Learning Outcomes of Teacher Professional Development Activities: A Meta-Study

ERIC Educational Resources Information Center

Thurlings, Marieke; den Brok, Perry

2017-01-01

Former literature reviews suggested that if (student) teachers learn together in their professional development activities, professional development is enhanced. In the present literature review, we explored a variety of peer teacher professional development activities, conceptually divided into coaching, collaborating, and assessing activities.…

Professional Development: Teachers Use of GIS to Enhance Student Learning

ERIC Educational Resources Information Center

McClurg, Patricia A.; Buss, Alan

2007-01-01

This article explains a professional development experience of fifth to twelfth grade teachers in using geographic information systems (GIS) and global positioning systems (GPS) technologies to enhance classroom teaching and learning environments. A key challenge faced by the developers was whether teachers would value the technology tools enough…

Principals' Perspectives on Designing, Implementing, and Sustaining a Professional Learning Community: A Qualitative Study

ERIC Educational Resources Information Center

Bozzini, Michelle D.

2017-01-01

This qualitative study explored how elementary school principals design, implement, and sustain high quality professional development through the use of professional learning communities (PLCs) in order to enhance teaching and learning. The researcher revealed the principal's important role in the design, implementation, and sustainability of a…

Mastering the Blend: A Professional Development Program for K-12 Teachers

ERIC Educational Resources Information Center

Moore, Michelle; Robinson, Heather A.; Sheffield, Anneliese; Phillips, Alana S.

2017-01-01

Blended learning is an instructional approach meant to enhance students' learning experiences by merging and deliberately integrating online technology into a face-to-face learning environment. With the increase in online instruction and blended learning comes the need for quality professional development programs that foster learning and…

Professional Development for Technology-Enhanced Inquiry Science

ERIC Educational Resources Information Center

Gerard, Libby F.; Varma, Keisha; Corliss, Stephanie B.; Linn, Marcia C.

2011-01-01

The knowledge integration framework is used to analyze studies on professional development in technology-enhanced science involving more than 2,350 teachers and 138,0000 students. The question of how professional development enhances teachers' support for students' inquiry science learning is the focus of the work. A literature search using the…

The virtues of the virtual world. Enhancing the technology/knowledge professional interface for life-long learning.

PubMed

Koerner, JoEllen Goertz

2003-01-01

Nurses are quintessential learners. Nested between the fields of science and technology, the professional mandate for life-long learning has never been greater. The expanding demands for performance and quality coupled with the reality of diminishing time and resources increasingly frustrate and challenge providers in the field. By blending the best of current training and education with the emerging potential of virtual learning, new models for enhancing clinical reasoning and performance will simplify the challenges of complexity, moving it to higher order. In this transition lies the key to restoring the joy and commitment of professional practice while enhancing the capacity to care with competence.

Enhancing the T-shaped learning profile when teaching hydrology using data, modeling, and visualization activities

NASA Astrophysics Data System (ADS)

Sanchez, Christopher A.; Ruddell, Benjamin L.; Schiesser, Roy; Merwade, Venkatesh

2016-03-01

Previous research has suggested that the use of more authentic learning activities can produce more robust and durable knowledge gains. This is consistent with calls within civil engineering education, specifically hydrology, that suggest that curricula should more often include professional perspective and data analysis skills to better develop the "T-shaped" knowledge profile of a professional hydrologist (i.e., professional breadth combined with technical depth). It was expected that the inclusion of a data-driven simulation lab exercise that was contextualized within a real-world situation and more consistent with the job duties of a professional in the field, would provide enhanced learning and appreciation of job duties beyond more conventional paper-and-pencil exercises in a lower-division undergraduate course. Results indicate that while students learned in both conditions, learning was enhanced for the data-driven simulation group in nearly every content area. This pattern of results suggests that the use of data-driven modeling and visualization activities can have a significant positive impact on instruction. This increase in learning likely facilitates the development of student perspective and conceptual mastery, enabling students to make better choices about their studies, while also better preparing them for work as a professional in the field.

Enhancing the T-shaped learning profile when teaching hydrology using data, modeling, and visualization activities

NASA Astrophysics Data System (ADS)

Sanchez, C. A.; Ruddell, B. L.; Schiesser, R.; Merwade, V.

2015-07-01

Previous research has suggested that the use of more authentic learning activities can produce more robust and durable knowledge gains. This is consistent with calls within civil engineering education, specifically hydrology, that suggest that curricula should more often include professional perspective and data analysis skills to better develop the "T-shaped" knowledge profile of a professional hydrologist (i.e., professional breadth combined with technical depth). It was expected that the inclusion of a data driven simulation lab exercise that was contextualized within a real-world situation and more consistent with the job duties of a professional in the field, would provide enhanced learning and appreciation of job duties beyond more conventional paper-and-pencil exercises in a lower division undergraduate course. Results indicate that while students learned in both conditions, learning was enhanced for the data-driven simulation group in nearly every content area. This pattern of results suggests that the use of data-driven modeling and visualization activities can have a significant positive impact on instruction. This increase in learning likely facilitates the development of student perspective and conceptual mastery, enabling students to make better choices about their studies, while also better preparing them for work as a professional in the field.

Professional Development of Teacher-Educators towards Transformative Learning

ERIC Educational Resources Information Center

Meijer, Marie-Jeanne; Kuijpers, Marinka; Boei, Fer; Vrieling, Emmy; Geijsel, Femke

2017-01-01

This study explores the specific characteristics of teacher-educator professional development interventions that enhance their transformative learning towards stimulating the inquiry-based attitude of students. An educational design research method was followed. Firstly, in partnership with five experienced educators, a professional development…

Out on the Floor: Experiential Learning and the Implications for the Preparation of Docents

ERIC Educational Resources Information Center

Grenier, Robin S.; Sheckley, Barry

2008-01-01

Drawing on the foundational theories of experiential learning, this article explores recent developments in theory and research on experiential learning and addresses how this work can enhance the professional development of museum docents. We introduce theories of adult learning and professional development that emphasize experiential learning as…

Connecting Reflective Practice, Dialogic Protocols, and Professional Learning

ERIC Educational Resources Information Center

Nehring, James; Laboy, Wilfredo T.; Catarius, Lynn

2010-01-01

In recent years, elements of reflective practice have been popularized in state school professional development. As reflective practice has moved into the mainstream, dialogic protocols have been developed by numerous organizations to structure discourse for deep understanding, enhance professional practice and advance organizational learning.…

Research and Policy: Can Online Learning Communities Foster Professional Development?

ERIC Educational Resources Information Center

Beach, Richard

2012-01-01

This column posits enhancing professional development through uses of digital tools to create professional learning communities (PLCs) designed to support collective inquiry and action research leading to schoolwide improvement. These digital tools include a social networking/discussion forum for teacher collaboration; teachers' individual…

Building Sustainable Futures: Emerging Understandings of the Significant Contribution of the Professional Learning Community

ERIC Educational Resources Information Center

Andrews, Dorothy; Lewis, Marian

2004-01-01

This article draws on the experiences of a range of Australian schools engaging with a teacher-centred process of whole-school renewal known as IDEAS (Innovative Designs for Enhancing Achievement in Schools). IDEAS enhances the professional capacity of teachers to improve school outcomes such as student learning, relationships with the community,…

Through the eyes of professional developers: Understanding the design of learning experiences for science teachers

NASA Astrophysics Data System (ADS)

Higgins, Tara Eileen

Professional development is important for improving teacher practice and student learning, particularly in inquiry-oriented and technology-enhanced science instruction. This study examines professional developers' practices and their impact on teachers' classroom instruction and student achievement. It analyzes professional developers designing and implementing a five-year professional development program designed to support middle school science teachers. The professional developers are four university-based researchers who worked with sixteen science teachers over three years, setting program goals, facilitating workshops, providing in-classroom support for teachers, and continually refining the program. The analysis is guided by the knowledge integration perspective, a sociocognitive framework for understanding how teachers and professional developers integrate their ideas about teaching and learning. The study investigates the professional developers' goals and teachers' interpretations of those goals. It documents how professional developers plan teacher learning experiences and explores the connection between professional development activities and teachers' classroom practice. Results are based on two rounds of interviews with professional developers, audio recordings of professional developers' planning meetings and videotaped professional development activities. Data include classroom observations, teacher interviews, teacher reflections during professional development activities, and results from student assessments. The study shows the benefit of a professional development approach that relies on an integrated cycle of setting goals, understanding teachers' interpretations, and refining implementation. The professional developers based their design on making inquiry and technology accessible, situating professional development in teachers' work, supporting collaboration, and sustaining learning. The findings reflect alignment of the design goals with the perspective guiding the curriculum design, and consider multiple goals for student and teacher learning. The study has implications for professional development design, particularly in supporting inquiry-oriented science and technology-enhanced instruction. Effective professional developers formulate coherent conceptions of program goals, use evidence of teacher outcomes to refine their goals and practices, and connect student and teacher learning. This study illustrates the value of research on the individuals who design and lead professional development programs.

Elements of Effective and Sustainable Professional Learning

ERIC Educational Resources Information Center

Wells, Muriel

2014-01-01

Teachers' professional learning can be enhanced by positioning teachers as practitioner researchers and professionals who are capable of generating change within their local educational communities. In this article a teacher's story is used to show how teacher knowledge was developed and how teachers designed research questions, gathered evidence…

eABLE: Embedding Social Media in Academic Curriculum as a Learning and Assessment Strategy to Enhance Students Learning and E-Professionalism

ERIC Educational Resources Information Center

Megele, Claudia

2015-01-01

This paper outlines the redesign of an MSc module to enhance students' engagement and learning through embedding social media technologies into the academic curriculum as a learning and assessment strategy, and in a complementary manner that facilitated and enhanced the achievement of the module's learning outcomes. This paper describes the…

Differences between Learning Styles in Professional Courses at University Level

ERIC Educational Resources Information Center

Khan, Zebun Nisa

2009-01-01

Problem statement: As shown by research studies, knowledge of learning styles of students on the part of teachers is helpful in enhancing effectiveness of teaching-learning process. The present study was conducted to study and compare learning styles of students pursuing different professional courses at the university stage. The ultimate purpose…

Using theories of learning in workplaces to enhance physiotherapy clinical education.

PubMed

Patton, Narelle; Higgs, Joy; Smith, Megan

2013-10-01

Clinical education has long been accepted as integral to the education of physiotherapy students and their preparation for professional practice. The clinical environment, through practice immersion, situates students in a powerful learning context and plays a critical role in students' construction of professional knowledge. Despite this acknowledged centrality of practice and clinical environments to the students' experiential construction of professional knowledge, there has been limited exploration of learning theories underpinning clinical education in the literature. In this paper, we explore a selection of learning theories underpinning physiotherapy clinical education with a view to providing clinical educators with a firm foundation on which to base wise educational practices and potentially enhance physiotherapy students' clinical learning experiences. This exploration has drawn from leading thinkers in the field of education over the past century.

Online learning: the potential for occupational therapy education.

PubMed

Hollis, Vivien; Madill, Helen

2006-01-01

Online learning continues to have a significant impact on higher education. Increasingly students seek a combination of online learning and face-to-face instruction at undergraduate and graduate levels and occupational therapists ask for online continuing professional development opportunities. However, occupational therapy educators have been slow to adopt web-based instructional technology. This paper presents background information on the use of web-based learning in the general sphere of higher education and outlines the current range of usage in occupational therapy education. Research findings are presented to stimulate discussion regarding online learning and occupational therapy professional socialisation, student satisfaction and outcomes. There is a fine line between full and partial online course delivery, so research on technology-enhanced campus-based delivery is also included in the review. Evidence suggests that blending combinations of technologies with computer mediated learning enhances interaction and could address the higher order learning needs of professional programmes such as occupational therapy.

Malaysian registered nurses' professional learning.

PubMed

Chiu, Lee H

2006-01-01

Findings of a study of the impact of professional learning on Malaysian registered nurses are reported. The offshore delivery post-registration nursing degree programme is a formal aspect of professional learning, which enables Malaysian registered nurses to upgrade their hospital-based training or diploma of nursing qualification to a degree. Using a qualitative case study approach, data were collected from twelve programme graduates, through individual and focus group interviews. The programme promoted their personal professional growth and enhanced their professional development. It increased self-confidence, knowledge, self-fulfillment, critical thinking ability, interpersonal skills, interest in research and research utilisation, and life-long learning. There was evidence of career mobility and a raised awareness of their professional role and responsibility.

Using social media to enhance career development opportunities for health promotion professionals.

PubMed

Roman, Leah A

2014-07-01

For health promotion professionals, social media offers many ways to engage with a broader range of colleagues; participate in professional development events; promote expertise, products, or services; and learn about career-enhancing opportunities such as funding and fellowships. Previous work has recommended "building networking into what you are already doing." This article provides updated and new social media resources, as well as practical examples and strategies to promote effective use of social media. Social media offers health promotion professionals cost-effective opportunities to enhance their career by building communities of practice, participating in professional development events, and enriching classroom learning. Developing the skills necessary to use social media for networking is important in the public health workforce, especially as social media is increasingly used in academic and practice settings. © 2014 Society for Public Health Education.

The Role of Professional Learning Communities in Developing and Using Common Formative Assessments

ERIC Educational Resources Information Center

Betts, Diane Gmitro

2012-01-01

The goal of professional learning communities (PLC) is for teachers to come together to discuss and examine student learning and ultimately to make instructional changes that can lead to improved student learning. The formative use of assessments that are commonly agreed upon by this community of teachers is believed to enhance their improvement…

The Benefits and Barriers of Using Virtual Worlds to Engage Healthcare Professionals on Distance Learning Programmes

ERIC Educational Resources Information Center

Hack, Catherine Jane

2016-01-01

Using the delivery of a large postgraduate distance learning module in bioethics to health professionals as an illustrative example, the type of learning activity that could be enhanced through delivery in an immersive virtual world (IVW) was explored. Several activities were repurposed from the "traditional" virtual learning environment…

Transformative Professional Learning: A System to Enhance Teacher and Student Motivation

ERIC Educational Resources Information Center

Ginsberg, Margery B.

2011-01-01

This book's bold new vision for professional learning emphasizes the importance of intrinsic motivation and respect for cultural diversity to create a transformative approach to school improvement. Knowing that culture and motivation are inseparable influences on learning, Margery B. Ginsberg provides practical steps that focus on teaching and…

Distance learning: the future of continuing professional development.

PubMed

Southernwood, Julie

2008-10-01

The recent development of a market economy in higher education has resulted in the need to tailor the product to the customers, namely students, employers and commissioning bodies. Distance learning is an opportunity for nurse educators and institutions to address marketing initiatives and develop a learning environment in order to enhance continuing professional development. It provides options for lifelong learning for healthcare professionals--including those working in community settings--that is effective and cost efficient. Development of continuing professional development programmes can contribute to widening the participation of community practitioners in lifelong learning, practice and role development. This paper considers the opportunities that web-based and online education programmes can provide community practitioners to promote professional skills while maintaining a work-life balance, and the role of the lecturer in successfully supporting professionals on web-based learning programmes.

The Slippery Slope to Efficiency? An Australian Perspective on School/University Partnerships for Teacher Professional Learning

ERIC Educational Resources Information Center

Mockler, Nicole

2013-01-01

Large-scale school/university partnerships for the enhancement of teacher professionalism and teacher professional learning have been part of the teacher development landscape in Australia for the past two decades. This paper takes a historical perspective on Australian school/university partnerships through detailing three national projects over…

From professional development for science teachers to student learning in science

NASA Astrophysics Data System (ADS)

Tinoca, Luis Fonseca

This study investigates the effects of professional development for science teachers on student learning. It is usually expected that professional development programs positively impact student learning, however this dimension is not commonly incorporated in the programs evaluation. It is simply assumed that students will be indirectly impacted through their participating teachers in the work with their students. Two main research questions are addressed: (1) Are professional development programs effective in enhancing student learning in science? (2) What are the characteristics of the most and least effective programs? To answer these questions a meta-analysis of 37 professional development programs reporting their impact on student learning was performed. Program characteristics have been defined according to the categories defined by Loucks-Horsley et al (1998), the National Science Education Standards (NRC, 1996), as well as new categories developed by us analyzing other variables such as the programs length. A significant impact of professional development for science teachers on student learning has been found in the form of an overall correlation effect size of r = 0.22 (p < 0.001). Moreover, a Fixed Effects Model was used to differentiate between the impacts of the different characteristics of professional development programs for science teachers. In particular, programs emphasizing work on curriculum development, replacement, or implementation, scientific inquiry, pedagogical content knowledge, lasting over 6 month and with a total duration of at least 100 hours have been identified as having a larger impact on student learning. To enhance the findings vignettes have been developed based on the attained effect sizes describing possible professional development programs. Recommendations for present and future professional development programs are made based on what works best in order to maximize their impact on student learning.

An Examination of the Changes in Science Teaching Orientations and Technology-Enhanced Tools for Student Learning in the Context of Professional Development

ERIC Educational Resources Information Center

Campbell, Todd; Zuwallack, Rebecca; Longhurst, Max; Shelton, Brett E.; Wolf, Paul G.

2014-01-01

This research examines how science teaching orientations and beliefs about technology-enhanced tools change over time in professional development (PD). The primary data sources for this study came from learning journals of 8 eighth grade science teachers at the beginning and conclusion of a year of PD. Based on the analysis completed, Information…

Examining Factors Affecting Beginning Teachers' Transfer of Learning of ICT-Enhanced Learning Activities in Their Teaching Practice

ERIC Educational Resources Information Center

Agyei, Douglas D.; Voogt, Joke

2014-01-01

This study examined 100 beginning teachers' transfer of learning when utilising Information Communication Technology-enhanced activity-based learning activities. The beginning teachers had participated in a professional development program that was characterised by "learning technology by collaborative design" in their final year of…

Quality Enhancement and Educational Professional Development

ERIC Educational Resources Information Center

Knight, Peter

2006-01-01

There is a strong international interest in the enhancement of teaching quality. Enhancement is a big job because teaching is an extensive activity. It is a complex job because learning to teach is not, mainly, a formal process: non-formal, practice-based learning is more significant. These two points, extensiveness and practice-based learning,…

Proposing a Continuous Professional Development Model to Support and Enhance Professional Learning of Teachers in Special Schools in South Africa

ERIC Educational Resources Information Center

Kempen, M.; Steyn, G. M.

2016-01-01

A collaborative continuous professional (CPD) model was implemented and evaluated in six special schools in Gauteng, South Africa in order to support teachers in their professional capacity. The study which reports on a two year study aimed to establish the value of the CPD programme on teachers' learning, students' outcomes and whole school…

Framing Pre-Service Teachers' Professional Learning Using Web2.0 Tools: Positioning Pre-Service Teachers as Agents of Cultural and Technological Change

ERIC Educational Resources Information Center

Kidd, Warren

2013-01-01

This article addresses key issues in pre-service teachers' professional learning. The argument explores pre-service teachers' learning and practice, which is both informed by technology and which uses technologically enhanced practices in classrooms as learning and teaching strategies. The article is contextualized by current…

Enhancing Self-Efficacy in Elementary Science Teaching with Professional Learning Communities

ERIC Educational Resources Information Center

Mintzes, Joel J.; Marcum, Bev; Messerschmidt-Yates, Christl; Mark, Andrew

2013-01-01

Emerging from Bandura's Social Learning Theory, this study of in-service elementary school teachers examined the effects of sustained Professional Learning Communities (PLCs) on self-efficacy in science teaching. Based on mixed research methods, and a non-equivalent control group experimental design, the investigation explored changes in…

Creating Meaningful Partnerships: Connecting Teaching Candidates with Professional Development Schools through Service Learning

ERIC Educational Resources Information Center

Harrison, Lisa; Reiser, Cortney; Hawk, Robin

2016-01-01

Through the use of constructed narratives, this article shares the experiences of two preservice teachers and their university professor in implementing service learning projects that took place within their Professional Development School partnerships. Findings suggest that (1) service learning was a valuable instructional strategy to enhance the…

Professional Development through Teacher Collaboration: An Approach to Enhance Teaching and Learning in Science and Mathematics in Tanzania

ERIC Educational Resources Information Center

Kafyulilo, Ayoub Cherd

2013-01-01

This study introduces "teachers' collaboration" as an approach to teachers' professional development geared at enhancing science and mathematics teaching in Tanzania secondary schools. Teachers' professional development through teachers' collaboration has been reported to be effective for the improvement of schools' performance and…

Continuing professional development: best practices.

PubMed

Filipe, Helena P; Silva, Eduardo D; Stulting, Andries A; Golnik, Karl C

2014-01-01

Continuing professional development (CPD) involves not only educational activities to enhance medical competence in medical knowledge and skills, but also in management, team building, professionalism, interpersonal communication, technology, teaching, and accountability. This paper aims at reviewing best practices to promote effective CPD. Principles and guidelines, as already defined by some professional societies and world organizations, are emphasized as core actions to best enhance an effective lifelong learning after residency. The personal learning plan (PLP) is discussed as the core of a well-structured CPD and we describe how it should be created. Fundamental CPD principles and how they are integrated in the framework of every physician's professional life will be described. The value of systematic and comprehensive CPD documentation and assessment is emphasized. Accreditation requirements and professional relationships with commercial sponsors are discussed.

Collaborative Design of Technology-Enhanced Learning: What Can We Learn from Teacher Talk?

ERIC Educational Resources Information Center

McKenney, Susan; Boschman, Ferry; Pieters, Jules; Voogt, Joke

2016-01-01

The collaborative design of technology-enhanced learning is seen as a practical and effective professional development strategy, especially because teachers learn from each other as they share and apply knowledge. But how teacher design team participants draw on and develop their knowledge has not yet been investigated. This qualitative…

Design Framework for an Adaptive MOOC Enhanced by Blended Learning: Supplementary Training and Personalized Learning for Teacher Professional Development

ERIC Educational Resources Information Center

Gynther, Karsten

2016-01-01

The research project has developed a design framework for an adaptive MOOC that complements the MOOC format with blended learning. The design framework consists of a design model and a series of learning design principles which can be used to design in-service courses for teacher professional development. The framework has been evaluated by…

Twelve tips for using social media as a medical educator.

PubMed

Kind, Terry; Patel, Pradip D; Lie, Désirée; Chretien, Katherine C

2014-04-01

We now live, learn, teach and practice medicine in the digital era. Social networking sites are used by at least half of all adults. Engagement with social media can be personal, professional, or both, for health-related and educational purposes. Use is often public. Lapses in professionalism can have devastating consequences, but when used well social media can enhance the lives of and learning by health professionals and trainees, ultimately for public good. Both risks and opportunities abound for individuals who participate, and health professionals need tips to enhance use and avoid pitfalls in their use of social media and to uphold their professional values. This article draws upon current evidence, policies, and the authors' experiences to present best practice tips for health professions educators, trainees, and students to build a framework for navigating the digital world in a way that maintains and promotes professionalism. These practical tips help the newcomer to social media get started by identifying goals, establishing comfort, and connecting. Furthermore, users can ultimately successfully contribute, engage, learn, and teach, and model professional behaviors while navigating social media.

Exploration and practice in-class practice teaching mode

NASA Astrophysics Data System (ADS)

Zang, Xue-Ping; Wu, Wei-Feng

2017-08-01

According to the opto-electronic information science and engineering professional course characteristics and cultivate students' learning initiative, raised the teaching of photoelectric professional course introduce In-class practice teaching mode. By designing different In-class practice teaching content, the students' learning interest and learning initiative are improved, deepen students' understanding of course content and enhanced students' team cooperation ability. In-class practice teaching mode in the course of the opto-electronic professional teaching practice, the teaching effect is remarkable.

Inservice Science Teachers' Views of a Professional Development Workshop and Their Learning of Force and Motion Concepts

ERIC Educational Resources Information Center

Ramlo, Susan

2012-01-01

Teacher attitudes affect their instruction such that positive teacher attitudes enhance the teaching and learning process. The purpose of this study was to explore inservice science teachers' views of learning physics within the context of a professional development experience and to investigate the relationship between those views and the…

Enhancing Teachers' Technological Pedagogical Knowledge and Practices: A Professional Development Model for Technology Teachers in Malawi

ERIC Educational Resources Information Center

Chikasanda, Vanwyk Khobidi Mbubzi; Otrel-Cass, Kathrin; Williams, John; Jones, Alister

2013-01-01

This paper reports on a professional development that was designed and implemented in an attempt to broaden teachers' knowledge of the nature of technology and also enhance their technological pedagogical practices. The professional development was organised in four phases with each phase providing themes for reflection and teacher learning in…

Understanding the Link between Professional Learning Communities and Teacher Collective Efficacy

ERIC Educational Resources Information Center

Voelkel, Robert H., Jr.; Chrispeels, Janet H.

2017-01-01

Research suggests effective professional learning communities (PLCs) enhance teacher collaboration and student achievement. Some studies indicate that these communities also predict greater collective efficacy, while others suggest teacher efficacy is predictive of teachers working together. Although studies have identified effective,…

Network Learning for Educational Change. Professional Learning

ERIC Educational Resources Information Center

Veugelers, Wiel, Ed.; O'Hair, Mary John, Ed.

2005-01-01

School-university networks are becoming an important method to enhance educational renewal and student achievement. Networks go beyond tensions of top-down versus bottom-up, school development and professional development of individuals, theory and practice, and formal and informal organizational structures. The theoretical base of networking…

Planning Considerations for Afterschool Professional Development

ERIC Educational Resources Information Center

Bradshaw, L. Daniele

2015-01-01

Professional development is vital to the success of afterschool programs. Effective professional development enhances afterschool program quality by facilitating staff performance and knowledge; in addition, professional development is vital for improving student learning outcomes (Bouffard & Little, 2004; Hall & Surr, 2005; Joyce &…

Design and Implementation of Mobile Learning System for Soldiers’ Vocational Skill Identification Based on Android

NASA Astrophysics Data System (ADS)

Ma, Jinqiang

2017-09-01

To carry out the identification of the professional skills of the soldiers is to further promote the regularization of the needs of the fire brigade, in accordance with the “public security active forces soldiers professional skills identification implementation approach” to meet the needs of candidates for mobile learning to solve the paper learning materials bring a lot of inconvenience; This article uses the Android technology to develop a set of soldiers professional skills Identification Theory learning app, the learning software based on mobile learning, learning function is perfect, you can learn to practice, to achieve the goal of learning at any time, to enhance the soldier's post ability has a good practical value.

A professional learning community model: a case study of primary teachers community in west Bandung

NASA Astrophysics Data System (ADS)

Sari, A.; Suryadi, D.; Syaodih, E.

2018-05-01

The purpose of this study is to provide an alternative model of professional learning community for primary school teachers in improving the knowledge and professional skills. This study is a qualitative research with case study method with data collection is an interview, observation and document and triangulation technique for validation data that focuses on thirteen people 5th grade elementary school teacher. The results showed that by joining a professional learning community, teachers can share both experience and knowledge to other colleagues so that they can be able to continue to improve and enhance the quality of their learning. This happens because of the reflection done together before, during and after the learning activities. It was also revealed that by learning in a professional learning community, teachers can learn in their own way, according to need, and can collaborate with their colleagues in improving the effectiveness of learning. Based on the implementation of professional learning community primary school teachers can be concluded that teachers can develop the curriculum, the students understand the development, overcome learning difficulties faced by students and can make learning design more effective and efficient.

Comparison of Students' Perceptions of Their Teaching-Learning Environments in Three Professional Academic Disciplines: A Valuable Tool for Quality Enhancement

ERIC Educational Resources Information Center

Haarala-Muhonen, Anne; Ruohoniemi, Mirja; Katajavuori, Nina; Lindblom-Ylanne, Sari

2011-01-01

The present study explored differences in students' perceptions of their teaching-learning environments in three professional academic disciplines at the University of Helsinki, using a modified version of the Experiences of Teaching & Learning Questionnaire. A total of 426 first-year students from the Faculties of Law, Pharmacy and Veterinary…

Networked Learning and Network Science: Potential Applications to Health Professionals' Continuing Education and Development.

