communication skills should be an important component of the health professionals' accreditation. Not only should the communication skills of the teacher be evaluated but the teaching modules within the program should also be evaluated on a regular basis.In all cases of communication teaching, strong faculty support is required for any communication skills programme to be successful. Early introduction of communication skills programmes, which are continued throughout all the years of the curriculum, has been shown to be effective in improving confidence and reducing the number of errors made and establishing a more permanent understanding of communication. Throughout the undergraduate degree, increased integration between communication and clinical teaching is important in learning to use the two skill sets together, so as to closely reflect what happens in clinical practice. Research suggests that communication training is most effective when longitudinal in nature and coincides with ongoing professional practice education.Many studies have shown that communication skills programmes with a strong experimental and/or practical component are more effective than programmes that are solely theory or discussion based. Simulations and role-play are effective instructional methods for developing communication skills including opening and closing consultations, conducting the consultation in a logical manner, improving body language, using language at the level of understanding of the patient and using clear verbal and written communication. One particular strategy that has been shown to be effective is the use of videotaped consultations with standardised patients.Although measuring the effectiveness of communication skills training is difficult, there are a few common strategies used in the current literature. It has been suggested that evaluation of the competence of students' verbal communication skills is best assessed during observations of simulated consultations with standardised patients followed by constructive feedback. The quality of the constructive feedback is crucial, needing to be specific, non-judgemental and descriptive. A number of studies have used objective structured clinical exams (OSCE) where a marking scheme is used to evaluate different components of communication whilst ensuring a more standardised assessment for all students.Given the concern with communication skills of contemporary health professionals, and the variability in current communication education programmes, it is important that an educational model be developed to foster the development of effective communication. This model should be multi-faceted, that is, address knowledge, skill and attitude domains and cover both verbal and non-verbal forms of communication.A preliminary search of JBI Library of Systematic Reviews, Cochrane Library of Systematic Reviews, Medline, CINAHL, DARE, PROSPERO has been performed and one existing systematic review was identified. The review investigated communication teaching in nurse education in the United Kingdom (UK). The review discusses a number of points including 1) who teaches communication skills; 2) the methods used; 3) time spent on communication skills training; 4) the goals or content of the teaching and; 5) assessment, evaluation and overall effectiveness of communication teaching. From the 17 studies included in this review, it was found that team teaching provides greater depth and more perspectives therefore likely to be more effective. Experiential methods, standardised patients, and group work are commonly used as methods of teaching with course content including empathy, self-awareness, interviewing skills and critical thinking. The time spent in teaching communication skills is often not reported with information on the methods of assessment of communication skills also limited although the use of standardised patients and OSCEs most commonly used. This review concluded that there was a lack of research in this area and the strength of conclusions from these studies were lessened due to the flaws in methodological design, Therefore, the question still remains as to what aspects of teaching communication are effective.Given the poor methodological design of the studies included in the above review, the time since publication of the last review (2002), and the lack of recent research specific to this topic, this review is somewhat exploratory and hopes to further explain effective methods of communication teaching and evaluation.

Effective teaching strategies and methods of delivery for patient education: a systematic review and practice guideline recommendations.

PubMed

Friedman, Audrey Jusko; Cosby, Roxanne; Boyko, Susan; Hatton-Bauer, Jane; Turnbull, Gale

2011-03-01

The objective of this study was to determine effective teaching strategies and methods of delivery for patient education (PE). A systematic review was conducted and reviews with or without meta-analyses, which examined teaching strategies and methods of delivery for PE, were included. Teaching strategies identified are traditional lectures, discussions, simulated games, computer technology, written material, audiovisual sources, verbal recall, demonstration, and role playing. Methods of delivery focused on how to deliver the teaching strategies. Teaching strategies that increased knowledge, decreased anxiety, and increased satisfaction included computer technology, audio and videotapes, written materials, and demonstrations. Various teaching strategies used in combination were similarly successful. Moreover, structured-, culturally appropriate- and patient-specific teachings were found to be better than ad hoc teaching or generalized teaching. Findings provide guidance for establishing provincial standards for the delivery of PE. Recommendations concerning the efficacy of the teaching strategies and delivery methods are provided.

Construction of EFL Student Teachers' Beliefs about Method: Insights from Postmethod

ERIC Educational Resources Information Center

Zeng, Zhengping

2018-01-01

Student Teachers' beliefs and their teaching behaviors are interactive and closely related. Student teachers' any adoption of teaching methods in micro-teaching or teaching practicum is largely hidden behind their beliefs. In this paper, starting with the origin and changes of methods in language teaching method era, the author explains certain…

Supporting Evidence-Informed Teaching in Biomedical and Health Professions Education Through Knowledge Translation: An Interdisciplinary Literature Review.

PubMed

Tractenberg, Rochelle E; Gordon, Morris

2017-01-01

Phenomenon: The purpose of "systematic" reviews/reviewers of medical and health professions educational research is to identify best practices. This qualitative article explores the question of whether systematic reviews can support "evidence informed" teaching and contrasts traditional systematic reviewing with a knowledge translation (KT) approach to this objective. Degrees of freedom analysis (DOFA) is used to examine the alignment of systematic review methods with educational research and the pedagogical strategies and approaches that might be considered with a decision-making framework developed to support valid assessment. This method is also used to explore how KT can be used to inform teaching and learning. The nature of educational research is not compatible with most (11/14) methods for systematic review. The inconsistency of systematic reviewing with the nature of educational research impedes both the identification and implementation of "best-evidence" pedagogy and teaching. This is primarily because research questions that do support the purposes of review do not support educational decision making. By contrast to systematic reviews of the literature, both a DOFA and KT are fully compatible with informing teaching using evidence. A DOFA supports the translation of theory to a specific teaching or learning case, so could be considered a type of KT. The DOFA results in a test of alignment of decision options with relevant educational theory, and KT leads to interventions in teaching or learning that can be evaluated. Examples of how to structure evaluable interventions are derived from a KT approach that are simply not available from a systematic review. Insights: Systematic reviewing of current empirical educational research is not suitable for deriving or supporting best practices in education. However, both "evidence-informed" and scholarly approaches to teaching can be supported as KT projects, which are inherently evaluable and can generate actionable evidence about whether the decision or intervention worked for students, instructors, and the institution. A DOFA can also support evidence- and theory-informed teaching to develop an understanding of what works, why, and for whom. Thus KT, but not systematic reviewing, can support decision making around pedagogy (and pedagogical innovation) that can also inform new teaching and learning initiatives; it can also point to new avenues of empirical research in education that are informed by, and can inform, theory.

The Current State of Sleep Medicine Education in US Neurology Residency Training Programs: Where Do We Go from Here?

PubMed Central

Avidan, Alon Y.; Vaughn, Bradley V.; Silber, Michael H.

2013-01-01

Objective: To evaluate the current state of sleep medicine educational resources and training offered by US neurology residency programs. Methods: In 2010, a 20-item peer reviewed Sleep Education Survey (SES) was sent to neurology residency program directors surveying them about sleep medicine educational resources used in teaching residents. Pearson product momentum correlation was used to determine correlation of program attributes with resident interest in pursuing a career in sleep medicine. Results: Of the programs completing the survey, 81% listed a formal sleep rotation and 24% included a forum for sleep research. A variety of innovative approaches for teaching sleep medicine were noted. Program directors noted that 5.7% residents entered sleep medicine fellowship training programs in the preceding 5 years. Programs that had a more substantial investment in sleep medicine teaching resources were more likely to report residents entering a sleep medicine training program. Conclusion: This is the first report providing an analysis of the current state of sleep medicine training in US Neurology Residency Programs. Our data provide evidence that investment by the residency program in sleep education may enhance the ultimate decision by the neurology trainee to pursue a career in sleep medicine. Citation: Avidan AY; Vaughn BV; Silber MH. The current state of sleep medicine education in us neurology residency training programs: where do we go from here? J Clin Sleep Med 2013;9(3):281-286. PMID:23493388

Effectiveness of teaching evidence-based medicine to undergraduate medical students: a BEME systematic review.

PubMed

Ahmadi, Seyed-Foad; Baradaran, Hamid R; Ahmadi, Emad

2015-01-01

Despite the widespread teaching of evidence-based medicine (EBM) to medical students, the relevant literature has not been synthesized appropriately as to its value and effectiveness. To systematically review the literature regarding the impact of teaching EBM to medical students on their EBM knowledge, attitudes, skills and behaviors. MEDLINE, SCOPUS, Web of science, ERIC, CINAHL and Current Controlled Trials up to May 2011 were searched; backward and forward reference checking of included and relevant studies was also carried out. Two investigators independently extracted data and assessed the quality of the studies. 10,111 potential studies were initially found, of which 27 were included in the review. Six studies examined the effect of clinically integrated methods, of which five had a low quality and the other one used no validated assessment tool. Twelve studies evaluated the effects of seminars, workshops and short courses, of which 11 had a low quality and the other one lacked a validated assessment tool. Six studies examined e-learning, of which five having a high or acceptable quality reported e-learning to be as effective as traditional teaching in improving knowledge, attitudes and skills. One robust study found problem-based learning less effective compared to usual teaching. Two studies with high or moderate quality linked multicomponent interventions to improved knowledge and attitudes. No included study assessed the long-term effects of the teaching of EBM. Our findings indicated that some EBM teaching strategies have the potential to improve knowledge, attitudes and skills in undergraduate medical students, but the evidenced base does not demonstrate superiority of one method. There is no evidence demonstrating transfer to clinical practice.

Replacing animal use in physiology and pharmacology teaching in selected universities in Eastern Europe--charting a way forward.

PubMed

Dewhurst, David G; Kojic, Zvezdana Z

2011-03-01

The aims of this study were to explore the use of animals in teaching and the implementation of innovative technology-based teaching practices across a small sample of universities in Eastern Europe. The research methods used were a questionnaire circulated four weeks before a workshop took place (in October 2009, in Belgrade, Serbia), as well as focused, face-to-face group discussions, led by one of the authors during the workshop. Twenty-two faculty (physiologists and pharmacologists), from 13 Eastern European countries, attended the meeting. Fourteen of the eighteen schools represented at the workshop were making use of animals, in some instances in quite large numbers, for their teaching. For example, a single department at a Romanian university used over 250 animals per annum, and at least 1130 animals were used, per annum, across all of the institutions. The species used in largest numbers were the rat (34%), frog/toad (29%), mouse (22%), rabbit (10%), guinea-pig (4%) and dog (1%). None of the universities sampled had implemented institution-wide virtual learning environments (VLEs), although there were isolated instances of local use of VLEs. There was relatively little current use of technology-based teaching and learning resources, but there was considerable enthusiasm to modernise teaching and to introduce innovative learning and teaching methods. The major perceived barrier to the introduction of replacement alternatives was the lack of versions in local languages. There was a consensus view that developing local language exemplars and evaluating their usefulness was likely to have the greatest impact on animal use, at least in the short-term. 2011 FRAME.

Domestic violence teaching in UK medical schools: a cross-sectional study.

PubMed

Potter, Lucy C; Feder, Gene

2017-10-06

Domestic violence and abuse (DVA) is a leading contributor to the physical and mental ill health of women. Recent international guidance recommends that undergraduate medical curricula should include DVA. We do not know what is currently taught about DVA to medical students in the UK. Recent international guidance recommends that undergraduate medical curricula should include DVA METHOD: Teaching leads from all UK medical schools (n = 34) were invited to participate in an 18-item online survey about what DVA education is provided, their views of this provision and any feedback provided by students. Descriptive statistics were used to analyse the data. A total of 25 out of 34 medical schools participated in the survey (74%). All respondents felt that there should be formal teaching on DVA in the medical curriculum. Eighty-four per cent of respondents reported that there was some formal teaching in their medical school, and 90% of these reported that it was mandatory. Of those who delivered some teaching, 52% reported that the provision was 0-2 hours in total. Most commonly content was delivered in year 4. DVA teaching was delivered in different modules, by different methods and delivered by a range of different providers. Seventy-five per cent of respondents reported that they felt the provision at their medical school was inadequate or not enough. Barriers to providing DVA education identified included time constraints, failure to perceive it as a medical problem and the assumption that it will be covered elsewhere. Most medical students in the UK receive a small amount of teaching on DVA towards the end of the curriculum. This is perceived as inadequate. © 2017 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

Teach the Earth: On-line Resources for Teachers and Teachers of Teachers

NASA Astrophysics Data System (ADS)

Manduca, C. A.

2007-12-01

Effective Earth science education depends on excellent teachers: teachers who not only possess a strong grasp of geoscience but are also well-versed in the pedagogic methods they need to connect with their audience. Preparing Earth science teachers is a task no less challenging that also requires strengths in both areas. The Teach the Earth website provides a variety of resources to support preparation of Earth science teachers. Here you can find collections of teaching activities addressing all aspects of the Earth system; discussions of teaching methods linked to examples of their use in geoscience courses; and the Earth Exploration Toolbook, a resource specifically designed for teachers who would like to incorporate data rich activities in their teaching. These resources are suitable for use by teachers, students in courses addressing the methodology of teaching Earth science and science, and faculty designing courses. Faculty working with current and future teachers will find a section on Preparing Teachers to Teach Earth Science with a collection of courses designed specifically to benefit future Earth Science teachers, examples of key activities in these courses, and descriptions of programs for pre-service and in-service teachers. The materials housed in this web-resource demonstrate a wide range of fruitful approaches and exciting opportunities. On the order of 25,000 individuals use the site repeatedly during the year. We estimate that 27 percent of these users are geoscience faculty and 12 percent are teachers. We invite teachers, faculty, researchers, and educators to enhance this resource by contributing descriptions of activities, courses, or programs as a mechanism for sharing their experience with others engaged in similar work.

Teaching and Assessing Professionalism in Radiology: Resources and Scholarly Opportunities to Contribute to Required Expectations.

PubMed

Kelly, Aine Marie; Mullan, Patricia B

2018-05-01

Teaching and assessing trainees' professionalism now represents an explicit expectation for Accreditation Council Graduate Medical Education-accredited radiology programs. Challenges to meeting this expectation include variability in defining the construct of professionalism; limits of traditional teaching and assessment methods, used for competencies historically more prominent in medical education, for professionalism; and emerging expectations for credible and feasible professionalism teaching and assessment practices in the current context of health-care training and practice. This article identifies promising teaching resources and methods that can be used strategically to augment traditional teaching of the cognitive basis for professionalism, including role modeling, case-based scenarios, debriefing, simulations, narrative medicine (storytelling), guided discussions, peer-assisted learning, and reflective practice. This article also summarizes assessment practices intended to promote learning, as well as to inform how and when to assess trainees as their professional identities develop over time, settings, and autonomous practice, particularly in terms of measurable behaviors. This includes assessment tools (including mini observations, critical incident reports, and appreciative inquiry) for authentic assessment in the workplace; engaging multiple sources (self-, peer, other health professionals, and patients) in assessment; and intentional practices for trainees to take responsibility for seeking our actionable feedback and reflection. This article examines the emerging evidence of the feasibility and value added of assessment of medical competency milestones, including professionalism, coordinated by the Accreditation Council Graduate Medical Education in radiology and other medical specialties. Radiology has a strategic opportunity to contribute to scholarship and inform policies in professionalism teaching and assessment practices. Copyright © 2018 The Association of University Radiologists. Published by Elsevier Inc. All rights reserved.

Enhanced learning through design problems - teaching a components-based course through design

NASA Astrophysics Data System (ADS)

Jensen, Bogi Bech; Högberg, Stig; Fløtum Jensen, Frida av; Mijatovic, Nenad

2012-08-01

This paper describes a teaching method used in an electrical machines course, where the students learn about electrical machines by designing them. The aim of the course is not to teach design, albeit this is a side product, but rather to teach the fundamentals and the function of electrical machines through design. The teaching method is evaluated by a student questionnaire, designed to measure the quality and effectiveness of the teaching method. The results of the questionnaire conclusively show that this method labelled 'learning through design' is a very effective way of teaching a components-based course. This teaching method can easily be generalised and used in other courses.

Aligning Practice to Policies: Changing the Culture to Recognize and Reward Teaching at Research Universities

PubMed Central

Dennin, Michael; Schultz, Zachary D.; Feig, Andrew; Finkelstein, Noah; Greenhoot, Andrea Follmer; Hildreth, Michael; Leibovich, Adam K.; Martin, James D.; Moldwin, Mark B.; O’Dowd, Diane K.; Posey, Lynmarie A.; Smith, Tobin L.; Miller, Emily R.

2017-01-01

Recent calls for improvement in undergraduate education within STEM (science, technology, engineering, and mathematics) disciplines are hampered by the methods used to evaluate teaching effectiveness. Faculty members at research universities are commonly assessed and promoted mainly on the basis of research success. To improve the quality of undergraduate teaching across all disciplines, not only STEM fields, requires creating an environment wherein continuous improvement of teaching is valued, assessed, and rewarded at various stages of a faculty member’s career. This requires consistent application of policies that reflect well-established best practices for evaluating teaching at the department, college, and university levels. Evidence shows most teaching evaluation practices do not reflect stated policies, even when the policies specifically espouse teaching as a value. Thus, alignment of practice to policy is a major barrier to establishing a culture in which teaching is valued. Situated in the context of current national efforts to improve undergraduate STEM education, including the Association of American Universities Undergraduate STEM Education Initiative, this essay discusses four guiding principles for aligning practice with stated priorities in formal policies: 1) enhancing the role of deans and chairs; 2) effectively using the hiring process; 3) improving communication; and 4) improving the understanding of teaching as a scholarly activity. In addition, three specific examples of efforts to improve the practice of evaluating teaching are presented as examples: 1) Three Bucket Model of merit review at the University of California, Irvine; (2) Evaluation of Teaching Rubric, University of Kansas; and (3) Teaching Quality Framework, University of Colorado, Boulder. These examples provide flexible criteria to holistically evaluate and improve the quality of teaching across the diverse institutions comprising modern higher education. PMID:29196430

Teaching Certificate Program Participants' Perceptions of Mentor-Mentee Relationships.

PubMed

Sheehan, Amy Heck; Gonzalvo, Jasmine D; Ramsey, Darin C; Sprunger, Tracy L

2016-04-25

Objective. To assess teaching certificate program (TCP) participants' perceptions of mentor-mentee relationships. Methods. A 15-item survey instrument was administered to all 2014-2015 participants of the Indiana Pharmacy Teaching Certificate (IPTeC) program. Results. One hundred percent of IPTeC program participants (83/83) responded to the survey. The majority of participants indicated that having a professional mentor was either very important (52%) or important (47%) to their professional development and preferred to choose their own professional mentor (53%). Mentor characteristics rated as highly important by mentees included having similar clinical practice interests (82%), having similar research interests (66%), and being available to meet face-to-face (90%). Age, race, and gender of the mentor were not rated by mentees as important. Conclusion. Teaching certificate program participants place high importance on having a professional mentor. Mentorship of pharmacists completing TCPs should be a priority for current pharmacy faculty members so adequate guidance is available to future pharmacy educators.

Debate: a teaching-learning strategy for developing competence in communication and critical thinking.

PubMed

Darby, Michele

2007-01-01

The literature highlights key benefits from debate as a teaching-learning strategy for developing critical thinking and analytical skills while fostering teamwork and communication. Authors report that this method of teaching-learning has been implemented successfully in nursing and occupational therapy programs and would benefit other academic programs in the health sciences, particularly in courses that cover controversial issues. Although there are disadvantages to using the debate as a teaching-learning strategy, the benefits far outweigh the disadvantages. In conclusion, debating is an effective pedagogical strategy because of the level of responsibility for learning and active involvement required by all student debaters. Moreover, it provides an experience by which students can develop competencies in researching current issues, preparing logical arguments, actively listening to various perspectives, differentiating between subjective and evidence-based information, asking cogent questions, integrating relevant information, and formulating their own opinions based on evidence. After the debate is over, students also report that the experience is FUN!

Pediatric Resident-as-Teacher Curricula: A National Survey of Existing Programs and Future Needs.