PubMed

Margolis, Alvaro; Parboosingh, John

2015-01-01

Prior interpersonal relationships and interactivity among members of professional associations may impact the learning process in continuing medical education (CME). On the other hand, CME programs that encourage interactivity between participants may impact structures and behaviors in these professional associations. With the advent of information and communication technologies, new communication spaces have emerged that have the potential to enhance networked learning in national and international professional associations and increase the effectiveness of CME for health professionals. In this article, network science, based on the application of network theory and other theories, is proposed as an approach to better understand the contribution networking and interactivity between health professionals in professional communities make to their learning and adoption of new practices over time. © 2015 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on Continuing Medical Education, Association for Hospital Medical Education.

Evidence-Based Principles for Using Technology-Enhanced Learning in the Continuing Professional Development of Health Professionals.

PubMed

Scott, Karen M; Baur, Louise; Barrett, Jenny

2017-01-01

Increasingly, health professional training involves the use of educational technologies through what is broadly termed "Technology-Enhanced Learning" (TEL). TEL includes hardware, such as computers and mobile devices, and software, such as software applications (apps), learning management systems, and discussion boards. For many years, TEL has formed an integral part of health professional programs and is growing in acceptance, if not expectation, in postgraduate training and continuing education. TEL generally aims to be flexible, engaging, learner focused and interactive, and may involve collaboration and communication. It offers many benefits for learning and teaching, whether used on its own or in conjunction with face-to-face teaching through blended learning. The ubiquity of mobile devices in clinical settings means TEL is ideal for busy clinicians, both as learners and teachers. TEL enables participants to learn at a time and place that is convenient to them, so learners living in geographically dispersed locations can access standardized courses. To realize these potential benefits, we recommend that those developing TEL programs for health professionals take a systematic approach to planning, development, implementation, and evaluation. To that end, we propose 10 principles: clarify purpose and conduct a needs assessment; allocate adequate time and technology; incorporate proven approaches to improve learning; consider the need for a skills component; enable interaction between learners and with others; create different resources for different groups; pilot before implementing; incorporate measures to retain learners; provide opportunities for revision to aid retention; and evaluate learning outcomes, not just satisfaction.

Stay Connected: Using Technology to Enhance Professional Learning Communities

ERIC Educational Resources Information Center

Bates, Celeste C.; Huber, Rachael; McClure, Erin

2016-01-01

Professional Learning Communities (PLCs) offer opportunities for educators to collaboratively inquire and study innovative literacy practices. However, scheduling conflicts and other challenges often interrupt or create barriers for PLCs. This article provides suggestions for integrating technology into a face-to-face PLC as a means of supporting…

Examination of a Failed Professional Learning Community

ERIC Educational Resources Information Center

Sims, Rachel L.; Penny, G. Richard

2015-01-01

Schools are using various forms of professional learning communities (PLCs) in order to increase student achievement and improve educational practices through enhanced communication and collaboration among teachers. This study examined a PLC that had too narrow a focus and failed therefore to affect student achievement. A critical shortcoming of…

"I Learned More at Lunchtime": Guideposts for Reimagining Professional Development

ERIC Educational Resources Information Center

Patton, Kevin; Parker, Melissa

2015-01-01

While professional development (PD) initiatives for practicing teachers are not new, an increasing body of research has contributed to a growing understanding of what constitutes effective practice in physical education. Findings indicate an enhanced recognition of the importance of providing teachers with PD opportunities where learning is…

Professional Learning for Cultural Mathematics in Papua New Guinea's Elementary Schools

ERIC Educational Resources Information Center

Owens, Kay; Edmonds-Wathen, Cris; Kravia, Geori; Sakopa, Priscilla

2014-01-01

A design of principles for teacher professional learning was developed to improve the teaching of "Cultural Mathematics" in elementary schools in Papua New Guinea. The design's appropriateness for PNG elementary schools is the focus of the research implemented through week-long workshops using technology enhancement. Implementation has…

Enhancing Professional Learning Communities through Knowledge Artefacts in Mainland China

ERIC Educational Resources Information Center

Qiao, Xuefeng; Yu, Shulin

2016-01-01

This qualitative case study examines the perspectives and experiences of seven Chinese primary teachers on the integration of shared knowledge artefacts into teaching in professional learning communities. The analysis of the semi-structured interviews and observation data revealed that using knowledge artefacts, such as preview sheets, flowing…

What Teachers Need to Know about Augmented Reality Enhanced Learning Environments

ERIC Educational Resources Information Center

Wasko, Christopher

2013-01-01

Augmented reality (AR) enhanced learning environments have been designed to teach a variety of subjects by having learners act like professionals in the field as opposed to students in a classroom. The environments, grounded in constructivist and situated learning theories, place students in a meaningful, non-classroom environment and force them…

Collaborative Professional Development in Higher Education: Developing Knowledge of Technology Enhanced Teaching

ERIC Educational Resources Information Center

Jaipal-Jamani, Kamini; Figg, Candace; Gallagher, Tiffany; Scott, Ruth McQuirter; Ciampa, Katia

2015-01-01

This paper describes a professional development initiative for teacher educators, called the "Digital Pedagogies Collaboration," in which the goal was to build faculty knowledge about technology enhanced teaching (TPACK knowledge), develop a collaborative learning and research community of faculty members around technology enhanced…

Involvement in Learning Revisited: Lessons We Have Learned.

ERIC Educational Resources Information Center

Astin, Alexander W.

1996-01-01

Discusses interconnections between the following two national reports: (1) Involvement in Learning; and (2) The Student Learning Imperative. Reviews recent research on student development in order to demonstrate how student affairs professionals can use this information to enhance learning. (SNR)

Collaborative innovations with rural and regional secondary teachers: enhancing student learning in mathematics

NASA Astrophysics Data System (ADS)

Pegg, John; Panizzon, Debra

2011-06-01

When questioned, secondary mathematics teachers in rural and regional schools in Australia refer to their limited opportunities to engage and share experiences with peers in other schools as an under-utilised and cost-effective mechanism to support their professional learning and enhance their students' learning. The paper reports on the creation and evaluation of a network of learning communities of rural secondary mathematics teachers around a common purpose—enhancement and increased engagement of student learning in mathematics. To achieve this goal, teams of teachers from six rural schools identified an issue hindering improved student learning of mathematics in their school. Working collaboratively with support from university personnel with expertise in curriculum, assessment and quality pedagogy, teachers developed and implemented strategies to address an identified issue in ways that were relevant to their teaching contexts. The research study identifies issues in mathematics of major concern to rural teachers of mathematics, the successes and challenges the teachers faced in working in learning communities on the issue they identified, and the efficacy of the professional learning model.

Professional development for teaching in higher education

NASA Astrophysics Data System (ADS)

Wood, Leigh N.; Vu, Tori; Bower, Matt; Brown, Natalie; Skalicky, Jane; Donovan, Diane; Loch, Birgit; Joshi, Nalini; Bloom, Walter

2011-10-01

Due to the changing nature of learning and teaching in universities, there is a growing need for professional development for lecturers and tutors teaching in disciplines in the mathematical sciences. Mathematics teaching staff receive some training in learning and teaching but many of the courses running at university level are not tailored to the mathematical sciences. This article reports on a collaborative research project aimed at investigating the type of professional development that Australian tertiary mathematics teachers need and their preference for delivery modes. Effective teaching promotes effective learning in our students and discipline-specific professional development will enhance outcomes for teachers, students, and mathematics.

Global Conceptualization of the Professional Learning Community Process: Transitioning from Country Perspectives to International Commonalities

ERIC Educational Resources Information Center

Huffman, Jane B.; Olivier, Dianne F.; Wang, Ting; Chen, Peiying; Hairon, Salleh; Pang, Nicholas

2016-01-01

The authors seek to find common PLC structures and actions among global educational systems to enhance understanding and practice. Six international researchers formed the Global Professional Learning Community Network (GloPLCNet), conducted literature reviews of each country's involvement with PLC actions, and noted similarities and common…

Perceptions and Uses of Digital Badges for Professional Learning Development in Higher Education

ERIC Educational Resources Information Center

Dyjur, Patti; Lindstrom, Gabrielle

2017-01-01

Few instructors in higher education have completed a formal teaching program and, therefore, rely on informal professional development opportunities to enhance their teaching practice. Micro-credentialing in the form of digital badges is one way in which instructors can document their non-credit learning and accomplishments. This mixed methods…

Examining the Instructional Design of a Technology Enhanced Course for New Mentor Teachers

ERIC Educational Resources Information Center

Schneider, Rebecca M.

2009-01-01

To be effective, teacher education programs need to engage teachers in learning as professionals. This includes learning experiences grounded in classroom practice and guidance to develop as professionals so teachers can take on roles of leaders and mentors in their classrooms and in partnerships with universities. New web-based communication…

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

ERIC Educational Resources Information Center

Locke, William

2014-01-01

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

The Professional Learning of Teachers in Higher Education

ERIC Educational Resources Information Center

Knight, Peter; Tait, Jo; Yorke, Mantz

2006-01-01

Educational professional development is a global concern. It is often characterised by event-delivery methods, though there are signs that other approaches are gaining favour. The authors stress the significance of non-formal learning, and the ways in which it can be promoted and enhanced within the activity systems within which teachers in higher…

Professional Conversations: A Collaborative Approach to Support Policy Implementation, Professional Learning and Practice Change in ECEC

ERIC Educational Resources Information Center

Irvine, Susan; Price, Julie

2014-01-01

In 2012, Australia introduced a new "National Quality Framework" (NQF), comprising enhanced quality expectations for early childhood education and care services, two national learning frameworks and a new assessment and rating system spanning childcare centres, kindergartens and preschools, family day care and outside school hours care.…

Your Personal Learning Network: Professional Development on Demand

ERIC Educational Resources Information Center

Bauer, William I.

2010-01-01

Web 2.0 tools and resources can enhance our efficiency and effectiveness as music educators, supporting personal learning networks for ongoing professional growth and development. This article includes (a) an explanation of Really Simple Syndication (RSS) and the use of an RSS reader/aggregator; (b) a discussion of blogs, podcasts, wikis,…

Developing inter-professional learning: tactics, teamwork and talk.

PubMed

Begley, Cecily M

2009-04-01

Teamwork and collaboration between all health professionals results in high quality clinical care, and increased job satisfaction for staff. Encouraging inter-professional learning (IPL) may be advantageous in developing more effective teams. There is little rigorous research in this area, but many small uncontrolled studies do demonstrate positive results. IPL involves structured learning opportunities that enhance problem-solving abilities and conflict resolution. It should be clearly differentiated from shared teaching (or multidisciplinary/multiprofessional learning), where common content is taught to many professions without any intention to develop interaction. To counteract the sometimes negative attitudes in both students and staff, educators need to commence IPL early in the programme, base it in both theoretical and clinical placements and ensure that it is valued and assessed. Difficulties with timetabling and accommodation need to be solved prior to commencement. A facilitator should be employed, and a team of committed lecturers developed, with an emphasis on teamwork and the discouragement of individualism. Opportunities for student interaction and ways of improving group dynamics within non-threatening learning environments should to be sought, and instances of conflict embraced and resolved. Future IPL programmes should be rigorously evaluated and may demonstrate enhanced inter-professional relationships and improved quality of patient/client care.

Promoting interprofessional learning and enhancing the pre-registration student experience through reciprocal cross professional peer tutoring.

PubMed

McLeod, Fiona; Jamison, Caroline; Treasure, Karen

2018-05-01

To improve collaboration and the quality of care, healthcare programmes are increasingly promoting interprofessional education thereby enabling students to learn with, from and about each other. A reciprocal peer learning model has developed among pre-registration physiotherapy and adult nursing students at Plymouth University, England. Embedded within the curriculum, it provides voluntary opportunities for year two students to become cross professional peer tutors to year one students while enhancing interprofessional understanding and skills acquisition. To explore participant experiences of two cross professional peer tutored clinical skills workshops delivered to a cohort of nursing (n = 67) and physiotherapy (n = 53) students in 2015. A mixed methods approach generated qualitative and quantitative data. Qualitative data was gathered via focus groups and individual interviews of peer tutors and learners (n = 27). These were recorded, transcribed and thematically analysed. The Readiness for Interprofessional Learning Scale questionnaire (n = 84) was completed before and after the workshops to consider any influence on students' attitudes towards interprofessional learning. Four themes evolved from thematic analysis; benefits of cross professional peer tutoring, interprofessional teamwork, quality of care and factors influencing the delivery of the workshops. Data showed students felt they developed greater understanding of interprofessional roles and acquired new skills. Peer tutors developed confidence in representing their profession while appearing to inspire early stage students. The Readiness for Interprofessional Learning Scale questionnaire data identified very positive attitudes towards interprofessional learning among the majority of students in both cohorts before and after the workshop. This study endorses the utility of enhancing the Higher Education experience by offering voluntary peer tutoring opportunities. Participating students build confidence in representing their profession, while potentially inspiring early stage students and supplementing interprofessional learning across a cohort. Copyright © 2018 Elsevier Ltd. All rights reserved.

A Prospective Study on the Application of MOOC in Teacher Professional Development in China

ERIC Educational Resources Information Center

Ji, Zhaolin; Cao, Yanhua

2016-01-01

Teacher professional development is the process of constantly strengthening professional attainment, broadening academic knowledge, enhancing the professional skills, and improving teaching ability. With the reform of learning science and the development of Information and Communication Technology (ICT), the traditional mode of teacher…

Investigating Technology-Enhanced Teacher Professional Development in Rural, High-Poverty Middle Schools

ERIC Educational Resources Information Center

Blanchard, Margaret R.; LePrevost, Catherine E.; Tolin, A. Dell; Gutierrez, Kristie S.

2016-01-01

This 3-year, mixed-methods study investigated the effects of teacher technology-enhanced professional development (TPD) on 20 teachers' beliefs and practices. Teachers in two middle schools located in neighboring rural, high-poverty districts in the southeastern United States participated in reform-based lessons and learned how to integrate…

Examination of the teaching styles of nursing professional development specialists, part I: best practices in adult learning theory, curriculum development, and knowledge transfer.

PubMed

Curran, Mary K

2014-05-01

The American Nurses Association advocates for nursing professional development (NPD) specialists to have an earned graduate degree, as well as educational and clinical expertise. However, many NPD specialists have limited exposure to adult learning theory. Limited exposure to adult learning theory may affect NPD educational practices, learning outcomes, organizational knowledge transfer, and subsequently, the professional development of the nurses they serve and quality of nursing care. An examination of current teaching practices may reveal opportunities for NPD specialists to enhance educational methods to promote learning, learning transfer, and organizational knowledge and excellence. This article, the first in a two-part series, examines best practices of adult learning theories, nursing professional development, curriculum design, and knowledge transfer. Part II details the results of a correlational study that examined the effects of four variables on the use of adult learning theory to guide curriculum development for NPD specialists in hospitals. Copyright 2014, SLACK Incorporated.

Is It Personal? Teacher's Personality and the Principal's Role in Professional Learning Communities

ERIC Educational Resources Information Center

Benoliel, Pascale; Schechter, Chen

2017-01-01

Research results have provided evidence of the potential contribution that professional learning communities (PLCs) can make to enhance school outcomes. While numerous organizational and cultural aspects of schools have been recognized as key requirements for PLC success, researchers have noted that a teacher's ability to share knowledge in the…

Wiki Activities in Blended Learning for Health Professional Students: Enhancing Critical Thinking and Clinical Reasoning Skills

ERIC Educational Resources Information Center

Snodgrass, Suzanne

2011-01-01

Health professionals use critical thinking, a key problem solving skill, for clinical reasoning which is defined as the use of knowledge and reflective inquiry to diagnose a clinical problem. Teaching these skills in traditional settings with growing class sizes is challenging, and students increasingly expect learning that is flexible and…

Enhancing Primary Science Teaching: Interconnections of Content, Policy and Practice in a New Zealand Professional Learning and Development Programme

ERIC Educational Resources Information Center

Sexton, Steven S.

2018-01-01

This paper reports on an ongoing professional learning and development (PLD) initiative in New Zealand. The Academy is designed to provide primary and intermediate classroom teachers with the knowledge, materials and support needed for effective delivery of "The New Zealand Curriculum's" science subject area. Specifically, this paper…

The Impact of a Professional Learning Intervention Designed to Enhance Year Six Students' Computational Estimation Performance

ERIC Educational Resources Information Center

Mildenhall, Paula; Hackling, Mark

2012-01-01

This paper reports on the analysis of a study of a professional learning intervention focussing on computational estimation. Using a multiple case study design it was possible to describe the impact of the intervention of students' beliefs and computational estimation performance. The study revealed some noteworthy impacts on computational…

Identifying Professional Development Environment for Mentor Teachers at a Learning Centre

ERIC Educational Resources Information Center

Cheng, May May-hung; Yeung, Yau-Yuen

2010-01-01

This paper argues with evidence that conditions for teacher professional development can be enhanced for mentor teachers through a Learning Centre (LC) project which has been introduced in Hong Kong as a collaborative project between the government, a primary school, a secondary school, and the Hong Kong Institute of Education. The LC teachers…

Enhancing Learning Environments for Students Affected by Fetal Alcohol Spectrum Disorders: An Exploratory Study of Canadian Pre-Service Teacher Knowledge and Conceptions

ERIC Educational Resources Information Center

Pei, Jacqueline; Job, Jenelle; Poth, Cheryl; O'Brien-Langer, Anna; Tang, Wei

2015-01-01

There is a pressing need for enhancing the learning environment for students affected by Fetal Alcohol Spectrum Disorders (FASDs). To develop relevant professional learning opportunities for teachers, a logical initial step is to explore the extent to which pre-service teachers accurately understand the unique neuropsychological functioning…

The Impact of an Alternative Professional Development Model on Teacher Practices in Formative Assessment and Student Learning

ERIC Educational Resources Information Center

Robinson, Jack; Myran, Steve; Strauss, Richard; Reed, William

2014-01-01

Among contemporary means of enhancing student learning, formative assessment is perhaps one of the most important and effective. While formative assessment ideas and practices have been shown to have a proven record enhancing student learning, these practices are slow to be fully integrated into teachers' day-to-day classroom practices. This study…

Reflective education for professional practice: discovering knowledge from experience.

PubMed

Lyons, J

1999-01-01

To continually develop as a discipline, a profession needs to generate a knowledge base that can evolve from education and practice. Midwifery reflective practitioners have the potential to develop clinical expertise directed towards achieving desirable, safe and effective practice. Midwives are 'with woman', providing the family with supportive and helpful relationships as they share the deep and profound experiences of childbirth. To become skilled helpers students need to develop reflective skills and valid midwifery knowledge grounded in their personal experiences and practice. Midwife educators and practitioners can assist students and enhance their learning by expanding the scope of practice, encouraging self-assessment and the development of reflective and professional skills. This paper explores journal writing as a learning strategy for the development of reflective skills within midwifery and explores its value for midwifery education. It also examines, through the use of critical social theory and adult learning principles, how midwives can assist and thus enhance students learning through the development of professional and reflective skills for midwifery practice.

Moving Technology-Enhanced-Learning Forward: Bridging Divides through Leadership

ERIC Educational Resources Information Center

Bälter, Olle

2017-01-01

A study of academics and professional staff engaged in the emerging field of Technology Enhanced Learning (TEL) reveal three areas of significant difference in reference to perspectives about TEL. These differences rest on the following individual characteristics: 1) research areas and competencies, 2) academic level, and 3) attitudes towards…

Confronting Well-Learned Lessons in Supervision and Evaluation

ERIC Educational Resources Information Center

Ponticell, Judith A.; Zepeda, Sally J.

2004-01-01

Supervision is supposed to improve classroom teaching by enhancing teacher thinking, rejection, and understanding of teaching. Evaluation systems are supposed to increase effective teaching behaviors and enhance teacher professionalism. Through the lens of symbolic interaction, we learn that "supposed to" does not matter. In a context of increased…

Learning to reason: a journey of professional socialisation.

PubMed

Ajjawi, Rola; Higgs, Joy

2008-05-01

One of the key attributes that health professional students and new graduates develop during professional socialisation is clinical reasoning ability. Clinical reasoning is a complex skill that is essential for professional practice. There is limited research specifically addressing how physiotherapists learn to reason in the workplace. The research reported in this paper addressed this gap by investigating how experienced physiotherapists learned to reason in daily practice. This learning journey was examined in the context of professional socialisation. A hermeneutic phenomenological research study was conducted using multiple methods of data collection including observation, written reflective exercises and repeated, semi-structured interviews. Data were analysed using phenomenological and hermeneutic strategies involving in-depth, iterative reading and interpretation to identify themes in the data. Twelve physiotherapists with clinical and supervisory experience were recruited from the areas of cardiopulmonary, musculoskeletal and neurological physiotherapy to participate in this study. Participants' learning journeys were diverse, although certain episodes of learning were common or similar. Role models, mentors and colleagues were found to be influential in the development of reasoning. An important implication for the professional socialisation of physiotherapists and other health professionals and for those involved in practice development is the need to recognise and enhance the role of practice communities in the explicit learning of clinical reasoning skills.

Learning Inter-Professional Teamwork during University Studies: A Case Study of Student-Teachers' and Social Work Students' Shared Professional Experiences

ERIC Educational Resources Information Center

Lakkala, Suvi; Turunen, Tuija A.; Kangas, Hennariikka; Pulju, Marja; Kuukasjärvi, Ulla; Autti, Hanna

2017-01-01

This paper explores ways of enhancing inter-professional skills as part of professional development during university studies. From a socio-psychological viewpoint, inter-professional teamwork can be regarded as an interface between the group and individual levels, where collective commitment, efficiency, shared processes and outcomes, as well as…

Perspective transformation: enhancing the development of professionalism in RN-to-BSN students.

PubMed

Morris, Arlene H; Faulk, Debbie

2007-10-01

The purpose of this research was to examine whether there are resultant behavioral changes in professionalism for returning adult RN-to-BSN students and to identify teaching-learning activities that stimulate transformative learning. Mezirow's adult learning theory served as a theoretical guide for the study. A convenience sample of students enrolled in a RN-to-BSN completion program during 2 academic years was surveyed using the core standards from the American Association of Colleges of Nursing's essentials of baccalaureate nursing education. A total of 26 learning activities were identified as creating cognitive dissonance (conflict of values). Changes in professional behavior 3 months postgraduation included increased collaboration with the health care team, increased patient advocacy, and increased confidence in the role as a teacher of patients and families. The findings indicate that planning learning activities in nursing curricula can foster perspective transformation in professionalism.

Motives and activities for continuing professional development: An exploration of their relationships by integrating literature and interview data.

PubMed

Pool, Inge A; Poell, Rob F; Berings, Marjolein G M C; Ten Cate, Olle

2016-03-01

To effectively enhance professional development, it is important to understand the motivational factors behind nurses' engagement in particular types of learning activities. Nurses have various motives for professional development and utilise different learning activities. Not much is known about how these relate. The aim of this study was to explore the relationship between nurses' motives and activities for continuing professional development, by examining in which types of learning activities nurses engage, with which motives, and whether certain motives are associated with certain learning activities. A qualitative study using semi-structured interviews. Twenty-one nurses in academic and general Dutch hospitals participated. Interview data on nurses' learning biographies were analysed using a literature-based framework on motives and learning activities for continuing professional development. As recent classifications of nurses' motives for professional development were absent, the literature was reviewed for motives, using three databases. The interview transcripts were analysed for motives, learning activities and their relationships. Nine motives and four categories of learning activities for continuing professional development were delineated. Increasing competence was the primary motive that stimulated nurses to engage in self-directed learning during work, and in formal learning activities. To comply with requirements, they engaged in mandatory courses. To deepen knowledge, they registered for conferences. To develop their careers, they enrolled in postgraduate education. Five other motives were not mentioned as frequently. Specific motives were found to be related to engagement in particular learning activities. Nurses could use these findings to increase their awareness of why and how they develop professionally, and managers and human resource development professionals could develop approaches that would better suit nurses' needs. Copyright © 2016 Elsevier Ltd. All rights reserved.

Supporting Teachers Learning through the Collaborative Design of Technology-Enhanced Science Lessons

ERIC Educational Resources Information Center

Kafyulilo, Ayoub C.; Fisser, Petra; Voogt, Joke

2015-01-01

This study used the Interconnected Model of Professional Growth (Clarke & Hollingsworth in "Teaching and Teacher Education," 18, 947-967, 2002) to unravel how science teachers' technology integration knowledge and skills developed in a professional development arrangement. The professional development arrangement used Technological…

The Virtual Extension Annual Conference: Addressing Contemporary Professional Development Needs

ERIC Educational Resources Information Center

Franz, Nancy K.; Brekke, Robin; Coates, Deb; Kress, Cathann; Hlas, Julie

2014-01-01

Extension systems are experimenting with new models for conducting professional development to enhance staff competence and other returns on professional development investments. The ISUEO virtual annual conference provides a successful flipped classroom model of asynchronous and synchronous learning events for conducting an Extension annual…

Identifying Needs and Enhancing Learning about Climate Change Adaptation for Water Professionals at the Post-Graduate Level

ERIC Educational Resources Information Center

George, David Alan; Tan, Poh-Ling; Clewett, Jeffrey Frank

2016-01-01

Using a participatory learning approach, we report on the delivery and evaluation of a climate change and risk assessment tool to help manage water risks within the agricultural sector. Post-graduate water-professional students from a range of countries, from both developed and emerging economies were involved in using this tool. Our approach…

Hook, Line and Canvas: Launching a Professional Development Program to Help Librarians Navigate the Still and Stormy Waters of Online Teaching and Learning

ERIC Educational Resources Information Center

Bliquez, Rebecca; Deeken, Lynn

2016-01-01

Professional development is critically important for librarians trying to establish an embedded presence in online and hybrid courses. The institutional learning management system (LMS) provides a medium for enhanced visibility of both library resources and librarians as instructional collaborators and curriculum designers. This case study…

Studying Teachers' Degree of Classroom Implementation, Teachers' Implementation Practices, and Students' Learning as Outcomes of K-12 STEM Professional Development

ERIC Educational Resources Information Center

Lin, Peiyi

2013-01-01

With a growing demand for an enhanced K-12 education for strengthening students' conceptual learning, interest, and career awareness in science, technology, engineering, and mathematics, teacher professional development projects have been viewed as an efficient approach. However, a variety of external and teacher factors may prevent such projects…

Enhancing mathematics teachers' quality through Lesson Study.

PubMed

Lomibao, Laila S

2016-01-01

The efficiency and effectivity of the learning experience is dependent on the teacher quality, thus, enhancing teacher's quality is vital in improving the students learning outcome. Since, the usual top-down one-shot cascading model practice for teachers' professional development in Philippines has been observed to have much information dilution, and the Southeast Asian Ministers of Education Organization demanded the need to develop mathematics teachers' quality standards through the Southeast Asia Regional Standards for Mathematics Teachers (SEARS-MT), thus, an intensive, ongoing professional development model should be provided to teachers. This study was undertaken to determine the impact of Lesson Study on Bulua National High School mathematics teachers' quality level in terms of SEARS-MT dimensions. A mixed method of quantitative-qualitative research design was employed. Results of the analysis revealed that Lesson Study effectively enhanced mathematics teachers' quality and promoted teachers professional development. Teachers positively perceived Lesson Study to be beneficial for them to become a better mathematics teacher.

E-learning benefits nurse education and helps shape students' professional identity.

PubMed

McKenzie, Karen; Murray, Aja

E-learning is increasingly used in nurse education and practice development. This method can enhance learning opportunities for students and qualified nurses. This article examines the features of this technology and the ways in which it can be harnessed to maximise learning opportunities.

Adoption, adaptation, and abandonment: Appropriation of science education professional development learning

NASA Astrophysics Data System (ADS)

Longhurst, Max L.

Understanding factors that impact teacher utilization of learning from professional development is critical in order maximize the educational and financial investment in teacher professional learning. This study used a multicase mixed quantitative and qualitative methodology to investigate the factors that influence teacher adoption, adaption, or abandonment of learning from science teacher professional development. The theoretical framework of activity theory was identified as a useful way to investigate the phenomenon of teacher appropriation of pedagogical practices from professional development. This framework has the capacity to account for a multitude of elements in the context of a learning experience. In this study educational appropriation is understood through a continuum of how an educator acquires and implements both practical and conceptual aspects of learning from professional development within localized context. The variability associated with instructional changes made from professional development drives this inquiry to search for better understandings of the appropriation of pedagogical practices. Purposeful sampling was used to identify two participants from a group of eighth-grade science teachers engaged in professional development designed to investigate how cyber-enabled technologies might enhance instruction and learning in integrated science classrooms. The data from this investigation add to the literature of appropriation of instructional practices by connecting eight factors that influence conceptual and practical tools with the development of ownership of pedagogical practices in the appropriation hierarchy. Recommendations are shared with professional development developers, providers, and participants in anticipation that future science teaching experiences might be informed by findings from this study.

Professional Competence Enhancement via Postgraduate Post-Experience Learning and Development

ERIC Educational Resources Information Center

Chivers, Geoffrey

2007-01-01

Purpose: The purpose of this paper is to determine the ways in which postgraduate study in vocational fields supports the development of advanced competences amongst mid-career professionals. Design/methodology/approach: The extensive written communications between health and safety professionals taking a postgraduate course in health and safety…

Teachers' Perceptions of the Effectiveness of Professional Development

ERIC Educational Resources Information Center

Sanders, Deborah

2014-01-01

Professional development is a recognized approach to improving the quality of instruction in schools. The goal of professional development is to increase teachers' knowledge and improve their practices, which lead to enhanced student learning. The problem with providing staff development is the high cost incurred by presenters' fees, and…

Science Teaching Orientations and Technology-Enhanced Tools for Student Learning

ERIC Educational Resources Information Center

Campbell, Todd; Longhurst, Max; Duffy, Aaron M.; Wolf, Paul G.; Shelton, Brett E.

2013-01-01

This qualitative study examines teacher orientations and technology-enhanced tools for student learning within a science literacy framework. Data for this study came from a group of 10 eighth grade science teachers. Each of these teachers was a participant in a professional development (PD) project focused on reformed and technology-enhanced…

Deep and Surface Learning in Problem-Based Learning: A Review of the Literature

ERIC Educational Resources Information Center

Dolmans, Diana H. J. M.; Loyens, Sofie M. M.; Marcq, Hélène; Gijbels, David

2016-01-01

In problem-based learning (PBL), implemented worldwide, students learn by discussing professionally relevant problems enhancing application and integration of knowledge, which is assumed to encourage students towards a deep learning approach in which students are intrinsically interested and try to understand what is being studied. This review…

Virtual Learning Ecosystems: A Proposed Framework for Integrating Educational Games, E-Learning Methods, and Virtual Community Platforms

ERIC Educational Resources Information Center

Washington, Christopher

2015-01-01

Digitally delivered learning shows the promise of enhancing learner motivation and engagement, advancing critical thinking skills, encouraging reflection and knowledge sharing, and improving professional self-efficacy. Digital learning objects take many forms including interactive media, apps and games, video and other e-learning activities and…

Integration of Technology in Teaching and Learning: Comprehensive Initiatives Enhance Student Engagement and Learning

ERIC Educational Resources Information Center

Nebbergall, Allison

2012-01-01

As technology increasingly transforms our daily lives, educators too are seeking strategies and resources that leverage technology to improve student learning. Research demonstrates that high-quality professional development, digital standards-based content, and personalized learning plans can increase student achievement, engagement, and…

Students' Experiences of Learning Manual Clinical Skills through Simulation

ERIC Educational Resources Information Center

Johannesson, Eva; Silen, Charlotte; Kvist, Joanna; Hult, Hakan

2013-01-01

Learning manual skills is a fundamental part of health care education, and motor, sensory and cognitive learning processes are essential aspects of professional development. Simulator training has been shown to enhance factors that facilitate motor and cognitive learning. The present study aimed to investigate the students' experiences and…

The Culture of Employee Learning--Which Way for South Africa?

ERIC Educational Resources Information Center

Mavunga, George; Cross, Michael

2015-01-01

Employee learning which is known by terms such as "human capital development" and "lifelong learning" is an aspect of post-school learning which people engage in for purposes of enhancing their work-related competencies and possibly achieve upward professional mobility. There are different views on how best employee learning…

Promoting Professional Identity: A Within Group Comparison of Wiki-Based and Traditional Assignments on School Counselling Students' Learning, Sense of Community and Computer Anxiety

ERIC Educational Resources Information Center

Rockinson-Szapkiw, Amanda J.; Pritchard, Tracey; McComb-Beverage, Shanna; Schellenberg, Rita

2013-01-01

The purpose of this study is to compare traditional and non-traditional instructional practices used in a counsellor education programme to determine their effect on pre-service school counsellors' learning and sense of community, thus leading to enhanced professional identity. Traditional and non-traditional assignments were examined: (a) a…

Educational Strategies for Learning to Learn from Role Models.

ERIC Educational Resources Information Center

Williams, Martha

The way that socialization, via role modeling, can be enhanced in professional education is discussed, and 10 class assignments are used to illustrate teaching methods for enhancing role modeling, based on a course on women in administration at The University of Texas at Austin. Among the objectives of the course assignments are the following: to…

A Model of Sustainability for Professional Organizations: Using a Learning Management System to Offer Continuing Education

ERIC Educational Resources Information Center

Sparrow, Gregory S.

2017-01-01

Professional membership organizations have long maintained their exposure and revenue stream through a variety of traditional avenues, most notably memberships, sponsored conferences, and professional journals. The synergy of this three-tiered model has depended on a certain enhanced status derived from membership benefits and proprietary…

"Lesson Study" as Professional Culture in Japanese Schools: An Historical Perspective on Elementary Classroom Practices

ERIC Educational Resources Information Center

Arani, Mohammad Reza Sarkar; Keisuke, Fukaya; Lassegard, James P.

2010-01-01

This research examines "lesson study" as a traditional model of creating professional knowledge in schools. "Lesson study," typically defined as teachers' classroom based collaborative research, has a long history in Japan as a shared professional culture with potential for enhancing learning, enriching classroom activities and…

Experiences and Perceptions of Professional Development Facilitators in a Job-Embedded School Initiative

ERIC Educational Resources Information Center

Mashariki, Kaia Mariama

2017-01-01

Recent legislation and accountability efforts in K-12 schools have increased the need to support and maintain high-quality teachers through enhanced professional development and teacher training efforts. As districts and schools seek new and innovative ways to provide professional learning opportunities that are real-time and effective,…

Professional Development to Enhance Instructional Leadership and Practice of Central Office Administrators

ERIC Educational Resources Information Center

McCue, Cheryl A. R.

2016-01-01

Decades of research and practice suggest that educational administrators need to experience opportunities for professional development and continuous learning. This project study addressed the problem regarding the lack of a formal or systemic plan for professional development of central office administrators in a large suburban school district in…

Action learning enhances professional development of research supervisors: an Australian health science exemplar.

PubMed

Davis, Kierrynn; Brownie, Sonya; Doran, Frances; Evans, Sue; Hutchinson, Marie; Mozolic-Staunton, Beth; Provost, Stephen; van Aken, Rosalie

2012-03-01

The worldwide academic workforce is ageing. At the same time, health and human services workforces are expanding. The preparation of educators to fill gaps in expertise and to position the health sciences for future growth is an urgent need. The findings from a recent action learning project that aimed to enhance the professional growth and development of higher degree researcher student supervisors in a School of Health and Human Sciences are presented. Seven early career researchers and the facilitator met for two hours every two to three weeks over 4 months between April and July 2010, in a rural and regional university in New South Wales, Australia. The processes initiated were a combination of experiential knowledge, referral to relevant published reports, use of an effective supervision checklist, and critical conversations. Learning outcomes centered on higher degree management and supervision pedagogy, communities of practice, knowledge translation, and the establishment of a research culture. The contextual barriers and implications of the methodology and learning outcomes for the professional development of health and human science practitioners, researchers and educators is also discussed. © 2012 Blackwell Publishing Asia Pty Ltd.

Educating the Educators: Developing Those Who Support Learning for Students with Additional Learning Needs

ERIC Educational Resources Information Center

McLachlan, Benita; Davis, Geraldine

2013-01-01

This article reports findings from a research project which developed and introduced the Enhanced Learning Support Assistant Programme (ELSAP) as a source of professional development for learning support assistants who were supporting students with additional learning needs in a college of further education in England. The purpose of this article…

Towards Professionalism in Music: Self-Assessed Learning Strategies of Conservatory Music Students

ERIC Educational Resources Information Center

Virkkula, Esa; Nissilä, Säde-Pirkko

2017-01-01

One of the current spearhead projects in Finnish education is learning to learn. Learning strategies have been examined from a variety of perspectives. They are policies that either promote or hinder learning. They are any behaviours or thoughts that facilitate encoding in such a way that knowledge integration and retrieval are enhanced.…

Looking Out and Looking In: Exploring a Case of Faculty Perceptions during E-Learning Staff Development

ERIC Educational Resources Information Center

Esterhuizen, Hendrik Daniel; Blignaut, Seugnet; Ellis, Suria

2013-01-01

This explorative study captured the perceptions of faculty members new to technology enhanced learning and the longitudinal observations of the e-learning manager during dedicated professional development in order to compile a socially transformative emergent learning technology integration framework for open and distance learning at the School of…

The Efficacy of Consulting Practicum in Enhancing Students' Readiness for Professional Career in Management Information Systems: An Empirical Analysis

ERIC Educational Resources Information Center

Akpan, Ikpe Justice

2016-01-01

Consulting practicum (CP) is a form of experiential learning technique to prepare students for professional careers. While CP has become a popular way to help students acquire the essential practical skills and experience to enhance career readiness and ensure a smooth transition from college to employment, there is a lack of empirical studies…

Hybrid High-Impact Pedagogies: Integrating Service-Learning with Three Other High-Impact Pedagogies

ERIC Educational Resources Information Center

Bringle, Robert G.

2017-01-01

This article proposes enhancing student learning through civic engagement by considering the advantages of integrating service-learning with study away, research, and internships and pre-professional courses into first-order, second-order, and third-order hybrid high-impact pedagogies. Service-learning contributes numerous attributes to the other…

Doping Among Professional Athletes in Iran: A Test of Akers's Social Learning Theory.

PubMed

Kabiri, Saeed; Cochran, John K; Stewart, Bernadette J; Sharepour, Mahmoud; Rahmati, Mohammad Mahdi; Shadmanfaat, Syede Massomeh

2018-04-01

The use of performance-enhancing drugs (PED) is common among Iranian professional athletes. As this phenomenon is a social problem, the main purpose of this research is to explain why athletes engage in "doping" activity, using social learning theory. For this purpose, a sample of 589 professional athletes from Rasht, Iran, was used to test assumptions related to social learning theory. The results showed that there are positive and significant relationships between the components of social learning theory (differential association, differential reinforcement, imitation, and definitions) and doping behavior (past, present, and future use of PED). The structural modeling analysis indicated that the components of social learning theory accounts for 36% of the variance in past doping behavior, 35% of the variance in current doping behavior, and 32% of the variance in future use of PED.

UK health-care professionals' experience of on-line learning techniques: a systematic review of qualitative data.

PubMed

Carroll, Christopher; Booth, Andrew; Papaioannou, Diana; Sutton, Anthea; Wong, Ruth

2009-01-01

Continuing professional development and education is vital to the provision of better health services and outcomes. The aim of this study is to contribute to the evidence base by performing a systematic review of qualitative data from studies reporting health professionals' experience of e-learning. No such previous review has been published. A systematic review of qualitative data reporting UK health professionals' experiences of the ways in which on-line learning is delivered by higher education and other relevant institutions. Evidence synthesis was performed with the use of thematic analysis grounded in the data. Literature searches identified 19 relevant studies. The subjects of the studies were nurses, midwives, and allied professions (8 studies), general practitioners and hospital doctors (6 studies), and a range of different health practitioners (5 studies). The majority of courses were stand-alone continuing professional development modules. Five key themes emerged from the data: peer communication, flexibility, support, knowledge validation, and course presentation and design. The effectiveness of on-line learning is mediated by the learning experience. If they are to enhance health professionals' experience of e-learning, courses need to address presentation and course design; they must be flexible, offer mechanisms for both support and rapid assessment, and develop effective and efficient means of communication, especially among the students themselves.

Using Technology, Bioinformatics and Health Informatics Approaches to Improve Learning Experiences in Optometry Education, Research and Practice.

PubMed

Gupta, Vivek K; Gupta, Veer B

2016-11-15

Rapid advances in ocular diagnostic approaches and emerging links of pathological changes in the eye with systemic disorders have widened the scope of optometry as the front line of eye health care. Expanding professional requirements stipulate that optometry students get a meticulous training in relevant information and communication technologies (ICT) and various bioinformatics and health informatics software to meet current and future challenges. Greater incorporation of ICT approaches in optometry education can facilitate increased student engagement in shared learning experiences and improve collaborative learning. This, in turn, will enable students to participate in and prepare for the complex real-world situations. A judicious use of ICTs by teachers in learning endeavors can help students develop innovative patterns of thinking to be a successful optometry professional. ICT-facilitated learning enables students and professionals to carry out their own research and take initiatives and thus shifts the equilibrium towards self-education. It is important that optometry and allied vision science schools adapt to the changing professional requirements with pedagogical evolution and react appropriately to provide the best educational experience for the students and teachers. This review aims to highlight the scope of ICT applications in optometry education and professional development drawing from similar experiences in other disciplines. Further, while enhanced use of ICT in optometry has the potential to create opportunities for transformative learning experiences, many schools use it merely to reinforce conventional teaching practices. Tremendous developments in ICT should allow educators to consider using ICT tools to enhance communication as well as providing a novel, richer, and more meaningful medium for the comprehensive knowledge construction in optometry and allied health disciplines.

Using Technology, Bioinformatics and Health Informatics Approaches to Improve Learning Experiences in Optometry Education, Research and Practice

PubMed Central

Gupta, Vivek K.; Gupta, Veer B.

2016-01-01

Rapid advances in ocular diagnostic approaches and emerging links of pathological changes in the eye with systemic disorders have widened the scope of optometry as the front line of eye health care. Expanding professional requirements stipulate that optometry students get a meticulous training in relevant information and communication technologies (ICT) and various bioinformatics and health informatics software to meet current and future challenges. Greater incorporation of ICT approaches in optometry education can facilitate increased student engagement in shared learning experiences and improve collaborative learning. This, in turn, will enable students to participate in and prepare for the complex real-world situations. A judicious use of ICTs by teachers in learning endeavors can help students develop innovative patterns of thinking to be a successful optometry professional. ICT-facilitated learning enables students and professionals to carry out their own research and take initiatives and thus shifts the equilibrium towards self-education. It is important that optometry and allied vision science schools adapt to the changing professional requirements with pedagogical evolution and react appropriately to provide the best educational experience for the students and teachers. This review aims to highlight the scope of ICT applications in optometry education and professional development drawing from similar experiences in other disciplines. Further, while enhanced use of ICT in optometry has the potential to create opportunities for transformative learning experiences, many schools use it merely to reinforce conventional teaching practices. Tremendous developments in ICT should allow educators to consider using ICT tools to enhance communication as well as providing a novel, richer, and more meaningful medium for the comprehensive knowledge construction in optometry and allied health disciplines. PMID:27854266

Three visual techniques to enhance interprofessional learning.

PubMed

Parsell, G; Gibbs, T; Bligh, J

1998-07-01

Many changes in the delivery of healthcare in the UK have highlighted the need for healthcare professionals to learn to work together as teams for the benefit of patients. Whatever the profession or level, whether for postgraduate education and training, continuing professional development, or for undergraduates, learners should have an opportunity to learn about and with, other healthcare practitioners in a stimulating and exciting way. Learning to understand how people think, feel, and react, and the parts they play at work, both as professionals and individuals, can only be achieved through sensitive discussion and exchange of views. Teaching and learning methods must provide opportunities for this to happen. This paper describes three small-group teaching techniques which encourage a high level of learner collaboration and team-working. Learning content is focused on real-life health-care issues and strong visual images are used to stimulate lively discussion and debate. Each description includes the learning objectives of each exercise, basic equipment and resources, and learning outcomes.

Expanding the Caring Lens: Nursing and Medical Students Reflecting on Images of Older People.

PubMed

Brand, Gabrielle; Miller, Karen; Saunders, Rosemary; Dugmore, Helen; Etherton-Beer, Christopher

2016-01-01

In changing higher education environments, health profession's educators have been increasingly challenged to prepare future health professionals to care for aging populations. This article reports on an exploratory, mixed-method research study that used an innovative photo-elicitation technique and interprofessional small-group work in the classroom to enhance the reflective learning experience of medical and nursing students. Data were collected from pre- and postquestionnaires and focus groups to explore shifts in perceptions toward older persons following the reflective learning session. The qualitative data revealed how using visual images of older persons provides a valuable learning space for reflection. Students found meaning in their own learning by creating shared storylines that challenged their perceptions of older people and themselves as future health professionals. These data support the use of visual methodologies to enhance engagement, reflection, and challenge students to explore and deepen their understanding in gerontology.

Real life narratives enhance learning about the 'art and science' of midwifery practice.

PubMed

Gilkison, Andrea; Giddings, Lynne; Smythe, Liz

2016-03-01

Health professional educators have long grappled with how to teach the more elusive art of practice alongside the science (a term that encompasses the sort of professional knowledge that can be directly passed on). A competent practitioner is one who knows when, how and for whom to apply knowledge and skills, thereby making the links between theory and practice. They combine art and science in such a way that integrates knowledge with insight. This participatory hermeneutic study explored the experience of teachers and students of implementing a narrative-centred curriculum in undergraduate midwifery education. It revealed that when real life narratives were central to the learning environment, students' learning about the art of midwifery practice was enhanced as they learned about midwifery decisions, reflected on their own values and beliefs and felt an emotional connection with the narrator. Further, art and science became melded together in the context specific wisdom of practice (phronesis).

American Chemical Society Student Affiliates Chapters: More Than Just Chemistry Clubs

NASA Astrophysics Data System (ADS)

Montes, Ingrid; Collazo, Carmen

2003-10-01

Chemistry educators often examine and implement various instructional techniques, such as mentoring programs, to advance learning objectives and to equip students with analytical and technical skills, as well as the skills required of chemical science professionals. Student organizations, such as an American Chemical Society Student Affiliates (SA) chapter, can create a learning environment for undergraduates by engaging them in activities that develop communication, teamwork and inquiry, analysis, and problem-solving skills within a real-world setting. The environment is student-based, has personal meaning for the learner, emphasizes a process-and-product orientation, and emphasizes evaluation. Participation in SAs enhance the traditional chemistry curriculum, complementing the learning goals and meeting learning objectives that might not otherwise be addressed in the curriculum. In this article we discuss how SA chapters enhance the educational experience of undergraduate chemical science students, help develop new chemistry professionals, and shape enthusiastic and committed future chemical science leaders.

Learning Together with Parents of Children with Disabilities: Bringing Parent-Professional Partnership Education to a New Level

ERIC Educational Resources Information Center

Murray, Mary M.; Curran, Erin M.

2008-01-01

Parent/professional partnerships have been credited with improving outcomes for children and enhancing satisfaction for both parents and professionals. Family involvement in preservice programs is minimal and often limited to parent panels or parent involvement in a class activity such as an interview. Preservice students who have had multiple…

An Innovative Model of Professional Development to Enhance the Teaching and Learning of Primary Science in Irish Schools

ERIC Educational Resources Information Center

Smith, Greg

2014-01-01

This study investigates the influence of a two-year professional development programme on primary teachers' attitudes towards primary science, their confidence and competence in teaching science, and pupils' attitudes towards school science. Unlike the traditional "one-size-fits all" model of professional development, the model developed…

Evaluation of a District-wide Inservice Professional Development Program for Teaching Science: Challenges Faced and Lessons Learned.

ERIC Educational Resources Information Center

Dass, Pradeep Maxwell

1999-01-01

Nationwide dissemination of the Iowa Chautauqua Model for inservice professional development of K-12 science teachers has led to new professional development programs in many states. Discusses a formative evaluation of the implementation of the Collier Chautauqua Program (CCP) which focuses on teacher enhancement resulting from participation in…

Universities, Schools, and Communities: A New Generation of Professional Development School Roles, Structures, and Governance

ERIC Educational Resources Information Center

Basile, Carole G.; Gutierrez, Cindy

2011-01-01

What differentiates the professional development school (PDS) from other schools are the people and the roles they have created to enact the functions or goals unique to the PDS model: preparation of teacher candidates; enhanced professional learning for educators; improved student achievement through the simultaneous renewal of university and…

Comparing Teachers', Administrators', and Instructional Coaches' Perceptions of Personalized Professional Development

ERIC Educational Resources Information Center

Hanson, Timothy E.

2017-01-01

The purpose of teacher professional development is to enhance teacher quality so that students may achieve at high levels. Many times, professional development is too general or not connected to teachers' needs or learning preferences. The purpose of this study was to investigate and compare the perceptions of teachers, administrators, and…

Task Relevance in the Design of Online Professional Development for Teachers of ELLs: A Q Methodology Study

ERIC Educational Resources Information Center

Collins, Linda J.; Liang, Xin

2014-01-01

Online professional development (oPD) for teachers should focus on designing web-based learning opportunities that help practicing educators solve the tough problems of practice when working in their schools. Technology, pedagogy, and content knowledge can be integrated in the design of online professional development modules to enhance task…

A Systemic Approach to Elevating Teacher Leadership

ERIC Educational Resources Information Center

Killion, Joellen; Harrison, Cindy; Colton, Amy; Bryan, Chris; Delehant, Ann; Cooke, Debbie

2016-01-01

Teacher leadership is often defined as a "set of practices that enhance the teaching profession." States and districts are leveraging teacher leadership in multiple ways to professionalize teaching, create opportunities for teacher career advancement, facilitate school improvement, and facilitate professional learning for educator and…

A Web-Based Learning System for Software Test Professionals

ERIC Educational Resources Information Center

Wang, Minhong; Jia, Haiyang; Sugumaran, V.; Ran, Weijia; Liao, Jian

2011-01-01

Fierce competition, globalization, and technology innovation have forced software companies to search for new ways to improve competitive advantage. Web-based learning is increasingly being used by software companies as an emergent approach for enhancing the skills of knowledge workers. However, the current practice of Web-based learning is…

Enhancing Teacher Education Students' Generic Skills through Problem-Based Learning

ERIC Educational Resources Information Center

Murray-Harvey, Rosalind; Curtis, David D.; Cattley, Georgina; Slee, Phillip T.

2005-01-01

Claims made for the value of problem-based learning (PBL) as an effective method for professional education programmes draw on constructivist principles of teaching and learning to achieve essential content knowledge, higher order thinking skills, and a team approach to problem-solving through the interdisciplinary, student-directed study of…

Promoting interprofessional understandings through online learning: a qualitative examination.

PubMed

McKenna, Lisa; Boyle, Malcolm; Palermo, Claire; Molloy, Elizabeth; Williams, Brett; Brown, Ted

2014-09-01

Interprofessional education is increasingly a core component of health professional curricula. It has been suggested that interprofessional education can directly enhance patient care outcomes. However, literature has reported many difficulties in its successful implementation. This study investigated students' perceptions of participating in an online, Web-based module to facilitate interprofessional education. Three focus groups, each with 13-15 students, from emergency health (paramedic), nursing, occupational therapy, physiotherapy, and nutrition and dietetics were conducted with students who participated in an online interprofessional education module at one Australian university. Thematic analysis was employed to analyze interview transcripts. Four themes emerged: professional understanding, patient-centeredness, comparison with other interprofessional education activities, and overcoming geographical boundaries. Students were overwhelmingly positive about their learning experiences and the value of the module in assisting their understandings of the roles of other health professionals. Online approaches to interprofessional education have the potential to enhance learning and overcome geographical and logistical issues inherent in delivering face-to-face interprofessional education. Furthermore, our design approach allowed students to watch how other health professionals worked in a way that they were unable to achieve in clinical practice. © 2014 Wiley Publishing Asia Pty Ltd.

Teachers' Professional Development in Schools: Rhetoric versus Reality

ERIC Educational Resources Information Center

Gemeda, Fekede Tuli; Fiorucci, Massimiliano; Catarci, Marco

2014-01-01

Across the country of Ethiopia, a centrally planned and prescribed professional development programme was implemented in schools, with the intention of enhancing teachers' knowledge, skills and disposition, thereby improving student learning and achievement. This article explores and describes the lived experiences of teachers involved in…

Project-Based Learning with an Online Peer Assessment System in a Photonics Instruction for Enhancing LED Design Skills

ERIC Educational Resources Information Center

Chang, Shu-Hsuan; Wu, Tsung-Chih; Kuo, Yen-Kuang; You, Li-Chih

2012-01-01

This study proposed a novel instructional approach, a two-stage LED simulation of Project-based learning (PBL) course with online peer assessment (OPA), and explored how to apply OPA to the different structured problems in a PBL course to enhance students' professional skills in LED design as well as meta-cognitive thinking. The participants of…

Enhancing the Professional Mindset of Future Sales Professionals: Key Insights from a Master in Sales Transformation

ERIC Educational Resources Information Center

Marcos-Cuevas, Javier; Critten, Peter; Squire, Phil; Speakman, James I. F.

2014-01-01

Sales education has grown in importance, particularly throughout the last decade, with an increasing number of university sales centers offering programs to prepare new generations of sales professionals. In this article, we describe how work-based learning, action research, and reflective practice used in a sales master program can be used in…

Written Identification of Errors to Learn Professional Procedures in VET

ERIC Educational Resources Information Center

Boldrini, Elena; Cattaneo, Alberto

2013-01-01

Research has demonstrated that the use of worked-out examples to present errors has great potential for procedural knowledge acquirement. Nevertheless, the identification of errors alone does not directly enhance a deep learning process if it is not adequately scaffolded by written self-explanations. We hypothesised that in learning a professional…

Conditions for Apprentices' Learning Activities at Work

ERIC Educational Resources Information Center

Messmann, Gerhard; Mulder, Regina H.

2015-01-01

The aim of this study was to investigate how apprentices' learning activities at work can be fostered. This is a crucial issue as learning at work enhances apprentices' competence development and prepares them for professional development on the job. Therefore, we conducted a study with 70 apprentices in the German dual system and examined the…

Validating a Mobile Learning Readiness Survey: Assessing Teachers' Dispositions toward Adoption

ERIC Educational Resources Information Center

Christensen, Rhonda; Knezek, Gerald

2017-01-01

Appraisal of the readiness of teachers to accept and use mobile devices for classroom instruction is a critical step whenever an expectation exists that the devices will be used to enhance student learning. Designing professional development requires assessment of teachers' readiness and willingness to embrace mobile learning for their students.…

Creating a Professional Blog: The Impact of Student Learning Styles on Perceptions of Learning

ERIC Educational Resources Information Center

Fowler, Kendra; Thomas, Veronica L.

2015-01-01

This article provides marketing educators with a blogging activity that allows students to add to their marketing expertise as well as enhance their communication skills. Specifically, we propose an activity that incorporates the necessary steps for experiential learning to be achieved. Furthermore, the effectiveness of this activity is examined…

Connecting Changes in Secondary Mathematics Teachers' Knowledge to Their Experiences in a Professional Development Workshop

ERIC Educational Resources Information Center

Boston, Melissa D.

2013-01-01

This investigation describes secondary mathematics teachers' learning and instructional change following their participation in a professional development workshop, the Enhancing Secondary Mathematics Teacher Preparation Project (ESP) (2004-2005), specifically focused on the selection and implementation of cognitively challenging mathematical…

Can E-Learning System Enhance Learning Culture in the Workplace? A Comparison among Companies in South Korea

ERIC Educational Resources Information Center

Yoo, Sun Joo; Huang, Wenhao David

2016-01-01

How organizations need to act in order to develop their learning capacities has always been a focal interest of research and practice in the workplace. In practice, an e-learning system is often utilized to foster professional development as it is capable of delivering information and knowledge to individuals across organizations. However, the…

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.