PubMed

Fromme, H Barrett; Whicker, Shari A; Paik, Steve; Konopasek, Lyuba; Koestler, Jennifer L; Wood, Beverly; Greenberg, Larrie

2011-06-01

We conducted a national survey of US pediatric program directors to explore the current status, content, and teaching methods of Resident-as-Teacher (RAT) curricula. The purposes of the survey were to (1) determine the level and method of evaluation of such curricula, and (2) assess the need for a national curricular resource in this area. A survey was sent to US pediatric program directors that asked questions regarding demographics, support, design, development, content, and evaluation of RAT curricula, as well as existing needs and desires for RAT curricular resources. Sixty-two percent of pediatric program directors completed our survey. Eighty-seven percent have a formal RAT curriculum, but more than 50% allocate 10 hours or less to it during residency. The primary teaching modalities are lectures and workshops. Content areas include feedback, in-patient teaching, communication skills, case-based teaching, role modeling, evaluation, leadership skills, 1-minute preceptors, teaching/learning styles, professionalism, and small-group teaching. Sixty-three percent of programs report evaluating their curricula, but only 27% perceive their program to be very/extremely effective. Nearly all respondents expressed interest in a national RAT curriculum, preferring web-based modules for dissemination. Despite an Accreditation Council for Graduate Medical Education requirement for a RAT curriculum, some pediatrics programs still lack one, and some consider their program only moderately effective. A wealth of curricular material exists across programs, which could be shared nationally. Establishing a national RAT curriculum would offer programs resources to meet educational mandates and the ability to tailor programs to best fit their own program needs.

e-Learning in Surgical Education: A Systematic Review.

PubMed

Jayakumar, Nithish; Brunckhorst, Oliver; Dasgupta, Prokar; Khan, Muhammad Shamim; Ahmed, Kamran

2015-01-01

e-Learning involves the delivery of educational content through web-based methods. Owing to work-hour restrictions and changing practice patterns in surgery, e-learning can offer an effective alternative to traditional teaching. Our aims were to (1) identify current modalities of e-learning, (2) assess the efficacy of e-learning as an intervention in surgical education through a systematic review of the literature, and (3) discuss the relevance of e-learning as an educational tool in surgical education. This is the first such systematic review in this field. A systematic search of MEDLINE and EMBASE was conducted for relevant articles published until July 2014, using a predefined search strategy. The database search was conducted according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. A total of 38 articles were found which met the inclusion criteria. In these studies, e-learning was used as an intervention in 3 different ways: (1) to teach cases through virtual patients (18/38); (2) to teach theoretical knowledge through online tutorials, or other means (18/38); and (3) to teach surgical skills (2/38). Nearly all of the studies reviewed report significant knowledge gain from e-learning; however, 2 in 3 studies did not use a control group. e-Learning has emerged as an effective mode of teaching with particular relevance for surgical education today. Published studies have demonstrated the efficacy of this method; however, future work must involve well-designed randomized controlled trials comparing e-learning against standard teaching. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Issues in Teaching Business Subjects.

ERIC Educational Resources Information Center

Ward, Edna C.; Kilpatrick, Retha H.

1988-01-01

Discusses the necessity of keeping the business education curriculum current. Covers teaching shorthand, teaching typewriting on typewriters, administrative support courses, and business communication. (JOW)

Supporting near-peer teaching in general practice: a national survey.

PubMed

van de Mortel, Thea F; Silberberg, Peter L; Ahern, Christine M; Pit, Sabrina W

2016-05-12

Training bodies see teaching by junior doctors and vocational trainees in general practice (family medicine) as integral to a doctor's role. While there is a body of literature on teacher training programs, and on peer and near-peer teaching in hospitals and universities, there has been little examination of near-peer teaching in general practice. Near-peer teaching is teaching to those close to oneself but not at the same level in the training continuum. This study investigated the perceptions of key stakeholders on near-peer teaching in general practice, their current near-peer teaching activities, and methods of recruitment and support. A national anonymous online survey was used to obtain data on Australian stakeholders' perceptions of, and processes related to, near-peer teaching in general practice. Recruitment occurred via electronic invitations sent by training providers and stakeholder associations. Separate questionnaires, which were validated via several cycles of review and piloting, were developed for supervisors and learners. The survey included both fixed response and open response questions. Responses (n = 1,122) were obtained from 269 general practitioner supervisors, 221 general practice registrars, 319 prevocational trainees, and 313 medical students. All stakeholder groups agreed that registrars should teach learners in general practice, and 72% of registrars, 68% of prevocational trainees, and 33% of medical students reported having done some teaching in this setting. Three-quarters of supervisors allowed learners to teach. Having another learner observe their consultations was the most common form of teaching for registrars and prevocational trainees. Eight percent of registrars received some remuneration for teaching. The approach used to determine teaching readiness and quality varied greatly between supervisors. Near-peer teaching was supported by the majority of stakeholders, but is underutilised and has poor structural support. Guidelines may be required to help supervisors better support learners in this role and manage quality issues related to teaching.

Clinical embryology: is there still a place in medical schools today?

PubMed

Hamilton, J; Carachi, R

2014-11-01

Embryology remains an important tool in medicine and surgery for the management of many clinical conditions. As a subject, it is neither straightforward nor easy to learn and teach in a busy modern medical school curriculum and can be easily overlooked. The aim of this study was to assess medical students' confidence in, and attitudes towards, the learning and teaching of clinical embryology. Medical students from all years of the course were asked to complete an online questionnaire in 2014. The questionnaire focused on confidence levels in learning embryology, methods of teaching, clinical embryology and it also allowed comments. In total, 146 students completed the questionnaire. The majority of students were not confident in learning and applying embryology and were unhappy with current teaching. Despite this, they felt that embryology should be included in the medical school curriculum, in particular clinical embryology with relevant clinical scenarios. Students remain confident that embryology should remain in the medical school curriculum. Embryology should be taught at the right level, depth and through various methods, including basic concepts in the lower years of medical school and moving into clinical embryology later on. As a result, junior doctors and trainees will have a good foundation of knowledge. © The Author(s) 2014 Reprints and permissions: sagepub.co.uk/journalsPermissions.nav.

Technological advances that enhance teaching using animals, and the application of the Three Rs.

PubMed

Davies, Alexander S

2004-06-01

The inventions that have progressively contributed to education have never offered opportunities as vast as in the digital era, even though this is still scarcely 25 years old. In this time, digital handling of data led first to text processing, then to bitmap and vector graphics, and now, to digital sound and movies. As these advanced, the storage methods became larger, faster, easier and cheaper. The advancement of technology has been so rapid that the standard of most teaching aids now available is well below what can currently be achieved. We are confronted with an unprecedented opportunity for applying the principles of reduction, refinement and replacement of animals in education. Not only are the visual teaching aids improved by digitising, but all aspects of their development, including the ease, higher speed, and low cost of creation, editing, copying, distribution and access, are improved, as well. Several examples will be given, including access to interactive panoramic movies, animated sequences to explain difficult concepts, on-line tutorials and image databases using digital photography, radiography and other diagnostic methods, as well as the production of desktop movies. The speed of technical advance brings its own problems, but the challenges and possibilities for developing viable alternatives to the use of animals in teaching are vast.

A student-led process to enhance the learning and teaching of teamwork skills in medicine.

PubMed

Balasooriya, Chinthaka; Olupeliyawa, Asela; Iqbal, Maha; Lawley, Claire; Cohn, Amanda; Ma, David; Luu, Queenie

2013-01-01

The development of teamwork skills is a critical aspect of modern medical education. This paper reports on a project that aimed to identify student perceptions of teamwork-focused learning activities and generate student recommendations for the development of effective educational strategies. The project utilized a unique method, which drew on the skills of student research assistants (RAs) to explore the views of their peers. Using structured interview guides, the RAs interviewed their colleagues to clarify their perceptions of the effectiveness of current methods of teamwork teaching and to explore ideas for more effective methods. The RAs shared their deidentified findings with each other, identified preliminary themes, and developed a number of recommendations which were finalized through consultation with faculty. The key themes that emerged focused on the need to clarify the relevance of teamwork skills to clinical practice, reward individual contributions to group process, facilitate feedback and reflection on teamwork skills, and systematically utilize clinical experiences to support experiential learning of teamwork. Based on these findings, a number of recommendations for stage appropriate teamwork learning and assessment activities were developed. Key among these were recommendations to set up a peer-mentoring system for students, suggestions for more authentic teamwork assessment methods, and strategies to utilize the clinical learning environment in developing teamwork skills. The student-led research process enabled identification of issues that may not have been otherwise revealed by students, facilitated a better understanding of teamwork teaching and developed ownership of the curriculum among students. The project enabled the development of recommendations for designing learning, teaching, and assessment methods that were likely to be more effective from a student perspective.

Current concepts in simulation-based trauma education.

PubMed

Cherry, Robert A; Ali, Jameel

2008-11-01

The use of simulation-based technology in trauma education has focused on providing a safe and effective alternative to the more traditional methods that are used to teach technical skills and critical concepts in trauma resuscitation. Trauma team training using simulation-based technology is also being used to develop skills in leadership, team-information sharing, communication, and decision-making. The integration of simulators into medical student curriculum, residency training, and continuing medical education has been strongly recommended by the American College of Surgeons as an innovative means of enhancing patient safety, reducing medical errors, and performing a systematic evaluation of various competencies. Advanced human patient simulators are increasingly being used in trauma as an evaluation tool to assess clinical performance and to teach and reinforce essential knowledge, skills, and abilities. A number of specialty simulators in trauma and critical care have also been designed to meet these educational objectives. Ongoing educational research is still needed to validate long-term retention of knowledge and skills, provide reliable methods to evaluate teaching effectiveness and performance, and to demonstrate improvement in patient safety and overall quality of care.

Current Practices in Teaching Introductory Epidemiology: How We Got Here, Where to Go

PubMed Central

Keyes, Katherine M.; Galea, Sandro

2014-01-01

The number of students and disciplines requiring basic instruction in epidemiologic methods is growing. As a field, we now have a lexicon of epidemiologic terminology and particular methods that have developed and become canonical through the historical development of the field. Yet, many of our basic concepts remain elusive to some students, particularly those not pursuing a career in epidemiology. Further, disagreement and redundancy across basic terms limit their utility in teaching epidemiology. Many approaches to teaching epidemiology generally start with labeling key concepts and then move on to explain them. We submit that an approach grounded not in labels but in foundational concepts may offer a useful adjunct to introductory epidemiology education. We propose 7 foundational steps in conducting an epidemiologic study and provide examples of how these steps can be operationalized, using simple graphics that articulate how populations are defined, samples are selected, and individuals are followed to count cases. A reorganization of introductory epidemiology around core first principles may be an effective way forward for educating the next generation of public health scientists. PMID:25190677

A systematic and comprehensive approach to teaching and evaluating interpersonal skills.

PubMed

Grayson, M; Nugent, C; Oken, S L

1977-11-01

This study addressed one problem with current methods for teaching and evaluating interpersonal skills: the failure to include a wide range of behaviors reported in the literature as contributing to patient dissatisfaction and noncompliance. To address this concern, the authors developed a comprehensive interpersonal skills training program and a pretest-posttest evaluation. The tests were administered to two student groups one of which received the interpersonal skills instruction. The student group exposed to the training exhibited a significant positive change from pretest to posttest. Additionally the change for this group was significantly greater than the change for the group not exposed to interpersonal skills instruction.

Millennial Students' Preferred Methods for Learning Concepts in Psychiatric Nursing.

PubMed

Garwood, Janet K

2015-09-01

The current longitudinal, descriptive, and correlational study explored which traditional teaching strategies can engage Millennial students and adequately prepare them for the ultimate test of nursing competence: the National Council Licensure Examination. The study comprised a convenience sample of 40 baccalaureate nursing students enrolled in a psychiatric nursing course. The students were exposed to a variety of traditional (e.g., PowerPoint(®)-guided lectures) and nontraditional (e.g., concept maps, group activities) teaching and learning strategies, and rated their effectiveness. The students' scores on the final examination demonstrated that student learning outcomes met or exceeded national benchmarks. Copyright 2015, SLACK Incorporated.

Psychometric Properties of the Epistemological Development in Teaching Learning Questionnaire (EDTLQ): An Inventory to Measure Higher Order Epistemological Development

ERIC Educational Resources Information Center

Kjellström, Sofia; Golino, Hudson; Hamer, Rebecca; Van Rossum, Erik Jan; Almers, Ellen

2016-01-01

Qualitative research supports a developmental dimension in views on teaching and learning, but there are currently no quantitative tools to measure the full range of this development. To address this, we developed the Epistemological Development in Teaching and Learning Questionnaire (EDTLQ). In the current study the psychometric properties of the…

Curriculum Style and English Language: An Investigation into Current Practices in the Teaching of English Language in Australian Schools. ACER Research Monograph No. 19.

ERIC Educational Resources Information Center

Piper, Kevin

Intended for English teachers and administrators involved in curriculum design, this monograph describes the Language Learning Project, an investigation into current school practices in the teaching of English language in the Australian junior secondary school, with particular reference to teaching directed toward the attainment of language…

Humanizing the Teaching of Physics through Storytelling: The Case of Current Electricity

ERIC Educational Resources Information Center

Hadzigeorgiou, Yannis

2006-01-01

The main purpose of this article is to discuss the potential role of storytelling in the teaching and learning of physics. I first present the main historical events concerning the discovery of current electricity by focusing on the Galvani-Volta controversy and the work of Michael Faraday. Then I outline a planning framework for teaching through…

Study on Case Teaching of Financial Management

ERIC Educational Resources Information Center

Che, Zhenghong; Che, Zhengmei

2011-01-01

Case teaching is an efficient teaching method of management. It plays an important role to enhance the students' ability to practice the theory. However, case teaching of financial management has not achieved the expected results. The paper aims to study the importance, characteristics and corresponding methods of case teaching method of financial…

The Use of Virtual Reality Computer Simulation in Learning Port-A Cath Injection

ERIC Educational Resources Information Center

Tsai, Sing-Ling; Chai, Sin-Kuo; Hsieh, Li-Feng; Lin, Shirling; Taur, Fang-Meei; Sung, Wen-Hsu; Doong, Ji-Liang

2008-01-01

Cost-benefit management trends in Taiwan healthcare settings have led nurses to perform more invasive skills, such as Port-A cath administration of medications. Accordingly, nurses must be well-prepared prior to teaching by the mentor and supervision method. The purpose of the current study was to develop a computer-assisted protocol using virtual…

Methods and Strategies: Seeding Science in Elementary Schools

ERIC Educational Resources Information Center

Nyberg, Lisa

2014-01-01

Lisa Nyberg believes the education of science core ideas and practices must begin as soon as possible with children. She imagines never teaching letters, words, sentences, or reading skills to young children, and then handing a book to a fifth grader who is expected to read, understand, and perform immediately. With the current language arts and…

Concept Learning by Direct Current Design Challenges in Secondary Education

ERIC Educational Resources Information Center

van Breukelen, Dave H. J.; de Vries, Marc J.; Schure, Frank A.

2017-01-01

This paper presents a mixed methods study in which 77 students and 3 teachers took part, that investigated the practice of Learning by Design (LBD). The study is part of a series of studies, funded by the Netherlands Organisation for Scientific Research, that aims to improve student learning, teaching skills and teacher training. LBD uses the…

A Hot-Wire Method Based Thermal Conductivity Measurement Apparatus for Teaching Purposes

ERIC Educational Resources Information Center

Alvarado, S.; Marin, E.; Juarez, A. G.; Calderon, A.; Ivanov, R.

2012-01-01

The implementation of an automated system based on the hot-wire technique is described for the measurement of the thermal conductivity of liquids using equipment easily available in modern physics laboratories at high schools and universities (basically a precision current source and a voltage meter, a data acquisition card, a personal computer…

Motivating Factors for Teaching and Studying Music at Two-Year Colleges: A Survey of Faculty and Students

ERIC Educational Resources Information Center

Stewart, John R.; Williams, Yolanda Y.; Vu, Kinh T.; Collins, Tracey R.; Clementson, Casey J.; Berberick, David M.

2015-01-01

The purpose of this study was to explore what motivates faculty and student involvement in this educational environment and how student participation in music coursework contributes to current musical endeavors. The research team utilized a modified explanatory sequential mixed methods design to collect survey data and focus group data from…

An Overview of Distance Education at Boise State University. Research Report.

ERIC Educational Resources Information Center

Belcheir, Marcia J.; Atkinson, Janet

This study, first in a three-part series, looked at distance education at Boise State University, Idaho, to explore the current distance education delivery methods, the growth in distance education, enrollment, and teaching in distance education. Data from various university sources show that in the past 5 years, the numbers of distance education…

Student Attitudes towards Group Work among Undergraduates in Business Administration, Education and Mathematics

ERIC Educational Resources Information Center

Gottschall, Holli; Garcia-Bayonas, Mariche

2008-01-01

Group work is a widely used teaching technique in higher education. Faculty find themselves utilizing this method in their classes more and more, yet few studies examine what students actually think about group work. The current study surveyed Mathematics, Education, and Business Administration majors at a mid-sized southeastern university in…

Designing Opportunities for Prospective Teachers to Facilitate Mathematics Discussions in Classrooms

ERIC Educational Resources Information Center

Hunter, Roberta; Anthony, Glenda

2012-01-01

How prospective teachers can best be prepared to teach effectively in mathematics classrooms is a topic of current concern. In this paper, we describe our exploration of ways in which prospective teachers were supported to translate what they learnt in mathematics methods classes into pedagogical practice. We illustrate how the use of discourse…

A Descriptive Profile of Physical Education Teachers and Programs in Atlantic Canada

ERIC Educational Resources Information Center

Randall, Lynn; Robinson, Daniel Bruce; Fletcher, Tim

2014-01-01

The purpose of this research was to investigate the extent to which quality physical education is currently being taught in Atlantic Canada. We used survey methods to generate descriptive data indicating: (a) the backgrounds of those who teach physical education and (b) what is being taught in physical education. Our findings suggest physical…

Critical Information Literacy beyond the University: Lessons from Service in a Women's Health Interest Group

ERIC Educational Resources Information Center

Fountain, Kathleen Carlisle

2013-01-01

Library instruction methods most frequently focus on teaching students searching skills to navigate the maze of library databases to locate appropriate research materials. The current theory of critical information literacy instruction calls on librarians to spend more of their time in the classroom focused on understanding the social, political,…

Employee Educational Programs: Implications for Industry and Higher Education. ASHE-ERIC Higher Education Research Report No. 7.

ERIC Educational Resources Information Center

Morse, Susanne W.

Current types of industry-sponsored educational programs, training facilities, and teaching and evaluation methods are described. The history of education and training within the corporate world and the roles of government and unions are traced. Factors that have limited college and industrial cooperation in employee education are also identified.…

Embedded Professional Development and Classroom-Based Early Reading Intervention: Early Diagnostic Reading Intervention through Coaching

ERIC Educational Resources Information Center

Amendum, Steven J.

2014-01-01

The purpose of the current mixed-methods study was to investigate a model of professional development and classroom-based early reading intervention implemented by the 1st-grade teaching team in a large urban/suburban school district in the southeastern United States. The intervention provided teachers with ongoing embedded professional…

Learner Behaviour in a MOOC Practice-Oriented Course: In Empirical Study Integrating TAM and TPB

ERIC Educational Resources Information Center

Yang, Hsi-Hsun; Su, Chung-Ho

2017-01-01

Few practice-oriented courses are currently integrated into online learning platforms, such as OpenCourseWare, Khan Academy, and Massive Open Online Courses (MOOCs). It is worthwhile to explore how learners respond to information technology and new teaching methods when practice-oriented course are placed online. Therefore, this study probes…

Impacts of Learning Inventive Problem-Solving Principles: Students' Transition from Systematic Searching to Heuristic Problem Solving

ERIC Educational Resources Information Center

Barak, Moshe

2013-01-01

This paper presents the outcomes of teaching an inventive problem-solving course in junior high schools in an attempt to deal with the current relative neglect of fostering students' creativity and problem-solving capabilities in traditional schooling. The method involves carrying out systematic manipulation with attributes, functions and…

Awareness, Attitudes and Participation of Teaching Staff towards the Open Content Movement in One University

ERIC Educational Resources Information Center

Reed, Peter

2012-01-01

This research investigates the current awareness of, and participation in, the open content movement at one UK institution for higher education. The open content movement and the open educational resources can be seen as potential methods for reducing time and cost of technology-enhanced learning developments; however, its sustainability and, to…

Intentions and Behaviours: Record-Keeping Practices of Pre-Service Teachers during Professional Experience

ERIC Educational Resources Information Center

Shaw, Simon G.; Pedersen, Scott; Cooley, Dean; Callingham, Rosemary A.

2013-01-01

The current expectation of teachers in Australia is that they are able to collect, interpret, and use data related to teaching and learning. Digital technologies in schools, such as electronic methods of record-keeping, offer enhanced opportunities for teachers to perform this skill, and its application has been growing steadily in education. The…

Are 20th-Century Methods of Teaching Applicable in the 21st Century?