Opportunities and barriers to public health nutrition education in Vietnamese universities.

PubMed

Pham, Quynh Th; Worsley, Anthony; Lawrence, Mark; Marshall, Bernie

2017-05-01

A core challenge for low- and middle-income countries (LMICs) in combating the negative effects of the nutrition transition is to implement appropriate prevention strategies to halt the increasing prevalence of obesity and non-communicable diseases (NCDs), against a background of prevailing under nutrition. There have been several proposals for the enhancement of university nutrition education for future health and related professionals who are expected to communicate knowledge of health risks to the broad community. However, little is known about university nutrition education in LMICs. The present study aimed to investigate professional development opportunities and barriers for university nutrition lecturers to teach public health nutrition (PHN). An online survey was conducted among 242 Vietnamese health and education professionals and university nutrition lecturers across Vietnam. Purposive sampling was used to recruit participants. Comparisons of between the groups' responses were examined via SPSS Crosstabs. The structures of the perceived barriers and desired PHN training topics were examined via factor analyses. Multiple linear regression examined the influences on lecturers' learning interests in nutrition areas. The lecturers' learning interests spanned four areas: basic nutrition, basic food, food policy and 'new' trends (e.g. food policy, marketing). Major impediments to nutrition teaching in universities divided into two groups: resource limitations and professional constraints (e.g. lack of relevant training opportunities). The lecturers' perceptions of professional constraints influenced their interest in learning about 'new' trends. The results highlighted the need and opportunities to enhance PHN professional development for nutrition lecturers in Vietnam.

Learning to teach mathematics with technology: A survey of professional development needs, experiences and impacts

NASA Astrophysics Data System (ADS)

Bennison, Anne; Goos, Merrilyn

2010-04-01

The potential for digital technologies to enhance students' mathematics learning is widely recognised, and use of computers and graphics calculators is now encouraged or required by secondary school mathematics curriculum documents throughout Australia. However, previous research indicates that effective integration of technology into classroom practice remains patchy, with factors such as teacher knowledge, confidence, experience and beliefs, access to resources, and participation in professional development influencing uptake and implementation. This paper reports on a large-scale survey of technology-related professional development experiences and needs of Queensland secondary mathematics teachers. Teachers who had participated in professional development were found to be more confident in using technology and more convinced of its benefits in supporting students' learning of mathematics. Experienced, specialist mathematics teachers in large metropolitan schools were more likely than others to have attended technology-related professional development, with lack of time and limited access to resources acting as hindrances to many. Teachers expressed a clear preference for professional development that helps them meaningfully integrate technology into lessons to improve student learning of specific mathematical topics. These findings have implications for the design and delivery of professional development that improves teachers' knowledge, understanding, and skills in a diverse range of contexts.

The first two years of practice: a longitudinal perspective on the learning and professional development of promising novice physical therapists.

PubMed

Hayward, Lorna M; Black, Lisa L; Mostrom, Elizabeth; Jensen, Gail M; Ritzline, Pamela D; Perkins, Jan

2013-03-01

Physical therapists work in complex health care systems requiring professional competence in clinical reasoning and confidence in decision-making skills. For novice physical therapists, the initial practice years are a time for developing professional identity and practical knowledge. The study purpose was to extend previous research describing the experiences, learning, and professional development of 11 promising novice therapists during their first year of practice. The present study examined the continued development of the same therapists during their second year of clinical practice. Seven researchers from 4 physical therapist educational programs in the eastern and midwestern United States used a longitudinal, qualitative, multiple case study approach. Eleven physical therapist graduates identified as "promising novices" were recruited using purposive sampling. Participants ranged in age from 24 to 29 years and entered varied practice settings. Data were collected for 2 years using semistructured interviews, reflective journals, and participant observation. A conceptual model describing the participants' ongoing development during the second year of practice emerged. The 3 themes were formal and informal learning, increasing confidence and expansion of skills, and engagement in an environment characterized by collaborative exchange and opportunities for teaching. The second year represented consolidation and elaboration of practice-based learning and skills. The expansion of confidence, skills, and responsibilities and the externalization of learning the participants experienced promoted professional role formation. Learning previously directed inward and self-focused turned outward, fueled by growing self-confidence. Research illuminating the professional role formation experienced during early clinical practice is not widely available. The current study and further research into the learning and development of novice practitioners may assist educators in the design of pedagogical strategies and learning environments that enhance the professional development of physical therapists.

Maximizing Educator Enhancement: Aligned Seminar and Online Professional Development

ERIC Educational Resources Information Center

Shaha, Steven; Glassett, Kelly; Copas, Aimee; Huddleston, T. Lisa

2016-01-01

Professional development and learning has a long history in seminar-like models, as well as in the more educator-personal delivery approaches. The question is whether an intentionally coordinated, integrated combination of the two PDL approaches will have best impacts for educators as quantified in improved student performance. Contrasts between…

Reflective Dialogue: A Path to Enhanced Teacher Efficacy and Classroom Practice

ERIC Educational Resources Information Center

Isai, Shelley

2010-01-01

Literature abounds on professional development. However, teacher change is not so much the result of professional development, but rather successful implementation of strategies learned into the classroom: a mastery experience. Mastery experience, after all, is the most influential predicator of teacher efficacy, which is equated to student…

Enhancing Capacity to Improve Student Learning

ERIC Educational Resources Information Center

Mayotte, Gail; Wei, Dan; Lamphier, Sarah; Doyle, Thomas

2013-01-01

Professional development provides a means to build capacity among school personnel when it is delivered as part of a systematic, long-term approach to school and teacher improvement. This research examines a sustained, diocesan-wide professional development model, called the ACE Collaborative for Academic Excellence, that aims to build capacity…

From "Hesitant" to "Environmental Leader": The Influence of a Professional Development Program on the Environmental Citizenship of Preschool Teachers

ERIC Educational Resources Information Center

Spektor-Levy, Ornit; Abramovich, Anat

2017-01-01

This study investigated the influence that the "Environmental Leadership Professional Development" program had on preschool teachers. The program's aim is to enhance environmental awareness, thus developing environmental citizenship and leadership. The program offered experiential and reflective learning, meetings with environmental…

Organisational and Task Factors Influencing Teachers' Professional Development at Work

ERIC Educational Resources Information Center

Evers, Arnoud T.; Van der Heijden, Béatrice I. J. M.; Kreijns, Karel

2016-01-01

Purpose: The purpose of this paper is to investigate organisational (cultural and relational) and task factors which potentially enhance teachers' professional development at work (TPD at Work). The development of lifelong learning competencies and, consequently, the careers of teachers, has become a permanent issue on the agenda of schools…

Looking Across and Within: Studying Ourselves as Teacher Educators

ERIC Educational Resources Information Center

Tannehill, Deborah; Parker, Melissa; Tindall, Daniel; Moody, Brigitte; MacPhail, Ann

2015-01-01

The purpose of this paper is to describe the ongoing self-study of a community of physical education teacher educators (PETE) striving to enhance their research capacity and program effectiveness. The underpinnings of the project reside within professional development/professional learning and self-study. Engaging in self-study projects…

Online Neonatal Training and Orientation Programme in India (ONTOP-IN)--the way forward for distance education in developing countries.

PubMed

Thukral, Anu; Sasi, Arun; Chawla, Deepak; Datta, Parul; Wahid, Sheeza; Rao, Suman; Kannan, Venkatnarayan; Veeragandam, Aruna; Murki, Srinivas; Deorari, Ashok K

2012-12-01

Internet-based distance learning combined with local hands-on skill enhancement can provide high-quality standardized education to in-service healthcare professionals in a wide geographical area. Primary objective of this study was to evaluate the efficacy of internet-based distance learning in conjunction with local hands-on skill enhancement in improving knowledge and skills of essential newborn care among in-service nursing health professionals. A total of 98 participants from seven health facilities in India and Maldives were enrolled in the study. Delivery of course material staggered over 5 weeks in the form of two lessons every week was moderated by two to three online tutors at each site. Participants managed actual case scenarios, participated in discussion forums and synchronous chat sessions within a closed group. Skill learning was administered by local tutor at the partnering health facilities. Knowledge and skill enhancement were evaluated by administering online multiple-choice questions (MCQs) test and on-site objective structured clinical evaluation (OSCE) stations before and after completion of the course. Participants' satisfaction was evaluated on a five-point Likert scale. Among 98 participants enrolled in the study, 78 (79%) completed the post-test assessment. There was significant increase in knowledge and skills scores (MCQ test: mean difference: 6.4 (95% CI: 5.6-7.17), OSCE: mean difference: 15.4 (95% CI: 12.7-18.1). All the participants expressed satisfaction with content and delivery of the learning module. To conclude, online training and teaching in essential newborn care is feasible and acceptable for in-service nursing professionals and serves as a useful tool for professional development of their practical skills and knowledge.

The Evolution of a Professional Practice Forum: Balancing Peer-to-Peer Learning With Course Objectives.

PubMed

Janssen, Anna; Robinson, Tracy; Shaw, Tim

2014-10-31

The Opioid Treatment Accreditation Course (OTAC) is a mandatory accreditation requirement in New South Wales, Australia, and aims to prepare medical practitioners for the provision of safe and effective Opioid Substitution Treatment to people with opioid dependence. The course has a strong focus on safe prescribing practices and the course design includes a Professional Practice Forum that is engaging for participants and effective at imparting complex ideas and concepts that do not place additional time constraints on already time-poor health professionals. The study aimed to use participatory action research methods to develop and evaluate an online Professional Practice Forum that is a key component of the OTAC teaching and learning experience. Three evaluation cycles were implemented with three cohorts of participants (N=40) to inform the design and review of the updated OTAC course. Overall, the study relied on participatory action research methods to enhance a sense of online community and to revise the Professional Practice Forum component of the course. Findings from survey feedback and an examination of Web metrics were used to monitor participant learning and were subsequently subject to thematic analysis in order to identify key themes. The use of participatory action techniques in the redesign of the OTAC course was a successful means of engaging with participants and resulted in four revisions based on feedback from facilitators and participants. The Professional Practice Forum was rated highly and received positive feedback from both moderators and participants. The use of interactive forums in online learning in an educational module for adult learners can prove extremely valuable as a means for participants to share their expertise and improve their learning outcomes. In particular, the use of sticky and welcome threads were significant features that enhanced interactions between participants and facilitators and resulted in increased quantity and quality of postings. These findings can help inform future researchers on how to develop peer engagement modules that are amenable to assessment and that build an online sense of community.

Head of the Class: How Teachers Learn Technology Best.

ERIC Educational Resources Information Center

McKenzie, Jamie

2001-01-01

Educational technology is not about spread sheeting, word processing, or slick, "PowerPointless" student performances. Professional development should focus on curriculum-based teaching and learning strategies that enhance daily practice. Like gardening, fertilizer is needed via informal support systems, study groups, mentors, help…

Technology-Enhanced Learning in Science (TELS)

NASA Astrophysics Data System (ADS)

Linn, Marcia

2006-12-01

The overall research question addressed by the NSF-funded echnologyEnhanced Learning in Science (TELS) Center is whether interactive scientific visualizations embedded in high quality instructional units can be used to increase pre-college student learning in science. The research draws on the knowledge integration framework to guide the design of instructional modules, professional development activities, and assessment activities. This talk reports on results from the first year where 50 teachers taught one of the 12 TELS modules in over 200 classes in 16 diverse schools. Assessments scored with the knowledge integration rubric showed that students made progress in learning complex physics topics such as electricity, mechanics, and thermodynamics. Teachers encountered primarily technological obstacles that the research team was able to address prior to implementation. Powerful scientific visualizations required extensive instructional supports to communicate to students. Currently, TELS is refining the modules, professional development, and assessments based on evidence from the first year. Preliminary design principles intended to help research teams build on the findings will be presented for audience feedback and discussion.

Sustaining Innovations through Lead Teacher Learning: A Learning Sciences Perspective on Supporting Professional Development

ERIC Educational Resources Information Center

Fogleman, Jay; Fishman, Barry; Krajcik, Joe

2006-01-01

There is a rich history of researchers developing curricular materials aimed at enhancing student learning in American classrooms. Though many of these innovations have been successful on a small scale, institutionalizing them so they become part of a district's instructional culture has been a challenge. As large districts try to scale up and…

Peer Sharing Facilitates the Effect of Inquiry-Based Projects on Science Learning

ERIC Educational Resources Information Center

Chung, Hui-Min; Behan, Kristina Jackson

2010-01-01

Authentic assessment exercises are similar to real-world tasks that would be expected by a professional. An authentic assessment in combination with an inquiry-based learning activity enhances students' learning and rehearses them for their future roles, whether as scientists or as informed citizens. Over a period of 2 years, we experimented with…

Mathematics Instruction for Students with Learning Disabilities or Difficulty Learning Mathematics: A Synthesis of the Intervention Research

ERIC Educational Resources Information Center

Gersten, Russell; Chard, David J.; Jayanthi, Madhavi; Baker, Scott K.; Morphy, Paul; Flojo, Jonathan

2008-01-01

This meta-analysis synthesizes experimental and quasi-experimental research on instruction that enhances the mathematics performance of K-12 students with learning disabilities. It reports the findings from this synthesis, discusses the implications for practice, and suggests next steps for research and professional development efforts in this…

The Correlation between Early Second Language Learning and Native Language Skill Development

ERIC Educational Resources Information Center

Caccavale, Terry

2007-01-01

It has long been the assumption of many in the field of second language teaching that learning a second language helps to promote and enhance native language skill development, and that this correlation is direct and positive. Language professionals have assumed that learning a second language directly supports the development of better skills,…

Information technology in health professional education: why IT matters.

PubMed

Haigh, Jackie

2004-10-01

This paper analyses the potential of information technology (IT) to transform the process of learning in higher education, particularly health professional education. It is argued that IT, although very much part of the infrastructure of the modern university has yet to make its full impact on teaching and learning processes. The expectations of students and demands for improved flexibility and access make it inevitable that IT will become an integral part of teaching and learning despite inherent resistance to change. The potential benefits of IT are identified as: transmission of high quality content, support of life-long learning, flexibility of access and enhanced opportunities for communication. These concepts are explored in the context of health professional education. It is argued that universities cannot survive without harnessing the power of IT to improve the educational experience of students but lecturers should ensure that this is underpinned by sound educational theory.

Key Issue: Enhancing Teacher Leadership

ERIC Educational Resources Information Center

National Comprehensive Center for Teacher Quality, 2007

2007-01-01

"Teachers are leaders when they function in professional communities to affect student learning; contribute to school improvement; inspire excellence in practice; and empower stakeholders to participate in educational improvement" (Childs-Bowen, Moller, & Scrivner, 2000, p. 28). Enhancing teacher leadership can help schools and districts reach the…

The use of a mobile assistant learning system for health education based on project-based learning.

PubMed

Wu, Ting-Ting

2014-10-01

With the development of mobile devices and wireless technology, mobile technology has gradually infiltrated nursing practice courses to facilitate instruction. Mobile devices save manpower and reduce errors while enhancing nursing students' professional knowledge and skills. To achieve teaching objectives and address the drawbacks of traditional education, this study presents a mobile assistant learning system to help nursing students prepare health education materials. The proposed system is based on a project-based learning strategy to assist nursing students with internalizing professional knowledge and developing critical thinking skills. Experimental results show that the proposed mobile system and project-based learning strategy can promote learning effectiveness and efficiency. Most nursing students and nursing educators showed positive attitudes toward this mobile learning system and looked forward to using it again in related courses in the future.

Declarative knowledge and professional vision in teacher education: effect of courses in teaching and learning.

PubMed

Stürmer, Kathleen; Könings, Karen D; Seidel, Tina

2013-09-01

Teachers' professional vision includes the ability to apply general pedagogical knowledge about components of effective teaching and learning to reason about significant features of classroom practice. It requires teachers to (a) describe, (b) explain, and (c) predict classroom situations. Although the acquisition of underling knowledge can be considered as a key element of university-based teacher education programmes, to date, there has been little empirical research on teacher candidates' development of professional vision. This study aims to improve understanding of how different university-based courses in teaching and learning impact the development of professional vision. Participants were teacher candidates (N= 53) attending the same teacher education programme at a German university. They were enrolled in one of three different compulsory courses in teaching and learning, lasting one semester. In a pre-test-post-test design, participants' declarative knowledge about teaching and learning was measured with a test, professional vision with the online tool Observer. Analysis of covariance and multivariate analysis of variance were conducted. Teacher candidates in all three courses showed significant gains both in declarative knowledge and professional vision. Patterns of results differed depending on the course attended. A video-based course with a focus on effective teaching resulted in highest gains in prediction of the consequences of observed events for student learning processes, which is the highest level of knowledge transfer. The development of professional vision is a strongly knowledge-guided process. In line with their content and aims, university-based courses can enhance teaching-relevant knowledge for teacher candidates. © 2012 The British Psychological Society.

Understanding the optimal learning environment in palliative care.

PubMed

Connell, Shirley E; Yates, Patsy; Barrett, Linda

2011-07-01

The learning experiences of student nurses undertaking clinical placement are reported widely, however little is known about the learning experiences of health professionals undertaking continuing professional development (CPD) in a clinical setting, especially in palliative care. The aim of this study, which was conducted as part of the national evaluation of a professional development program involving clinical attachments with palliative care services (The Program of Experience in the Palliative Approach [PEPA]), was to explore factors influencing the learning experiences of participants over time. Thirteen semi-structured, one-to-one telephone interviews were conducted with five participants throughout their PEPA experience. The analysis was informed by the traditions of adult, social and psychological learning theories and relevant literature. The participants' learning was enhanced by engaging interactively with host site staff and patients, and by the validation of their personal and professional life experiences together with the reciprocation of their knowledge with host site staff. Self-directed learning strategies maximised the participants' learning outcomes. Inclusion in team activities aided the participants to feel accepted within the host site. Personal interactions with host site staff and patients shaped this social/cultural environment of the host site. Optimal learning was promoted when participants were actively engaged, felt accepted and supported by, and experienced positive interpersonal interactions with, the host site staff. Copyright © 2010 Elsevier Ltd. All rights reserved.

What Do Professional Learning Policies Say about Purposes of Teacher Education?

ERIC Educational Resources Information Center

Kennedy, Aileen

2015-01-01

Enhancing teacher learning is acknowledged globally as a key route to improving student outcomes, thereby contributing to nation states' economic competitiveness. This globally accepted policy "hypernarrative" is driving reform of teacher education policy internationally. This article seeks to analyse some key features of contemporary…

A transformative perspective on learning and professional development of Afghan physiotherapists.

PubMed

Wickford, Jenny; Edwards, Ian; Rosberg, Susanne

2012-05-01

The aim of this article is to explore factors that impacted learning of Afghan physiotherapists in a development project to improve the physiotherapy services in a disability programme implemented by a Swedish nongovernmental organisation in Afghanistan. Participant observation, recorded as field notes, was used to document the process, to gain a better understanding of professional development of physiotherapists in Afghanistan. Field notes were analysed and factors affecting learning were interpreted from a perspective inspired by transformative learning. Various factors were identified: a pattern approach to treatment, linear thinking, and socially oriented decision making affected how new things learned were put into practice; concrete representations and an instrumental view of knowledge characterised learning approaches; language barriers, different interpretations of meaning, and cultural codes challenged communication; and a prescriptive, encouraging approach of the expatriate physiotherapy development worker affected teaching and learning. Working with professional development across cultural borders is challenging, and the identified factors impacting learning can help expatriate physiotherapists in adapting training to the Afghan context. Exploring meaning perspectives and communicative learning could enhance understanding of these factors for both expatriate and Afghan physiotherapists and should be a focus in future development activities.

Do British Columbia's Recent Education Policy Changes Enhance Professionalism among Teachers?

ERIC Educational Resources Information Center

Grimmett, Peter P.; D'Amico, Laura

2008-01-01

Beginning with the Sullivan Royal Commission on Education in 1988, British Columbia (BC) teachers experienced a policy context that led to a decade of intense professional learning around innovative instructional strategies and curriculum. From 2001 on, the policy context changed considerably. There has been a flurry of changes designed to bring…

Combining Emerging Technology and Writing across the Curriculum: Professional Development that Works!

ERIC Educational Resources Information Center

Hampson, Margaret P.; Hearron, Tom; Noggle, Mary

2009-01-01

Though Writing Across the Curriculum is not a new concept, Caldwell Community College and Technical Institute offers a two-semester professional development program that combines this instructional approach with emerging technology. Though this program focuses on the use of writing to enhance student learning, this training format can be…

Best Practices of Online Professional Development for K-12 Teachers: A Quantitative Study

ERIC Educational Resources Information Center

Smirniotis-Giambatista, Cynthia

2017-01-01

Online flipped professional development allows direct instruction to take place through an interactive learning setting and allows the face-to-face contact to provide guidance and apply the concept. As technology advances, education needs instruments and tools used for effectively teaching using the enhanced technology to increase student…

Professional Development in an Online Context: Opportunities and Challenges from the Voices of College Faculty

ERIC Educational Resources Information Center

Wynants, Shelli; Dennis, Jessica

2018-01-01

Given the variety of learning and engagement needs of the increasingly diverse student population in higher education, flexible approaches to teaching are critical for improving student success. Professional development that provides faculty exposure to effective, evidence-based instructional strategies in an online context may enhance their…

Fostering Structurally Transformative Teacher Agency through Science Professional Development

ERIC Educational Resources Information Center

Rivera Maulucci, Maria S.; Brotman, Jennie S.; Fain, Shoshana Sprague

2015-01-01

This study draws on data from a 10-month critical narrative inquiry of science teaching and learning in a third grade, dual language, integrated co-teaching classroom. The teachers were participants in a 14-week science professional development seminar that enrolled inservice and preservice teachers and focused on enhancing science teaching and…

International WIL Placements: Their Influence on Student Professional Development, Personal Growth and Cultural Competence

ERIC Educational Resources Information Center

Gribble, Nigel; Dender, Alma; Lawrence, Emma; Manning, Kirrily; Falkmer, Torbjorn

2014-01-01

In the increasingly global world, skills in cultural competence now form part of the minimum standards of practice required for allied health professionals. During an international work-integrated learning (WIL) placement, allied health students' cultural competence is expected to be enhanced. The present study scrutinized reflective journals of…

Peer mentoring: Enhancing the transition from student to professional.

PubMed

Fisher, Margaret; Stanyer, Rachel

2018-05-01

to share the experience of a model of peer mentoring in a pre-qualification midwifery programme DESIGN: description of the framework and benefits of the model SETTING: University and practice PARTICIPANTS: third year midwifery students INTERVENTIONS: practical activities meeting regulatory body requirements in a pre-qualification mentorship module MEASUREMENTS AND FINDINGS: informal evaluations by students of key activities undertaken during peer mentoring demonstrated a range of positive outcomes. These included enhanced confidence, self-awareness, interpersonal and teaching skills, team-working and leadership - factors also associated with emotional intelligence. Students developed an appreciation of the accountability of the mentor including making practice assessment decisions. They stated that the learning achieved had aided their professional development and enhanced employability. this module equips students with skills for their future role in facilitating learners and contributes to development of a 'professional persona', enhancing their transition to qualified midwives. The Peer Mentoring Model would be easily adapted to other programmes and professional contexts. Copyright © 2018 Elsevier Ltd. All rights reserved.

Networking in medical education: creating and connecting.

PubMed

Supe, Avinash N

2008-03-01

Social networking is being increasingly used as a tool of choice for communications and collaborations in business and higher education. Learning and practice become inseparable when professionals work in communities of practice that create interpersonal bonds and promote collective learning. Individual learning that arises from the critical reconstruction of practice, in the presence of peers and other health professionals, enhances a physician's capability of clinical judgment and evidence-based practice. As such, it would be wise for medical schools, whose responsibility it is to prepare students to make a transition to adult life with the skills they need to succeed in both arenas, to reckon with it.

Interprofessional communication training: benefits to practicing pharmacists.

PubMed

Luetsch, Karen; Rowett, Debra

2015-10-01

Interprofessional communication skills are important for pharmacists to build collaborative relationships with other health professionals, integrate into healthcare teams, maximise their effectiveness in patient care in addressing complex care needs and meet the demands of health care reforms. This qualitative study explores clinical pharmacists' experiences and reflections after completing a learning and practice module which introduced them to a framework for successful interprofessional communication. The postgraduate clinical pharmacy program at The University of Queensland and the clinical pharmacy practice environments of forty-eight hospital and seven community based pharmacists. A learning and practice module outlining a framework for successful interprofessional communication was designed and integrated into a postgraduate clinical pharmacy program. Enrolled pharmacists applied newly learnt communication skills in pro-actively initiated, clinical discussions with a health professional in their practice environment. They provided written reflections on their experiences which were analysed using thematic analysis. Pharmacists' perceptions of the impact of applying the communication framework during their interaction with a health professional in their practice setting. Themes which emerged from reflections described pharmacists' confidence and capabilities to successfully conduct a clinical discussion with a health professional after initial apprehension and nervousness about the scheduled interaction. The application of the communication framework enhanced their perception of their professional identity, credibility and ability to build a collaborative working relationship with other health professionals. Pharmacists perceived that a learning and practice module for successful interprofessional practice integrated into a postgraduate clinical pharmacy program enhanced their interprofessional communication skills. The development of pro-active, interprofessional communication skills has the potential to increase interprofessional collaboration and pharmacists' personal role satisfaction. Pharmacists also observed it added value to their professional contribution in health care teams when addressing the demands of increasingly complex health care needs and reforms.

Informal learning in postgraduate medical education: from cognitivism to 'culturism'.

PubMed

Swanwick, Tim

2005-08-01

Work-based learning occupies a central role in the training and ongoing development of the medical workforce. With this arises the need to understand the processes involved, particularly those relating to informal learning. Approaches to informal learning in postgraduate medical education have tended to consider the mind as an independent processor of information. In this paper, such cognitive approaches are critiqued and an alternative socio-cultural view on informal learning described. Recent and imminent changes in postgraduate medical education are identified, namely the reduction in patient experience, the fragmentation of teaching, and the development of competency frameworks and structured curricula. It is argued that although the latter may be useful in the construction of formal learning programmes, they will do little to enhance the progression of the individual from newcomer to old-timer or the cultural assimilation of the learner into a profession. Strategies for enhancing informal learning in the workplace are recommended in which increased attention is paid to the development of the medical apprentice within a community of social practice. These include the establishment of strong goals, the use of improvised learning practices, attention to levels of individual engagement and workplace affordances, immersion in professional discourse and behaviours, support in relation to the development of a professional identity and the provision of opportunities to transform social practice.

Implementation of Real-World Experiential Learning in a Food Science Course Using a Food Industry-Integrated Approach

ERIC Educational Resources Information Center

Hollis, Francine H.; Eren, Fulya

2016-01-01

Success skills have been ranked as the most important core competency for new food science professionals to have by food science graduates and their employers. It is imperative that food science instructors promote active learning in food science courses through experiential learning activities to enhance student success skills such as oral and…

Experiential learning in practice: An ethnographic study among nursing students and preceptors.

PubMed

Rodríguez-García, Marta; Medina-Moya, José Luis; González-Pascual, Juan Luis; Cardenete-Reyes, César

2018-03-01

This study aimed to explore the reflective dialogues and processes that take place between preceptors and their nursing students and to examine how preceptors make use of their expert knowledge in order to enhance students' experiential learning during clinical placements. Two 30-h courses on reflective teaching were conducted. The study sample included 15 preceptors and 27 undergraduate nursing students. Data were collected during the course and during clinical placements at two X hospitals. Data collection included non-participatory observation and informal conversations with preceptors, in-depth interviews and focus groups. Preceptors used a series of strategies to promote experiential learning; these included creating links with practice, the use of examples, allowing students to adopt professional roles and enhancing autonomy. The value of preceptors is their wealth of professional experience, which is key during the learning process of nursing students. Preceptors must learn to master the art of questioning and stimulating reflective dialogues, in order to stimulate students' critical thinking and encourage them to resolve common problems that arise during practice. Students demand a more active role in their own learning processes. Copyright © 2017. Published by Elsevier Ltd.

Enhancing Preservice Teachers' Skillsets and Professionalism through Literacy Tutoring Experiences

ERIC Educational Resources Information Center

Paquette, Kelli R.; Laverick, DeAnna M.

2017-01-01

This qualitative study explores preservice teachers' experiences in a service-learning literacy tutoring program offered at a university with children in grades one through eight. This study examines briefly the history of literacy centers and service-learning, the specific instructional tutoring methods employed by preservice teachers connected…

Achieving Balance: Lessons Learned from University and College Presidents

ERIC Educational Resources Information Center

Havice, Pamela A.; Williams, Frankie K.

2005-01-01

This study investigated strategies used by college and university presidents in balancing their professional and personal lives. The conceptual framework for this study comes from the work of Schein (1985, 1992). Lessons learned and words of wisdom from these presidents can enhance leadership effectiveness at all levels in higher education.

Learning to Teach Mathematics with Technology: A Survey of Professional Development Needs, Experiences and Impacts

ERIC Educational Resources Information Center

Bennison, Anne; Goos, Merrilyn

2010-01-01

The potential for digital technologies to enhance students' mathematics learning is widely recognised, and use of computers and graphics calculators is now encouraged or required by secondary school mathematics curriculum documents throughout Australia. However, previous research indicates that effective integration of technology into classroom…

Developing and Using Interdisciplinary Case Studies in Teaching Geriatrics to Practicing Health Care Professionals.

ERIC Educational Resources Information Center

Owens, Norma J.; Padula, Cynthia A.; Hume, Anne L.

2002-01-01

Interdisciplinary clinical case studies in geriatrics were developed using active and problem-based learning approaches that simulate clinical environments. Feedback from their use in continuing education indicated that facilitators need interdisciplinary group skills, well-written discussion questions enhanced learning, and the presence of all…

A writing intensive introductory course for RN to BSN students.

PubMed

Tesh, Anita S; Hyde, Yolanda M; Kautz, Donald D

2014-01-01

This article describes learning strategies used with RN to BSN students in their 1st nursing course to successfully learn how to write formal papers using the American Psychological Association (APA) format. This 1st nursing course, a writing intensive, requires 4 short papers with self, peer, and teacher critiques and opportunities to rewrite. Students learn the style of professional nursing discourse, mastery of APA format, and development of additional skills in following directions and in critiquing their own work. An additional benefit is to enhance learning about professional nursing topics. By mastering writing skills in this initial course, students are able to successfully complete writing assignments in future courses and, in some cases, move on to publication.

A curricular addition using art to enhance reflection on professional values.

PubMed

Byars, Lynn A; Stephens, Mark B; Durning, Steven J; Denton, Gerald D

2015-04-01

Art and humanities can enhance undergraduate medical education curricular objectives. Most commonly, art is used to help students learn observational skills, such as medical interviewing and physical diagnosis. Educators concurrently struggle to find ways to meaningfully teach professional values within crowded curricula. This curriculum aimed to combine art and reflection to actively convey tenets of medical professionalism. Internal medicine clerkship at a single institution. Third-year students. Students reviewed an online module describing attributes of medical professionalism before completing a 4-step written exercise stimulated by viewing a work of art and based on a critical incident from their own experiences. A faculty member reviewed the essays and facilitated small group discussion to normalize the students' emotional responses and generalize their observations to others. The curriculum was acceptable to students and enthusiastically received by faculty. Efforts to assess the effects and durability of the exercise on student behavior are ongoing. Artwork can enhance student reflection on professional values. This model efficiently and creatively meets curricular professionalism objectives. Reprint & Copyright © 2015 Association of Military Surgeons of the U.S.

Education on fluid management and encouraging critical thinking skills.

PubMed

Dale, Willette

2012-01-01

The unit is currently utilizing hematocrit-based blood volume monitoring on each patient, resulting in improved monitoring in patients achieving their target weight. The nurses expressed confidence in their understanding of the use of hematocrit-based blood volume monitoring. This learning experience provided a vivid look at the importance of fluid management in nephrology nursing. This area should always be included in nephrology nurse competencies and represented in a way that it ignites critical thinking within the nursing professional. It is the responsibility of a professional nurse to stay current in evidence-based practice and continuing education. Professional pride stimulates nephrology nurses to seek new learning experiences to enhance their practice.

Electronic portfolios in nursing education: a review of the literature.

PubMed

Green, Janet; Wyllie, Aileen; Jackson, Debra

2014-01-01

As health professionals, nurses are responsible for staying abreast of current professional knowledge and managing their own career, professional growth and development, and ideally, practices to support these activities should start during their student years. Interest in electronic or eportfolios is gathering momentum as educationalists explore their potential as a strategy for fostering lifelong learning and enhancing on-going personal and professional development. In this paper, we present an overview of e-portfolios and their application to nurse education, highlighting potential benefits and considerations of useage. We argue that the e-portfolio can represent an authentic means of assessing cognitive, reflective and affective skills. Furthermore, the e-portfolio provides a means through which nurses can record and provide evidence of skills, achievements, experience, professional development and on-going learning, not only for themselves, but for the information and scrutiny of registration boards, employers, managers and peers. Crown Copyright © 2013. Published by Elsevier Ltd. All rights reserved.

Evaluation of a Core Team Centred Professional Development Programme for Building a Whole-School Cooperative Problem Solving Approach to Conflict

ERIC Educational Resources Information Center

White, Andrew Jonathan; Wertheim, Eleanor H.; Freeman, Elizabeth; Trinder, Margot

2013-01-01

This study evaluated a professional learning approach using a core team (CT) model to assist primary (elementary) schools to develop whole-school collaborative conflict resolution processes. Thirteen schools were matched and randomly assigned to the enhancing relationships in school communities programme ("n"?=?10) or a non-programme…

Elementary Teachers' Experiences with Technology Professional Development and Using Technology in the Classroom: A Case Study

ERIC Educational Resources Information Center

Grizzle, Pamela Lavon

2016-01-01

In order for educators to prepare students for technology-enhanced learning educators must first be prepared. The digital divide and technology professional development are two factors impacting the depth at which technology is integrated into the classroom. The local problem addressed in this study was that the impact of technology professional…

Blogs: Enhancing Links in a Professional Learning Community of Science and Mathematics Teachers

ERIC Educational Resources Information Center

Loving, Cathleen C.; Schroeder, Carolyn; Kang, Rui; Shimek, Christine; Herbert, Bruce

2007-01-01

Anyone who can access the Internet can be part of the knowledge-access, knowledge-building, information-exchanging culture, regardless of location. The research presented in this article is about blogs and their use in a new teacher professional development project. Weblogs were first named and described in 1997 by Jorn Barger (Blood, 2000) and…

Using Facebook as an E-Portfolio in Enhancing Pre-Service Teachers' Professional Development

ERIC Educational Resources Information Center

Kabilan, Muhammad Kamarul

2016-01-01

This study aims to determine if "Facebook," when used as an online teacher portfolio (OTP), could contribute meaningfully to pre-service teachers' professional development (PD) and in what ways the OTP can be meaningful. Pre-service teachers (n = 91) were asked to develop OTP using "Facebook" and engage in learning and…

Transforming Our Schools: Lessons from the Jefferson County Public Schools/Gheens Professional Development Academy, 1983-1991.

ERIC Educational Resources Information Center

Kyle, Regina M. J.

A school/community partnership in Louisville, Kentucky, the Jefferson County Public Schools/Gheens Professional Development Academy, is described. This report provides a framework for assessing Jefferson County School System reforms in the past 8 years or more designed to enhance student success in learning. A Spiral of Assessment was used to…

Digital Soil Mapping - A platform for enhancing soil learning

NASA Astrophysics Data System (ADS)

Owens, Phillip; Libohova, Zamir; Monger, Curtis; Lindbo, David; Schmidt, Axel

2017-04-01

The expansion of digital infrastructure and tools has generated massive data and information as well as a need for reliable processing and accurate interpretations. Digital Soil Mapping is no exception in that it has provided opportunities for professionals and the public to interact at field and training/workshop levels in order to better understand soils and their benefits. USDA-NRCS National Cooperative Soil Survey regularly conducts training and workshops for soil scientists and other professionals in the US and internationally. A combination of field experiences with workshops conducted in a class environment offers ideal conditions for enhancing soil learning experiences. Examples from US, Haiti and Central America show that Digital Soil Mapping (DSM) tools are very effective for understanding and visualizing soils and their functioning at different scales.

R-NEST: Design-Based Research for Technology-Enhanced Reflective Practice in Initial Teacher Education

ERIC Educational Resources Information Center

Thompson Long, Bonnie; Hall, Tony

2015-01-01

This paper reports research into developing digital storytelling (DST) to enhance reflection within a specific professional learning context--that of a programme of teacher education--while concomitantly producing a transferrable design framework for adaption into other, similar post-secondary educational contexts. There has been limited…

Building Academic Skills in Context: Testing the Value of Enhanced Math Learning in CTE

ERIC Educational Resources Information Center

Stone, James R., III; Alfeld, Corinne; Pearson, Donna; Lewis, Morgan V.; Jensen, Susan

2006-01-01

An experimental study tested a model for enhancing mathematics instruction in five high school career and technical education (CTE) programs (agriculture, auto technology, business/marketing, health, and information technology). The model consisted of a pedagogy and intense teacher professional development. Volunteer CTE teachers were randomly…

The Contribution of Work-Integrated Learning to Undergraduate Employability Skill Outcomes

ERIC Educational Resources Information Center

Jackson, Denise

2013-01-01

WIL has attracted considerable attention as an instrument for enhancing professional practice and developing work-readiness in new graduates. It is widely considered as a point of difference in developing graduate employability by enhancing skill outcomes, such as team-work, communication, self-management and problem solving, employment prospects…

TILE at Iowa: Adoption and Adaptation

ERIC Educational Resources Information Center

Florman, Jean C.

2014-01-01

This chapter introduces a University of Iowa effort to enhance and support active learning pedagogies in technology-enhanced (TILE) classrooms and three elements that proved essential to the campus-wide adoption of those pedagogies. It then describes the impact of those professional development efforts on the curricula and cultures of three…

Translating research into practice: evaluation of an e-learning resource for health care professionals to provide nutrition advice and support for cancer survivors.

PubMed

Murphy, Jane; Worswick, Louise; Pulman, Andy; Ford, Grainne; Jeffery, Jaana

2015-01-01

Nurses and other allied health professionals are in a key position to provide appropriate and consistent advice on nutritional issues to support cancer survivors. However gaps in their nutrition knowledge and education warrant the need for enhanced learning as part of their Continued Professional Development (CPD). In the UK there are currently no formally recognised nutrition education programmes. Therefore e-learning offers a solution to provide flexible learning to target this need. This study aimed to develop and evaluate the efficacy of a freely available, internet-based learning resource, for nurses and allied health professionals who provide nutrition, diet and lifestyle advice for cancer survivors. It sought to explore the attitudes and conceptions of the resource and current knowledge base of those involved in the care pathway for cancer survivors. The design and development of the e-learning resource were informed by the best available research and policy evidence and in a format to facilitate on-line learning. A robust evaluation strategy incorporated focus groups and telephone interviews to gain in depth insights into the experiences of using the resource. Themes included 'Plugging a Gap' which shows an improved knowledge base for nutrition. Information was 'All in One Place' showing that the resource was valued as being within a 'trusted' organisation. 'Everyone Benefits' illustrates how learners felt that the resource provided them with an evidence base, whilst the 'Current and Live' theme captured how professionals felt about the information being up-to-date. The project has shown the benefits of interprofessional working to develop an e-learning resource for Health Care Professionals to support cancer survivors in following healthier lifestyles. Positive attitudes and potential improvements in the knowledge base and changes for professional practice were demonstrated. Further research is required to gauge sustained impact in the work environment by embedding the resource as part of CPD. Copyright © 2014. Published by Elsevier Ltd.

A Professionalism Curricular Model to Promote Transformative Learning Among Residents.

PubMed

Foshee, Cecile M; Mehdi, Ali; Bierer, S Beth; Traboulsi, Elias I; Isaacson, J Harry; Spencer, Abby; Calabrese, Cassandra; Burkey, Brian B

2017-06-01

Using the frameworks of transformational learning and situated learning theory, we developed a technology-enhanced professionalism curricular model to build a learning community aimed at promoting residents' self-reflection and self-awareness. The RAPR model had 4 components: (1) R ecognize : elicit awareness; (2) A ppreciate : question assumptions and take multiple perspectives; (3) P ractice : try new/changed perspectives; and (4) R eflect : articulate implications of transformed views on future actions. The authors explored the acceptability and practicality of the RAPR model in teaching professionalism in a residency setting, including how residents and faculty perceive the model, how well residents carry out the curricular activities, and whether these activities support transformational learning. A convenience sample of 52 postgraduate years 1 through 3 internal medicine residents participated in the 10-hour curriculum over 4 weeks. A constructivist approach guided the thematic analysis of residents' written reflections, which were a required curricular task. A total of 94% (49 of 52) of residents participated in 2 implementation periods (January and March 2015). Findings suggested that RAPR has the potential to foster professionalism transformation in 3 domains: (1) attitudinal, with participants reporting they viewed professionalism in a more positive light and felt more empathetic toward patients; (2) behavioral, with residents indicating their ability to listen to patients increased; and (3) cognitive, with residents indicating the discussions improved their ability to reflect, and this helped them create meaning from experiences. Our findings suggest that RAPR offers an acceptable and practical strategy to teach professionalism to residents.

Effect of an EBM course in combination with case method learning sessions: an RCT on professional performance, job satisfaction, and self-efficacy of occupational physicians.

PubMed

Hugenholtz, Nathalie I R; Schaafsma, Frederieke G; Nieuwenhuijsen, Karen; van Dijk, Frank J H

2008-10-01

An intervention existing of an evidence-based medicine (EBM) course in combination with case method learning sessions (CMLSs) was designed to enhance the professional performance, self-efficacy and job satisfaction of occupational physicians. A cluster randomized controlled trial was set up and data were collected through questionnaires at baseline (T0), directly after the intervention (T1) and 7 months after baseline (T2). The data of the intervention group [T0 (n = 49), T1 (n = 31), T2 (n = 29)] and control group [T0 (n = 49), T1 (n = 28), T2 (n = 28)] were analysed in mixed model analyses. Mean scores of the perceived value of the CMLS were calculated in the intervention group. The overall effect of the intervention over time comparing the intervention with the control group was statistically significant for professional performance (p < 0.001). Job satisfaction and self-efficacy changes were small and not statistically significant between the groups. The perceived value of the CMLS to gain new insights and to improve the quality of their performance increased with the number of sessions followed. An EBM course in combination with case method learning sessions is perceived as valuable and offers evidence to enhance the professional performance of occupational physicians. However, it does not seem to influence their self-efficacy and job satisfaction.

Key Success Factors of eLearning in Education: A Professional Development Model to Evaluate and Support eLearning

ERIC Educational Resources Information Center

FitzPatrick, Thaddeus

2012-01-01

Technology has changed the way that we live our lives. Interaction across continents has become a forefront of everyday engagement. With ongoing enhancements of technology, people are now able to communicate and learn in a virtual environment similar to that of the real world interaction. These improvements are shared in the field of education,…

Expanding Opportunities to Learn to Support Inclusive Education through Drama-Enhanced Literacy Practices

ERIC Educational Resources Information Center

Kilinc, Sultan; Farrand, Kathleen; Chapman, Kathryn; Kelley, Michael; Millinger, Jenny; Adams, Korbi

2017-01-01

This study examines how the Early Years Educators at Play (EYEPlay) professional development (PD) programme supported inclusive learning settings for all children, including English language learners and students with disabilities. The EYEPlay PD model is a year-long programme that integrates drama strategies into literacy practices within…

Willingness of Nurses to Learn with the Use of Technology: An Exploratory Mixed-Methods Investigation

ERIC Educational Resources Information Center

Pilcher, Jobeth

2010-01-01

An increasing number of technologically enhanced tools are becoming available to meet the ongoing professional development needs of nurses. Only a few studies have addressed nurses' willingness to learn with technology, resulting in the problem of inadequate evidence to guide best practices for technology incorporation into nursing professional…

Designing and Implementing a Personalized Remedial Learning System for Enhancing the Programming Learning

ERIC Educational Resources Information Center

Hsieh, Tung-Cheng; Lee, Ming-Che; Su, Chien-Yuan

2013-01-01

In recent years, the demand for computer programming professionals has increased rapidly. These computer engineers not only play a key role in the national development of the computing and software industries, they also have a significant influence on the broader national knowledge industry. Therefore, one of the objectives of information…

Teachers' Perspectives on Digital Tools for Pedagogic Planning and Design

ERIC Educational Resources Information Center

Masterman, Elizabeth; Manton, Marion

2011-01-01

The authors introduce the concept of design support tools and situate them in the pedagogic context of professional development for technology-enhanced learning (TEL) and the research field of learning design. Through focusing on the development and evaluation of one such tool, Phoebe, they discuss their value to lecturers in post-compulsory…

Sexual History-Taking: Using Educational Interventions to Overcome Barriers to Learning

ERIC Educational Resources Information Center

Jayasuriya, Ashini N.; Dennick, Reg

2011-01-01

Sexual history-taking is a basic medical skill that is traditionally taught poorly in medical school. Practising medical professionals have frequently reported feeling inadequately trained at taking these histories or discussing sexual risk. In order to promote and enhance the learning of this basic skill, those who teach sexual history-taking…

Boundary Crossings: Using Participatory Theatre as a Site for Deepening Learning

ERIC Educational Resources Information Center

Kumrai, Rajni Rani; Chauhan, Vipin; Hoy, Jane

2011-01-01

Amongst the academic community there has been an increasing acceptance that knowledge and learning is no longer situated solely within academic settings and that workplace settings are also legitimate spaces for reflecting on practice in order to enhance professional capabilities. Learners are uniquely placed to draw on their workplace experiences…

A Learning Community of Colleagues Enhancing Practice

ERIC Educational Resources Information Center

Visone, Jeremy D.

2016-01-01

This article shares a promising practice: collegial visits. During collegial visits, educators watch a colleague teach a lesson about a predetermined focus as a form of professional development. Educators, including the host teacher, debrief after the lesson. These visits are part of a cycle of learning that moves from theory to practice, and the…

Investigating Transnational Collaboration of Faculty Development and Learning: An Argument for Making Learning Culturally Relevant

ERIC Educational Resources Information Center

Allen, Janine F.

2014-01-01

Professional development offered to higher education faculty is meant to enhance pedagogy and improve practice. Inspired by a transnational partnership in Southeast Asia, this study aimed to discover how teacher education faculty perceived faculty development offered to them by university partnership colleagues from the United States. Survey…

The Student Support Team as a Professional Learning Community.

ERIC Educational Resources Information Center

DuFour, Richard; Guidice, Aida; Magee, Deborah; Martin, Patricia; Zivkovic, Barbara

This chapter discusses three emerging national trends that could serve as catalysts for fundamental change in student services programs. First is the concept of the learning organization, which offers a superior model for enhancing the effectiveness of institutions and the people within them. Second is the movement away from standardization and…

Building Capacity through International Student Affairs Exchange

ERIC Educational Resources Information Center

Roberts, Dennis C.; Roberts, Darbi L.

2012-01-01

In order to build local capacity in an international higher education setting, the Qatar Study Tour and Young Professionals Institute (QST and YPI) was created as an inquiry-based learning experience shared among diverse participants and designed to enhance learning at both the local and international levels. The intent of the QST and YPI model…

Prerequisites for Emotional Intelligence Formation in Second Language Learning and Career Choice

ERIC Educational Resources Information Center

Baklashova, Tatiana A.; Galishnikova, Elena M.; Khafizova, Liliya A.

2016-01-01

The relevance of the topic is due to the enhancing role of emotional intelligence in second language learning. The article aims to substantiate that emotional intelligence (EI) strengthens training quality of future professionals, gives it an emotional color, and thereby increases a variety of intellectual skills. The leading methodical approaches…

When and Where You Want It: Continuing Education from a Distance

ERIC Educational Resources Information Center

Shade, Stacy Deck; Barber, Gerard M.

2004-01-01

Online technology is increasingly being used as a tool for delivery of continuing education to health care professionals. This paper discusses key lessons learned in developing a distance-learning program. It provides practical information on ways to enhance interactivity and overcome obstacles. Preliminary outcomes for learners in a four-state…

The Year We Learned to Collaborate

ERIC Educational Resources Information Center

Silva, Janice; Contreras, Kathia

2011-01-01

In 2008-09, Colegio Ingles had a watershed year in terms of teachers learning to enhance one another's skills. Beneath a deceptively congenial surface, teachers at this Mexican preK-9th grade school were avoiding professional confrontations and rarely observed one another's classes or shared teaching solutions and innovations. That same year, the…

A Collaborative Model for Influencing the Technology Integration Behaviors and Dispositions of Preservice Social Studies Teachers

ERIC Educational Resources Information Center

Jones, Raymond; Cunningham, Ann; Stewart, Loraine Moses

2005-01-01

Collaboration among faculty can enhance the learning experience for preservice teachers and reinforce the integral role of technology in teaching, learning, and professional development in social studies education. Organized around the Performance Profiles outlined by the National Educational Technology Standards for Teachers (NETS[middle dot]T),…

Interprofessional learning, impression management, and spontaneity in the acute healthcare setting.

PubMed

Bell, Elaine; McAllister, Sue; Ward, Paul R; Russell, Alison

2016-09-01

Spontaneous learning is integral to definitions of interprofessional learning (IPL) because it has been suggested that spontaneous learning can be deeply connected with the work that people do in collaboration with colleagues via their professional networks. However, its nature and the processes involved are not well understood. Goffman's theory of impression management offers a useful theoretical framework to consider the way in which interaction in the workplace connects to spontaneous learning. This article explores the current literature to investigate the usefulness of this framework to better understand and identify spontaneous learning in the workplace. Aspects such as the connections between spontaneous learning occurring in formal and informal work activities, the spaces in which it occurs, and the influence of professional networking are considered. It is proposed that research directed to developing a better understanding of the nature of spontaneous learning in IPL will assist in connecting this learning to formal IPL curricula, enhancing IPL and patient outcomes.

Student-perceived barriers and facilitators to e-learning in continuing professional development in primary care.

PubMed

Docherty, Andrea; Sandhu, Harbinder

2006-01-01

WHAT IS ALREADY KNOWN IN THIS AREA • E-learning is being increasingly used within learning and teaching including its application within healthcare education and service provision. Multiple advantages have been identified including enhanced accessibility and increased flexibility of learning. Guidance on the generic-design and development of e-learning courses has been generated. WHAT THIS WORK ADDS • This paper provides a detailed understanding of the barriers and facilitators to e-learning as perceived by students on a continuing professional development (CPD); course arid highlights its multifaceted values. In addition, the paper ṕrovides evidence-based guidance for the development of courses within CPD utilising e-learning. SUGGESTIONS FOR FUTURE RESEARCH • Future research would benefit from, focusing upon the perceptions of staff including barriers and facilitators to the implementation of e-learning and awareness of student experience to generate a balanced and informed understanding of e-learning within the context-of CPD.

Navigating Bioethical Waters: Two Pilot Projects in Problem-Based Learning for Future Bioscience and Biotechnology Professionals.

PubMed

Berry, Roberta M; Levine, Aaron D; Kirkman, Robert; Blake, Laura Palucki; Drake, Matthew

2016-12-01

We believe that the professional responsibility of bioscience and biotechnology professionals includes a social responsibility to contribute to the resolution of ethically fraught policy problems generated by their work. It follows that educators have a professional responsibility to prepare future professionals to discharge this responsibility. This essay discusses two pilot projects in ethics pedagogy focused on particularly challenging policy problems, which we call "fractious problems". The projects aimed to advance future professionals' acquisition of "fractious problem navigational" skills, a set of skills designed to enable broad and deep understanding of fractious problems and the design of good policy resolutions for them. A secondary objective was to enhance future professionals' motivation to apply these skills to help their communities resolve these problems. The projects employed "problem based learning" courses to advance these learning objectives. A new assessment instrument, "Skills for Science/Engineering Ethics Test" (SkillSET), was designed and administered to measure the success of the courses in doing so. This essay first discusses the rationale for the pilot projects, and then describes the design of the pilot courses and presents the results of our assessment using SkillSET in the first pilot project and the revised SkillSET 2.0 in the second pilot project. The essay concludes with discussion of observations and results.

Enhancing Self-Efficacy in Elementary Science Teaching With Professional Learning Communities

NASA Astrophysics Data System (ADS)

Mintzes, Joel J.; Marcum, Bev; Messerschmidt-Yates, Christl; Mark, Andrew

2013-11-01

Emerging from Bandura's Social Learning Theory, this study of in-service elementary school teachers examined the effects of sustained Professional Learning Communities (PLCs) on self-efficacy in science teaching. Based on mixed research methods, and a non-equivalent control group experimental design, the investigation explored changes in personal self-efficacy and outcome expectancy among teachers engaged in PLCs that featured Demonstration Laboratories, Lesson Study, and annual Summer Institutes. Significant changes favoring the experimental group were found on all quantitative measures of self-efficacy. Structured clinical interviews revealed that observed changes were largely attributable to a wide range of direct (mastery) and vicarious experiences, as well as emotional reinforcement and social persuasion.

[Teaching and learning the science of qualitative research in the health area].

PubMed

Calderón, Carlos

2012-03-01

Qualitative research constitutes a necessary perspective of knowledge within the field of health services. Healthcare always occurs in complex contexts and its enhancement requires research methodologies that address this complexity. Nevertheless, the knowledge and use of qualitative research in health services is still very limited. Among the different factors that affect its development, the teaching and learning of qualitative research proves to be fundamental, even beyond undergraduate education. Healthcare professionals and health services present certain specific aspects that must be considered in the design and development of the teaching and learning of qualitative research. Based on an eight-year online training experience with Primary Healthcare professionals, the main challenges are indentified and discussed.

Community-based medical education: is success a result of meaningful personal learning experiences?

PubMed

Kelly, Len; Walters, Lucie; Rosenthal, David

2014-01-01

Community-based medical education (CBME) is the delivery of medical education in a specific social context. Learners become a part of social and medical communities where their learning occurs. Longitudinal integrated clerkships (LICs) are year-long community-based placements where the curriculum and clinical experience is typically delivered by primary care physicians. These programs have proven to be robust learning environments, where learners develop strong communication skills and excellent clinical reasoning. To date, no learning model has been offered to describe CBME. The characteristics of CBME are explored by the authors who suggest that the social and professional context provided in small communities enhances medical education. The authors postulate that meaningfulness is engendered by the authentic context, which develops over time. These relationships with preceptors, patients and the community provide meaningfulness, which in turn enhances learning. The authors develop a novel learning model. They propose that the context-rich environment of CBME allows for meaningful relationships and experiences for students and that such meaningfulness enhances learning.

Students' experiences of learning manual clinical skills through simulation.

PubMed

Johannesson, Eva; Silén, Charlotte; Kvist, Joanna; Hult, Håkan

2013-03-01

Learning manual skills is a fundamental part of health care education, and motor, sensory and cognitive learning processes are essential aspects of professional development. Simulator training has been shown to enhance factors that facilitate motor and cognitive learning. The present study aimed to investigate the students' experiences and thoughts about their learning through simulation skills training. The study was designed for an educational setting at a clinical skills centre. Ten third-year undergraduate nursing students performed urethral catheterisation, using the virtual reality simulator UrecathVision™, which has haptic properties. The students practised in pairs. Each session was videotaped and the video was used to stimulate recall in subsequent interviews. The interviews were analysed using qualitative content analysis. The analysis from interviews resulted in three themes: what the students learn, how the students learn, and the simulator's contribution to the students' learning. Students learned manual skills, how to perform the procedure, and professional behaviour. They learned by preparing, watching, practising and reflecting. The simulator contributed by providing opportunities for students to prepare for the skills training, to see anatomical structures, to feel resistance, and to become aware of their own performance ability. The findings show that the students related the task to previous experiences, used sensory information, tested themselves and practised techniques in a hands-on fashion, and reflected in and on action. The simulator was seen as a facilitator to learning the manual skills. The study design, with students working in pairs combined with video recording, was found to enhance opportunities for reflection.