ERIC Educational Resources Information Center

Bassendowski, Sandra Leigh; Petrucka, Pammla

2013-01-01

The image of students passively absorbing information from an educator who is lecturing from behind a podium does not reflect the current scope and dimension of higher education. There are now tools of technology that can be used to create learning experiences to actively and meaningfully "pull" students into course content. The author…

Interrater Reliability among Elementary Principals Using the North Carolina Teacher Evaluation Process

ERIC Educational Resources Information Center

Mazurek, Sharon Ann

2012-01-01

Teacher observation remains one of the primary data collection methods for analyzing teaching behaviors. States use various evaluation instruments and current trends across the United States show that more states are working to tie teacher evaluation to student performance. The purpose of this study was to determine to what extent there was…

Caution or Stasis: Using Research to Rethink Schools--Now

ERIC Educational Resources Information Center

Blodget, Alden

2016-01-01

In this article, Alden Blodget reflects on his more than 50 years of working in what he terms "the tragicomedy club of school reform," and suggests a need to rethink not just classroom teaching methods but the entire system. Blodget states that if the current system is built on faulty assumptions about learning, then there must be a…

Evaluation of medical students of teacher-based and student-based teaching methods in Infectious diseases course.

PubMed

Ghasemzadeh, I; Aghamolaei, T; Hosseini-Parandar, F

2015-01-01

Introduction: In recent years, medical education has changed dramatically and many medical schools in the world have been trying for expand modern training methods. Purpose of the research is to appraise the medical students of teacher-based and student-based teaching methods in Infectious diseases course, in the Medical School of Hormozgan Medical Sciences University. Methods: In this interventional study, a total of 52 medical scholars that used Section in this Infectious diseases course were included. About 50% of this course was presented by a teacher-based teaching method (lecture) and 50% by a student-based teaching method (problem-based learning). The satisfaction of students regarding these methods was assessed by a questionnaire and a test was used to measure their learning. information are examined with using SPSS 19 and paired t-test. Results: The satisfaction of students of student-based teaching method (problem-based learning) was more positive than their satisfaction of teacher-based teaching method (lecture).The mean score of students in teacher-based teaching method was 12.03 (SD=4.08) and in the student-based teaching method it was 15.50 (SD=4.26) and where is a considerable variation among them (p<0.001). Conclusion: The use of the student-based teaching method (problem-based learning) in comparison with the teacher-based teaching method (lecture) to present the Infectious diseases course led to the student satisfaction and provided additional learning opportunities.

[Teaching methods for clinical settings: a literature review].

PubMed

Brugnolli, Anna; Benaglio, Carla

2017-01-01

. Teaching Methods for clinical settings: a review. The teaching process during internship requires several methods to promote the acquisition of more complex technical skills such as relational, decisional and planning abilities. To describe effective teaching methods to promote the learning of relational, decisional and planning skills. A literature review of the teaching methods that have proven most effective, most appreciated by students, and most frequently used in Italian nursing schools. Clinical teaching is a central element to transform clinical experiences during internship in professional competences. The students are gradually brought to become more independent, because they are offered opportunities to practice in real contexts, to receive feedback, to have positive role models, to become more autonomous: all elements that facilitate and potentiate learning. Clinical teaching should be based on a variety of methods. The students value a gradual progression both in clinical experiences and teaching strategies from more supervised methods to methods more oriented towards reflecting on clinical practice and self-directed learning.

Student Preferences Regarding Teaching Methods in a Drug-Induced Diseases and Clinical Toxicology Course

PubMed Central

Gim, Suzanna

2013-01-01

Objectives. To determine which teaching method in a drug-induced diseases and clinical toxicology course was preferred by students and whether their preference correlated with their learning of drug-induced diseases. Design. Three teaching methods incorporating active-learning exercises were implemented. A survey instrument was developed to analyze students’ perceptions of the active-learning methods used and how they compared to the traditional teaching method (lecture). Examination performance was then correlated to students’ perceptions of various teaching methods. Assessment. The majority of the 107 students who responded to the survey found traditional lecture significantly more helpful than active-learning methods (p=0.01 for all comparisons). None of the 3 active-learning methods were preferred over the others. No significant correlations were found between students’ survey responses and examination performance. Conclusions. Students preferred traditional lecture to other instructional methods. Learning was not influenced by the teaching method or by preference for a teaching method. PMID:23966726

Exploration and Practice of Blended Teaching Model Based Flipped Classroom and SPOC in Higher University

ERIC Educational Resources Information Center

Wang, Xin-Hong; Wang, Jing-Ping; Wen, Fu-Ji; Wang, Jun; Tao, Jian-Qing

2016-01-01

SPOC is characterized by improving teaching effectiveness. Currently open teaching mode is the popular trend, which is mainly related to several aspects: how to carry out teaching practice by using MOOC proprietary, high-quality online teaching resources in open education, that is, deep integration of curriculum resources and teaching design. On…

Learner-centered teaching in the college science classroom: a practical guide for teaching assistants, instructors, and professors

NASA Astrophysics Data System (ADS)

Dominguez, Margaret Z.; Vorndran, Shelby

2014-09-01

The Office of Instruction and Assessment at the University of Arizona currently offers a Certificate in College Teaching Program. The objective of this program is to develop the competencies necessary to teach effectively in higher education today, with an emphasis on learner-centered teaching. This type of teaching methodology has repeatedly shown to have superior effects compared to traditional teacher-centered approaches. The success of this approach has been proven in both short term and long term teaching scenarios. Students must actively participate in class, which allows for the development of depth of understanding, acquisition of critical thinking, and problem-solving skills. As optical science graduate students completing the teaching program certificate, we taught a recitation class for OPTI 370: Photonics and Lasers for two consecutive years. The recitation was an optional 1-hour long session to supplement the course lectures. This recitation received positive feedback and learner-centered teaching was shown to be a successful method for engaging students in science, specifically in optical sciences following an inquiry driven format. This paper is intended as a guide for interactive, multifaceted teaching, due to the fact that there are a variety of learning styles found in every classroom. The techniques outlined can be implemented in many formats: a full course, recitation session, office hours and tutoring. This guide is practical and includes only the most effective and efficient strategies learned while also addressing the challenges faced, such as formulating engaging questions, using wait time and encouraging shy students.

Empowering family physicians to impart proper inhaler teaching to patients with chronic obstructive pulmonary disease and asthma

PubMed Central

Leung, Janice M; Bhutani, Mohit; Leigh, Richard; Pelletier, Dan; Good, Cathy; Sin, Don D

2015-01-01

BACKGROUND: Patients with chronic obstructive pulmonary disease (COPD) and asthma depend on inhalers for management, but critical errors committed during inhaler use can limit drug effectiveness. Outpatient education in inhaler technique remains inconsistent due to limited resources and inadequate provider knowledge. OBJECTIVE: To determine whether a simple, two-session inhaler education program can improve physician attitudes toward inhaler teaching in primary care practice. METHODS: An inhaler education program with small-group hands-on device training was instituted for family physicians (FP) in British Columbia and Alberta. Sessions were spaced one to three months apart. All critical errors were corrected in the first session. Questionnaires surveying current inhaler teaching practices and attitudes toward inhaler teaching were distributed to physicians before and after the program. RESULTS: Forty-one (60%) of a total 68 participating FPs completed both before and after program questionnaires. Before the program, only 20 (49%) reported providing some form of inhaler teaching in their practices, and only four (10%) felt fully competent to teach patients inhaler technique. After the program, 40 (98%) rated their inhaler teaching as good to excellent. Thirty-four (83%) reported providing inhaler teaching in their practices, either by themselves or by an allied health care professional they had personally trained. All stated they could teach inhaler technique within 5 min. Observation of FPs during the second session by certified respiratory educators found that none made critical errors and all had excellent technique. CONCLUSION: A physician inhaler education program can improve attitudes toward inhaler teaching and facilitate implementation in clinical practices. PMID:26436910

Social Support Behaviors and Work Stressors among Nurses: A Comparative Study between Teaching and Non-Teaching Hospitals

PubMed Central

Amarneh, Basil Hameed

2017-01-01

Purpose: The concept of “work stressors” has been well studied. However, in the field of nursing, studies concerning social support behaviors are limited. The aim of this study was to compare nurse work stressors, social support behaviors, and predictors of these variables among nurses in Jordanian teaching and non-teaching hospitals. Design: A convenience sampling technique and a comparative quantitative research design were used in the current study. Two hundred and ninety-one nurses were recruited from five teaching hospitals, and 172 were recruited from eight non-teaching hospitals in Jordan. Methods: The Nursing Stress Scale (NSS) and the Inventory of Social Supportive Behaviors (ISSB) were used to collect data. Results: The studied variables differed across hospitals. In some subscales, as well as in some individual items of the scales, nurse work stressors and social support behaviors differed between teaching and non-teaching hospitals. In teaching hospitals, the work shift was the only predictor of nurses’ work stressors, whereas the work shift and model of nursing care were predictors of social support behaviors. In non-teaching hospitals, the work shift, level of education, and model of nursing care were predictors of nurse work stressors. Predictors of social support behaviors were marital status, model of nursing, and organizational structure. Conclusions: Regardless of the type of hospital, nurse stressors should be assessed and, once identified, managed by providing various social support behaviors. Clinical relevance: By turning a work environment into a healthy workplace, researchers and nurse leaders believe that improvements can be realized in recruitment and patient safety and quality. PMID:28146045

A needs assessment study of undergraduate surgical education

PubMed Central

Birch, Daniel W.; Mavis, Brian

2006-01-01

Background There is compelling evidence to suggest that undergraduate surgical education may fail to provide appropriate instruction in basic surgical principles and skills. Methods We completed a descriptive, cross-sectional survey of stakeholder groups (surgeon educators and recent medical school graduates) to assess the perceived relevance and learning for surgical principles, surgical skills, teaching environments and teaching interventions. Results Graduates returned 123 surveys, and surgeons returned 55 surveys (response rates: graduates 46%, surgeons 45%). Both graduates and surgeons considered 8 of 10 surgical principles highly relevant to current medical practice. Despite this, the surgical clerkship seemed to enable proficiency in far fewer principles (graduates: 3, surgeons: 5). Graduates believed that each of the 15 basic surgical skills is relevant to current medical practice, whereas surgeons indicated that more invasive skills (i.e., central venous lines, thoracentesis) are much less relevant. Graduates and surgeons indicated that medical students will achieve proficiency in only 3 basic skills areas as a result of the surgical clerkship. Graduates and surgeons considered each surgical specialty relevant and effective in undergraduate surgical education. According to graduates and surgeons, the most effective teaching environments are outpatient settings (emergency department, outpatient clinics). Graduates and surgeons ranked resident teaching as the most effective teaching intervention, and traditional interventions (grand rounds, formal rounds) and electronic resources (computer-assisted learning, web-based learning) were ranked the least effective. Conclusions In this study, we assessed the learning needs of contemporary medical students in surgery. The results suggest that respondent graduate students and surgeons believe that the level of proficiency achieved in surgical principles and basic skills through undergraduate surgical educations is much less than anticipated. Outpatient settings and resident teaching are believed to provide the most effective teaching for medical students. Information from this study has important implications for Canadian undergraduate surgery programs and curricula. PMID:17152571

Changing Habits of Practice

PubMed Central

Bowen, Judith L; Salerno, Stephen M; Chamberlain, John K; Eckstrom, Elizabeth; Chen, Helen L; Brandenburg, Suzanne

2005-01-01

Purpose The majority of health care, both for acute and chronic conditions, is delivered in the ambulatory setting. Despite repeated proposals for change, the majority of internal medicine residency training still occurs in the inpatient setting. Substantial changes in ambulatory education are needed to correct the current imbalance. To assist educators and policy makers in this process, this paper reviews the literature on ambulatory education and makes recommendations for change. Methods The authors searched the Medline, Psychlit, and ERIC databases from 2000 to 2004 for studies that focused specifically on curriculum, teaching, and evaluation of internal medicine residents in the ambulatory setting to update previous reviews. Studies had to contain primary data and were reviewed for methodological rigor and relevance. Results Fifty-five studies met criteria for review. Thirty-five of the studies focused on specific curricular areas and 11 on ambulatory teaching methods. Five involved evaluating performance and 4 focused on structural issues. No study evaluated the overall effectiveness of ambulatory training or investigated the effects of current resident continuity clinic microsystems on education. Conclusion This updated review continues to identify key deficiencies in ambulatory training curriculum and faculty skills. The authors make several recommendations: (1) Make training in the ambulatory setting a priority. (2) Address systems problems in practice environments. (3) Create learning experiences appropriate to the resident's level of development. (4) Teach and evaluate in the examination room. (5) Expand subspecialty-based training to the ambulatory setting. (6) Make faculty development a priority. (7) Create and fund multiinstitutional educational research consortia. PMID:16423112

The current practice of using multiple representations in year 4 science classrooms

NASA Astrophysics Data System (ADS)

Chuenmanee, Chanoknat; Thathong, Kongsak

2018-01-01

Multiple representations have been widely used as a reasoning tool for understanding complex scientific concepts. Thus this study attempted to investigate the current practice of using multiple representations on Year 4 science classrooms in terms of modes and levels which appear in curriculum documents, teaching plans, tasks and assessments, teaching practices, and students' behaviors. Indeed, documentary analysis, classroom observation, and interview were used as the data collection methods. First of all, Year 4 science documents were analyzed. Then classroom observation was used as a collecting method to seek what actually happen in the classroom. Finally, in-depth interviews were used to gather more information and obtain meaningful data. The finding reveals that many modes of verbal, visual, and tactile representations within three levels of representations are posed in Year 4 documents. Moreover, according to classroom observations and interviews, there are three main points of applying multiple representations into classrooms. First of all, various modes of representations were used, however, a huge number of them did not come together with the levels. The levels of representations, secondly, macroscopic and cellular levels were introduced into all classrooms while symbolic level was provided only in some classrooms. Finally, the connection of modes and levels pointed out that modes of representations were used without the considerations on the levels of them. So, it seems to be that teaching practice did not meet the aims of curriculum. Therefore, these issues were being considered in order to organize and design the further science lessons.

Student Teachers' Emotional Teaching Experiences in Relation to Different Teaching Methods

ERIC Educational Resources Information Center

Timoštšuk, I.; Kikas, E.; Normak, M.

2016-01-01

The role of emotional experiences in teacher training is acknowledged, but the role of emotions during first experiences of classroom teaching has not been examined in large samples. This study examines the teaching methods used by student teachers in early teaching practice and the relationship between these methods and emotions experienced. We…

Ambivalent journey: Teacher career paths in Oman

NASA Astrophysics Data System (ADS)

Chapman, David W.; Al-Barwani, Thuwayba; Mawali, Fathiya Al; Green, Elizabeth

2012-06-01

This study investigated the career paths of 625 university graduates who prepared to be secondary school teachers in Oman, their assessment of their current work situation, and the extent to which their initial commitment to teaching was related to their subsequent career satisfaction and intention to remain in teaching. While nearly all graduates entered teaching, their decision was marked by ambivalence. Nearly half of the graduates reported being only somewhat or not at all committed to teaching as a career when they graduated. It also appears that initial commitment to teaching operates as an important lens through which teachers view their subsequent careers. Those initially more committed to teaching were more likely to be satisfied with the progress they made in their career, more likely to think that their current teaching position offered them opportunities for advancement, and more likely to want to remain in teaching than were graduates who had a lower initial commitment to teaching. The authors discuss both the theoretical and practical implications of these findings.

Effects of a Format-based Second Language Teaching Method in Kindergarten.

ERIC Educational Resources Information Center

Uilenburg, Noelle; Plooij, Frans X.; de Glopper, Kees; Damhuis, Resi

2001-01-01

Focuses on second language teaching with a format-based method. The differences between a format-based teaching method and a standard approach used as treatments in a quasi-experimental, non-equivalent control group are described in detail. Examines whether the effects of a format-based teaching method and a standard foreign language method differ…

Appropriateness of different pedagogical approaches to road safety education for children with Developmental Coordination Disorder (DCD).

PubMed

Purcell, C; Romijn, A R

2017-11-01

In 2016, 29% of pedestrians killed or seriously injured on the roads in Great Britain were under 15 years of age. Children with Developmental Coordination Disorder (DCD), a chronic disorder affecting the acquisition and execution of motor skills, may be more vulnerable at the roadside than typically developing (TD) children. Current methods used to teach road safety are typically knowledge-based and do not necessarily improve behaviour in real traffic situations. Virtual reality road crossing tasks may be a viable alternative. The present study aimed to test the road crossing accuracy of children with and without DCD in virtual reality tasks that varied the viewpoint to simulate the teaching methods currently used in road safety educational programmes. Twenty-one children with DCD and twenty-one age and gender matched TD peers were required to locate the safest road crossing sites in two conditions: allocentric (aerial viewpoint) and egocentric (first-person viewpoint). All children completed both conditions and were required to navigate either themselves or an avatar across the road using the safest crossing route. The primary outcome was accuracy defined as the number of trials, out of 10, on which the child successfully identified and used the safest crossing route. Children with DCD performed equally poorly in both conditions, while TD children were significantly more accurate in the egocentric condition. This difference cannot be explained by self-reported prior road crossing education, practice or confidence. While TD children may benefit from the development of an egocentric virtual reality road crossing task, multimodal methods may be needed to effectively teach road safety to children with DCD. Copyright © 2017 The Authors. Published by Elsevier Ltd.. All rights reserved.

Teaching emergency medicine with workshops improved medical student satisfaction in emergency medicine education.

PubMed

Sricharoen, Pungkava; Yuksen, Chaiyaporn; Sittichanbuncha, Yuwares; Sawanyawisuth, Kittisak

2015-01-01

There are different teaching methods; such as traditional lectures, bedside teaching, and workshops for clinical medical clerkships. Each method has advantages and disadvantages in different situations. Emergency Medicine (EM) focuses on emergency medical conditions and deals with several emergency procedures. This study aimed to compare traditional teaching methods with teaching methods involving workshops in the EM setting for medical students. Fifth year medical students (academic year of 2010) at Ramathibodi Hospital, Faculty of Medicine, Mahidol University, Bangkok, Thailand participated in the study. Half of students received traditional teaching, including lectures and bedside teaching, while the other half received traditional teaching plus three workshops, namely, airway workshop, trauma workshop, and emergency medical services workshop. Student evaluations at the end of the clerkship were recorded. The evaluation form included overall satisfaction, satisfaction in overall teaching methods, and satisfaction in each teaching method. During the academic year 2010, there were 189 students who attended the EM rotation. Of those, 77 students (40.74%) were in the traditional EM curriculum, while 112 students were in the new EM curriculum. The average satisfaction score in teaching method of the new EM curriculum group was higher than the traditional EM curriculum group (4.54 versus 4.07, P-value <0.001). The top three highest average satisfaction scores in the new EM curriculum group were trauma workshop, bedside teaching, and emergency medical services workshop. The mean (standard deviation) satisfaction scores of those three teaching methods were 4.70 (0.50), 4.63 (0.58), and 4.60 (0.55), respectively. Teaching EM with workshops improved student satisfaction in EM education for medical students.

An Annotated Bibliography of Current Literature and Materials Dealing with the Importance and the Teaching of Nutrition Education for the Pregnant Adolescent.

ERIC Educational Resources Information Center

Auer, Carol A.

This bibliography of current writings on the topic of nutrition for the pregnant adolescent presents information in the areas of: (1) the importance of nutrition for the pregnant adolescent; (2) the what, when, and where of teaching nutrition; (3) techniques of teaching nutrition education; (4) special programs with nutrition education for the…

Something’s missing from my education: Using a cross sectional survey to examine the needs and interest of Canadian medical students relating to their roles as teachers and educators

PubMed Central

Nagji, Alim; Leslie, Karen; Wong, Eric; Myhre, Doug; Young, Meredith; Chan, Ming-Ka

2017-01-01

Background Current theory in medical education emphasizes engaging learners as educators while tailoring teaching to their learning needs. However, little is known about learners’ perceptions of their proposed roles as teachers and educators. Methods Canadian medical students were invited to complete an English language online questionnaire structured to include: teaching experience, participation and/or awareness of teacher development at their school and awareness and/or interest in further training in medical education. The survey was developed by the Canadian Association for Medical Education (CAME) Membership Subcommittee, and distributed via the Canadian Federation of Medical Students (CFMS) email list and the CAME twitter account in March 2014. Results Of the 169 undergraduate medical student respondents, 36% (n=61) reported a lack of prior teaching experience and 45% (n=73) were unsure if their school provided teaching instruction. Overall, 91% (n=150) indicated that they planned to incorporate teaching or medical education into their future careers. Conclusion While the majority of medical student respondents are expecting or planning to teach, most report not having access to adequate training through medical school. Further effort is necessary to support medical students as teachers to prepare them for increased teaching responsibilities as residents and to expose them to potential careers in medical education. PMID:29098045

Inquiring minds: Case studies of two middle school science teachers as they include inquiry and graphing in their curricula

NASA Astrophysics Data System (ADS)

Scarano, Grace Hotchkiss

2000-10-01

Current reform documents in science and mathematics call for teachers to include inquiry and data analysis in their teaching. This interpretive quasi-ethnographic case study examined two middle school science teachers as they planned and implemented inquiry and graphing in their science curricula. The focus question for this research was: What are middle school science teachers' experiences as they include graphing and inquiry-based student research projects in their curricula? How is teaching these areas different from usual teaching? The research examined two teachers teaching their favorite unit, parts of other familiar units, graphing, and student inquiry. Four main types of data were gathered: (1) observations of teachers' instruction, (2) interviews and meetings with the teachers, (3) curricular artifacts, and (4) questionnaires and other written material. The study took place over a seven-month period. The findings revealed that these two teachers had different ideologies of schooling and that these ideologies shaped the teachers' planning and implementation of their usual content as well as graphing and inquiry. One teacher's ideology was technical, and the other's was constructive. Six themes emerged as salient features of their teaching: (1) the role of developing a vision for curricular implementation, (2) curricular decisions: internal and external authority, (3) views of knowing and learning, (4) perceptions of the nature of science, (5) attending to a personal concern in teaching, and (6) reflection. The textures of these themes varied between the two teachers, and formed a coherent yet dynamic system within which each teacher maneuvered. This study found that both teachers found it challenging to include inquiry in their curricula, even though both had attended workshops designed to help teachers use student inquiry. The constructive teacher's implementation was more in line with the notions that are central to constructivism and current non-traditional views of the nature of science than was that of the technical teacher. The teacher with a technical ideology relied on the scientific method to organize student projects and implemented inquiry as a technique to increase student-centered work. It is proposed that teachers with technical ideologies need to undergo an ideological shift toward constructive ideologies of schooling in order to teach graphing and inquiry in ways that are aligned with current reform efforts.

Current trends in community-based clinical teaching programs in U.K.and Ireland dental schools.

PubMed

Lynch, Christopher D; Ash, Peter J; Chadwick, Barbara L

2013-05-01

Community-based clinical teaching/outreach programs using a variety of approaches have been established in many predoctoral dental schools around the world. The aim of this article is to report current trends in the teaching of community-based clinical teaching/outreach teaching in dental schools in the United Kingdom and Ireland. In late 2010-early 2011, a questionnaire was distributed by e-mail to deans of the eighteen established dental schools in the United Kingdom and Ireland. The questionnaire included both open and closed questions relating to current and anticipated trends in community-based clinical teaching. Fourteen responses were received (response rate=78 percent). All fourteen responding schools reported inclusion of a community-based clinical teaching program. Ten schools indicated that their program was based on total patient (comprehensive) care including the treatment of child patients. In nine schools, the program is directed by a senior clinical academic in restorative dentistry. As well as student dentists, ten schools and seven schools include teaching of student dental therapists and student dental hygienists, respectively. There is a varied experience within the schools surveyed in terms of the extent, nature, and content of these programs. Overall, however, community-based clinical teaching was seen as part of the future of dental school education in many schools as an ideal way of preparing graduates for Dental Foundation Training and subsequent independent practice.

Residents-as-teachers programs in psychiatry: a systematic review.

PubMed

Dewey, Charlene M; Coverdale, John H; Ismail, Nadia J; Culberson, John W; Thompson, Britta M; Patton, Cynthia S; Friedland, Joan A

2008-02-01

Because psychiatry residents have important roles as teachers and significant opportunities to contribute to medical student education, we set out to: identify all randomized control trials (RCT) for residents' teaching skills programs in psychiatry and to identify the efficacy of those interventions for improving teaching skills; identify the strengths and weaknesses of the available studies across medical disciplines; and identify currently available methods for enhancing residents' teaching skills for residents training in psychiatry. The published English-language literature was searched using PubMed, Social Sciences Index, and PsycINFO databases, with key search words including: residents, teaching skills, residents as teachers, psychiatry, and assessments. Both RCT and controlled, nonrandomized trials of residents' teaching programs directed to enhance residents' teaching skills were selected and critically appraised. Of 13 trials identified and reviewed, most included residents in internal medicine. Only one included psychiatry residents and assessed their ability to teach interviewing skills to medical students. Along with other studies, this study demonstrated improvement in residents' teaching skills. Overall, interventions and outcome measures were heterogeneous while the quality of methodologies varied. Five studies were of higher quality, representing examples of quality educational research. Several described group differences, blinding, good follow-up, and use of valid, reliable tools. Only one trial exists that incorporated psychiatry residents. Significant opportunity to advance educational research in this field exists. Psychiatry residency program directors should incorporate high-quality methodologies and can benefit from the findings of trials in other disciplines.

Generalist Teachers' Self-Efficacy in Primary School Music Teaching

ERIC Educational Resources Information Center

de Vries, Peter

2013-01-01

This qualitative study focuses on the music teaching experiences of five Australian generalist primary school teachers in their third year of teaching. The aim was to identify these teachers' current practices in teaching music, in particular their self-efficacy in relation to teaching music. A narrative inquiry methodology was employed, drawing…

Exploring Why Career Changers Leave Teaching

ERIC Educational Resources Information Center

Cuddapah, Jennifer L.; Beaty-O'Ferrall, Mary Ellen; Masci, Frank J.; Hetrick, Monica

2011-01-01

Survey data were used to explore the current teaching status and reasons for leaving or considering leaving teaching for 154 career changers who all graduated from a Master of Arts in Teaching (MAT) program over a 9-year time period. Respondents provided information about reasons for leaving teaching, indicating personal/family, career, and school…

University Teaching: A Guide for Graduate Students.

ERIC Educational Resources Information Center

Lambert, Leo M., Ed.; And Others

This book for graduate teaching assistants (TAs) presents 15 essays regarding the place of teaching in the lives of those teaching at the university level, and the responsibilities of teachers at all points in their careers. The book offers practical classroom strategies as well as selections from current research on teaching and learning. The 15…

Sink or Swim: The Climate for Teaching as Viewed by Award-Winning Teachers

ERIC Educational Resources Information Center

Smith, Justin M.

2013-01-01

This study explores the climate for teaching at a major Midwest research university. Teaching climate is generally defined as the shared perceptions of current organizational processes that affect the institutional environment for teaching (Peterson et al., 1991; Tagiuri, 1968). Three types of distinguished teaching awards were used to select…

Turkish preservice science teachers' socioscientific issues-based teaching practices in middle school science classrooms

NASA Astrophysics Data System (ADS)

Genel, Abdulkadir; Sami Topçu, Mustafa

2016-01-01

Background: Despite a growing body of research and curriculum reforms including socioscientific issues (SSI) across the world, how preservice science teachers (PST) or in-service science teachers can teach SSI in science classrooms needs further inquiry. Purpose: The purpose of this study is to describe the abilities of PSTs to teach SSI in middle school science classrooms, and the research question that guided the present study is: How can we characterize Turkish PSTs' SSI-based teaching practices in middle school science classrooms (ages 11-14)? Sample: In order to address the research question of this study, we explored 10 Turkish PSTs' SSI-based teaching practices in middle school science classrooms. A purposeful sampling strategy was used, thus, PSTs were specifically chosen because they were ideal candidates to teach SSI and to integrate SSI into the science curricula since they were seniors in the science education program who had to take the field experience courses. Design and method: The participants' SSI teaching practices were characterized in light of qualitative research approach. SSI-based teaching practices were analyzed, and the transcripts of all videotape recordings were coded by two researchers. Results: The current data analysis describes Turkish PSTs' SSI-based teaching practices under five main categories: media, argumentation, SSI selection and presentation, risk analysis, and moral perspective. Most of PSTs did not use media resources in their lesson and none of them considered moral perspective in their teaching. While the risk analyses were very simple and superficial, the arguments developed in the classrooms generally remained at a simple level. PSTs did not think SSI as a central topic and discussed these issues in a very limited time and at the end of the class period. Conclusions: The findings of this study manifest the need of the reforms in science education programs. The present study provides evidence that moral, media, argumentation, risk analysis, and pedagogical aspects of SSI-based instruction should be incorporated into educational courses designed for the Turkish teacher education programs such as the science teaching methods course. When we find ways to improve PSTs or science teachers' SSI teaching practices in terms of these components, we can provide useful information for curriculum developers, policy-makers, and science educators in Turkey and other countries, that are facing similar problems. We believe that this study would initiate more investigative and exploratory studies toward this goal.

The effect of computer-assisted learning versus conventional teaching methods on the acquisition and retention of handwashing theory and skills in pre-qualification nursing students: a randomised controlled trial.

PubMed

Bloomfield, Jacqueline; Roberts, Julia; While, Alison

2010-03-01

High quality health care demands a nursing workforce with sound clinical skills. However, the clinical competency of newly qualified nurses continues to stimulate debate about the adequacy of current methods of clinical skills education and emphasises the need for innovative teaching strategies. Despite the increasing use of e-learning within nurse education, evidence to support its use for clinical skills teaching is limited and inconclusive. This study tested whether nursing students could learn and retain the theory and skill of handwashing more effectively when taught using computer-assisted learning compared with conventional face-to-face methods. The study employed a two group randomised controlled design. The intervention group used an interactive, multimedia, self-directed computer-assisted learning module. The control group was taught by an experienced lecturer in a clinical skills room. Data were collected over a 5-month period between October 2004 and February 2005. Knowledge was tested at four time points and handwashing skills were assessed twice. Two-hundred and forty-two first year nursing students of mixed gender; age; educational background and first language studying at one British university were recruited to the study. Participant attrition increased during the study. Knowledge scores increased significantly from baseline in both groups and no significant differences were detected between the scores of the two groups. Skill performance scores were similar in both groups at the 2-week follow-up with significant differences emerging at the 8-week follow-up in favour of the intervention group, however, this finding must be interpreted with caution in light of sample size and attrition rates. The computer-assisted learning module was an effective strategy for teaching both the theory and practice of handwashing to nursing students and in this study was found to be at least as effective as conventional face-to-face teaching methods. Copyright 2009 Elsevier Ltd. All rights reserved.

Teacher perspectives on specialisation in the elementary classroom: implications for science instruction

NASA Astrophysics Data System (ADS)

Poland, Susan; Colburn, Amanda; Long, David E.

2017-09-01

In the current educational climate of testing and accountability, many elementary teachers find they lack adequate time and confidence to enact reform-based science teaching due to pressure to perform in reading and mathematics. With this tension in mind, we explore the phenomenon of elementary teacher specialisation in comparison to the traditional, generalist model of teaching, wherein a teacher is responsible for teaching all subjects to one group of students each year. This mixed-methods study examines teacher perspectives on the practice of specialisation and generalisation through teacher interview data. Our teachers spoke candidly about their attitudes towards specialisation, the perceived impacts of specialization on teachers and students, and the role of accountability, administration, and testing in their decisions to specialise. Additionally, our teachers discussed time dedicated to science in specialist and generalist classrooms. Our findings suggest that specialist roles are sought by those who see specialisation as a means of reducing workload, while allowing for content mastery and improved instruction. Alternatively, generalist roles are sought by those who primarily view the role of elementary teaching as the care and development of children, and who prefer to focus on the classroom as a holistic, fluid space. Implications for science teaching are discussed.

Differences and commonalities in difficulties faced by clinical nursing educators and faculty in Japan: a qualitative cross-sectional study

PubMed Central

2012-01-01

Background To clarify the current state of communication between clinical nursing educators and nursing faculty members and the perceived difficulties encountered while teaching nursing students in clinical training in Japan. Methods We collected data via focus group interviews with 14 clinical nursing educators, two nursing technical college teachers, and five university nursing faculty members. Interview transcripts were coded to express interview content as conclusions for each unit of meaning. Similar compiled content was categorized. Results Difficulties in providing clinical training mentioned by both clinical educators and faculty members were classified into four categories: “difficulties with directly exchanging opinions,” “mismatch between school-required teaching content and clinical teaching content,” “difficulties with handling students who demonstrate a low level of readiness for training,” and “human and time limitations in teaching.” In some categories, the opinions of educators matched those of the faculty members, whereas in others, the problems differed according to position. Conclusions The Japanese culture and working conditions may affect communication between clinical educators and faculty members; however, a direct “opinion exchange” between them is crucial for improving the clinical teaching environment in Japan. PMID:23098211

`Teaching What I Learned': Exploring students' Earth and Space Science learning experiences in secondary school with a particular focus on their comprehension of the concept of `geologic time'

NASA Astrophysics Data System (ADS)

Yoon, Sae Yeol; Peate, David W.

2015-06-01

According to the national survey of science education, science educators in the USA currently face many challenges such as lack of qualified secondary Earth and Space Science (ESS) teachers. Less qualified teachers may have difficulty teaching ESS because of a lack of conceptual understanding, which leads to diminished confidence in content knowledge. More importantly, teachers' limited conceptual understanding of the core ideas automatically leads to a lack of pedagogical content knowledge. This mixed methods study aims to explore the ways in which current secondary schooling, especially the small numbers of highly qualified ESS teachers in the USA, might influence students' learning of the discipline. To gain a better understanding of the current conditions of ESS education in secondary schools, in the first phase, we qualitatively examined a sample middle and high school ESS textbook to explore how the big ideas of ESS, particularly geological time, are represented. In the second phase, we quantitatively analyzed the participating college students' conceptual understanding of geological time by comparing those who had said they had had secondary school ESS learning experience with those who did not. Additionally, college students' perceptions on learning and teaching ESS are discussed. Findings from both the qualitative and quantitative phases indicate participating students' ESS learning experience in their secondary schools seemed to have limited or little influence on their conceptual understandings of the discipline. We believe that these results reflect the current ESS education status, connected with the declining numbers of highly qualified ESS teachers in secondary schools.

The performance implications of pharmacy information system at the university teaching hospitals of Shiraz, Iran: Cluster approach

PubMed Central

Bayati, Saeede; Bastani, Peivand; Sagheb, Zahra Mahmoodzade; Jamalabadi, Sara; Samadbeik, Mahnaz

2017-01-01

Pharmacy information system (PIS) is becoming vital in assisting pharmacists to do their responsibilities. The aim of this study was to identify the current PIS implications in teaching hospitals affiliated with Shiraz University of Medical Science. This cross-sectional study was conducted in teaching hospitals affiliated with Shiraz University of Medical Science over the year 2016. Data were collected by observing the PIS as well as interviewing its users based on the researcher-made checklist. The checklist was prepared based on reviewing the Persian and English literature and its content validity was approved by the experts. To determine the reliability of the checklist, inter-rater reliability was used. Data were analyzed using SPSS16, and hospitals were clustered using SK-means method. In this study, the least conformity to the standards was shown in smart clinical features (4.54%), pharmaceutical companies' relationship (32.6%), and optimization of drug therapy (34.6%). In contrast, the highest conformity to the standards was shown in reporting capabilities (77.3%) and entry information and input (70.4%). Medication stock checking and optimization of drug therapy were effective features that have made a distinction between hospitals and lead to 95% variance between clusters. Based on the results, the current PIS design pays less attention to clinical features. Besides, clinical information for pharmacists and outside organization relationship were not provided by the current system. Thus, emphasis should be placed on the implementation of corrective actions to eliminate the current system's deficiencies. PMID:29184843

Project science inquiry: An exploration of elementary teachers' beliefs and perceptions about science teaching and learning

NASA Astrophysics Data System (ADS)

Wilcox, Dawn Renee

This dissertation examined elementary teachers' beliefs and perceptions of effective science instruction and documents how these teachers interpret and implement a model for Inquiry-Based (I-B) science in their classrooms. The study chronicles a group of teachers working in a large public school division and documents how these teachers interpret and implement reform-based science methods after participating in a professional development course on I-B science methods administered by the researcher. I-B science teaching and its implementation is discussed as an example of one potential method to address the current call for national education reform to meet the increasing needs of all students to achieve scientific literacy and the role of teachers in that effort. The conviction in science reform efforts is that all students are able to learn science and consequently must be given the crucial opportunities in the right environment that permits optimal science learning in our nation's schools. Following this group of teachers as they attempted to deliver I-B science teaching revealed challenges elementary science teachers face and the professional supports necessary for them to effectively meet science standards. This dissertation serves as partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education at George Mason University.

Nursing students' satisfaction with bilingual teaching in nursing courses in China: A meta-analysis.

PubMed

Cai, Chunlian; Zhang, Chunmei; Wang, Yan; Xiong, Lina; Jin, Yanfei; Jin, Changde

2016-09-01

The aim of this meta-analysis is to systematically evaluate nursing students' satisfaction with the textbooks, teachers, teaching methods and overall teaching result in nursing bilingual teaching in China. The relevant cross-sectional studies were retrieved from multiple electronic databases including PubMed, Web of Science, Chinese BioMed Database (CBM), China National Knowledge Infrastructure (CNKI) and WanFang Database from inception to August 2015. Studies that measured students' satisfaction with textbooks, teachers, teaching methods, overall teaching result in nursing bilingual teaching in China as outcomes were included. The data were independently extracted using a standardized form and analyzed by STATA (version12.0). A total of thirty-four studies, including 3533 nursing students, were eligible for inclusion in the review. Meta-analyses revealed that nursing students' satisfaction rate of textbooks was 64%, 95%CI (46%, 82%), teachers' teaching attitude was 88%, 95%CI (84%, 92%), teachers' oral expression was 60%, 95%CI (38%, 81%), teachers' pronunciation was 90%, 95%CI (86%, 94%), teachers' teaching ability was 71%, 95%CI (60%, 82%), teaching methods was 69%, 95%CI (52%, 86%) and overall teaching result was 80%, 95%CI (68%, 92%). Our results show that nursing students' satisfaction with the textbooks, teachers, teaching methods and overall teaching result is not high in nursing bilingual teaching in China. These findings suggest that future directions for improving bilingual teaching in China include establishing suitable bilingual teaching material, training teaching faculty members and adopting proper teaching methods. Copyright © 2016 Elsevier Ltd. All rights reserved.

Generational differences of baccalaureate nursing students' preferred teaching methods and faculty use of teaching methods

NASA Astrophysics Data System (ADS)

Delahoyde, Theresa

Nursing education is experiencing a generational phenomenon with student enrollment spanning three generations. Classrooms of the 21st century include the occasional Baby Boomer and a large number of Generation X and Generation Y students. Each of these generations has its own unique set of characteristics that have been shaped by values, trends, behaviors, and events in society. These generational characteristics create vast opportunities to learn, as well as challenges. One such challenge is the use of teaching methods that are congruent with nursing student preferences. Although there is a wide range of studies conducted on student learning styles within the nursing education field, there is little research on the preferred teaching methods of nursing students. The purpose of this quantitative, descriptive study was to compare the preferred teaching methods of multi-generational baccalaureate nursing students with faculty use of teaching methods. The research study included 367 participants; 38 nursing faculty and 329 nursing students from five different colleges within the Midwest region. The results of the two-tailed t-test found four statistically significant findings between Generation X and Y students and their preferred teaching methods including; lecture, listening to the professor lecture versus working in groups; actively participating in group discussion; and the importance of participating in group assignments. The results of the Analysis of Variance (ANOVA) found seventeen statistically significant findings between levels of students (freshmen/sophomores, juniors, & seniors) and their preferred teaching methods. Lecture was found to be the most frequently used teaching method by faculty as well as the most preferred teaching method by students. Overall, the support for a variety of teaching methods was also found in the analysis of data.

Teaching ethics in psychiatry: a one-day workshop for clinical students.

PubMed Central

Green, B; Miller, P D; Routh, C P

1995-01-01

In this paper we describe the objectives of teaching medical ethics to undergraduates and the teaching methods used. We describe a workshop used in the University of Liverpool Department of Psychiatry, designed to enhance ethical sensitivity in psychiatry. The workshop reviews significant historical and current errors in the ethical practice of psychiatry and doctors' defence mechanisms against accepting responsibility for deficiencies in ethical practice. The workshop explores the student doctors' own group ethos in response to ethical dilemmas, and demonstrates how the individual contributes to and is responsible for the group ethos through participation and also through nonparticipation. The student feedback about the workshop is reviewed. The Toronto Ethical Sensitivity Instrument was used to assess whether or not the workshop altered sensitivity. Compared to a control group the attenders' sensitivity was significantly increased (on Student's t-test p equals or is less than 0.002). PMID:7473644

Collaborative learning model inquiring based on digital game

NASA Astrophysics Data System (ADS)

Yuan, Jiugen; Xing, Ruonan

2012-04-01

With the development of computer education software, digital educational game has become an important part in our life, entertainment and education. Therefore how to make full use of digital game's teaching functions and educate through entertainment has become the focus of current research. The thesis make a connection between educational game and collaborative learning, the current popular teaching model, and concludes digital game-based collaborative learning model combined with teaching practice.

Conditions for excellence in teaching in medical education: The Frankfurt Model to ensure quality in teaching and learning.