Professional development design considerations in climate change education: teacher enactment and student learning

NASA Astrophysics Data System (ADS)

Drewes, Andrea; Henderson, Joseph; Mouza, Chrystalla

2018-01-01

Climate change is one of the most pressing challenges facing society, and climate change educational models are emerging in response. This study investigates the implementation and enactment of a climate change professional development (PD) model for science educators and its impact on student learning. Using an intrinsic case study methodology, we focused analytic attention on how one teacher made particular pedagogical and content decisions, and the implications for student's conceptual learning. Using anthropological theories of conceptual travel, we traced salient ideas through instructional delivery and into student reasoning. Analysis showed that students gained an increased understanding of the enhanced greenhouse effect and the implications of human activity on this enhanced effect at statistically significant levels and with moderate effect sizes. However, students demonstrated a limited, though non-significant gain on the likely effects of climate change. Student reasoning on the tangible actions to deal with these problems also remained underdeveloped, reflecting omissions in both PD and teacher enactment. We discuss implications for the emerging field of climate change education.

An evaluation of CPD learning and impact upon positive practice change.

PubMed

Lee, Nancy-Jane

2011-05-01

This paper explores positive practice change in nursing and health care practice following continuing professional development (CPD). It is derived from a commissioned evaluation study within the United Kingdom (UK). Evaluation data was gathered using semi structured discussions with CPD participants, a convenience sample of line managers and University module leaders. Findings suggest that professional peer attitudes and support, when harnessed effectively in the practice setting, strongly enhance positive change. Conversely a lack of engagement with practice peers, a lack of strategic support and not knowing how to access support hinder change. The study found that learning need was often explored through personal development planning and appraisal, however there was little systematic follow up, review and support following learning. Interestingly the individual personal drive and enthusiasm of practitioners was perceived as the strongest factor helping practice change, while policy drivers and national health targets were secondary. Possible strategies to enhance positive practice change are explored. Copyright © 2010 Elsevier Ltd. All rights reserved.

A Model for Using a Concept Inventory as a Tool for Students' Assessment and Faculty Professional Development

ERIC Educational Resources Information Center

Marbach-Ad, Gili; McAdams, Katherine C.; Benson, Spencer; Briken, Volker; Cathcart, Laura; Chase, Michael; El-Sayed, Najib M.; Frauwirth, Kenneth; Fredericksen, Brenda; Joseph, Sam W.; Lee, Vincent; McIver, Kevin S.; Mosser, David; Quimby, B. Booth; Shields, Patricia; Song, Wenxia; Stein, Daniel C.; Stewart, Richard; Thompson, Katerina V.; Smith, Ann C.

2010-01-01

This essay describes how the use of a concept inventory has enhanced professional development and curriculum reform efforts of a faculty teaching community. The Host Pathogen Interactions (HPI) teaching team is composed of research and teaching faculty with expertise in HPI who share the goal of improving the learning experience of students in…

Improving Curriculum Development Practices in a Technical Vocational Community College: Examining Effects of a Professional Development Arrangement for Middle Managers

ERIC Educational Resources Information Center

Albashiry, Nabeel M.; Voogt, Joke M.; Pieters, Jules M.

2015-01-01

Learning about curriculum development is critical for middle managers of technical vocational institutions in order to assume curriculum leadership in maintaining and enhancing the quality and relevance of their educational programs. This case study reports on the design and effects of a professional development arrangement (PDA), with such a…

Real Life Narratives Enhance Learning about the "Art and Science" of Midwifery Practice

ERIC Educational Resources Information Center

Gilkison, Andrea; Giddings, Lynne; Smythe, Liz

2016-01-01

Health professional educators have long grappled with how to teach the more elusive art of practice alongside the science (a term that encompasses the sort of professional knowledge that can be directly passed on). A competent practitioner is one who knows when, how and for whom to apply knowledge and skills, thereby making the links between…

Implementing simulated learning modules to improve students’ pharmacy practice skills and professionalism

PubMed Central

Fejzic, Jasmina; Barker, Michelle

2015-01-01

Background: Effective communication enables healthcare professionals and students to practise their disciplines in a professional and competent manner. Simulated-based education (SBE) has been increasingly used to improve students’ communication and practice skills in Health Education. Objective: Simulated learning modules (SLMs) were developed using practice-based scenarios grounded in effective communication competencies. The effect of the SLMs on Pharmacy students’ (i) Practice skills and (ii) Professionalism were evaluated. Methods: SLMs integrating EXCELL competencies were applied in the classroom to study their effect on a number of learning outcomes. EXcellence in Cultural Experiential Learning and Leadership (EXCELL) Program is a schematic, evidence-based professional development resource centred around developing participants’ self-efficacy and generic communication competencies. Students (N=95) completed three hours of preliminary lectures and eight hours of SLM workshops including six scenarios focused on Pharmacy Practice and Experiential Placements. Each SLM included briefing, role-plays with actors, facilitation, and debriefing on EXCELL social interaction maps (SIMs). Evaluations comprised quantitative and qualitative survey responsed by students before and post-workshops, and post-placements, and teachers’ reflections. Surveys examine specific learning outcomes by using pharmacy professionalism and pharmacy practice effectiveness scales. Responses were measured prior to the commencement of SLMs, after completion of the two workshops and after students completed their block placement. Self-report measures enabled students to self-assess whether any improvements occurred. Results: Student responses were overwhelmingly positive and indicated significant improvements in their Pharmacy practice and professionalism skills, and commitment to professional ethics. Qualitative feedback strongly supported students’ improved communication skills and confidence. Teacher reflections observed ecological validity of SLMs as a method to enhance professionalism and communication skills, and suggested ways to improve this teaching modality. Conclusion: Inclusion of SLMs centred on practice and professionalism was evaluated as an effective, teaching strategy by students and staff. The integration of SIMs in SLMs has potential for wider application in clinical teaching. PMID:26445619

The effect of teaching based on dominant learning style on nursing students' academic achievement.

PubMed

Vizeshfar, Fatemeh; Torabizadeh, Camellia

2018-01-01

The recognition of learning styles and teaching based on that recognition will help lecturers use suitable methods of teaching. The aim of this study was to evaluate the effect of education based on dominant learning styles on the academic achievement of nursing students. The population of this quasi-experimental research consisted of 40 third-semester nursing students. The data were collected by using Kolb's Learning Style questionnaire. To determine the dominant learning style of the students, the researchers had them take a pre-test; then, based on the dominant learning style, the students were taught through group discussion. A formative exam and a summative exam were taken. The most and least preferred learning styles of the participants were the divergent style and the assimilative style respectively. Education based on learning styles, particularly for college students, can not only enhance students' academic achievement and teachers' professional satisfaction, but can help with training professional nurses. Copyright © 2017 Elsevier Ltd. All rights reserved.

Nursing students' perceptions of effective problem-based learning tutors.

PubMed

Matthew-Maich, Nancy; Martin, Lynn; Hammond, Cynthia; Palma, Amy; Pavkovic, Maria; Sheremet, Darlene; Roche, Carmen

2016-11-16

Aim To explore baccalaureate nursing students' perceptions of what makes an effective tutor in problem-based learning courses, and the influence of effective teaching on students' learning and experience. Method Students enrolled in all four years of a baccalaureate nursing programme completed online surveys (n=511) and participated in focus groups (n=19). Data were analysed and combined using content analysis. Findings The data were summarised using five themes, the '5 Ps' of effective teaching in problem-based learning. Nursing students perceived effective problem-based learning tutors to be prepared with knowledge and facilitation skills, person-centred, passionate, professional and able to prepare students for success in the nursing programme. Effective tutors adjusted their approaches to students throughout the four years of the nursing programme. Conclusion Effective teaching in problem-based learning is essential and has significant effects on nursing students' learning, motivation and experience. Important attributes, skills and strategies of effective problem-based learning tutors were identified and may be used to enhance teaching and plan professional development initiatives.

Development and Evaluation of a Compartmental Picture Archiving and Communications System Model for Integration and Visualization of Multidisciplinary Biomedical Data to Facilitate Student Learning in an Integrative Health Clinic

ERIC Educational Resources Information Center

Chow, Meyrick; Chan, Lawrence

2010-01-01

Information technology (IT) has the potential to improve the clinical learning environment. The extent to which IT enhances or detracts from healthcare professionals' role performance can be expected to affect both student learning and patient outcomes. This study evaluated nursing students' satisfaction with a novel compartmental Picture…

From Burdens to Benefits: The Societal Impact of PDL-Enriched, Efficacy-Enhanced Educators

ERIC Educational Resources Information Center

Shaha, Steven H.; Glassett, Kelly F.; Rosenlund, David; Copas, Aimee; Huddleston, T. Lisa

2016-01-01

Societies continue to absorb increased burdens in cost for helping citizens unable to achieve at optimal levels. Building on past research, we project educational benefits to offset current societal burdens through enhanced educator capabilities. Studies reviewed show participation in a high-impact professional development and learning solution…

How Does a Community of Principals Develop Leadership for Technology-Enhanced Science?

ERIC Educational Resources Information Center

Gerard, Libby F.; Bowyer, Jane B.; Linn, Marcia C.

2010-01-01

Active principal leadership can help sustain and scale science curriculum reform. This study illustrates how principal leadership developed in a professional learning community to support a technology-enhanced science curriculum reform funded by the National Science Foundation. Seven middle school and high school principals in one urban-fringe…

A Multiple Case Study Approach to Explore Generational Theory to Enhance Online Continuing Nursing Education

ERIC Educational Resources Information Center

Foecke, Jan

2017-01-01

Nurses are expected to participate in ongoing professional development, whether that is higher education to obtain another degree or continuing nursing education (CNE) to enhance knowledge or skills, maintain licensure, and/or maintain certification. Because there are generational differences that can affect adult education, learning preferences…

Effectiveness of an Enhanced Peer Assessment Program: Introducing Education into Regulatory Assessment

ERIC Educational Resources Information Center

Wenghofer, Elizabeth F.; Way, Daniel; Moxam, Raquel Shaw; Wu, Henry; Faulkner, Daniel; Klass, Daniel J.

2006-01-01

Introduction: The College of Physicians and Surgeons of Ontario developed an enhanced peer assessment (EPA), the goal of which was to provide participating physicians educational value by helping them identify specific learning needs and aligning the assessment process with the principles of continuing education and professional development. In…

Learning from Ethical Dilemmas.

ERIC Educational Resources Information Center

Havens, Mark D.

1987-01-01

Reports analysis of 60 case studies of ethical dilemmas faced by experiential educators. Identifies issues which enhance likelihood of moral dilemmas: funding, residential programming, and risk-taking. Exposes need for a professional "code of ethics." (NEC)

Professional identity formation in medical education for humanistic, resilient physicians: pedagogic strategies for bridging theory to practice.

PubMed

Wald, Hedy S; Anthony, David; Hutchinson, Tom A; Liben, Stephen; Smilovitch, Mark; Donato, Anthony A

2015-06-01

Recent calls for an expanded perspective on medical education and training include focusing on complexities of professional identity formation (PIF). Medical educators are challenged to facilitate the active constructive, integrative developmental process of PIF within standardized and personalized and/or formal and informal curricular approaches. How can we best support the complex iterative PIF process for a humanistic, resilient health care professional? How can we effectively scaffold the necessary critical reflective learning and practice skill set for our learners to support the shaping of a professional identity?The authors present three pedagogic innovations contributing to the PIF process within undergraduate and graduate medical education (GME) at their institutions. These are (1) interactive reflective writing fostering reflective capacity, emotional awareness, and resiliency (as complexities within physician-patient interactions are explored) for personal and professional development; (2) synergistic teaching modules about mindful clinical practice and resilient responses to difficult interactions, to foster clinician resilience and enhanced well-being for effective professional functioning; and (3) strategies for effective use of a professional development e-portfolio and faculty development of reflective coaching skills in GME.These strategies as "bridges from theory to practice" embody and integrate key elements of promoting and enriching PIF, including guided reflection, the significant role of relationships (faculty and peers), mindfulness, adequate feedback, and creating collaborative learning environments. Ideally, such pedagogic innovations can make a significant contribution toward enhancing quality of care and caring with resilience for the being, relating, and doing of a humanistic health care professional.

An Examination of the Changes in Science Teaching Orientations and Technology-Enhanced Tools for Student Learning in the Context of Professional Development

NASA Astrophysics Data System (ADS)

Campbell, Todd; Zuwallack, Rebecca; Longhurst, Max; Shelton, Brett E.; Wolf, Paul G.

2014-07-01

This research examines how science teaching orientations and beliefs about technology-enhanced tools change over time in professional development (PD). The primary data sources for this study came from learning journals of 8 eighth grade science teachers at the beginning and conclusion of a year of PD. Based on the analysis completed, Information Transmission (IT) and Struggling with Standards-Based Reform (SSBR) profiles were found at the beginning of the PD, while SSBR and Standards-Based Reform (SBR) profiles were identified at the conclusion of PD. All profiles exhibited Vision I beliefs about the goals and purposes for science education, while only the SBR profile exhibited Vision II goals and purposes for science teaching. The IT profile demonstrated naïve or unrevealed beliefs about the nature of science, while the SSBR and SBR profiles had more sophisticated beliefs in this area. The IT profile was grounded in more teacher-centered beliefs about science teaching and learning as the other two profiles revealed more student-centered beliefs. While no beliefs about technology-enhanced tools were found for the IT profile, these were found for the other two profiles. Our findings suggest promising implications for (a) Roberts' Vision II as a central support for reform efforts, (b) situating technology-enhanced tools within the beliefs about science teaching and learning dimension of science teaching orientations, and (c) revealing how teacher orientations develop as a result of PD.

Lighting up Learning: Mathematics Becoming Less of a "Killer Subject" in Kwazulu-Natal, South Africa

ERIC Educational Resources Information Center

Maher, Marguerite

2015-01-01

This paper reports the findings of an evaluative study of an initiative, in its sixth year of implementation, enhancing the learning and teaching of mathematics in 20 disadvantaged secondary schools in KwaZulu-Natal (KZN), South Africa, twenty years after democracy. Findings highlight the importance of initial and ongoing professional development…

Interview with a Vampire, I Mean, a Librarian: When Pre-Service Teachers Meet Practicing School Librarians

ERIC Educational Resources Information Center

Roux, Yvonne R.

2008-01-01

The subtitle of the guidelines for school librarians, "Information Power: Building Partnerships for Learning" reflects school library professionals' view that partnering with teachers and other educators is vital to enhancing the learning process, and the book devotes a chapter to the importance of collaboration. Yet one of the most…

Learning Organizations and Policy Transfer in the EU: Greece's State Scholarships Foundation in a Reform-Resistant Context

ERIC Educational Resources Information Center

Lavdas, Kostas A.; Papadakis, Nikos E.; Rigopoulou, Yiota G.

2012-01-01

In the context of policy change in the EU, lifelong-learning has acquired a growing significance due to its promise to foster both professional development and personal fulfillment and thus contribute to the enhancement of social inclusion, active citizenship, competitiveness, and employability. The need for developing a smart and sustainable…

The Development Model of Knowledge Management via Web-Based Learning to Enhance Pre-Service Teacher's Competency

ERIC Educational Resources Information Center

Rampai, Nattaphon; Sopeerak, Saroch

2011-01-01

This research explores that the model of knowledge management and web technology for teachers' professional development as well as its impact in the classroom on learning and teaching, especially in pre-service teacher's competency and practices that refer to knowledge creating, analyzing, nurturing, disseminating, and optimizing process as part…

The Development and Implementation of a Teaching and Learning Strategy at a Modern Military Academy

ERIC Educational Resources Information Center

Thain, Richard Holman; McDonough, Ambrose; Priestley, Alan Duncan

2008-01-01

A strategy for teaching and learning was developed at Britannia Royal Naval College during 2006 in order to address several key issues. These included improving professional knowledge and skills retention, enhancing pedagogical practices to increase levels of student motivation, and adapting the training and educational package to an extremely…

The Flipped Classroom Model: When Technology Enhances Professional Skills

ERIC Educational Resources Information Center

Baytiyeh, Hoda

2017-01-01

Purpose: The purpose of this paper is to investigate the effectiveness of the flipped classroom model in teaching and learning as well as the skills that can be acquired by students after being exposed to this learning style. Design/methodology/approach: This paper uses a qualitative case study design. In total, 20 students, from various majors,…

A Decade of Technology Enhanced Learning at the University of Dar es Salaam, Tanzania: Challenges, Achievements, and Opportunities

ERIC Educational Resources Information Center

Mtebe, Joel S.; Raphael, Christina

2017-01-01

For a decade past, integration of technology in teaching and learning has been received with both apprehension and skeptism from academics and student majority at the University of Dar es Salaam (UDSM). The study recounts real, professional and practical experiences, challenges, and opportunities of integrating educational technologies using…

Simulating the Multi-Disciplinary Care Team Approach: Enhancing Student Understanding of Anatomy through an Ultrasound-Anchored Interprofessional Session

ERIC Educational Resources Information Center

Luetmer, Marianne T.; Cloud, Beth A.; Youdas, James W.; Pawlina, Wojciech; Lachman, Nirusha

2018-01-01

Quality of healthcare delivery is dependent on collaboration between professional disciplines. Integrating opportunities for interprofessional learning in health science education programs prepares future clinicians to function as effective members of a multi-disciplinary care team. This study aimed to create a modified team-based learning (TBL)…

Deep and surface learning in problem-based learning: a review of the literature.

PubMed

Dolmans, Diana H J M; Loyens, Sofie M M; Marcq, Hélène; Gijbels, David

2016-12-01

In problem-based learning (PBL), implemented worldwide, students learn by discussing professionally relevant problems enhancing application and integration of knowledge, which is assumed to encourage students towards a deep learning approach in which students are intrinsically interested and try to understand what is being studied. This review investigates: (1) the effects of PBL on students' deep and surface approaches to learning, (2) whether and why these effects do differ across (a) the context of the learning environment (single vs. curriculum wide implementation), and (b) study quality. Studies were searched dealing with PBL and students' approaches to learning. Twenty-one studies were included. The results indicate that PBL does enhance deep learning with a small positive average effect size of .11 and a positive effect in eleven of the 21 studies. Four studies show a decrease in deep learning and six studies show no effect. PBL does not seem to have an effect on surface learning as indicated by a very small average effect size (.08) and eleven studies showing no increase in the surface approach. Six studies demonstrate a decrease and four an increase in surface learning. It is concluded that PBL does seem to enhance deep learning and has little effect on surface learning, although more longitudinal research using high quality measurement instruments is needed to support this conclusion with stronger evidence. Differences cannot be explained by the study quality but a curriculum wide implementation of PBL has a more positive impact on the deep approach (effect size .18) compared to an implementation within a single course (effect size of -.05). PBL is assumed to enhance active learning and students' intrinsic motivation, which enhances deep learning. A high perceived workload and assessment that is perceived as not rewarding deep learning are assumed to enhance surface learning.

Properties, promotive and obstructive conditions of multi-professional teaching and learning of health professions and non-health professions: an explorative survey from the perspective of teachers

PubMed Central

Schmitz, Daniela; Höhmann, Ulrike

2016-01-01

Objective: Care for people with dementia is considered a multi-professional challenge that requires a collaborative approach between health professionals and non-health professionals. Didactic strategies to ensure the same qualifications across these occupational groups are lacking. This article presents the joint learning of selected properties and promotive and obstructive conditions, using the example of a multi-professional Master's programme. It subsequently draws conclusions for didactic concepts. Methodology: The perceptions of 12 teachers on this Master's programme, all representing different professions, were determined by using a qualitative exploratory survey on the three stated dimensions. With the aid of a summarising content analysis, their statements were condensed and abstracted so as to deduce appropriate requirements for methodical and didactic learning scenarios. Results: In view of the fact that the students have very varied previous knowledge, the main challenge is finding a balance between expertise and tediousness. Establishing essential and common expertise, as well as sensitivity for different perspectives, is made particularly difficult by the fact that health and non-health professions differ greatly in terms of methods and approaches. For a successful outcome, the content focal points and didactic and methodical concepts for a learning group need to take into account the composition of that specific group. Recourse to didactic standard concepts is only possible to a limited extent. Conclusions: The aim of joint teaching and learning of health and non-health professionals is to enhance the understanding of a profession: This is done by making individuals aware of their role in the chain of care, so they can recognise and organise the mutual conditionality of their own and external professional contributions. PMID:27280137

Properties, promotive and obstructive conditions of multi-professional teaching and learning of health professions and non-health professions: an explorative survey from the perspective of teachers.

PubMed

Schmitz, Daniela; Höhmann, Ulrike

2016-01-01

Care for people with dementia is considered a multi-professional challenge that requires a collaborative approach between health professionals and non-health professionals. Didactic strategies to ensure the same qualifications across these occupational groups are lacking. This article presents the joint learning of selected properties and promotive and obstructive conditions, using the example of a multi-professional Master's programme. It subsequently draws conclusions for didactic concepts. The perceptions of 12 teachers on this Master's programme, all representing different professions, were determined by using a qualitative exploratory survey on the three stated dimensions. With the aid of a summarising content analysis, their statements were condensed and abstracted so as to deduce appropriate requirements for methodical and didactic learning scenarios. In view of the fact that the students have very varied previous knowledge, the main challenge is finding a balance between expertise and tediousness. Establishing essential and common expertise, as well as sensitivity for different perspectives, is made particularly difficult by the fact that health and non-health professions differ greatly in terms of methods and approaches. For a successful outcome, the content focal points and didactic and methodical concepts for a learning group need to take into account the composition of that specific group. Recourse to didactic standard concepts is only possible to a limited extent. The aim of joint teaching and learning of health and non-health professionals is to enhance the understanding of a profession: This is done by making individuals aware of their role in the chain of care, so they can recognise and organise the mutual conditionality of their own and external professional contributions.

Long-Term Impacts of Professional Development on Teachers Using a Math-Enhanced Curriculum in Agricultural Power and Technology: A 10-Year Retrospect

ERIC Educational Resources Information Center

Mukembo, Stephen C.; Edwards, M. Craig

2015-01-01

Professional development (PD) on approaches to curriculum integration (CI) continues to be essential for teachers to stay abreast of developments to improve student performance in their courses while also supporting learning and achievement in core subjects. We aimed to explore and derive meaning from the shared experiences of six agriculture…

Unveiling the Mobile Learning Paradox.

PubMed

Mather, Carey; Cummings, Elizabeth

2015-01-01

A mobile learning paradox exists in Australian healthcare settings. Although it is increasingly acknowledged that timely, easy, and convenient access to health information using mobile learning technologies can enhance care and improve patient outcomes, currently there is an inability for nurses to access information at the point of care. Rapid growth in the use of mobile technology has created challenges for learning and teaching in the workplace. Easy access to educational resources via mobile devices challenges traditional strategies of knowledge and skill acquisition. Redesign of learning and teaching in the undergraduate curriculum and the development of policies to support the use of mobile learning at point of care is overdue. This study explored mobile learning opportunities used by clinical supervisors in tertiary and community-based facilities in two Australian States. Individual, organisation and systems level governance were sub-themes of professionalism that emerged as the main theme and impacts on learning and teaching in situ in healthcare environments. It is imperative healthcare work redesign includes learning and teaching that supports professional identity formation of students during work integrated learning.

Supporting Teachers Learning Through the Collaborative Design of Technology-Enhanced Science Lessons

NASA Astrophysics Data System (ADS)

Kafyulilo, Ayoub C.; Fisser, Petra; Voogt, Joke

2015-12-01

This study used the Interconnected Model of Professional Growth (Clarke & Hollingsworth in Teaching and Teacher Education, 18, 947-967, 2002) to unravel how science teachers' technology integration knowledge and skills developed in a professional development arrangement. The professional development arrangement used Technological Pedagogical Content Knowledge as a conceptual framework and included collaborative design of technology-enhanced science lessons, implementation of the lessons and reflection on outcomes. Support to facilitate the process was offered in the form of collaboration guidelines, online learning materials, exemplary lessons and the availability of an expert. Twenty teachers participated in the intervention. Pre- and post-intervention results showed improvements in teachers' perceived and demonstrated knowledge and skills in integrating technology in science teaching. Collaboration guidelines helped the teams to understand the design process, while exemplary materials provided a picture of the product they had to design. The availability of relevant online materials simplified the design process. The expert was important in providing technological and pedagogical support during design and implementation, and reflected with teachers on how to cope with problems met during implementation.

Enhancement of Anatomical Learning and Developing Clinical Competence of First-Year Medical and Allied Health Profession Students

ERIC Educational Resources Information Center

Keim Janssen, Sarah A.; VanderMeulen, Stephane P.; Shostrom, Valerie K.; Lomneth, Carol S.

2014-01-01

Hands-on educational experiences can stimulate student interest, increase knowledge retention, and enhance development of clinical skills. The Lachman test, used to assess the integrity of the anterior cruciate ligament (ACL), is commonly performed by health care professionals and is relatively easy to teach to first-year health profession…

Re-Conceptualizing EFL Professional Development: Enhancing Communicative Language Pedagogy for Thai Teachers

ERIC Educational Resources Information Center

Baker, Lottie L.

2016-01-01

The spread of globalization means an accompanying growth in the importance of English as a lingua franca. Efforts to increase English proficiency are especially pronounced in Southeast Asia with the opening of the ASEAN Economic Community in 2015. A common strategy to enhance English learning in Asian countries is to begin instruction at the…

Effect of Workplace Factors in Professional Teacher Development on the Implementation of Small Class Teaching

ERIC Educational Resources Information Center

Pow, Jacky; Wong, Marina

2017-01-01

It is commonly believed that small class teaching can greatly enhance student learning because the individual needs of each student can be better addressed, the students can learn more through more innovative and flexible teaching methods and the students have more time to interact with each other and to gain feedback from their teachers. Although…

Working Together Online to Enhance Learner Autonomy: Analysis of Learners' Perceptions of Their Online Learning Experience

ERIC Educational Resources Information Center

Eneau, Jerome; Develotte, Christine

2012-01-01

This study concerns the development of autonomy in adult learners working on an online learning platform as part of a professional master's degree programme in "French as a Foreign Language". Our goal was to identify the influence of reflective and collaborative dimensions on the construction of autonomy for online learners in this programme. The…

Engineers and Their Role in Public Policy: An Active Learning Experience for Enhancing the Understanding of the State

ERIC Educational Resources Information Center

Acevedo, Jorge; Barros, Ricardo; Ramirez, Catalina; Realpe, Natalia

2009-01-01

To achieve effective intervention of engineers in the public sector, engineers should develop skills to comprehend their ethical and professional responsibility, and they should gain the necessary education to understand the possible impact of engineering solutions in a global and social context. An active learning process has been conceived,…

Technologies and Reformed-Based Science Instruction: The Examination of a Professional Development Model Focused on Supporting Science Teaching and Learning with Technologies

ERIC Educational Resources Information Center

Campbell, Todd; Longhurst, Max L.; Wang, Shiang-Kwei; Hsu, Hui-Yin; Coster, Dan C.

2015-01-01

While access to computers, other technologies, and cyber-enabled resources that could be leveraged for enhancing student learning in science is increasing, generally it has been found that teachers use technology more for administrative purposes or to support traditional instruction. This use of technology, especially to support traditional…

Interprofessional education: a review of context, learning and the research agenda.

PubMed

Thistlethwaite, Jill

2012-01-01

Interprofessional education (IPE) is not a recent phenomenon and has been the subject of several World Health Organization reports. Its focus is on health professionals and students learning with, from and about one another to improve collaboration and the quality of patient care. The drivers for IPE include new models of health care delivery in the context of an ageing population and the increasing prevalence of long-term chronic disease, in addition to the patient safety agenda. The delivery of complex health care requires a team-based and collaborative approach, although teamwork and collaborative practice are not necessarily synonymous. The rationale for IPE is that learning together enhances future working together. Systematic reviews of IPE have shown some evidence that IPE fosters positive interaction among different professions and variable evidence that it improves attitudes towards other professionals. Generalisation across published papers is difficult because IPE initiatives are diverse and good evaluation methodology and data are lacking. In terms of constructive alignment from an education viewpoint, there is a need for educators to define learning outcomes and match these with learning activities to ensure that IPE demonstrates added value over uniprofessional learning. Assessment is difficult as pre-qualification professional education focuses on the individual and professional accreditation organisations mandate only for their own professions. Interprofessional education draws from a number of education, sociology and psychology theories, and these are briefly discussed. The most pressing research questions for the IPE community are defined and the challenges for IPE explored. © Blackwell Publishing Ltd 2012.