PubMed

Giesler, Marianne; Karsten, Gudrun; Ochsendorf, Falk; Breckwoldt, Jan

2017-01-01

Background: There is general consensus that the organizational and administrative aspects of academic study programs exert an important influence on teaching and learning. Despite this, no comprehensive framework currently exists to describe the conditions that affect the quality of teaching and learning in medical education. The aim of this paper is to systematically and comprehensively identify these factors to offer academic administrators and decision makers interested in improving teaching a theory-based and, to an extent, empirically founded framework on the basis of which improvements in teaching quality can be identified and implemented. Method: Primarily, the issue was addressed by combining a theory-driven deductive approach with an experience based, "best evidence" one during the course of two workshops held by the GMA Committee on Personnel and Organizational Development in Academic Teaching (POiL) in Munich (2013) and Frankfurt (2014). Two models describing the conditions relevant to teaching and learning (Euler/Hahn and Rindermann) were critically appraised and synthesized into a new third model. Practical examples of teaching strategies that promote or hinder learning were compiled and added to the categories of this model and, to the extent possible, supported with empirical evidence. Based on this, a checklist with recommendations for optimizing general academic conditions was formulated. Results: The Frankfurt Model of conditions to ensure Quality in Teaching and Learning covers six categories: organizational structure/medical school culture, regulatory frameworks, curricular requirements, time constraints, material and personnel resources, and qualification of teaching staff. These categories have been supplemented by the interests, motives and abilities of the actual teachers and students in this particular setting. The categories of this model provide the structure for a checklist in which recommendations for optimizing teaching are given. Conclusions: The checklist derived from the Frankfurt Model for ensuring quality in teaching and learning can be used for quality assurance and to improve the conditions under which teaching and learning take place in medical schools.

Determination Instructions Efficiency of Teaching Methods in Teaching Physics in the Case of Teaching Unit "Viscosity. Newtonian and Stokes Law"

ERIC Educational Resources Information Center

Radulovic, Branka; Stojanovic, Maja

2015-01-01

The use of different teaching methods has resulted in different quality and quantity of students' knowledge. For this reason, it is important to constantly review the teaching methods and applied most effectively. One way of determining instruction efficiency is by using cognitive load and student achievement. Cognitive load can be generally…

Old Premises and Old Promises: Contemporary Critical Theory and Teaching at the Two-Year College.

ERIC Educational Resources Information Center

Will, Norman P.

One composition teacher's experiences with the pluralistic student body of a two-year college led him to question the value of higher education, in particular writing and literature. Most current literature teachers were trained in the principles and methods of New Criticism, and most have found that these approaches are not adequate for their…

Student Oriented Approaches in the Teaching of Thermodynamics at Universities--Developing an Effective Course Structure

ERIC Educational Resources Information Center

Partanen, Lauri

2016-01-01

The aim of this study was to apply current pedagogical research in order to develop an effective course and exercise structure for a physical chemistry thermodynamics course intended for second or third year university students of chemistry. A mixed-method approach was used to measure the impact the changes had on student learning. In its final…

The Impact of a Career Development Course on Professionalism for College Students; Experiential Compared to Traditional Teaching Methods

ERIC Educational Resources Information Center

Stark, Brian

2010-01-01

Within an ever-evolving society, the social environment within the workplace continues to be an arena of conflict between currently held professional decorum and the up and coming trends of a laid-back popular culture. Increasing numbers of under-prepared students are exhibiting unprofessional behavior and skills while searching for employment.…

Using Animations to Teach Biology: Past & Future Research on the Attributes that Underlie Pedagogically Sound Animations

ERIC Educational Resources Information Center

O'Day, Danton H.

2008-01-01

The most effective teachers use a diversity of methods and approaches to assist their students in the learning process. Multiple technical resources (commonly referred to as multimedia) are currently used by many instructors to communicate difficult topics and concepts to their students in meaningful ways. The issue that arises is not only how to…

Evidence from Neurolinguistic Methodologies: Can It Actually Inform Linguistic/Language Acquisition Theories and Translate to Evidence-Based Applications?

ERIC Educational Resources Information Center

Roberts, Leah; González Alonso, Jorge; Pliatsikas, Christos; Rothman, Jason

2018-01-01

This special issue is a testament to the recent burgeoning interest by theoretical linguists, language acquisitionists and teaching practitioners in the neuroscience of language. It offers a highly valuable, state-of-the-art overview of the neurophysiological methods that are currently being applied to questions in the field of second language…

Finding the Balance between Process and Product through Perceptual Lesson Planning

ERIC Educational Resources Information Center

Uhrmacher, P. Bruce; Conrad, Bradley M.; Moroye, Christy M.

2013-01-01

Background/Context: Lesson planning is one of the most common activities required of teachers; however, since the late 1970s and early 1980s, it has not been a major focus of study, either conceptually or empirically. Although there are recent articles on the topic, much of the current work is specific to examining a particular teaching method or…

Using Pennsylvania's Three Mile Island Accident as a Case Study to Analyze Newspaper Coverage: A Diary of Events and Suggestions for Teaching Strategies.

ERIC Educational Resources Information Center

Susskind, Jacob L.

1983-01-01

Methods for studying the coverage of the same current news story in several newspapers are outlined. Secondary school students critically examine news reporting, detect false or propagandistic reports, and learn to weigh and judge evidence. An example using the Three Mile Island nuclear accident is provided. (KC)

Virtual science instructional strategies: A set of actual practices as perceived by secondary science educators

NASA Astrophysics Data System (ADS)

Gillette, Tammy J.

2009-12-01

The purpose of this proposed research study was to identify actual teaching practices/instructional strategies for online science courses. The identification of these teaching practices/instructional strategies could be used to compile a set of teaching practices/instructional strategies for virtual high school and online academy science instructors. This study could assist online science instructors by determining which teaching practices/instructional strategies were preferred for the online teaching environment. The literature reviewed the role of online and face-to-face instructional strategies, then discussed and elaborated on the science instructional strategies used by teachers, specifically at the secondary level. The current literature did not reflect an integration of these areas of study. Therefore, the connectedness of these two types of instructional strategies and the creation of a set of preferred instructional practices for online science instruction was deemed necessary. For the purpose of this study, the researcher designed a survey for face-to-face and online teachers to identify preferred teaching practices, instructional strategies, and types of technology used when teaching high school science students. The survey also requested demographic data information from the faculty members, including years of experience, subject(s) taught, and whether the teacher taught in a traditional classroom or online, to determine if any of those elements affect differences in faculty perceptions with regard to the questions under investigation. The findings from the current study added to the literature by demonstrating the differences and the similarities that exist between online and face-to-face instruction. Both forms of instruction tend to rely on student-centered approaches to teaching. There were many skills that were similar in that both types of instructors tend to focus on implementing the scientific method. The primary difference is the use of technology tools that were used by online instructors. Online instructors tend to rely on more technological tools such as virtual labs. A list of preferred instructional practices was generated from the qualitative responses to the open-ended questions. Research concerned with this line of inquiry should continue in order to enhance both theory and practice in regard to online instruction.

The Effectiveness of Teaching Methods Used in Graphic Design Pedagogy in Both Analogue and Digital Education Systems

ERIC Educational Resources Information Center

Alhajri, Salman

2016-01-01

Purpose: this paper investigates the effectiveness of teaching methods used in graphic design pedagogy in both analogue and digital education systems. Methodology and approach: the paper is based on theoretical study using a qualitative, case study approach. Comparison between the digital teaching methods and traditional teaching methods was…

[Impacts of collaborative teaching method on the teaching achievement of Acupuncture and Moxibustion].

PubMed

Tian, Haomei; Shen, Jing; Shi, Jia; Liu, Mi; Wang, Chao; Liu, Jinzhi; Chen, Chutao

2016-11-12

To explore the impacts of collaborative teaching method on the teaching achievement of Acupuncture and Moxibustion . Six classes in Hunan University of CM of 2012 grade Chinese medicine department were randomized into an observation group and a control group, 3 classes in each one. In the observation group, the collaborative teaching method was adopted, in which, different teaching modes were used according to the characteristics of each chapter and the study initiative of students was predominated. In the control group, the traditional teaching method was used, in which, the class teaching was the primary and the practice was the secondary in the section of techniques of acupuncture and moxibustion. The results of each curriculum and the total results were compared between the two groups during the whole semester. Compared with the control group, in the observation group, the total achievements of curriculum and case analysis combined with the total result of the theory examination were apparently improved (both P <0.01). The collaborative teaching method improves the comprehensive ability of students and provides a new approach to the teaching of Acupuncture and Moxibustion .

Using Blended Creative Teaching: Improving a Teacher Education Course on Designing Materials for Young Children

ERIC Educational Resources Information Center

Lou, Shi-Jer; Chen, Nai-Ci; Tsai, Huei-Yin; Tseng, Kuo-Hung; Shih, Ru-Chu

2012-01-01

This study combined traditional classroom teaching methods and blogs with blended creative teaching as a new teaching method for the course "Design and Applications of Teaching Aids for Young Children." It aimed to improve the shortcomings of the traditional teaching approach by incorporating the "Asking, Thinking, Doing, and…

Student Responses to an ICT-Based E-Assessment Application for the Teaching Practicum/Teaching Practice MODULE

ERIC Educational Resources Information Center

Davids, M. Noor

2017-01-01

Situated within the context of Initial Teacher Education (ITE) in South Africa, this study introduces the notion of an interactive Teaching Practicum E- Assessment application: e-assessment application for the teaching practicum/Teaching Practice module to replace the current model of assessment. At present students enrolled for an Initial Teacher…

Uses and Misuses of Student Evaluations of Teaching: The Interpretation of Differences in Teaching Evaluation Means Irrespective of Statistical Information

ERIC Educational Resources Information Center

Boysen, Guy A.

2015-01-01

Student evaluations of teaching are among the most accepted and important indicators of college teachers' performance. However, faculty and administrators can overinterpret small variations in mean teaching evaluations. The current research examined the effect of including statistical information on the interpretation of teaching evaluations.…

Metaphoric Modeling of Foreign Language Teaching and Learning, with Special Reference to Teaching Philosophy Statements

ERIC Educational Resources Information Center

Alghbban, Mohammed I.; Ben Salamh, Sami; Maalej, Zouheir

2017-01-01

The current article investigates teachers' metaphoric modeling of foreign language teaching and learning at the College of Languages and Translation, King Saud University. It makes use of teaching philosophy statements as a corpus. Our objective is to analyze the underlying conceptualizations of teaching/learning, the teachers' perception of the…

Twelve tips for getting started using mixed methods in medical education research.

PubMed

Lavelle, Ellen; Vuk, Jasna; Barber, Carolyn

2013-04-01

Mixed methods research, which is gaining popularity in medical education, provides a new and comprehensive approach for addressing teaching, learning, and evaluation issues in the field. The aim of this article is to provide medical education researchers with 12 tips, based on consideration of current literature in the health professions and in educational research, for conducting and disseminating mixed methods research. Engaging in mixed methods research requires consideration of several major components: the mixed methods paradigm, types of problems, mixed method designs, collaboration, and developing or extending theory. Mixed methods is an ideal tool for addressing a full range of problems in medical education to include development of theory and improving practice.

Learning style and teaching method preferences of Saudi students of physical therapy

PubMed Central

Al Maghraby, Mohamed A.; Alshami, Ali M.

2013-01-01

Context: To the researchers’ knowledge, there are no published studies that have investigated the learning styles and preferred teaching methods of physical therapy students in Saudi Arabia. Aim: The study was conducted to determine the learning styles and preferred teaching methods of Saudi physical therapy students. Settings and Design: A cross-sectional study design. Materials and Methods: Fifty-three Saudis studying physical therapy (21 males and 32 females) participated in the study. The principal researcher gave an introductory lecture to explain the different learning styles and common teaching methods. Upon completion of the lecture, questionnaires were distributed, and were collected on completion. Statistical Analysis Used: Percentages were calculated for the learning styles and teaching methods. Pearson’s correlations were performed to investigate the relationship between them. Results: More than 45 (85%) of the students rated hands-on training as the most preferred teaching method. Approximately 30 (57%) students rated the following teaching methods as the most preferred methods: “Advanced organizers,” “demonstrations,” and “multimedia activities.” Although 31 (59%) students rated the concrete-sequential learning style the most preferred, these students demonstrated mixed styles on the other style dimensions: Abstract-sequential, abstract-random, and concrete-random. Conclusions: The predominant concrete-sequential learning style is consistent with the most preferred teaching method (hands-on training). The high percentage of physical therapy students whose responses were indicative of mixed learning styles suggests that they can accommodate multiple teaching methods. It is recommended that educators consider the diverse learning styles of the students and utilize a variety of teaching methods in order to promote an optimal learning environment for the students. PMID:24672278

"I write to know what I think": a four-year writing curriculum.

PubMed

Lister, Elena; Kravis, Nathan; Sandberg, Larry; Halpern, Jeffrey K; Cabaniss, Deborah L; Singer, Meriamne B

2008-12-01

The four-year writing curriculum of the Columbia Center for Psychoanalytic Training and Research has as its main objective to teach candidates to learn about analysis through writing. Learning to write about analyses ultimately entails learning to clarify and then express how one thinks and functions as an analyst. Since its inception ten years ago, the program has evolved into its current structure, a stepwise approach through the years of candidate training based on a didactic method called "layering." For each level of the course, candidates' typical writing difficulties are examined, and examples given of write-ups and how they were used in teaching. The essential role of the faculty experience is also described.

Restructuring the Art of Health by Pharmacists: Formulation Designs with Oral Vehicles--Teaching Pharmacy Students.

PubMed

Benischek, Rita

2017-01-01

Compounding pharmacists, responsible for appropriate preparation of medications, coordinate with other professionals to reach optimal therapeutic options for patients. This review summarizes proprietary oral vehicles or suspensions focusing on available information or updated data from suppliers. Research has advanced methods with revised applications, cutting-edge safety considerations, beyond-use dating provisions for technical assistance, and evidence to review and teach pharmacy students the opportunities in the choices of an oral vehicle. Current marketing, competitive, and scientific trends necessitate that manufacturers shift further to research of product or integrated product mixes to sustain their independence in pharmacies. Copyright© by International Journal of Pharmaceutical Compounding, Inc.

Building a rheumatology education academy: insights from assessment of needs during a rheumatology division retreat.

PubMed

Berman, Jessica R; Aizer, Juliet; Bass, Anne R; Cats-Baril, William L; Parrish, Edward J; Robbins, Laura; Salmon, Jane E; Paget, Stephen A

2012-06-01

To implement a rheumatology department education retreat to systematically identify and address the key factors necessary to improve medical education in our division in preparation for developing a rheumatology academy. The Hospital for Special Surgery organized a retreat for the Rheumatology Department aimed at (1) providing formal didactics and (2) assessing participants' self-reported skills and interest in education with the goal of directing this information toward formalizing improvement. In a mixed-methods study design, faculty and fellows in the Division of Rheumatology were surveyed online pre- and post-retreat regarding various aspects of the current education program, their teaching abilities, interest and time spent in teaching, divisional resources allocated, and how education is valued. Enthusiasm for teaching was high before and rose further after the retreat. Confidence in abilities was higher than expected before but fell afterward. Many noted that the lack of specific feedback on teaching skills and useful metrics to assess performance prevented the achievement of educational excellence. Most responding felt lack of time, knowledge of how to teach well, and resources prevented them from making greater commitments to educational endeavors and participating fully and effectively in the department's teaching activities. While most rheumatology faculty members want to improve as teachers, they know neither where their educational strengths and weaknesses lie nor where or how to begin to change their teaching abilities. The key elements for an academy would thus be an educational environment that elevates the quality of teaching throughout the division and promotes teaching careers and education research, and raises the importance and quality of teaching to equivalence with clinical care and research.

A Comparison between the Effect of Cooperative Learning Teaching Method and Lecture Teaching Method on Students' Learning and Satisfaction Level

ERIC Educational Resources Information Center

Mohammadjani, Farzad; Tonkaboni, Forouzan

2015-01-01

The aim of the present research is to investigate a comparison between the effect of cooperative learning teaching method and lecture teaching method on students' learning and satisfaction level. The research population consisted of all the fourth grade elementary school students of educational district 4 in Shiraz. The statistical population…

Variety of Teaching Methodologies Used by Homeschoolers: Case Studies of Three Homeschooling Families.

ERIC Educational Resources Information Center

Clements, Andrea D.

This study examined teaching methods used by homeschooling families. Interviews were conducted with parents from three homeschooling families who used a variety of teaching methods. Researchers collected information on children's ages, number of years of homeschooling, teaching methods, and curriculum choice. Respondents described how they chose…

A proposal for overcoming problems in teaching interviewing skills to medical students.

PubMed

Benbassat, Jochanan; Baumal, Reuben

2009-08-01

The objective of this paper is to draw attention to four features that distinguish the pedagogy of patient interviewing from the teaching of other clinical skills: (a) students are not naïve to the skill to be learned, (b) they encounter role models with a wide variability in interviewing styles, (c) clinical teachers are not usually specialists in the behavioral sciences, including patient interviewing, and (d) the validity of the methods used for assessment of interviewing skills is uncertain. We propose to adjust the teaching of patient interviewing to these features by (a) gaining an insight into the students' views and using these views as a point of departure for discussions of patient interviewing; (b) helping students to understand why different clinicians use different communication styles; (c) providing the clinical tutors with additional training that will help them function as both specialists who share their expertise with the students and facilitators of small-group learning; and (d) using assessment methods that encourage joint deliberation by the learner and the examiner, rather than a judgmental right-wrong dualism by the examiner alone. The teaching approach that we suggest is consistent with current theories of adult learning, and it occurs in an egalitarian rather than a hierarchical environment. Hopefully, students will also adopt such egalitarian attitudes toward patients, thereby reducing the tendency to a paternalistic communication style.

Academic Primer Series: Key Papers About Teaching with Technology

PubMed Central

Boysen-Osborn, Megan; Cooney, Robert; Gottlieb, Michael; Chan, Teresa M.; Brown, Aaron; King, Andrew; Tobias, Adam; Thoma, Brent

2017-01-01

Introduction Modern learners have immediate, unlimited access to a wide variety of online resources. To appeal to this current generation of learners, educators must embrace the use of technology. However, educators must balance newer, novel technologies with traditional methods to achieve the best learning outcomes. Therefore, we aimed to review several papers useful for faculty members wishing to incorporate technology into instructional design. Methods We identified a broad list of papers relevant to teaching and learning with technology within the online discussions of the Academic Life in Emergency Medicine (ALiEM) Faculty Incubator. This list was augmented with suggestions by a guest expert (BT) and an open call on Twitter (tagged with the #meded and #FOAMed hashtags) yielding 24 papers. We then conducted a modified three-round Delphi process within the authorship group, including junior and senior faculty members, to identify the most impactful papers. Results We pared the list of 24 papers to five that were most highly rated. Two were research papers and three were commentaries or editorials. The authorship group reviewed and summarized these papers with specific consideration to their value to junior educators and faculty developers. Conclusion This is a key reading list for junior faculty members and faculty developers interested in teaching with technology. The commentary contextualizes the importance of these papers for medical educators, to optimize use of technology in their teaching or incorporate into faculty development. PMID:28611895

Lessons from a pilot project in cognitive task analysis: the potential role of intermediates in preclinical teaching in dental education.

PubMed

Walker, Judith; von Bergmann, HsingChi

2015-03-01

The purpose of this study was to explore the use of cognitive task analysis to inform the teaching of psychomotor skills and cognitive strategies in clinical tasks in dental education. Methods used were observing and videotaping an expert at one dental school thinking aloud while performing a specific preclinical task (in a simulated environment), interviewing the expert to probe deeper into his thinking processes, and applying the same procedures to analyze the performance of three second-year dental students who had recently learned the analyzed task and who represented a spectrum of their cohort's ability to undertake the procedure. The investigators sought to understand how experts (clinical educators) and intermediates (trained students) overlapped and differed at points in the procedure that represented the highest cognitive load, known as "critical incidents." Findings from this study and previous research identified possible limitations of current clinical teaching as a result of expert blind spots. These findings coupled with the growing evidence of the effectiveness of peer teaching suggest the potential role of intermediates in helping novices learn preclinical dentistry tasks.

Teaching human parasitology in China

PubMed Central

2012-01-01

China has approximately one-fifth of the world’s population. Despite the recent success in controlling major parasitic diseases, parasitic diseases remain a significant human health problem in China. Hence, the discipline of human parasitology is considered as a core subject for undergraduate and postgraduate students of the medical sciences. We consider the teaching of human parasitology to be fundamental to the training of medical students, to the continued research on parasitic diseases, and to the prevention and control of human parasitic diseases. Here, we have summarized the distribution of educational institutions in China, particularly those that teach parasitology. In addition, we have described some existing parasitology courses in detail as well as the teaching methods used for different types of medical students. Finally, we have discussed the current problems in and reforms to human parasitology education. Our study indicates that 304 regular higher education institutions in China offer medical or related education. More than 70 universities have an independent department of parasitology that offers approximately 10 different parasitology courses. In addition, six universities in China have established excellence-building courses in human parasitology. PMID:22520237

Teaching the Mantle Plumes Debate

NASA Astrophysics Data System (ADS)

Foulger, G. R.

2010-12-01

There is an ongoing debate regarding whether or not mantle plumes exist. This debate has highlighted a number of issues regarding how Earth science is currently practised, and how this feeds into approaches toward teaching students. The plume model is an hypothesis, not a proven fact. And yet many researchers assume a priori that plumes exist. This assumption feeds into teaching. That the plume model is unproven, and that many practising researchers are skeptical, may be at best only mentioned in passing to students, with most teachers assuming that plumes are proven to exist. There is typically little emphasis, in particular in undergraduate teaching, that the origin of melting anomalies is currently uncertain and that scientists do not know all the answers. Little encouragement is given to students to become involved in the debate and to consider the pros and cons for themselves. Typically teachers take the approach that “an answer” (or even “the answer”) must be taught to students. Such a pedagogic approach misses an excellent opportunity to allow students to participate in an important ongoing debate in Earth sciences. It also misses the opportunity to illustrate to students several critical aspects regarding correct application of the scientific method. The scientific method involves attempting to disprove hypotheses, not to prove them. A priori assumptions should be kept uppermost in mind and reconsidered at all stages. Multiple working hypotheses should be entertained. The predictions of a hypothesis should be tested, and unpredicted observations taken as weakening the original hypothesis. Hypotheses should not be endlessly adapted to fit unexpected observations. The difficulty with pedagogic treatment of the mantle plumes debate highlights a general uncertainty about how to teach issues in Earth science that are not yet resolved with certainty. It also represents a missed opportunity to let students experience how scientific theories evolve, warts and all. Working with students to enable them to participate in the evolution of the subject and to share in the excitement of major developments is surely the best way to attract them to science.

A Preliminary Study of the Effectiveness of Different Recitation Teaching Methods

NASA Astrophysics Data System (ADS)

Endorf, Robert J.; Koenig, Kathleen M.; Braun, Gregory A.

2006-02-01

We present preliminary results from a comparative study of student understanding for students who attended recitation classes which used different teaching methods. Student volunteers from our introductory calculus-based physics course attended a special recitation class that was taught using one of four different teaching methods. A total of 272 students were divided into approximately equal groups for each method. Students in each class were taught the same topic, "Changes in energy and momentum," from Tutorials in Introductory Physics. The different teaching methods varied in the amount of student and teacher engagement. Student understanding was evaluated through pretests and posttests given at the recitation class. Our results demonstrate the importance of the instructor's role in teaching recitation classes. The most effective teaching method was for students working in cooperative learning groups with the instructors questioning the groups using Socratic dialogue. These results provide guidance and evidence for the teaching methods which should be emphasized in training future teachers and faculty members.

The effectiveness of computer-managed instruction versus traditional classroom lecture on achievement outcomes.

PubMed

Schmidt, S M; Arndt, M J; Gaston, S; Miller, B J

1991-01-01

This controlled experimental study examines the effect of two teaching methods on achievement outcomes from a 15-week, 2 credit hour semester course taught at two midwestern universities. Students were randomly assigned to either computer-managed instruction in which faculty function as tutors or the traditional classroom course of study. In addition, the effects of age, grade point average, attitudes toward computers, and satisfaction with the course on teaching method were analyzed using analysis of covariance. Younger students achieved better scores than did older students. Regardless of teaching method, however, neither method appeared to be better than the other for teaching course content. Students did not prefer one method over the other as indicated by their satisfaction scores. With demands upon university faculty to conduct research and publish, alternative methods of teaching that free faculty from the classroom should be considered. This study suggests that educators can select such an alternative teaching method to traditional classroom teaching without sacrificing quality education for certain courses.

Strategies for Hydrology Teaching for a Changing World

NASA Astrophysics Data System (ADS)

Sivapalan, Murugesu

2010-05-01

Hydrology as a science has undergone dramatic changes in the past 80 years. However, as evidenced by the text books that are being used and conversations with many educators, it appears that hydrologic education has not kept pace. The legacy of the past growth of hydrology is reflected in the materials and methods used in hydrology teaching as practiced now. Current teaching methods tend to present a mix of empirical approaches (e.g., data analysis, multiple regressions), systems approaches (e.g., unit hydrograph methods, bucket models), and process theories (e.g., infiltration, runoff generation, evaporation, channel flow), often in the form of recipes or skill sets. However, they represent an old paradigm where hydrology was seen as dealing with the movement of water through and over a static earth, aimed at solving one or a combination of separate boundary value problems. However at least since the 1990s there is a new research paradigm operating, which treats hydrology as a distinct geoscience, which does not just deal with the movement of water, but with an interacting holistic earth system that includes not just hydrological but also biogeochemical, ecological and human subsystems. Global change increasingly dictates that this geoscience paradigm be further extended to include highly non-stationary, evolutionary behaviors strongly governed by human-nature interactions. Shouldn't this be recognized in our teaching, and if so how can we achieve it? In this talk I will outline broad strategies we can adopt that could pave the way for a paradigm shift also in the way we teach hydrology. Beyond the essential skills that we have always taught, some of the new skill sets we need to impart are, amongst many others: learning to read the landscape, learning from patterns in the data, including patterns in the landscape and in the atmosphere (e.g., channel morphology, vegetation patterns, climatic patterns), comparative studies as opposed to place-based studies, learning from case studies of nature's experiments with respect to climate change and land cover changes, predictions using space for time substitution, models of interacting processes as opposed to models of individual processes, and models of human-nature interactions and feedbacks. Instead of, or in addition to, pooling together collections of hydrologic recipes or tool sets, as we do now, there is a need for consensus building on a clear vision or philosophy of hydrology teaching that is cognizant of where hydrology presently is and where it is headed. This will enable experimentation of different methods of teaching to different audiences (e.g., engineers, earth scientists, even social scientists) while remaining within an agreed vision. In this way we can be satisfied that teaching methods will improve so that future practitioners carry forward a coherent philosophy of the science and possess the necessary skill sets.

Changing trends in residents-as-teachers across graduate medical education

PubMed Central

Al Achkar, Morhaf; Hanauer, Mathew; Morrison, Elizabeth H; Davies, M Kelly; Oh, Robert C

2017-01-01

Background Teaching residents how to teach is a critical part of residents’ training in graduate medical education (GME). The purpose of this study was to assess the change in resident-as-teacher (RaT) instruction in GME over the past 15 years in the US. Methods We used a quantitative and qualitative survey of all program directors (PDs) across specialties. We compared our findings with a previous work from 2000–2001 that studied the same matter. Finally, we qualitatively analyzed PDs’ responses regarding the reasons for implementing and not implementing RaT instruction. Results Two hundred and twenty-one PDs completed the survey, which yields a response rate of 12.6%. Over 80% of PDs implement RaT, an increase of 26.34% compared to 2000–2001. RaT instruction uses multiple methods with didactic lectures reported as the most common, followed by role playing in simulated environments, then observing and giving feedback. Residents giving feedback, clinical supervision, and bedside teaching were the top three targeted skills. Through our qualitative analysis we identified five main reasons for implementing RaT: teaching is part of the residents’ role; learners desire formal RaT training; regulatory bodies require RaT training; RaT improves residents’ education; and RaT prepares residents for their current and future roles. Conclusion The use of RaT instruction has increased significantly in GME. More and more PDs are realizing its importance in the residents’ formative training experience. Future studies should examine the effectiveness of each method for RaT instruction. PMID:28496376

[Application of case-based method in genetics and eugenics teaching].

PubMed

Li, Ya-Xuan; Zhao, Xin; Zhang, Fei-Xiong; Hu, Ying-Kao; Yan, Yue-Ming; Cai, Min-Hua; Li, Xiao-Hui

2012-05-01

Genetics and Eugenics is a cross-discipline between genetics and eugenics. It is a common curriculum in many Chinese universities. In order to increase the learning interest, we introduced case teaching method and got a better teaching effect. Based on our teaching practices, we summarized some experiences about this subject. In this article, the main problem of case-based method applied in Genetics and Eugenics teaching was discussed.

Taking OSCE examiner training on the road: reaching the masses.

PubMed

Reid, Katharine; Smallwood, David; Collins, Margo; Sutherland, Ruth; Dodds, Agnes

2016-01-01

Background To ensure the rigour of objective structured clinical examinations (OSCEs) in assessing medical students, medical school educators must educate examiners with a view to standardising examiner assessment behaviour. Delivering OSCE examiner training is a necessary yet challenging part of the OSCE process. A novel approach to implementing training for current and potential OSCE examiners was trialled by delivering large-group education sessions at major teaching hospitals. Methods The 'OSCE Roadshow' comprised a short training session delivered in the context of teaching hospital 'Grand Rounds' to current and potential OSCE examiners. The training was developed to educate clinicians about OSCE processes, clarify the examiners' role and required behaviours, and to review marking guides and mark allocation in an effort to standardise OSCE processes and encourage consistency in examiner marking behaviour. A short exercise allowed participants to practise marking a mock OSCE to investigate examiner marking behaviour after the training. Results OSCE Roadshows at four metropolitan and one rural teaching hospital were well received and well attended by 171 clinicians across six sessions. Unexpectedly, medical students also attended in large numbers (n=220). After training, participants' average scores for the mock OSCE clustered closely around the ideal score of 28 (out of 40), and the average scores did not differ according to the levels of clinical experience. Conclusion The OSCE Roadshow demonstrated the potential of brief familiarisation training in reaching large numbers of current and potential OSCE examiners in a time and cost-effective manner to promote standardisation of OSCE processes.

Teaching Children with Autism to Request Information

ERIC Educational Resources Information Center

Shillingsburg, M. Alice; Valentino, Amber L.; Bowen, Crystal N.; Bradley, Danielle; Zavatkay, Dana

2011-01-01

Question asking behavior, or requesting information, is often deficient in children with autism and can prove challenging to teach. Currently, there exists a paucity of research regarding the types of teaching strategies that are effective in teaching children with autism this crucial skill. The purpose of the present study was to examine…

The Cultivation of Cross-Cultural Communication Competence in Oral English Teaching Practice

ERIC Educational Resources Information Center

Sun, Chunyan

2015-01-01

This paper analyzes the main problems and difficulties in current college English oral English teaching practice, illustrates the relationship between oral English teaching and cross-cultural communication competence. On the one hand, cross-cultural communication plays an essential role in oral English teaching; besides, oral English teaching…

Beyond A-Level in the Teaching of French.

ERIC Educational Resources Information Center

Sanders, Carol, Ed.

The papers in this volume discuss practical approaches to some of the current problems of degree-level language teaching. Section one discusses non-literary registers in advanced language teaching including the use of texts in teaching, suggestions for a course in practical sociolinguistics, and exercises for advancing from paraphrase to an…

Profiles of Change in Motivation for Teaching in Higher Education at an American Research University

ERIC Educational Resources Information Center

Gunersel, Adalet B.; Kaplan, Avi; Barnett, Pamela; Etienne, Mary; Ponnock, Annette R.

2016-01-01

The current study employed an emergent theoretical model of teaching role identity and motivation to investigate the change in conception of and motivation for teaching in higher education of research graduate students who teach in the United States. Fifteen participants took a graduate-level seminar as part of a two-course teaching professional…

A Multiple-Case Study on the Impact of Teacher Professional Development for Online Teaching on Face-to-Face Classroom Teaching Practices

ERIC Educational Resources Information Center

Parra, Julia Lynn

2010-01-01

Today's teachers need preparation, support, and professional development to help them change their curriculum and teaching practices. One area of potential for this preparation, support, and professional development is currently being evidenced in the field of online teaching and learning. In preparing teachers for teaching online, research…

The state of radiologic teaching practice in preclinical medical education: survey of American medical, osteopathic, and podiatric schools.

PubMed

Rubin, Zachary; Blackham, Kristine

2015-04-01

This study describes the state of preclinical radiology curricula in North American allopathic, osteopathic, and podiatric medical schools. An online survey of teaching methods, radiology topics, and future plans was developed. The Associations of American Medical Colleges, Colleges of Osteopathic Medicine, and Colleges of Podiatric Medicine listing for all US, Canadian, and Puerto Rican schools was used for contact information for directors of anatomy and/or radiology courses. Letters were sent via e-mail to 198 schools, with a link to the anonymous survey. Of 198 schools, 98 completed the survey (48%). Radiology curricula were integrated with other topics (91%), and taught by anatomists (42%) and radiologists (43%). The majority of time was spent on the topic of anatomy correlation (35%). Time spent teaching general radiology topics in the curriculum, such as physics (3%), modality differences (6%), radiation safety (2%), and contrast use (2%) was limited. Most schools had plans to implement an innovative teaching method in the near future (62%). The major challenges included limits on: time in the curriculum (73%); resources (32%); and radiology faculty participation (30%). A total of 82% reported that their curriculum did not model the suggestions made by the Alliance of Medical Student Educators in Radiology. This survey describes the current state of preclinical radiology teaching: curricula were nonstandard, integrated into other courses, and predominantly used for anatomy correlation. Other important contextual principles of the practice of radiology were seldom taught. Copyright © 2015 American College of Radiology. Published by Elsevier Inc. All rights reserved.

Teaching child and adolescent psychiatry to undergraduate medical students - A survey in German-speaking countries.

PubMed

Frank, Reiner; Frank, Florian

2010-07-24

To conduct a survey about teaching child and adolescent psychiatry to undergraduate medical students in German-speaking countries. A questionnaire was sent to the 33 academic departments of child and adolescent psychiatry in Germany, Austria, and the German-speaking part of Switzerland. All departments responded. For teaching knowledge, the methods most commonly reported were lectures and case presentations. The most important skills to be taught were thought to be how to assess psychopathology in children and how to assess families. For elective courses, the departments reported using a wide range of teaching methods, many with active involvement of the students. An average of 34 hours per semester is currently allocated by the departments for teaching child and adolescent psychiatry to medical students. Required courses are often taught in cooperation with adult psychiatry and pediatrics. Achievement of educational objectives is usually assessed with written exams or multiple-choice tests. Only a minority of the departments test the achievement of skills. Two ways of improving education in child and adolescent psychiatry are the introduction of elective courses for students interested in the field and participation of child and adolescent psychiatrists in required courses and in longitudinal courses so as to reach all students. Cooperation within and across medical schools can enable departments of child and adolescent psychiatry, despite limited resources, to become more visible and this specialty to become more attractive to medical students. Compared to the findings in earlier surveys, this survey indicates a trend towards increased involvement of academic departments of child and adolescent psychiatry in training medical students.

Human anatomy: let the students tell us how to teach.

PubMed

Davis, Christopher R; Bates, Anthony S; Ellis, Harold; Roberts, Alice M

2014-01-01

Anatomy teaching methods have evolved as the medical undergraduate curriculum has modernized. Traditional teaching methods of dissection, prosection, tutorials and lectures are now supplemented by anatomical models and e-learning. Despite these changes, the preferences of medical students and anatomy faculty towards both traditional and contemporary teaching methods and tools are largely unknown. This study quantified medical student and anatomy faculty opinion on various aspects of anatomical teaching at the Department of Anatomy, University of Bristol, UK. A questionnaire was used to explore the perceived effectiveness of different anatomical teaching methods and tools among anatomy faculty (AF) and medical students in year one (Y1) and year two (Y2). A total of 370 preclinical medical students entered the study (76% response rate). Responses were quantified and intergroup comparisons were made. All students and AF were strongly in favor of access to cadaveric specimens and supported traditional methods of small-group teaching with medically qualified demonstrators. Other teaching methods, including e-learning, anatomical models and surgical videos, were considered useful educational tools. In several areas there was disharmony between the opinions of AF and medical students. This study emphasizes the importance of collecting student preferences to optimize teaching methods used in the undergraduate anatomy curriculum. © 2013 American Association of Anatomists.

Application of the K-W-L Teaching and Learning Method to an Introductory Physics Course

ERIC Educational Resources Information Center

Wrinkle, Cheryl Schaefer; Manivannan, Mani K.

2009-01-01

The K-W-L method of teaching is a simple method that actively engages students in their own learning. It has been used with kindergarten and elementary grades to teach other subjects. The authors have successfully used it to teach physics at the college level. In their introductory physics labs, the K-W-L method helped students think about what…

Simulation in resuscitation teaching and training, an evidence based practice review.

PubMed

Sahu, Sandeep; Lata, Indu

2010-10-01

In the management of a patient in cardiac arrest, it is sometimes the least experienced provider giving chest compressions, intubating the patient, and running the code during the most crucial moment in that patient's life. Traditional methods of educating residents and medical students using lectures and bedside teaching are no longer sufficient. Today's generation of trainees grew up in a multimedia environment, learning on the electronic method of learning (online, internet) instead of reading books. It is unreasonable to expect the educational model developed 50 years ago to be able to adequately train the medical students and residents of today. One area that is difficult to teach is the diagnosis and management of the critically ill patient, specifically who require resuscitation for cardiac emergencies and cardiac arrest. Patient simulation has emerged as an educational tool that allows the learner to practice patient care, away from the bedside, in a controlled and safe environment, giving the learner the opportunity to practice the educational principles of deliberate practice and self-refection. We performed a qualitative literature review of the uses of simulators in resuscitation training with a focus on their current and potential applications in cardiac arrest and emergencies.

Simulation in resuscitation teaching and training, an evidence based practice review

PubMed Central

Sahu, Sandeep; Lata, Indu

2010-01-01

In the management of a patient in cardiac arrest, it is sometimes the least experienced provider giving chest compressions, intubating the patient, and running the code during the most crucial moment in that patient’s life. Traditional methods of educating residents and medical students using lectures and bedside teaching are no longer sufficient. Today’s generation of trainees grew up in a multimedia environment, learning on the electronic method of learning (online, internet) instead of reading books. It is unreasonable to expect the educational model developed 50 years ago to be able to adequately train the medical students and residents of today. One area that is difficult to teach is the diagnosis and management of the critically ill patient, specifically who require resuscitation for cardiac emergencies and cardiac arrest. Patient simulation has emerged as an educational tool that allows the learner to practice patient care, away from the bedside, in a controlled and safe environment, giving the learner the opportunity to practice the educational principles of deliberate practice and self-refection. We performed a qualitative literature review of the uses of simulators in resuscitation training with a focus on their current and potential applications in cardiac arrest and emergencies. PMID:21063561

Educating the educators at Hue Medical College, Hue, Viet Nam.

PubMed

Pron, A L; Zygmont, D; Bender, P; Black, K

2008-06-01

In June 2005, four faculty members from Temple University, Philadelphia, USA, conducted a nursing educator workshop in Hue, Viet Nam. Didactic and clinical instruction addressed paediatric, maternity, psychiatric and surgical nursing content as well as instructional methods and student evaluation techniques. This educator workshop was requested as means of increasing the professionalization of nursing in Viet Nam. Student nurses in Viet Nam are taught by physician-faculty. Between the cultural and economic factors that contribute to the current status and practice of nursing in Viet Nam and the lack of nurse educator role models, the nursing profession has many obstacles to overcome in their quest for increased autonomy. During the workshop, in addition to modelling interactive teaching methods as they taught the classroom and clinical content, these authors also demonstrated the level of knowledge expected of nurses in the USA. Despite much advance planning for this workshop, there were many challenges for the USA faculty. Some of the lessons learned which might help others included having a sense of humour, maintaining flexibility in teaching styles and content, being prepared for the cultural and religious influences on health care, and utilizing all of one's nursing skills to find creative solutions when teaching nursing in another country.

Characteristics of medical teachers using student-centered teaching methods.

PubMed

Kim, Kyong-Jee; Hwang, Jee-Young

2017-09-01

This study investigated characteristics of medical teachers who have adopted student-centered teaching methods into their teaching. A 24-item questionnaire consisted of respondent backgrounds, his or her use of student-centered teaching methods, and awareness of the school's educational objectives and curricular principles was administered of faculty members at a private medical school in Korea. Descriptive statistics and chi-square analysis were conducted to compare faculty use of student-centered approaches across different backgrounds and awareness of curricular principles. Overall response rate was 70% (N=140/200), approximately 25% (n=34) of whom were using student-centered teaching methods. Distributions in the faculty use of student-centered teaching methods were significantly higher among basic sciences faculty (versus clinical sciences faculty), with teaching experiences of over 10 years (versus less than 10 years), and who were aware of the school's educational objectives and curricular principles. Our study indicates differences in medical faculty's practice of student-centered teaching across disciplines, teaching experiences, and their understanding of the school's educational objectives curricular principles. These findings have implications for faculty development and institutional support to better promote faculty use of student-centered teaching approaches.