Which learning activities enhance physiotherapy practice? A systematic review protocol of quantitative and qualitative studies.

PubMed

Leahy, Edmund; Chipchase, Lucy; Blackstock, Felicity

2017-04-17

Learning activities are fundamental for the development of expertise in physiotherapy practice. Continuing professional development (CPD) encompasses formal and informal learning activities undertaken by physiotherapists. Identifying the most efficient and effective learning activities is essential to enable the profession to assimilate research findings and improve clinical skills to ensure the most efficacious care for clients. To date, systematic reviews on the effectiveness of CPD provide limited guidance on the most efficacious models of professional development for physiotherapists. The aim of this systematic review is to evaluate which learning activities enhance physiotherapy practice. A search of Ovid MEDLINE, EMBASE, Cumulative Index to Nursing and Allied Health Literature (CINAHL), PsycINFO (Psychological Abstracts), PEDro, Cochrane Library, AMED and Educational Resources and Information Center (ERIC) will be completed. Citation searching and reference list searching will be undertaken to locate additional studies. Quantitative and qualitative studies will be included if they examine the impact of learning activities on clinician's behaviour, attitude, knowledge, beliefs, skills, self-efficacy, work satisfaction and patient outcomes. Risk of bias will be assessed by two independent researchers. Grading of Recommendations Assessment, Development, and Evaluation (GRADE) and Confidence in the Evidence from Reviews of Qualitative research (CERQual) will be used to synthesise results where a meta-analysis is possible. Where a meta-analysis is not possible, a narrative synthesis will be conducted. PROSPERO CRD42016050157.

IAEA programs in empowering the nuclear medicine profession through online educational resources.

PubMed

Pascual, Thomas Nb; Dondi, Maurizio; Paez, Diana; Kashyap, Ravi; Nunez-Miller, Rodolfo

2013-05-01

The International Atomic Energy Agency's (IAEA) programme in human health aims to enhance the capabilities in Member States to address needs related to the prevention, diagnosis, and treatment of diseases through the application of nuclear techniques. It has the specific mission of fostering the application of nuclear medicine techniques as part of the clinical management of certain types of diseases. Attuned to the continuous evolution of this specialty as well as to the advancement and diversity of methods in delivering capacity building efforts in this digital age, the section of nuclear medicine of the IAEA has enhanced its program by incorporating online educational resources for nuclear medicine professionals into its repertoire of projects to further its commitment in addressing the needs of its Member States in the field of nuclear medicine. Through online educational resources such as the Human Health Campus website, e-learning modules, and scheduled interactive webinars, a validation of the commitment by the IAEA in addressing the needs of its Member States in the field of nuclear medicine is strengthened while utilizing the advanced internet and communications technology which is progressively becoming available worldwide. The Human Health Campus (www.humanhealth.iaea.org) is the online educational resources initiative of the Division of Human Health of the IAEA geared toward enhancing professional knowledge of health professionals in radiation medicine (nuclear medicine and diagnostic imaging, radiation oncology, and medical radiation physics), and nutrition. E-learning modules provide an interactive learning environment to its users while providing immediate feedback for each task accomplished. Webinars, unlike webcasts, offer the opportunity of enhanced interaction with the learners facilitated through slide shows where the presenter guides and engages the audience using video and live streaming. This paper explores the IAEA's available online educational resources programs geared toward the enhancement of the nuclear medicine profession as delivered by the section of nuclear medicine of the IAEA. Copyright © 2013 Elsevier Inc. All rights reserved.

The reality of virtual learning for nurses in the largest integrated health care system in the nation.

PubMed

Rick, Cathy; Kearns, Martha A; Thompson, Nancy A

2003-01-01

The health care network and hospital system within the Department of Veterans Affairs (VA), the Veterans Health Administration (VHA), provides employment to more than 56,000 nursing personnel and serves as clinical education site to countless other nursing and health professional students. Nurse administrators and educators are posed with the challenge of providing an environment in which each nurse is able to gain needed knowledge, learn new skills, and share and communicate this knowledge with other colleagues. The education of nurses improves the health status of veterans while also realizing individual professional enhancement. Regional and cultural diversity of the system present challenges to education, in both delivery and content. VHA's learning organizations, the Employee Education System and the Office of Special Projects, have maximized new technologies and information systems to provide innovative, virtual education opportunities, capitalizing on the benefits of informal and formal learning, thus moving VHA to the forefront in knowledge sharing and dissemination. The Virtual Learning Center, VA Knowledge Network, Learning Catalog, and VA Learning Online provide VHA's nurses with interactive, desktop virtual learning opportunities.

Continuing Medical Education and Continuing Professional Development: a credit system for monitoring and promoting excellence.

PubMed

Matos-Ferreira, A

2001-06-01

Probably the most important demand on the career of a medical specialist is that of having to keep up-to-date both scientifically and professionally. But the onus does not fall only on the practitioner. The institutions involved in medical teaching and professional development also have a crucial role to play by providing opportunities for continuing education and assuring that the specialist carries out enough relevant, experience-enhancing tasks to ensure continuous professional growth. As upgrading medical knowledge and developing professionally is a life-long task, both the need and the obligation to learn and improve apply to doctors of all ages and at all hierarchical levels.

Evaluation of postgraduate critical care nursing students' attitudes to, and engagement with, Team-Based Learning: a descriptive study.

PubMed

Currey, Judy; Oldland, Elizabeth; Considine, Julie; Glanville, David; Story, Ian

2015-02-01

The aim of this study was to evaluate postgraduate critical care nursing students' attitudes to, and engagement with, Team-Based Learning (TBL). A descriptive pre and post interventional design was used. Study data were collected by surveys and observation. University postgraduate critical care nursing programme. Students' attitudes to learning within teams (Team Experience Questionnaire) and student engagement (observed and self-reports). Twenty-eight of 32 students agreed to participate (87% response rate). There were significant changes in students' attitudes to learning within teams including increases in overall satisfaction with team experience, team impact on quality of learning, team impact on clinical reasoning ability and professional development. There was no significant increase in satisfaction with peer evaluation. Observation and survey results showed higher student engagement in TBL classes compared with standard lecturing. Postgraduate critical care nursing students responded positively to the introduction of TBL and showed increased engagement with learning. In turn, these factors enhanced nurses' professional skills in teamwork, communication, problem solving and higher order critical thinking. Developing professional skills and advancing knowledge should be core to all critical care nursing education programmes to improve the quality and safety of patient care. Copyright © 2014 Elsevier Ltd. All rights reserved.

[MODERN EDUCATIONAL TECHNOLOGY MASTERING PRACTICAL SKILLS OF GENERAL PRACTITIONERS].

PubMed

Kovalchuk, L I; Prokopchuk, Y V; Naydyonova, O V

2015-01-01

The article presents the experience of postgraduate training of general practitioners--family medicine. Identified current trends, forms and methods of pedagogical innovations that enhance the quality of learning and mastering the practical skills of primary professionals providing care.

Domestic scan tour report : land use and transportation coordination : lessons learned from domestic scan tour

DOT National Transportation Integrated Search

2003-03-01

Designing transportation systems that enhance mobility, economic opportunity, and community livability is a major challenge for many communities across the country. In the United States, political leaders, planning professionals, and private citizens...

Engineering Encounters: Teaching Educators about Engineering

ERIC Educational Resources Information Center

Tank, Kristina M.; Raman, D. Raj; Lamm, Monica H.; Sundararajan, Sriram; Estapa, Anne

2017-01-01

This column presents ideas and techniques to enhance science teaching. This month's issue describes preservice elementary teachers learning engineering principles from engineers. Few elementary teachers have experience with implementing engineering into the classroom. While engineering professional development opportunities for inservice teachers…

Do Institutional Social Networks Work? Fostering a Sense of Community and Enhancing Learning

ERIC Educational Resources Information Center

Hatzipanagos, Stylianos; John, Bernadette A.

2017-01-01

In this paper we report on the evaluation of an institutional social network (KINSHIP) whose aims were to foster an improved sense of community, enhance communication and serve as a space to model digital professionalism for students at King's College London, UK. Our evaluation focused on a pilot where students' needs with regard to the provision…

Effective Professional Development for Teacher Leaders: Lessons Learned from K-6 Mathematics Teacher Enhancement Program.

ERIC Educational Resources Information Center

Friel, Susan N.; Bright, George W.

The National Science Foundation (NSF) has supported a wide variety of teacher enhancement projects in order to identify and explore strategies that are effective in bringing genuine, long-term teacher change, and, ultimately, long-term systemic change in schools. In November 1994, with funding provided from NSF (Grant Number ESI-9452859), a small,…

Mathematics Pedagogical Standards: A Suggested Model of Instruction in Enhancing the Mathematics Teacher’s Quality of Instruction

NASA Astrophysics Data System (ADS)

Saad, N. S.; Jemali, M.; Zakaria, Z. Hj; Yusof, Q.

2018-01-01

The paper aims at identifying the standards for teaching and learning of mathematics based on National Council of Teacher of Mathematics (NCTM, 2000), The Australian Association of Mathematics Teachers (AAMT, 2006) and Training and Development Agency for School (TDA, 2007). These known standards were used as a guide in identifying the constructs of the mathematics teacher’s instruction in the classroom. The survey method used in which a questionnaire instrument encompassed on the four identified constructs on the standards for teaching and learning of mathematics, namely professional practices, professional attributes, professional knowledge, and professional instructional processes. The instrument was tested during a pilot study and a Cronbach’s Alpha reliability index of greater than 0.85 was obtained. The actual research was carried out in Peninsular Malaysia involving 224 secondary schools with 1.120 mathematics teachers and 108 primary schools with 540 mathematics teachers. From the selected schools, only 820 secondary mathematics teachers (73.2%) and 361 primary teachers (66.9%) gave a response to the mailed questionnaires. The findings of the study revealed that the secondary and primary mathematics teachers strongly agreed on three constructs; professional practices, professional attributes and professional instructional processes.

Point of care information services: a platform for self-directed continuing medical education for front line decision makers

PubMed Central

Moja, Lorenzo; Kwag, Koren Hyogene

2015-01-01

The structure and aim of continuing medical education (CME) is shifting from the passive transmission of knowledge to a competency-based model focused on professional development. Self-directed learning is emerging as the foremost educational method for advancing competency-based CME. In a field marked by the constant expansion of knowledge, self-directed learning allows physicians to tailor their learning strategy to meet the information needs of practice. Point of care information services are innovative tools that provide health professionals with digested evidence at the front line to guide decision making. By mobilising self-directing learning to meet the information needs of clinicians at the bedside, point of care information services represent a promising platform for competency-based CME. Several points, however, must be considered to enhance the accessibility and development of these tools to improve competency-based CME and the quality of care. PMID:25655251

Engaging Ocean Grads As Interdisciplinary Professional Problem Solvers: Why Preparing Our Future Ocean Leaders Means Inspiring Them to Look Beyond Their Academic Learning.

NASA Astrophysics Data System (ADS)

Good, L. H.; Erickson, A.

2016-02-01

Academic learning and research experiences alone cannot prepare our emerging ocean leaders to take on the challenges facing our oceans. Developing solutions that incorporate environmental and ocean sciences necessitates an interdisciplinary approach, requiring emerging leaders to be able to work in collaborative knowledge to action systems, rather than on micro-discipline islands. Professional and informal learning experiences can enhance graduate marine education by helping learners gain the communication, collaboration, and innovative problem-solving skills necessary for them to interact with peers at the interface of science and policy. These rich experiences can also provide case-based and hands-on opportunities for graduate learners to explore real-world examples of ocean science, policy, and management in action. However, academic programs are often limited in their capacity to offer such experiences as a part of a traditional curriculum. Rather than expecting learners to rely on their academic training, one approach is to encourage and support graduates to seek professional development beyond their university's walls, and think more holistically about their learning as it relates to their career interests. During this session we discuss current thinking around the professional learning needs of emerging ocean leaders, what this means for academic epistemologies, and examine initial evaluation outcomes from activities in our cross-campus consortium model in Monterey Bay, California. This innovative model includes seven regional academic institutions working together to develop an interdisciplinary ocean community and increase access to professional development opportunities to better prepare regional ocean-interested graduate students and early career researchers as future leaders.

Claroline, an Internet Teaching and Learning Platform to Foster Teachers' Professional Development and Improve Teaching Quality: First Approaches

ERIC Educational Resources Information Center

Lebrun, Marcel; Docq, Francoise; Smidts, Denis

2009-01-01

This paper describes the findings of a survey of Higher Education teachers and students using the eLearning platform Claroline. This survey is enhanced by direct observation of the tools really used by teachers. Claroline was initially developed (in 2001-2002) to sustain and foster pedagogic innovation at the Universite Catholique de Louvain (UCL)…

Online technology use in physiotherapy teaching and learning: a systematic review of effectiveness and users' perceptions.

PubMed

Mącznik, Aleksandra K; Ribeiro, Daniel Cury; Baxter, G David

2015-09-28

The use of online technologies in health professionals' education, including physiotherapy, has been advocated as effective and well-accepted tools for enhancing student learning. The aim of this study was to critically review the effectiveness, and user perceptions of online technology for physiotherapy teaching and learning. Following databases were systematically searched on the 31(st) of August 2013 for articles describing implementation of online technologies into physiotherapy teaching and learning: ERIC, CINAHL, Web of Science, Academic search complete, ProQuest Nursing and Allied Health Source, Medline, Embase, and Scopus. No language, design or publishing date restrictions were imposed. Risk of bias was assessed using the 2011 Mixed Methods Appraisal Tool checklist (MMAT). A total of 4133 articles were retrieved; 22 articles met the inclusion criteria and were accepted for final analysis: 15 on the effectiveness of technology, and 14 on users' perceptions. Included studies used three designs: case study (14 articles), controlled trial (3), and randomized controlled trial (5). Studies investigated both pre-registration physiotherapy students (1523) and physiotherapy professionals (171). The quality of studies ranged from 67 to 100 % on the MMAT checklist which can be considered moderate to excellent. More than half of the studies (68 %) received scores greater than 80 %. Studies typically investigated websites and discussion boards. The websites are effective in enhancing practical skills performance, and discussion boards in knowledge acquisition, as well as in development of critical and reflective thinking. Students' perceptions of the use of websites were mostly positive, providing students with entertaining, easy accessible resources. Perceived barriers to the use of websites included difficulties with internet connection, insufficiently interactive material, or personal preference for paper-based materials. Discussion boards were perceived as deepening students' thinking and facilitating reflection, allowing for learning from multiple perspectives, and providing easy communication and support. The results of this review suggest that online technologies (i.e., websites and discussion boards) have many benefits to offer for physiotherapy teaching and learning; There was minimal evidence of barriers for the use of online technologies, however, addressing the identified ones could enhance adherence to use of online technologies in health professionals' education.

Improving health care professionals' feedback on communication skills: development of an on-line resource.

PubMed

Harrison, Gill; Hayden, Sheila; Cook, Viv; Cushing, Annie

2012-09-01

This project aimed to develop an open-access on-line resource to assist health care professionals in providing effective feedback on patient-centered clinical and communication skills. The collaborative nature of the development of this learning resource is outlined and evaluation of its use is discussed. An inter-professional team of teaching staff from two London Universities employed a researcher to interview experienced clinical and academic health care professionals and gather examples of difficult feedback situations. Material was used to develop short video clips illustrating some common challenges in giving feedback on clinical and communication skills. Initial evaluation following use of the scenarios in workshops was undertaken by means of a "talking wall" technique. Evaluation indicated that the resource enhanced the learning experience by providing realistic and challenging scenarios to focus discussion. Inter-professional working and piloting the use of the video scenarios in workshops enabled the improvement and refinement of an on-line staff development resource on feedback. The on-line resource is now available as an open access learning tool, with eight scenarios and guidelines for providing effective feedback in the academic or clinical setting. It can be used for self-study or as part of a group training session. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.

Effect of an EBM course in combination with case method learning sessions: an RCT on professional performance, job satisfaction, and self-efficacy of occupational physicians

PubMed Central

Schaafsma, Frederieke G.; Nieuwenhuijsen, Karen; van Dijk, Frank J. H.

2008-01-01

Objective An intervention existing of an evidence-based medicine (EBM) course in combination with case method learning sessions (CMLSs) was designed to enhance the professional performance, self-efficacy and job satisfaction of occupational physicians. Methods A cluster randomized controlled trial was set up and data were collected through questionnaires at baseline (T0), directly after the intervention (T1) and 7 months after baseline (T2). The data of the intervention group [T0 (n = 49), T1 (n = 31), T2 (n = 29)] and control group [T0 (n = 49), T1 (n = 28), T2 (n = 28)] were analysed in mixed model analyses. Mean scores of the perceived value of the CMLS were calculated in the intervention group. Results The overall effect of the intervention over time comparing the intervention with the control group was statistically significant for professional performance (p < 0.001). Job satisfaction and self-efficacy changes were small and not statistically significant between the groups. The perceived value of the CMLS to gain new insights and to improve the quality of their performance increased with the number of sessions followed. Conclusion An EBM course in combination with case method learning sessions is perceived as valuable and offers evidence to enhance the professional performance of occupational physicians. However, it does not seem to influence their self-efficacy and job satisfaction. PMID:18386046

Instant messaging and nursing students' clinical learning experience.

PubMed

Pimmer, Christoph; Brühlmann, Florian; Odetola, Titilayo Dorothy; Dipeolu, Oluwafemi; Gröhbiel, Urs; Ajuwon, Ademola J

2018-05-01

Although learning in clinical settings is a key element of nursing education, for many learners these are challenging developmental contexts often marked by isolation and a lack of belongingness. Despite the massive appropriation of mobile instant messaging (MIM) platforms and the connective properties attendant to them, very little is known about their role in and impact on nursing students' clinical learning experiences. To address this gap, the study, which was part of a multinational research project on the use of mobile social media in health professions education in developing countries, examined the use of the instant messaging platform WhatsApp by nursing students during placements and potential associations with socio-professional indicators. The survey involved a total number of 196 nursing students from 5 schools in Oyo State, Nigeria. The findings suggest that students used WhatsApp relatively frequently and they perceived that this platform strongly enhanced their communication with other students and nurses. WhatsApp use during placements was positively associated with students' maintained social capital with peer students, the development of a professional identity, placement satisfaction and with reduced feelings of isolation from professional communities. The determinants that influenced WhatsApp use during placements were perceived usefulness and perceived ease of use. No associations were found between WhatsApp use during placement and age, attitude, subjective norms and placement duration. This study is one of the first of its kind that points to the relevance of mobile instant messaging as part of nursing students' (inter)personal learning environments in clinical settings and, particularly, in the development setting under investigation. Further research is needed to corroborate these findings, to enhance the understanding of the impact mechanisms, and to evaluate a more systematic use of MIM in clinical learning contexts. Copyright © 2018 Elsevier Ltd. All rights reserved.

A Review of Digital, Social, and Mobile Technologies in Health Professional Education.

PubMed

Curran, Vernon; Matthews, Lauren; Fleet, Lisa; Simmons, Karla; Gustafson, Diana L; Wetsch, Lyle

2017-01-01

Digital, social, and mobile technologies (DSMTs) can support a wide range of self-directed learning activities, providing learners with diverse resources, information, and ways to network that support their learning needs. DSMTs are increasingly used to facilitate learning across the continuum of health professional education (HPE). Given the diverse characteristics of DSMTs and the formal, informal, and nonformal nature of health professional learning, a review of the literature on DSMTs and HPE could inform more effective adoption and usage by regulatory organizations, educators, and learners. A scoping review of the literature was performed to explore the effectiveness and implications of adopting and using DSMTs across the educational continuum in HPE. A data extraction tool was used to review and analyze 125 peer-reviewed articles. Common themes were identified by thematic analysis. Most articles (56.0%) related to undergraduate education; 31.2% to continuing professional development, and 52.8% to graduate/postgraduate education. The main DSMTs described include mobile phones, apps, tablets, Facebook, Twitter, and YouTube. Approximately half of the articles (49.6%) reported evaluative outcomes at a satisfaction/reaction level; 45.6% were commentaries, reporting no evaluative outcomes. Most studies reporting evaluative outcomes suggest that learners across all levels are typically satisfied with the use of DSMTs in their learning. Thematic analysis revealed three main themes: use of DSMTs across the HPE continuum; key benefits and barriers; and best practices. Despite the positive commentary on the potential benefits and opportunities for enhancing teaching and learning in HPE with DSMTs, there is limited evidence at this time that demonstrates effectiveness of DSMTs at higher evaluative outcome levels. Further exploration of the learning benefits and effectiveness of DSMTs for teaching and learning in HPE is warranted.

Faculty professional development in emergent pedagogies for instructional innovation in dental education.

PubMed

Zheng, M; Bender, D; Nadershahi, N

2017-05-01

Innovative pedagogies have significantly impacted health professions' education, dental education included. In this context, faculty, defined in this study as instructor in higher education, has been increasingly required to hone their instructional skills. The purpose of this exploratory study was to share the design, implementation and preliminary outcomes of two programmes to enhance dental faculty's instructional skills, the Teaching and Learning Seminar Series and the Course Director Orientation. Data sources included faculty and student surveys developed and administered by the researchers; data extracted from the learning management system; reports from the learning analytics tool; and classroom observations. Participants' satisfaction, self-reported learning, instructional behavioural change, and impact on student learning behaviours and institutional practice were assessed borrowing from Kirkpatrick's 4-level model of evaluation of professional development effectiveness. Initial findings showed that faculty in both programmes reported positive learning experiences. Participants reported that the programmes motivated them to improve instructional practice and improved their knowledge of instructional innovation. Some faculty reported implementation of new instructional strategies and tools, which helped create an active and interactive learning environment that was welcomed by their students. The study contributes to literature and best practice in health sciences faculty development in pedagogy and may guide other dental schools in designing professional development programmes. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Learning Situations in Nursing Education: A Concept Analysis.

PubMed

Shahsavari, Hooman; Zare, Zahra; Parsa-Yekta, Zohreh; Griffiths, Pauline; Vaismoradi, Mojtaba

2018-02-01

The nursing student requires opportunities to learn within authentic contexts so as to enable safe and competent practice. One strategy to facilitate such learning is the creation of learning situations. A lack of studies on the learning situation in nursing and other health care fields has resulted in insufficient knowledge of the characteristics of the learning situation, its antecedents, and consequences. Nurse educators need to have comprehensive and practical knowledge of the definition and characteristics of the learning situation so as to enable their students to achieve enhanced learning outcomes. The aim of this study was to clarify the concept of the learning situation as it relates to the education of nurses and improve understanding of its characteristics, antecedents, and consequences. The Bonis method of concept analysis, as derived from the Rodgers' evolutionary method, provided the framework for analysis. Data collection and analysis were undertaken in two phases: "interdisciplinary" and "intra-disciplinary." The data source was a search of the literature, encompassing nursing and allied health care professions, published from 1975 to 2016. No agreement on the conceptual phenomenon was discovered in the international literature. The concept of a learning situation was used generally in two ways and thus classified into the themes of: "formal/informal learning situation" and "biologic/nonbiologic learning situation." Antecedents to the creation of a learning situation included personal and environmental factors. The characteristics of a learning situation were described in terms of being complex, dynamic, and offering potential and effective learning opportunities. Consequences of the learning situation included enhancement of the students' learning, professionalization, and socialization into the professional role. The nurse educator, when considering the application of the concept of a learning situation in their educational planning, must acknowledge that the application of this concept will include the student's clinical learning experiences. More studies are required to determine factors influencing the creation of a successful learning situation from the perspectives of nurse educators and nursing students, clinical nurses and patients.

The Top Training Priorities for 2003.

ERIC Educational Resources Information Center

Hall, Brandon

2003-01-01

A survey of 222 training professionals identified current training priorities: soft skills training; technical training; enhancing the quality of training; business skills; business alignment, business impact, and return on investment; online learning; sales training; safety and compliance training; performance management; and human…

Professional development and the role of mentorship.

PubMed

Ali, Parveen Azam; Panther, Wendy

This article reviews the concept of mentorship in nursing and explores the role and responsibilities of the mentor in enhancing the learning experience of nursing students. The essential attributes of the mentor and various phases of the mentor-student relationship are discussed.

Google Hangouts: Leveraging Social Media to Reach the Education Community

NASA Astrophysics Data System (ADS)

Eisenhamer, Bonnie; Summers, Frank; McCallister, Dan; Ryer, Holly

2015-01-01

Research shows that educator professional development is most effective when it is sustained and/or when a follow-on component is included to support the learning process. In order to create more comprehensive learning experiences for our workshop participants, the education team at the Space Telescope Science Institute is working collaboratively with scientific staff and other experts to create a follow-on component for our professional development program. The new component utilizes video conferencing platforms, such as Google's Hangouts On Air, to provide educators with content updates and extended learning opportunities in between in-person professional development experiences. The goal is to enhance our professional development program in a cost-effective way while reaching a greater cross-section of educators. Video broadcasts go live on Google+, YouTube, and our website - thus providing access to any user with a web browser. Additionally, the broadcasts are automatically recorded and archived for future viewing on our YouTube channel. This provides educators with anywhere, anytime training that best suits their needs and schedules. This poster will highlight our new Hangouts for educators as well as our cross-departmental efforts to expand the reach of our Hubble Hangouts for the public through a targeted recruitment strategy.

Science Teaching Orientations and Technology-Enhanced Tools for Student Learning

NASA Astrophysics Data System (ADS)

Campbell, Todd; Longhurst, Max; Duffy, Aaron M.; Wolf, Paul G.; Shelton, Brett E.

2013-10-01

This qualitative study examines teacher orientations and technology-enhanced tools for student learning within a science literacy framework. Data for this study came from a group of 10 eighth grade science teachers. Each of these teachers was a participant in a professional development (PD) project focused on reformed and technology-enhanced science instruction shaped by national standards documents. The research is focused on identifying teacher orientations and use of technology-enhanced tools prior to or unaffected by PD. The primary data sources for this study are drawn from learning journals and classroom observations. Qualitative methods were used to analyze learning journals, while descriptive statistics were used from classroom observations to further explore and triangulate the emergent qualitative findings. Two teacher orientation teacher profiles were developed to reveal the emergent teacher orientation dimensions and technology-enhanced tool categories found: "more traditional teacher orientation profile" and "toward a reformed-based teacher orientation profile." Both profiles were founded on "knowledge of" beliefs about the goals and purposes for science education, while neither profile revealed sophisticated beliefs about the nature of science. The "traditional" profile revealed more teacher-centered beliefs about science teaching and learning, and the "towards reformed-based" profile revealed student-centered beliefs. Finally, only technology-enhanced tools supportive of collaborative construction of science knowledge were found connected to the "towards reformed-based" profile. This research is concluded with a proposed "reformed-based teacher orientation profile" as a future target for science teaching and learning with technology-enhanced tools in a science literacy framework.

Science teacher's perception about science learning experiences as a foundation for teacher training program

NASA Astrophysics Data System (ADS)

Tapilouw, Marisa Christina; Firman, Harry; Redjeki, Sri; Chandra, Didi Teguh

2017-05-01

Teacher training is one form of continuous professional development. Before organizing teacher training (material, time frame), a survey about teacher's need has to be done. Science teacher's perception about science learning in the classroom, the most difficult learning model, difficulties of lesson plan would be a good input for teacher training program. This survey conducted in June 2016. About 23 science teacher filled in the questionnaire. The core of questions are training participation, the most difficult science subject matter, the most difficult learning model, the difficulties of making lesson plan, knowledge of integrated science and problem based learning. Mostly, experienced teacher participated training once a year. Science training is very important to enhance professional competency and to improve the way of teaching. The difficulties of subject matter depend on teacher's education background. The physics subject matter in class VIII and IX are difficult to teach for most respondent because of many formulas and abstract. Respondents found difficulties in making lesson plan, in term of choosing the right learning model for some subject matter. Based on the result, inquiry, cooperative, practice are frequently used in science class. Integrated science is understood as a mix between Biology, Physics and Chemistry concepts. On the other hand, respondents argue that problem based learning was difficult especially in finding contextual problem. All the questionnaire result can be used as an input for teacher training program in order to enhanced teacher's competency. Difficult concepts, integrated science, teaching plan, problem based learning can be shared in teacher training.