Teaching Hearing-Impaired Children in Iraq Using a New Teaching Method.

ERIC Educational Resources Information Center

Harris, N. D. C.; Mustafa, N.

1986-01-01

Describes a field test and results of a new didactic teaching method involving resource-based learning to teach various aspects of mathematics and science (fractions, magnetism, planets) to elementary aged hearing impaired student in Iraq. The dramatic improvements in language for learners is described and implications of the methods are…

Research Methodologies Explored for a Paradigm Shift in University Teaching.

ERIC Educational Resources Information Center

Venter, I. M.; Blignaut, R. J.; Stoltz, D.

2001-01-01

Innovative teaching methods such as collaborative learning, teamwork, and mind maps were introduced to teach computer science and statistics courses at a South African university. Soft systems methodology was adapted and used to manage the research process of evaluating the effectiveness of the teaching methods. This research method provided proof…

Teaching or Learning?

ERIC Educational Resources Information Center

Milton, Ohmer

This article, the 6th in a series of AAHE research reports, summarizes research on teaching and learning. Most studies on teaching methods conclude that there are no significant differences between the various teaching methods and student achievement. The problem with these studies is that they have concentrated on teaching and have ignored…

Effects of serial and concurrent training on receptive identification tasks: A Systematic replication.

PubMed

Wunderlich, Kara L; Vollmer, Timothy R

2017-07-01

The current study compared the use of serial and concurrent methods to train multiple exemplars when teaching receptive language skills, providing a systematic replication of Wunderlich, Vollmer, Donaldson, and Phillips (2014). Five preschoolers diagnosed with developmental delays or autism spectrum disorders were taught to receptively identify letters or letter sounds. Subjects learned the target stimuli slightly faster in concurrent training and a high degree of generalization was obtained following both methods of training, indicating that both the serial and concurrent methods of training are efficient and effective instructional procedures. © 2017 Society for the Experimental Analysis of Behavior.

Exploring medical student learning in the large group teaching environment: examining current practice to inform curricular development.

PubMed

Luscombe, Ciara; Montgomery, Julia

2016-07-19

Lectures continue to be an efficient and standardised way to deliver information to large groups of students. It has been well documented that students prefer interactive lectures, based on active learning principles, to didactic teaching in the large group setting. Despite this, it is often the case than many students do not engage with active learning tasks and attempts at interaction. By exploring student experiences, expectations and how they use lectures in their learning we will provide recommendations for faculty to support student learning both in the lecture theatre and during personal study time. This research employed a hermeneutic phenomenological approach. Three focus groups, consisting of 19 students in total, were used to explore the experiences of second year medical students in large group teaching sessions. Using generic thematic data analysis, these accounts have been developed into a meaningful account of experience. This study found there to be a well-established learning culture amongst students and with it, expectations as to the format of teaching sessions. Furthermore, there were set perceptions about the student role within the learning environment which had many implications, including the way that innovative teaching methods were received. Student learning was perceived to take place outside the lecture theatre, with a large emphasis placed on creating resources that can be taken away to use in personal study time. Presented here is a constructive review of reasons for student participation, interaction and engagement in large group teaching sessions. Based on this are recommendations constructed with the view to aid educators in engaging students within this setting. Short term, educators can implement strategies that monopolise on the established learning culture of students to encourage engagement with active learning strategies. Long term, it would be beneficial for educators to consider ways to shift the current student learning culture to one that embraces an active learning curriculum.

InTeGrate: Transforming the Teaching of Geoscience and Sustainability

NASA Astrophysics Data System (ADS)

Blockstein, D.; Manduca, C. A.; Bralower, T. J.; Castendyk, D.; Egger, A. E.; Gosselin, D. C.; Iverson, E. A.; Matson, P. A.; MacGregor, J.; Mcconnell, D. A.; Mogk, D. W.; Nevle, R. J.; Oches, E. A.; Steer, D. N.; Wiese, K.

2012-12-01

InTeGrate is an NSF-funded community project to improve geoscience literacy and build a workforce that can apply geoscience principles to address societal issues. Three workshops offered this year by InTeGrate and its partner, On the Cutting Edge, addressed strategies for bringing together geoscience and sustainability within geoscience courses and programs, in interdisciplinary courses and programs, and in courses and programs in other disciplines or schools including arts and humanities, health science, and business. Participants in all workshops described the power of teaching geoscience in the context of sustainability and the utility of this approach in engaging students with geoscience, including student populations not traditionally represented in the sciences. Faculty involved in both courses and programs seek to teach important skills including the ability to think about systems and to make connections between local observations and challenges and global phenomena and issues. Better articulation of these skills, including learning outcomes and assessments, as well as documenting the relationship between these skills and employment opportunities were identified as important areas for further work. To support widespread integration of geoscience and sustainability concepts, these workshops initiated collections describing current teaching activities, courses, and programs. InTeGrate will continue to build these collections in collaboration with On the Cutting Edge and Building Strong Geoscience Departments, and through open contributions by individual faculty and programs. In addition, InTeGrate began developing new teaching modules and courses. Materials for use in introductory geoscience and environmental science/studies courses, distance learning courses, and courses for education majors are being developed and tested by teams of faculty drawn from at least three institutions, including several members from two-year colleges. An assessment team is assisting the development teams in incorporation of research-based teaching methods and embedded assessments to document learning. The assessment team will also evaluate the success of these materials in meeting learning outcomes prior to broad dissemination. Additional opportunities for faculty to propose and develop needed materials are currently available.

Assessing the impact of faculty development fellowship in Shiraz University of Medical Sciences.

PubMed

Ebrahimi, Sedigheh; Kojuri, Javad

2012-02-01

Changing concepts of education have led many medical schools to design educational programs to enhance teaching skills, as traditional approaches cannot fulfill the current students' needs. The educational development of medical faculty members has recently received impetus in Iran and the Eastern Mediterranean region. The aim of this study was to investigate whether participation in a faculty development program reinforced new teaching skills. A teacher-training program was designed at Shiraz University of Medical Sciences to help medical instructors improve their teaching skills. The program, imparted in workshop format, covered effective teaching methods, feedback, knowledge assessment, and time management. Program sessions lasted four hours, four days each week for one month. Instruction was in the form of lectures, group discussions, case simulations, video presentations, and role-playing. All participants in the study (n = 219) belonged to the academic staff of Shiraz University of Medical Sciences. The participants highly rated the quality of the program. They felt that the educational intervention was appropriate and had a positive impact on their knowledge (P < 0.001). Assessment of the effectiveness of the program in strengthening the participants' teaching ability showed that students noticed significant improvements in the participants' teaching abilities (P < 0.05). Our faculty development program appears to have a significant positive effect on medical teachers' competencies, and we suggest that our educational intervention is effective in achieving its aims. Further research should investigate whether this faculty development program actually results in improved teaching performance.

Sexuality Education in Video Games: Recommendations for the Use of Video Games to Teach Human Sexuality Issues

ERIC Educational Resources Information Center

Gross, M. Scott

2005-01-01

This article provides a review of some of the currently available literature surrounding the academic study of video games. Many of these theoretical methods have been used to study film and television and are discussed here in order to frame the need for further examination of video games. Suggestions for the use of video games in the classroom…

Investigation of Pre-Service Teachers' Opinions about Science in Terms of the Basic Elements of the Education Program

ERIC Educational Resources Information Center

Sengul, Ozge Aydin

2016-01-01

The purpose of the current study is to investigate the pre-service teachers' opinions about science within the context of the basic elements of the education program, such as objectives, content, learning-teaching process and evaluation. The study was designed as a case study, one of the qualitative research methods. The participants of the study…

Investigations of Anatomical Variations of the Thorax and Heart, and Anatomical Knowledge for First Year Medical Dental and Podiatry Students

ERIC Educational Resources Information Center

Verenna, Anne-Marie

2013-01-01

The universal presence of anatomy in healthcare professions is undeniable. It is a cornerstone to each of the clinical and basic sciences. Therefore, further expansion of current anatomical knowledge and effective methods to teach anatomy is essential. In this work, the relationship of the dorsal scapular artery with the trunks of the brachial…

A Response to White and Gorard: Against Inferential Statistics: How and Why Current Statistics Teaching Gets It Wrong

ERIC Educational Resources Information Center

Nicholson, James; Ridgway, Jim

2017-01-01

White and Gorard make important and relevant criticisms of some of the methods commonly used in social science research, but go further by criticising the logical basis for inferential statistical tests. This paper comments briefly on matters we broadly agree on with them and more fully on matters where we disagree. We agree that too little…

Applying the Concrete-Semiconcrete-Abstract Instructional Sequence in Model-Based Teaching to Facilitate the Learning of Area and Volume by Students with Mild Intellectual Disability

ERIC Educational Resources Information Center

Hord, Timothy Casey

2012-01-01

In the current educational climate of IDEA 2004 and No Child Left Behind, teachers are required to find methods to give all students, including students with mild intellectual disability, access to the general education curriculum. The purpose of this study was to investigate the effects of instruction integrating the…

Criteria for Selecting Types of Foreign-Language Laboratory Systems. ERIC Focus Reports on the Teaching of Foreign Languages, Number 20.

ERIC Educational Resources Information Center

Hutchinson, Joseph C.; Hutchinson, June O.

Focusing on the current status of the language laboratory in instructional use, this report stresses the need to employ a systems approach in the selection and operation of laboratory equipment. The author points out the interrelatedness of the key factors in any system, including: (1) people, (2) method, (3) instructional materials, (4)…

Colorectal surgeons teaching general surgery residents: current challenges and opportunities.

PubMed

Schmitz, Connie C; Chow, Christopher J; Rothenberger, David A

2012-09-01

Effective teaching for general surgery residents requires that faculty members with colorectal expertise actively engage in the education process and fully understand the current context for residency training. In this article, we review important national developments with respect to graduate medical education that impact resident supervision, curriculum implementation, resident assessment, and program evaluation. We argue that establishing a culture of respect and professionalism in today's teaching environment is one of the most important legacies that surgical educators can leave for the coming generation. Faculty role modeling and the process of socializing residents is highlighted. We review the American College of Surgeons' Code of Professional Conduct, summarize some of the current strategies for teaching and assessing professionalism, and reflect on principles of motivation that apply to resident training both for the trainee and the trainer.

Colorectal Surgeons Teaching General Surgery Residents: Current Challenges and Opportunities

PubMed Central

Schmitz, Connie C.; Chow, Christopher J.; Rothenberger, David A.

2012-01-01

Effective teaching for general surgery residents requires that faculty members with colorectal expertise actively engage in the education process and fully understand the current context for residency training. In this article, we review important national developments with respect to graduate medical education that impact resident supervision, curriculum implementation, resident assessment, and program evaluation. We argue that establishing a culture of respect and professionalism in today's teaching environment is one of the most important legacies that surgical educators can leave for the coming generation. Faculty role modeling and the process of socializing residents is highlighted. We review the American College of Surgeons' Code of Professional Conduct, summarize some of the current strategies for teaching and assessing professionalism, and reflect on principles of motivation that apply to resident training both for the trainee and the trainer. PMID:23997668

InTeGrate: Interdisciplinary Teaching about the Earth for a Sustainable Future

NASA Astrophysics Data System (ADS)

Manduca, C. A.

2017-12-01

InTeGrate supports integrated interdisciplinary learning about resource and environmental issues across the undergraduate curriculum to create a sustainable and just civilization. The project has developed teaching materials and examples of their use in programs and is currently engaged in a suite of activities that support use of these resources in improving undergraduate Earth education. Thirty-three sets of teaching materials supporting instruction over time periods of 2 weeks to a full semester have been developed by teams of faculty and peer-reviewed to ensure strong research-based pedagogic design and attention to five design principles: 1) address one or more grand challenges involving the Earth and society, 2) develop student ability to address interdisciplinary problems, 3) improve student understanding of the nature and methods of science and developing geoscientific habits of mind, 4) make use of authentic and credible science data to learn central concepts in the context of scientific methods of inquiry, and, 5) incorporate systems thinking. They have been tested in a wide variety of institutional and disciplinary settings and are documented with instructor notes describing adaptation for specific settings. All published materials passed a review for scientific accuracy. Sixteen program models demonstrate strategies for strengthening learning about Earth and sustainability at scales ranging from a department to an interinstitutional collaboration. These examples document the use of InTeGrate resources in the development and evaluation of these programs. A synthesis of lessons learned by these projects addresses strategies for teaching about the Earth across the curriculum. InTeGrate is currently supporting use of ideas and resources developed over the past six years of project work through a webinar series, workshops at professional society meetings, a traveling workshop program for departments and regions, a set of online learning communities and ongoing development of its website and publications. More than 50,000 students have received instruction influenced by InTeGrate.

A Motivational Model of Physical Education and Links to Enjoyment, Knowledge, Performance, Total Physical Activity and Body Mass Index

PubMed Central

Gråstén, Arto; Watt, Anthony

2017-01-01

The present paper examined the full sequence of the Hierarchical Model of Motivation in physical education (PE) including motivational climate, basic psychological needs, intrinsic motivation, and related links to contextual enjoyment, knowledge, performance, and total moderate to vigorous physical activity (MVPA). Gender differences and correlations with body mass index (BMI) were also analyzed. Cross-sectional data was represented by self-reports and objective assessments of 770 middle school students (52% of girls) in North-East Finland. The results showed that task-involving climate in girls’ PE classes was related to enjoyment and knowledge through physical competence and intrinsic motivation, whereas task-involving climate was associated with enjoyment and knowledge via competence and autonomy, and total MVPA via autonomy, intrinsic motivation, and knowledge within boys. This may indicate that girls and boys perceive PE classes in a different way. Graded PE assessments appeared to be essential in motivating both girls and boys to participate in greater total MVPA, whereas BMI was negatively linked with competence and social relatedness only among girls. Although, the current and previous empirical findings supported task-involving teaching methods in PE, in some cases, ego-involving climate should be considered. Therefore, both task- and ego-involving teaching practices can be useful ways of developing preferred behaviors in PE classes. Key points The present findings indicated that girls and boys perceive PE classes in a different way. Graded PE assessments appeared to be essential in motivating both girls and boys to participate in greater total MVPA, whereas BMI was negatively linked with competence and social relatedness only among girls. Although, the current and previous empirical findings supported task-involving teaching methods in PE, in some cases, ego-involving climate should be considered. Both task- and ego-involving teaching practices can be useful ways of developing preferred behaviors in PE classes. PMID:28912648

Creating the basis for a breast health program for female survivors of Hodgkin disease using a participatory research approach.

PubMed

Crom, Deborah B; Hinds, Pamela S; Gattuso, Jami S; Tyc, Vida; Hudson, Melissa M

2005-11-03

To learn from female survivors of Hodgkin disease about their perceptions of their current health status and future health risks, self-care practices to prevent or diminish health risks, and what kind of breast health program could benefit them, including the most effective methods and optimal times for learning about breast health. Participatory research using focus groups. Urban pediatric cancer center. 1 African American and 19 Caucasian female survivors of Hodgkin disease aged 16-26 years, diagnosed at least two years before the start of the study, and treated with mantle radiation therapy. Participants were recruited during visits to an outpatient clinic. Six open-ended questions were asked during three separate focus group sessions. Transcribed data were evaluated by content analysis techniques and analyzed to identify common themes. Current health status and perceived health risks, current health practices, and effective methods and timing for breast health teaching. Survivors reported feeling damaged by their cancer and its treatment and perceived that they were at risk for breast cancer. Self-care and risky behaviors also were reported. Internal influences (e.g., fear) and external influences (e.g., family) motivated survivors to participate in health promotion activities. Effective methods identified for learning about breast health included having access to other survivors, being respected as an adult, and having one-on-one staff teaching and peer support. The preferred timing of teaching varied, but survivors generally supported a gradual provision of information. A positive listening environment is important for developing a breast health program for survivors. An essential first step is to create an opportunity for survivors to tell about their experiences with cancer, including its impact on their lives. Information regarding breast health must be provided in multiple formats during and after treatment if good practices are to be undertaken. The provision of adequate information during and after therapy as well as peer counseling in a positive listening environment are important in helping survivors participate in health promotion activities.

A standards-based, peer-reviewed teaching award to enhance a medical school's teaching environment and inform the promotions process.

PubMed

Searle, Nancy S; Teal, Cayla R; Richards, Boyd F; Friedland, Joan A; Weigel, Nancy L; Hernandez, Rachael A; Lomax, James W; Coburn, Michael; Nelson, Elizabeth A

2012-07-01

The authors provide the rationale, design, and description of a unique teaching award that has enhanced Baylor College of Medicine's teaching environment and become highly valued by the promotions and tenure (P&T) committee in determining a faculty member's readiness for promotion. This award is self-nominating and standards based. The primary purpose for development of the award was to provide the Baylor community and the P&T committee a method to understand and value the scholarship of teaching to the same degree that they understand and value the scholarship of discovery.The authors also present results from an internal evaluation of the program that included a survey and interviews. Between the inception of the award in 2001 and the internal review conducted in 2010, the award could have had an influence on the promotion of 130 of the recipients. Of the 130, 88 (65.6%) received this award before gaining their current rank (χ (1) = 16.3, P < .001). Stakeholders, including department chairs and members of the P&T committee, agreed that this award is valuable to those seeking promotion. Individual recipients stated that the award is good for the institution by encouraging reflection on teaching; increasing the recognition, importance, and value of teaching; encouraging the improvement of teaching skills; and providing a better understanding to others about what medical teachers really do. Of the 214 open-ended responses to survey questions of award recipients, more than half the comments were about the value of the award and its positive effect on promotion.

New ideas for teaching electrocardiogram interpretation and improving classroom teaching content.

PubMed

Zeng, Rui; Yue, Rong-Zheng; Tan, Chun-Yu; Wang, Qin; Kuang, Pu; Tian, Pan-Wen; Zuo, Chuan

2015-01-01

Interpreting an electrocardiogram (ECG) is not only one of the most important parts of diagnostics but also one of the most difficult areas to teach. Owing to the abstract nature of the basic theoretical knowledge of the ECG, its scattered characteristics, and tedious and difficult-to-remember subject matter, teaching how to interpret ECGs is as difficult for teachers to teach as it is for students to learn. In order to enable medical students to master basic knowledge of ECG interpretation skills in a limited teaching time, we modified the content used for traditional ECG teaching and now propose a new ECG teaching method called the "graphics-sequence memory method." A prospective randomized controlled study was designed to measure the actual effectiveness of ECG learning by students. Two hundred students were randomly placed under a traditional teaching group and an innovative teaching group, with 100 participants in each group. The teachers in the traditional teaching group utilized the traditional teaching outline, whereas the teachers in the innovative teaching group received training in line with the proposed teaching method and syllabus. All the students took an examination in the final semester by analyzing 20 ECGs from real clinical cases and submitted their ECG reports. The average ECG reading time was 32 minutes for the traditional teaching group and 18 minutes for the innovative teaching group. The average ECG accuracy results were 43% for the traditional teaching group and 77% for the innovative teaching group. Learning to accurately interpret ECGs is an important skill in the cardiac discipline, but the ECG's mechanisms are intricate and the content is scattered. Textbooks tend to make the students feel confused owing to the restrictions of the length and the format of the syllabi, apart from many other limitations. The graphics-sequence memory method was found to be a useful method for ECG teaching.

Hand-assisted Approach as a Model to Teach Complex Laparoscopic Hepatectomies: Preliminary Results.

PubMed

Makdissi, Fabio F; Jeismann, Vagner B; Kruger, Jaime A P; Coelho, Fabricio F; Ribeiro-Junior, Ulysses; Cecconello, Ivan; Herman, Paulo

2017-08-01

Currently, there are limited and scarce models to teach complex liver resections by laparoscopy. The aim of this study is to present a hand-assisted technique to teach complex laparoscopic hepatectomies for fellows in liver surgery. Laparoscopic hand-assisted approach for resections of liver lesions located in posterosuperior segments (7, 6/7, 7/8, 8) was performed by the trainees with guidance and intermittent intervention of a senior surgeon. Data as: (1) percentage of time that the senior surgeon takes the surgery as main surgeon, (2) need for the senior surgeon to finish the procedure, (3) necessity of conversion, (4) bleeding with hemodynamic instability, (5) need for transfusion, (6) oncological surgical margins, were evaluated. In total, 12 cases of complex laparoscopic liver resections were performed by the trainee. All cases included deep lesions situated on liver segments 7 or 8. The senior surgeon intervention occurred in a mean of 20% of the total surgical time (range, 0% to 50%). A senior intervention >20% was necessary in 2 cases. There was no need for conversion or reoperation. Neither major bleeding nor complications resulted from the teaching program. All surgical margins were clear. This preliminary report shows that hand-assistance is a safe way to teach complex liver resections without compromising patient safety or oncological results. More cases are still necessary to draw definitive conclusions about this teaching method.

Pre-service elementary science teaching self-efficacy and teaching practices: A mixed-methods, dual-phase, embedded case study

NASA Astrophysics Data System (ADS)

Sangueza, Cheryl Ramirez

This mixed-method, dual-phase, embedded-case study employed the Social Cognitive Theory and the construct of self-efficacy to examine the contributors to science teaching self-efficacy and science teaching practices across different levels of efficacy in six pre-service elementary teachers during their science methods course and student teaching experiences. Data sources included the Science Teaching Efficacy Belief Instrument (STEBI-B) for pre-service teachers, questionnaires, journals, reflections, student teaching lesson observations, and lesson debriefing notes. Results from the STEBI-B show that all participants measured an increase in efficacy throughout the study. The ANOVA analysis of the STEBI-B revealed a statistically significant increase in level of efficacy during methods course, student teaching, and from the beginning of the study to the end. Of interest in this study was the examination of the participants' science teaching practices across different levels of efficacy. Results of this analysis revealed how the pre-service elementary teachers in this study contextualized their experiences in learning to teach science and its influences on their science teaching practices. Key implications involves the value in exploring how pre-service teachers interpret their learning to teach experiences and how their interpretations influence the development of their science teaching practices.

Effectiveness of different tutorial recitation teaching methods and its implications for TA training

NASA Astrophysics Data System (ADS)

Endorf, Robert

2008-04-01

We present results from a comparative study of student understanding for students who attended recitation classes that used different teaching methods. The purpose of the study was to evaluate which teaching methods would be the most effective for recitation classes associated with large lectures in introductory physics courses. Student volunteers from our introductory calculus-based physics course at the University of Cincinnati attended a special recitation class that was taught using one of four different teaching methods. A total of 272 students were divided into approximately equal groups for each method. Students in each class were taught the same topic, ``Changes in Energy and Momentum,'' from ``Tutorials in Introductory Physics'' by Lillian McDermott, Peter Shaffer and the Physics Education Group at the University of Washington. The different teaching methods varied in the amount of student and teacher engagement. Student understanding was evaluated through pretests and posttests. Our results demonstrate the importance of the instructor's role in teaching recitation classes. The most effective teaching method was for students working in cooperative learning groups with the instructors questioning the groups using Socratic dialogue. In addition, we investigated student preferences of modes of instruction through an open-ended survey. Our results provide guidance and evidence for the teaching methods which should be emphasized in training course instructors.

Discussion on teaching reform of environmental planning and management

NASA Astrophysics Data System (ADS)

Zhang, Qiugen; Chen, Suhua; Xie, Yu; Wei, Li'an; Ding, Yuan

2018-05-01

The curriculum of environmental planning and management is an environmental engineering major curriculum established by the teaching steering committee of environmental science and engineering of Education Ministry, which is the core curriculum of Chinese engineering education professional certification. It plays an important role in cultivating environmental planning and environmental management ability of environmental engineering major. The selection and optimization of the course teaching content of environmental planning and management were discussed which including curriculum teaching content updating and optimizing and teaching resource system construction. The comprehensive application of teaching method was discussed which including teaching method synthesis and teaching method. The final combination of the assessment method was also discussed which including the formative assessment normal grades and the final result of the course examination. Through the curriculum comprehensive teaching reform, students' knowledge had been broadened, the subject status and autonomy of learning had been enhanced, students' learning interest had been motivated, the ability of students' finding, analyzing and solving problems had been improved. Students' innovative ability and positive spirit had been well cultivated.

The development of a model of culturally responsive science and mathematics teaching

NASA Astrophysics Data System (ADS)

Hernandez, Cecilia M.; Morales, Amanda R.; Shroyer, M. Gail

2013-12-01

This qualitative theoretical study was conducted in response to the current need for an inclusive and comprehensive model to guide the preparation and assessment of teacher candidates for culturally responsive teaching. The process of developing a model of culturally responsive teaching involved three steps: a comprehensive review of the literature; a synthesis of the literature into thematic categories to capture the dispositions and behaviors of culturally responsive teaching; and the piloting of these thematic categories with teacher candidates to validate the usefulness of the categories and to generate specific exemplars of behavior to represent each category. The model of culturally responsive teaching contains five thematic categories: (1) content integration, (2) facilitating knowledge construction, (3) prejudice reduction, (4) social justice, and (5) academic development. The current model is a promising tool for comprehensively defining culturally responsive teaching in the context of teacher education as well as to guide curriculum and assessment changes aimed to increase candidates' culturally responsive knowledge and skills in science and mathematics teaching.

A Different Perspective of the Teaching Philosophy of RL Moore

ERIC Educational Resources Information Center

Jones, Stephen L.

2017-01-01

Dr RL Moore was undoubtedly one of the finest mathematics teachers ever. He developed a unique teaching method designed to teach his students to think like mathematicians. His method was not designed to convey any particular mathematical knowledge. Instead, it was designed to teach his students to think. Today, his method has been modified to…

Time-Quality Tradeoff of Waiting Strategies for Tutors to Retrieve Relevant Teaching Methods

ERIC Educational Resources Information Center

Shih, Wen-Chung; Tseng, Shian-Shyong; Yang, Che-Ching; Liang, Tyne

2011-01-01

As more and more undergraduate students act as voluntary tutors to rural pupils after school, there is a growing need for a supporting environment to facilitate adaptive instruction. Among others, a teaching method retrieval system is intended to help tutors find relevant teaching methods for teaching a particular concept. However, teaching…

Growing Teachers: Using Electives to Teach Senior Residents How to Teach

ERIC Educational Resources Information Center

Martins, Alexandra R.; Arbuckle, Melissa R.; Rojas, Alicia A.; Cabaniss, Deborah L.

2010-01-01

Objective: Many physicians teach but few are taught how to teach, particularly through pedagogical interventions. The authors describe a method for teaching curriculum development and classroom skills to psychiatric residents using an elective in the fourth postgraduate year. Methods: An elective in pedagogy provided a framework for the planning,…

Exploring Cultural Effects on Teaching Styles of Chinese and American Professors

ERIC Educational Resources Information Center

Zhan, Ginny Q.; Moodie, Douglas R.; Wang, Bailing

2015-01-01

The current study examines cultural effects on college professors' teaching styles. Ninety-four Chinese university instructors participated in the study. A 40-item teaching style inventory was used in the study. The responses were compared with American professors' teaching styles reported by Grasha (2006). Results show that the Chinese…

Effective Teaching of Reading: Research and Practice.

ERIC Educational Resources Information Center

Hoffman, James V., Ed.

Distilling and interpreting past and current research on the effective teaching of reading is the focus of this volume. The titles and authors are as follows: "Research in Effective Teaching: An Overview of Its Development" (William H. Rupley, Beth S. Wise, and John W. Logan); "Process-Product Research on Effective Teaching: A Primer for a…

Joining the Global Village: Teaching Globalization with Wikipedia

ERIC Educational Resources Information Center

Konieczny, Piotr

2017-01-01

This paper presents an analysis of my experiences with a teaching activity that engages students in publishing in Wikipedia on issues relating to globalization. It begins with a short overview of some of the current debates revolving around teaching globalization, which lay ground for the assignment. I discuss how this teaching tool fits with a…

Aligning Visions: Striking a Balance between Personal Convictions for Teaching and Instructional Goals

ERIC Educational Resources Information Center

Vaughn, Margaret

2014-01-01

Theory suggests that effective teachers should possess a vision for teaching, but the reality of teaching within the current educational policy climate raises questions about teachers' autonomy of their instructional decisions and ultimately their personal convictions for teaching. This exploratory study examines 11 teachers' visions of…

How Teachers Teach: Mapping the Terrain of Practice

ERIC Educational Resources Information Center

Sykes, Gary; Wilson, Suzanne

2015-01-01

This paper--conceived as a framework for competencies in teaching--represents an interpretive synthesis by the authors of main and contemporary currents in the research on teaching and learning. The framework resulting from this review parses teaching into two main domains--instruction and role responsibilities--within each of which a set of broad…

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

ERIC Educational Resources Information Center

Graves, Kathleen; Garton, Sue

2017-01-01

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

Teaching Problem-Solving and Creativity in College Courses. AAHE-ERIC/Higher Education Research Currents.

ERIC Educational Resources Information Center

Whitman, Neal

Courses designed to teach problem-solving and creativity, which are relatively new additions to college curricula, are discussed, along with their intellectual foundations and research on these two processes. The teaching of these processes involves the following course goals: teaching a specific subject, generally useful skills, and professional…

Effectiveness of different tutorial recitation teaching methods and its implications for TA training

NASA Astrophysics Data System (ADS)

Koenig, Kathleen M.; Endorf, Robert J.; Braun, Gregory A.

2007-06-01

We present results from a comparative study of student understanding for students who attended recitation classes that used different teaching methods. Student volunteers from our introductory calculus-based physics course attended a special recitation class that was taught using one of four different teaching methods. A total of 272 students were divided into approximately equal groups for each method. Students in each class were taught the same topic, “Changes in Energy and Momentum,” from Tutorials in Introductory Physics. The different teaching methods varied in the amount of student and teacher engagement. Student understanding was evaluated through pre- and post-tests. Our results demonstrate the importance of the instructor’s role in teaching recitation classes. The most effective teaching method was for students working in cooperative learning groups with the instructors questioning the groups using Socratic dialogue. In addition, we investigated student preferences for modes of instruction through an open-ended survey. Our results provide guidance and evidence for the teaching methods that should be emphasized in training course instructors.

Introduction of active learning method in learning physiology by MBBS students.

PubMed

Gilkar, Suhail Ahmad; Lone, Shabiruddin; Lone, Riyaz Ahmad

2016-01-01

Active learning has received considerable attention over the past several years, often presented or perceived as a radical change from traditional instruction methods. Current research on learning indicates that using a variety of teaching strategies in the classroom increases student participation and learning. To introduce active learning methodology, i.e., "jigsaw technique" in undergraduate medical education and assess the student and faculty response to it. This study was carried out in the Department of Physiology in a Medical College of North India. A topic was chosen and taught using one of the active learning methods (ALMs), i.e., jigsaw technique. An instrument (questionnaire) was developed in English through an extensive review of literature and was properly validated. The students were asked to give their response on a five-point Likert scale. The feedback was kept anonymous. Faculty also provided their feedback in a separately provided feedback proforma. The data were collected, compiled, and analyzed. Of 150 students of MBBS-first year batch 2014, 142 participated in this study along with 14 faculty members of the Physiology Department. The majority of the students (>90%) did welcome the introduction of ALM and strongly recommended the use of such methods in teaching many more topics in future. 100% faculty members were of the opinion that many more topics shall be taken up using ALMs. This study establishes the fact that both the medical students and faculty want a change from the traditional way of passive, teacher-centric learning, to the more active teaching-learning techniques.

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

PubMed

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

2013-09-01

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

Paper Chase and the Socratic Method of Teaching Law.

ERIC Educational Resources Information Center

Dillon, J. T.

1980-01-01

It is argued that the Socratic method of teaching law as depicted in the book, movie, and TV series "Paper Chase" is not really the Socratic method at all. The genuine Socratic method and the questioning technique used in "Paper Chase" are examined and their appropriateness and effectiveness as methods for teaching contract law…

Games that "work": using computer games to teach alcohol-affected children about fire and street safety.

PubMed

Coles, Claire D; Strickland, Dorothy C; Padgett, Lynne; Bellmoff, Lynnae

2007-01-01

Unintentional injuries are a leading cause of death and disability for children. Those with developmental disabilities, including children affected by prenatal alcohol exposure, are at highest risk for injuries. Although teaching safety skills is recommended to prevent injury, cognitive limitations and behavioral problems characteristic of children with fetal alcohol spectrum disorder make teaching these skills challenging for parents and teachers. In the current study, 32 children, ages 4-10, diagnosed with fetal alcohol syndrome (FAS) and partial FAS, learned fire and street safety through computer games that employed "virtual worlds" to teach recommended safety skills. Children were pretested on verbal knowledge of four safety elements for both fire and street safety conditions and then randomly assigned to one condition. After playing the game until mastery, children were retested verbally and asked to "generalize" their newly acquired skills in a behavioral context. They were retested after 1 week follow-up. Children showed significantly better knowledge of the game to which they were exposed, immediately and at follow-up, and the majority (72%) was able to generalize all four steps within a behavioral setting. Results suggested that this is a highly effective method for teaching safety skills to high-risk children who have learning difficulties.

The construction of bilingual teaching of optoelectronic technology

NASA Astrophysics Data System (ADS)

Zhang, Yang; Zhao, Enming; Yang, Fan; Li, Qingbo; Zhu, Zheng; Li, Cheng; Sun, Peng

2017-08-01

This paper combines the characteristics of optoelectronic technology with that of bilingual teaching. The course pays attention to integrating theory with practice, and cultivating learners' ability. Reform and exploration have been done in the fields of teaching materials, teaching content, teaching methods, etc. The concrete content mainly includes five parts: selecting teaching materials, establishing teaching syllabus, choosing suitable teaching method, making multimedia courseware and improving the test system, which can arouse students' interest in their study and their autonomous learning ability to provide beneficial references for improving the quality of talents of optoelectronic bilingual courses.

Physics and Astronomy New Faculty Workshops: 20 Years of Workshops and 2000 Faculty

NASA Astrophysics Data System (ADS)

Hilborn, Robert

Most college and university new faculty members start their teaching careers with almost no formal training in pedagogy. To address this issue, the American Association of Physics Teachers, the American Astronomical Society, and the American Physical Society have been offering since 1996 workshops for physics and astronomy new faculty members (and in recent years for experienced faculty members as well). The workshops introduce faculty members to a variety of interactive engagement teaching (IET) methods and the evidence for their effectiveness, embedded in a framework of general professional development. Currently the workshops engage about 50% of the new tenure-track hires in physics and astronomy. The workshops are quite successful in making the participants aware of IET methods and motivating them to implement them in their classes. However, about 1/3 of the participants stop using IET methods within a year or two. The faculty members cite (a) lack of time and energy to change, (b) content coverage concerns, and (c) difficulty getting students engaged as reasons for their discontinuance. To help overcome these barriers, we have introduced faculty online learning communities (FOLCs). The FOLCs provide peer support and advice through webinars and coaching from more experienced faculty members. Recommendations based on the workshops and the experiences of the participants can enhance the teaching effectiveness of future physics and astronomy faculty members. This work was supported in part by NSF Grant 1431638.

What's the Evidence: A Review of the One-Minute Preceptor Model of Clinical Teaching and Implications for Teaching in the Emergency Department.

PubMed

Farrell, Susan E; Hopson, Laura R; Wolff, Margaret; Hemphill, Robin R; Santen, Sally A

2016-09-01

The 2012 Academic Emergency Medicine Consensus Conference, "Education Research in Emergency Medicine: Opportunities, Challenges, and Strategies for Success" noted that emergency medicine (EM) educators often rely on theory and tradition in molding their approaches to teaching and learning, and called on the EM education community to advance the teaching of our specialty through the performance and application of research in teaching and assessment methods, cognitive function, and the effects of education interventions. The purpose of this article is to review the research-based evidence for the effectiveness of the one-minute preceptor (OMP) teaching method, and to provide suggestions for its use in clinical teaching and learning in EM. This article reviews hypothesis-testing education research related to the use of the OMP as a pedagogical method applicable to clinical teaching. Evidence indicates that the OMP prompts the teaching of higher level concepts, facilitates the assessment of students' knowledge, and prompts the provision of feedback. Students indicate satisfaction with this method of clinical case-based discussion teaching. Advancing EM education will require that high quality education research results be translated into actual curricular, pedagogical, assessment, and professional development changes. The OMP is a pedagogical method that is applicable to teaching in the emergency department. Copyright © 2016 Elsevier Inc. All rights reserved.

Politics, Practices, and Possibilities of Open Educational Resources

ERIC Educational Resources Information Center

Phelan, Liam

2012-01-01

In this article, I reflect on the politics, practices and possibilities of the open educational resources (OER). OER raise important implications for current and potential students, for postsecondary education institutions, and for those currently teaching in higher education. The key questions raised by OER centre on the role of teaching in…

Transportation Research Fueled by Academia | News | NREL

Science.gov Websites

. Interested in furthering their research and education with the vast resources available at NREL, university researchers who are currently teaching include Senior Research Engineer Adam Duran, who has a senior capstone more transportation researchers-Yi Hou, Clement Rames, and Josh Sperling-are currently teaching an

Beyond the Curriculum: Creating the Conditions for Learning.

ERIC Educational Resources Information Center

Grauer, Stuart

Using current mind/brain research, this paper explores the "hidden curriculum" in the contexts of teaching, learning and supervision. It explains ways in which current research on the nature of learning can fit into today's typical, "clinical" teaching techniques. The importance of respecting individual modes of learning is stressed; further to…

Teachers and Teaching: Current Issues.

ERIC Educational Resources Information Center

Hart, J. R.

Nine chapters address current issues in teaching, focusing on: (1) "Teacher Quality and Quantity" (James B. Stedman); (2) "Progress Through the Teacher Pipeline" (Robin R. Henke, Xianglei Chen, Sonya Geis, and Paula Knepper); (3) "Raising the Achievement of Low-Performing Students: What High Schools Can Do" (Gene Bottoms); (4) "Knowledge and…

Using guided debates to teach current issues.

PubMed

Hanna, Debra R

2014-06-01

A guided-debate strategy was developed for a graduate-level core course in current issues based on the Jesuit method of discernment (group decision making). The strategy encourages students to use up-to-date Internet sources to determine the range of opinions on current controversies in the discipline. In addition to providing a structured process to engage in persuasive discussion of difficult issues, the strategy facilitates critical thinking about the quality of the debate itself. Thus, students learn to avoid the pitfalls associated with consensus, such as failing to express reservations or negative opinions that might be important, while learning how to express concerns that might not be easily received by others in a group. Copyright 2014, SLACK Incorporated.

Comparative Research: An Approach to Teaching Research Methods in Political Science and Public Administration

ERIC Educational Resources Information Center

Engbers, Trent A

2016-01-01

The teaching of research methods has been at the core of public administration education for almost 30 years. But since 1990, this journal has published only two articles on the teaching of research methods. Given the increasing emphasis on data driven decision-making, greater insight is needed into the best practices for teaching public…

Teaching Methods Influencing the Sustainability of the Teaching Process in Technology Education in General Education Schools

ERIC Educational Resources Information Center

Soobik, Mart

2014-01-01

The sustainability of technology education is related to a traditional understanding of craft and the methods used to teach it; however, the methods used in the teaching process have been influenced by the innovative changes accompanying the development of technology. In respect to social and economic development, it is important to prepare young…

Teaching and learning: Novice teachers' descriptions of their confidence to teach science content

NASA Astrophysics Data System (ADS)

Ford, Barbara Ann

Statement of the problem. The problem being studied in this research is the relationship between a specific series of integrated science courses in a science teacher preparation program and the actual needs of the science teacher during the first years of teaching practice. Teachers often report that there is a disconnect between the coursework they have taken in college as pre-service teachers and the reality of their classroom practice during their first years of teaching. The intent of this study was to record the descriptions of three teachers who were members of a cohort and took a series of integrated science courses (NSCI series) during their teacher preparation program as it related to the influence of these courses on their teaching practice. The focus of inquiry is guided by a single question: How do former participants in the series of science courses who are currently novice teachers describe their confidence in their ability to teach science content to their middle school students? The theoretical framework was based on Shulman's (1987) pedagogical content knowledge (PCK). PCK involves the teacher understanding the content of science so thoroughly that ways are identified of representing and formulating the subject matter to make it understandable to others. The teacher who has a strong PCK uses powerful analogies, illustrations, examples, explanations and demonstrations that promote personally meaningful student understandings. Novice teachers' reflections on their confidence to teach science content to their middle school students were observed through the lens of PCK. All three novice teachers reported a high confidence level to teach middle school science and attributed their confidence level to a great degree to the integrated science series of courses (NSCI). Method. A qualitative design, specifically a case study, was used for this study. Multiple forms of data collection were employed including a semi structured interview and a focus group. Data was collected, categorized and analyzed over a six week period. A constant comparative method (Bogdan & Biklen, 1998) was used to examine the data. Triangulation, member checking and a peer reviewer were used to reduce the risk of bias and increase the trustworthiness of the data.