Classroom-based and distance learning education and training courses in end-of-life care for health and social care staff: a systematic review.

PubMed

Pulsford, David; Jackson, Georgina; O'Brien, Terri; Yates, Sue; Duxbury, Joy

2013-03-01

Staff from a range of health and social care professions report deficits in their knowledge and skills when providing end-of-life and palliative care, and education and training has been advocated at a range of levels. To review the literature related to classroom-based and distance learning education and training initiatives for health and social care staff in end-of-life and palliative care, in terms of their target audience, extent, modes of delivery, content and teaching and learning strategies, and to identify the most effective educational strategies for enhancing care. A systematic review of the literature evaluating classroom-based and distance learning education and training courses for health and social care staff in end-of-life and palliative care. Online databases CINAHL, MEDLINE, EMBASE and PSYCHINFO between January 2000 and July 2010. Studies were selected that discussed specific education and training initiatives and included pre-and post-test evaluation of participants' learning. 30 studies met eligibility criteria. The majority reported successful outcomes, though there were some exceptions. Level of prior experience and availability of practice reinforcement influenced learning. Participative and interactive learning strategies were predominantly used along with discussion of case scenarios. Multi-professional learning was infrequently reported and service user and carer input to curriculum development and delivery was reported in only one study. Classroom-based education and training is useful for enhancing professionals' skills and perceived preparedness for delivering end-of-life care but should be reinforced by actual practice experience.

"Short Courses Shouldn't Be Short-Lived!" Enhancing Longer-Term Impact of Short English as a Foreign Language INSET Initiatives in China

ERIC Educational Resources Information Center

Yan, Chunmei; He, Chuanjun

2015-01-01

Short in-service teacher development (INSET) programmes have been globally used as a form of teacher development, but their impact has been under question. This study sought to examine teacher participants' perceptions of short INSET programmes to come up with better solutions to enhancing their effect on teachers' professional learning. A…

The effects of integrating service learning into computer science: an inter-institutional longitudinal study

NASA Astrophysics Data System (ADS)

Payton, Jamie; Barnes, Tiffany; Buch, Kim; Rorrer, Audrey; Zuo, Huifang

2015-07-01

This study is a follow-up to one published in computer science education in 2010 that reported preliminary results showing a positive impact of service learning on student attitudes associated with success and retention in computer science. That paper described how service learning was incorporated into a computer science course in the context of the Students & Technology in Academia, Research, and Service (STARS) Alliance, an NSF-supported broadening participation in computing initiative that aims to diversify the computer science pipeline through innovative pedagogy and inter-institutional partnerships. The current paper describes how the STARS Alliance has expanded to diverse institutions, all using service learning as a vehicle for broadening participation in computing and enhancing attitudes and behaviors associated with student success. Results supported the STARS model of service learning for enhancing computing efficacy and computing commitment and for providing diverse students with many personal and professional development benefits.

Preparing tomorrow's health sciences librarians: feasibility and marketing studies.

PubMed Central

Moran, B B; Jenkins, C G; Friedman, C P; Lipscomb, C E; Gollop, C J; Moore, M E; Morrison, M L; Tibbo, H R; Wildemuth, B M

1996-01-01

The University of North Carolina at Chapel Hill is devising and evaluating five curricular models designed to improve education for health sciences librarianship. These models fit into a continual learning process from the initial professional preparation to lifelong learning opportunities. Three of them enhance existing degree and certificate programs in the School of Information and Library Science (SILS) with a health sciences specialization, and two are new programs for working information professionals. The approaches involve partnerships among SILS, the Health Sciences Library, and the program in Medical Informatics. The planning process will study the feasibility of the proposed programs, test the marketability of the models to potential students and employers, and make recommendations about implementation. PMID:8913557

The Use of Video Self-Monitoring Embedded with Mentorship as a Medium to Enhance Experiential Learning Opportunities and Promote Critical Thinking Skills for Educators and Health Science Professionals Working with Children with Autism

ERIC Educational Resources Information Center

Slim-Topdjian, Lina; Pinto Zipp, Genevieve

2016-01-01

The increased prevalence of autism has created an increased challenge for teachers to incorporate specialized teaching strategies to address the unique educational and behavioral challenges facing children diagnosed with autism. Providing teachers with educational training opportunities will promote such learning. In the academic world,…

Program Evaluation Metrics for U.S. Army Lifelong Learning Centers

DTIC Science & Technology

2007-03-01

enhanced socialization in organizational goals and values. In a five-year study of engineering , management, and other professionals , Chao et al. (1994...to assessing the costs and benefits of technology-assisted learning have been advanced (e.g., Cukier, 1997; Ehrmann, 1994; Whalen & Wright, 1999), but...For example, where assessment approaches were explicitly specified, they often targeted either the cost or benefit of an educational initiative, but

The teaching-learning approach and critical thinking development: a qualitative exploration of Taiwanese nursing students.

PubMed

Lin, Chun-Chih; Han, Chin-Yen; Pan, I-Ju; Chen, Li-Chin

2015-01-01

Health care professionals are challenged by the complexities of the health care environment. This study uses a qualitative approach to explore how teaching strategy affects the development of critical thinking (CT) among Taiwanese baccalaureate-level nursing students. Data collected from 109 students' reflection reports were analyzed using content analysis. Three categories generated by the analysis were the teaching-learning strategy, enhancing CT, and transiting into a different learning style. The teaching-learning strategy consisted of concept mapping, question and answer, and real-life case studies. CT was enhanced alternately by self-directed learning, the realization of the gap between known and unknown, and connecting the gap between theoretical nursing knowledge and clinical practice. The study results emphasize participants' perceptions of becoming a critical thinker, turning into an active learner, and eventually achieving self-confidence. These learning effects invest the wisdom of teaching-learning with a far-reaching significance. Copyright © 2015 Elsevier Inc. All rights reserved.

Student Engagement through Digital Data

ERIC Educational Resources Information Center

Gross, Liz; Meriwether, Jason L.

2016-01-01

This chapter suggests strategies and tools for student affairs professionals to leverage digital data to measure student engagement and learning outcomes, and refine programs that enhance institutional reputation and improve student persistence. The construct of student engagement is traced from its theoretical origins to recent research…

Developing Leadership Content Knowledge during School Leader Preparation

ERIC Educational Resources Information Center

Carver, Cynthia L.

2012-01-01

This instructional module describes a performance assessment designed to equip prospective principals with the knowledge and skill needed to evaluate curriculum, observe and assess instruction, interact meaningfully with teachers about instructional decision-making, and design professional learning opportunities that enhance student learning…

Collaboration in History Teaching: Status, Problems, and Opportunities.

ERIC Educational Resources Information Center

Lorence, James J.

1999-01-01

Contends that college and university faculty must strengthen the ties between teachers in precollegiate and postsecondary institutions. Describes the Marathon County (Wisconsin) History Teaching Alliance, a collaborative professional development program that aims to enhance student learning through improved history instruction. Addresses the roles…

Whither Scholarship?

ERIC Educational Resources Information Center

Patel, Fay

2011-01-01

Teacher education has been engrossed in an eternal quest of seeking appropriate, relevant, and effective strategies to enhance teaching and learning quality over many decades. Teacher educators, teacher trainees, and teachers (including early and midcareer to late career professionals) continue to this day to focus their energies, passion, and…

Once upon a time.... Storytelling to enhance teaching and learning.

PubMed

Lordly, Daphne

2007-01-01

The impact of storytelling in the classroom was examined, as was what motivates individuals to engage in storytelling. A storytelling methodology was introduced in an undergraduate nutrition course as an opportunity to enhance the teaching and learning environment. A 28-item, multi-part, self-administered survey was then distributed to the class (n=17). Survey responses (n=15, 88% response) indicate that educators' and students' storytelling can positively influence the learning environment. This occurs through the creation of a greater focus on personalized information, glimpses of real-life experience, a connection with a topic as participants recognize similarities in their own personal experience and knowledge, and connections between different topics and through the emphasis on key concepts. Stories initiate useful conversations about unexplored struggles within practice, such as the emotional dimension(s) of an issue or what it means to be professional. Students are motivated to participate in storytelling through an external focus on others (i.e., helping others to learn) and an internal focus on self (i.e., seeking a connection with others to promote social dialogue). Several challenges related to the use of storytelling in the classroom emerged. Storytelling develops ways of knowing and dialoguing about issues, which has the potential to influence how students will approach their professional practice.

Environmental health and nursing: piloting a technology-enhanced distance learning module.

PubMed

Olson, Debra; Stedman-Smith, Maggie; Fredrickson, Ann

2005-08-01

The results of a pilot study evaluating a technology-enhanced distance learning module to impart environmental health core concepts to nurses are presented in this article. The internet-based module was developed for continuing professional education and imparts principles of adult education through interactive features including simulated clinical vignettes, an environmental justice case study, and hyperlinks to websites related to environmental protection and health regulation. Mean gains between pre- and post-tests; participant identification of adult learning principles as advanced by Knowles, Holton, and Swanson (1998); and satisfaction were measured among participating RNs (N = 34). A 6% mean gain in learning occurred between pre- and post-tests (95% CI .51 to 1.37, p < .0001). No significant differences in learning occurred for those who prefer face-to-face instruction and those who tend to procrastinate. Ninety-four percent of respondents indicated they were satisfied or very satisfied with the module. A strong association was found between recognition of adult learning principles as enhancing the assimilation of knowledge and competencies of environmental health and high satisfaction with the module. Distance learning via the Internet shows promise as a format to promote environmental health education for nurses.

An Interprofessional Collaborative Practice model for preparation of clinical educators.

PubMed

Scarvell, Jennie M; Stone, Judy

2010-07-01

Work-integrated learning is essential to health professional education, but faces increasing academic and industry resource pressures. The aim of this pilot "Professional Practice Project" was to develop and implement an innovative education intervention for clinical educators across several health disciplines. The project used interprofessional collaboration as its underlying philosophy, and a participatory action research methodology in four cycles: Cycle 1: Formation of an interprofessional project executive and working party from academic staff. Data collection of student insights into work integrated learning. Cycle 2: Formation of an interprofessional reference group to inform curriculum development for a series of clinical education workshops. Cycle 3: Delivery of workshops; 174 clinical educators, supervisors and preceptors attended two workshops: "Introduction to experiential learning" and " utilizing available resources for learning". Cycle 4: Seminar discussion of the Professional Practice Project at a national health-education conference. This pilot project demonstrated the advantages of using collaborative synergies to allow innovation around clinical education, free from the constraints of traditional discipline-specific education models. The planning, delivery and evaluation of clinical education workshops describe the benefits of interprofessional collaboration through enhanced creative thinking, sharing of clinical education models and a broadening of experience for both learners and facilitators.

Voices from the heart: the use of digital story telling in education.

PubMed

Matthews, Jackie

2014-01-01

Digital storytelling has emerged as a powerful teaching and learning tool, which presents personal narratives, images and music to create a unique and sometimes emotional snapshot into another person's experience. By offering a platform for sharing and understanding such narratives, professionals may gain insight into a perceived experience and construct their role accordingly. Used effectively, they can engage the listener and offer opportunity to reflect and consider the impact of their professional role on the storyteller. This article looks at how digital storytelling can enhance professional practice and enable vulnerable voices to be heard.

Redirecting traditional professional values to support safety: changing organisational culture in health care.

PubMed

Carroll, J S; Quijada, M A

2004-12-01

Professionals in healthcare organisations who seek to enhance safety and quality in an increasingly demanding industry environment often identify culture as a barrier to change. The cultural focus on individual autonomy, for example, seems to conflict with desired norms of teamwork, problem reporting, and learning. We offer a definition and explication of why culture is important to change efforts. A cultural analysis of health care suggests professional values that can be redirected to support change. We offer examples of organisations that drew upon cultural strengths to create new ways of working and gradually shifted the culture.

Redirecting traditional professional values to support safety: changing organisational culture in health care

PubMed Central

Carroll, J; Quijada, M

2004-01-01

Professionals in healthcare organisations who seek to enhance safety and quality in an increasingly demanding industry environment often identify culture as a barrier to change. The cultural focus on individual autonomy, for example, seems to conflict with desired norms of teamwork, problem reporting, and learning. We offer a definition and explication of why culture is important to change efforts. A cultural analysis of health care suggests professional values that can be redirected to support change. We offer examples of organisations that drew upon cultural strengths to create new ways of working and gradually shifted the culture. PMID:15576686

The necessity, barriers and ways forward to meet user-based needs for emotionally intelligent nurses.

PubMed

Hurley, J

2008-06-01

Emotional intelligence (EI) has enjoyed growing attention from researchers, educationalists and the public. Arguably, disagreement over the exact nature of EI fuelled by a low level of widely accepted empirical data has stalled its wider application into some areas of professional training. While enjoying significant popularity in areas such as business and leadership, EI remains largely absent from the curriculum of nursing. This paper argues that EI forms the very cornerstone upon which sits desirable mental health nursing abilities as identified by users and recent professional reviews. While distance education and e-learning play an increasingly significant role in nurse education, the enhancement of EI occurs primarily through a socialization process necessitating a 'repackaging' of the nursing curriculum. This paper also proposes that through using service user needs and recent professional reviews as a source for learning outcomes an outline of this 'repacking' can be achieved.

Interdisciplinary rural immersion week.

PubMed

Deutchman, Mark E; Nearing, Kathryn; Baumgarten, Brenda; Westfall, John M

2012-01-01

Health professions students interested in future rural practice locations spend a week learning about and investigating all aspects of small town personal, professional and community life. This augments the mainly clinical experience provided by clinical rotations they complete as part of their professional academic training program. Students from professional programs in medicine, physician assistant, pharmacy, nursing, public health and psychology travel to a small community, receive an orientation and in small interprofessional groups investigate health care, education, government, law enforcement, public health, economy and natural resources. Participants report that the experience raises their interest in future rural practice, answers questions they have about rural life and enhances their understanding of the issues they must learn more about before making a career location choice. The interdisciplinary rural immersion program provides students with the time, structure and permission to move out of their clinical 'comfort zone' and think about the cultural, economic and environmental aspects of rural life and work.

Simulation in otolaryngology: smart dummies and more.

PubMed

Deutsch, Ellen S

2011-12-01

Simulation is revolutionizing medical education, certification, and ongoing professional development. Simulation encompasses a variety of technologies as well as nontechnical approaches to improve individual psychomotor skills, group effectiveness, and systems processes, all without direct risk to patients. Simulation-enhanced learning experiences, addressing learning objectives based on the needs of the individual or the group and following the principles of adult education, can be used to ensure consistent and comprehensive learning opportunities, thereby creatively complementing didactic and clinical learning experiences. Pockets of simulation expertise are already present in the field of otolaryngology; more will develop as these exciting and important innovations blossom.

SOLE: Applying Semantics and Social Web to Support Technology Enhanced Learning in Software Engineering

NASA Astrophysics Data System (ADS)

Colomo-Palacios, Ricardo; Jiménez-López, Diego; García-Crespo, Ángel; Blanco-Iglesias, Borja

eLearning educative processes are a challenge for educative institutions and education professionals. In an environment in which learning resources are being produced, catalogued and stored using innovative ways, SOLE provides a platform in which exam questions can be produced supported by Web 2.0 tools, catalogued and labeled via semantic web and stored and distributed using eLearning standards. This paper presents, SOLE, a social network of exam questions sharing particularized for Software Engineering domain, based on semantics and built using semantic web and eLearning standards, such as IMS Question and Test Interoperability specification 2.1.

Healthcare students as innovative partners in the development of future healthcare services: An action research approach.

PubMed

Norbye, Bente

2016-11-01

Health care systems in Norway and the western world have experienced extensive changes due to patients living longer with complex conditions that require coordinated care. A Norwegian healthcare reform has led to significant restructuring in service delivery as a devolution of services to municipalities. Partners from three rural healthcare services, students from four professional programmes, and one lecturer from each of the professional programmes used a collaborative approach to obtain new knowledge through interprofessional practice. Using an action research design, the research group facilitated democratic processes through dialogues with healthcare services and students. The design is visualised as a cyclical process in which each cycle contributes to improvements, innovations, and increased understanding. A total of 32 students and 3 supervisors were interviewed before and after the clinical practice experiences. Fieldwork was conducted during three clinical periods. Interprofessional student groups formed small healthcare teams and assessed patients with chronic and long-term conditions. Students prepared and negotiated patient follow-up. The teams' responsibilities led to reflective practices that enhanced their professional knowledge. The teams achieved a new understanding of patient situations, which influenced "second opinions" for patients with complex conditions and led to innovative practices. The change in perception of patient needs led to a changed professional approach. The students' perceptions changed as they learned from and about each other and in collaboration with the health service; this led to more coordinated care of patients with complex conditions. Interprofessional learning in community settings provided a platform to improve both healthcare education and rural healthcare services. This research contributes to knowledge of how students' placement in interprofessional teams can enhance students learning from, with and about each other. The student teams promoted new ways of approaching and delivering complex patient treatment and care in community healthcare service. Collaborative partnerships in interprofessional learning have potential in the wider international arena as a means for practice improvement. Copyright © 2016 Elsevier Ltd. All rights reserved.

Climate Change Professional Development Approaches: Design Considerations, Teacher Enactment, and Student Learning

NASA Astrophysics Data System (ADS)

Drewes, A.; Henderson, J.; Mouza, C.

2017-12-01

Climate change is one of the most pressing challenges facing society, and climate change educational models are emerging in response. This study investigates the implementation and enactment of a climate change professional development model for science educators and its impact on student learning. Using an intrinsic case study methodology, we focused analytic attention on how one teacher made specific curricular, pedagogical, and content decisions, and the implications of those decisions for student's conceptual learning.The research presented here reports on the instructional design, pedagogical enactment, and subsequent effects on student learning of a climate change professional development (PD) model in the United States. Using anthropological theories of conceptual travel, we traced salient ideas from the PD through instructional delivery and into the evidence of student reasoning. We sought to address the following research questions: 1) How did a middle school teacher integrate climate change concepts into her science curriculum following PD participation? and 2) How did climate change instruction influence student understanding of key climate change constructs?From observation of the classroom instruction, we determined that the teacher effectively integrated new climate change information into her pre-existing schema. Additionally, through retrospective analysis of the PD, we found the design of the PD foregrounded the causes, mechanisms and likely effects of anthropogenic climate change at the expense of mitigation and adaptation strategies, and this differentially shaped how climate change was taught in the teacher's classroom. Analysis of student reasoning evidence showed that students gained an increased understanding of the enhanced greenhouse effect and the implications of human activity on this enhanced effect at statistically significant levels and with moderate effect sizes. However, students demonstrated a limited, though non-significant gain on the likely effects of climate change. Student reasoning on the tangible actions to deal with these problems also remained underdeveloped, reflecting omissions in both professional development and teacher enactment. We discuss implications and considerations for the emerging field of climate change education.

Professional Learning of Instructors in Vocational and Professional Education

ERIC Educational Resources Information Center

Hoekstra, Annemarieke; Kuntz, Jeff; Newton, Paul

2018-01-01

This article presents insights from a study into instructor professional learning in vocational and professional education (VPE) in Canada. While most studies on instructor learning focus on learning through formal professional development programmes, this study specifically focuses on professional learning as it happens in day-to-day practice.…

Distance learning in academic health education.

PubMed

Mattheos, N; Schittek, M; Attström, R; Lyon, H C

2001-05-01

Distance learning is an apparent alternative to traditional methods in education of health care professionals. Non-interactive distance learning, interactive courses and virtual learning environments exist as three different generations in distance learning, each with unique methodologies, strengths and potential. Different methodologies have been recommended for distance learning, varying from a didactic approach to a problem-based learning procedure. Accreditation, teamwork and personal contact between the tutors and the students during a course provided by distance learning are recommended as motivating factors in order to enhance the effectiveness of the learning. Numerous assessment methods for distance learning courses have been proposed. However, few studies report adequate tests for the effectiveness of the distance-learning environment. Available information indicates that distance learning may significantly decrease the cost of academic health education at all levels. Furthermore, such courses can provide education to students and professionals not accessible by traditional methods. Distance learning applications still lack the support of a solid theoretical framework and are only evaluated to a limited extent. Cases reported so far tend to present enthusiastic results, while more carefully-controlled studies suggest a cautious attitude towards distance learning. There is a vital need for research evidence to identify the factors of importance and variables involved in distance learning. The effectiveness of distance learning courses, especially in relation to traditional teaching methods, must therefore be further investigated.

Measuring the short-term effects of incorporating academic service learning throughout a dental hygiene curriculum.

PubMed

Simmer-Beck, M; Gadbury-Amyot, C; Williams, K B; Keselyak, N T; Branson, B; Mitchell, T V

2013-11-01

Academic service learning (ASL) provides the venue for dental hygiene education to take oral healthcare services directly into communities while at the same time promoting professional responsibility within the student bodies. The purpose of this study was to quantitatively examine the change in pre-existing attitudes and behaviours of dental hygiene students following the incorporation of ASL activities throughout a five-semester dental hygiene curriculum. Seventy-seven first-year dental hygiene students who participated in ASL from the graduating classes of 2008-2010 participated in the study. A survey instrument developed by Shiarella, based on Schwartz's Helping Behaviors Model, was used to assess students' attitudes towards community service. Additionally, questions were developed using Shinnamon's Methods and Strategies for Assessing Service-Learning in the Health Professions. Internal estimates of reliability for scales (Cronbach's α) were all >0.8. The results revealed statistically significant improvements over time in enhanced learning (P = 0.0001), self-awareness (P = 0.0001), sense of volunteerism (P = 0.013), impact on career choices (P = 0.001) and decrease in personal costs (P = 0.0001). There were no significant changes in other subscales over time. Further investigating these domains revealed minimal to no changes in attributes of service learning. Service learning integrated into the dental hygiene curriculum can enhance learning and improve students' self-awareness, sense of volunteerism, career choices and perception of personal costs. In concert with the literature on ASL, these experiences throughout the curriculum have potential for increasing students' awareness of community need and their roles as oral health professionals. © 2013 John Wiley & Sons A/S.

Mastery learning for health professionals using technology-enhanced simulation: a systematic review and meta-analysis.

PubMed

Cook, David A; Brydges, Ryan; Zendejas, Benjamin; Hamstra, Stanley J; Hatala, Rose

2013-08-01

Competency-based education requires individualization of instruction. Mastery learning, an instructional approach requiring learners to achieve a defined proficiency before proceeding to the next instructional objective, offers one approach to individualization. The authors sought to summarize the quantitative outcomes of mastery learning simulation-based medical education (SBME) in comparison with no intervention and nonmastery instruction, and to determine what features of mastery SBME make it effective. The authors searched MEDLINE, EMBASE, CINAHL, ERIC, PsycINFO, Scopus, key journals, and previous review bibliographies through May 2011. They included original research in any language evaluating mastery SBME, in comparison with any intervention or no intervention, for practicing and student physicians, nurses, and other health professionals. Working in duplicate, they abstracted information on trainees, instructional design (interactivity, feedback, repetitions, and learning time), study design, and outcomes. They identified 82 studies evaluating mastery SBME. In comparison with no intervention, mastery SBME was associated with large effects on skills (41 studies; effect size [ES] 1.29 [95% confidence interval, 1.08-1.50]) and moderate effects on patient outcomes (11 studies; ES 0.73 [95% CI, 0.36-1.10]). In comparison with nonmastery SBME instruction, mastery learning was associated with large benefit in skills (3 studies; effect size 1.17 [95% CI, 0.29-2.05]) but required more time. Pretraining and additional practice improved outcomes but, again, took longer. Studies exploring enhanced feedback and self-regulated learning in the mastery model showed mixed results. Limited evidence suggests that mastery learning SBME is superior to nonmastery instruction but takes more time.

Examining the effects of a mindfulness-based distance learning professional training module on personal and professional functioning: a qualitative study.

PubMed

Whitesman, Simon; Mash, Robert

2016-11-09

Training people to deliver mindfulness-based interventions (MBI) is becoming an important activity as mindfulness has been shown to have clinical benefits across a variety of conditions. Training courses must not only address the principles, skills and theory of mindfulness, but the trainers themselves must be able to embody the practice. There is limited research on the ability of teachers-in-training to embody the practice as a result of teacher training programmes. This study explored the extent to which a short course enabled future teachers to embody mindfulness practice. This first module was part of a larger course of four modules to prepare future teachers of MBIs. Qualitative data was obtained from 10 out of 35 end of course written assignments that asked respondents to reflect on their experience of mindfulness practice during the course. These were systematically selected and a focus group interview was also conducted with local participants. Data was analysed by means of the framework method and key themes identified. The combination of a retreat and on-line learning was perceived to be effective. Students reported significant changes in personal functioning as a result of daily mindfulness practice: self-awareness, improved relationships, enhanced connectedness, better self-regulation, enhanced compassion and curiosity towards self and others and self-acceptance. Participants began to introduce elements of mindfulness into their professional practice. The first module of a post-graduate training programme for health professionals who want to teach MBIs successfully supported students to embody, explore and apply mindfulness in their lives. The integrated teaching modalities of residential retreat and distance-based on-line learning appeared effective.

Informal teacher communities enhancing the professional development of medical teachers: a qualitative study.

PubMed

van Lankveld, Thea; Schoonenboom, Judith; Kusurkar, Rashmi; Beishuizen, Jos; Croiset, Gerda; Volman, Monique

2016-04-14

Informal peer learning is a particularly powerful form of learning for medical teachers, although it does not always occur automatically in the departments of medical schools. In this article, the authors explore the role of teacher communities in enhancing informal peer learning among undergraduate medical teachers. Teacher communities are groups of teachers who voluntarily gather on a regular basis to develop and share knowledge. Outside of medical education, these informal teacher communities have proved to be an effective means of enhancing peer learning of academic teachers. The processes underlying this outcome are, however, not known. This study therefore aims to explore the processes that make informal teacher communities effective in supporting peer learning of teachers. A qualitative study was performed at a Dutch medical school, where a student-centred undergraduate curriculum had recently been introduced. As part of this curriculum, tutors are segregated into separate specialty areas and thus have only limited opportunities for informal learning with other tutors. The authors followed two informal teacher communities aimed at supporting these tutors. They observed the interactions within the teacher communities and held semi-structured interviews with ten of the participants. The observation notes and interview data were analysed using thematic analysis. The informal teacher communities allowed the tutors to engage in a dialogue with colleagues and share questions, solutions, and interpretations. The teacher communities also provided opportunities to explicate tacit expertise, which helped the tutors to develop an idea of their role and form a frame of reference for their own experiences. Furthermore, the communities enhanced the tutors' sense of belonging. The tutors felt more secure in their role and they felt valued by the organisation due to the teacher communities. This study shows that informal teacher communities not only support the professional development of tutors, but also validate and strengthen their identity as teachers. They seem to provide a dialogical space where informal intercollegiate learning is stimulated, stories are shared, tacit knowledge is made explicit, concerns are shared, and teacher identity is nurtured.

Technologies and Reformed-Based Science Instruction: The Examination of a Professional Development Model Focused on Supporting Science Teaching and Learning with Technologies

NASA Astrophysics Data System (ADS)

Campbell, Todd; Longhurst, Max L.; Wang, Shiang-Kwei; Hsu, Hui-Yin; Coster, Dan C.

2015-10-01

While access to computers, other technologies, and cyber-enabled resources that could be leveraged for enhancing student learning in science is increasing, generally it has been found that teachers use technology more for administrative purposes or to support traditional instruction. This use of technology, especially to support traditional instruction, sits in opposition to most recent standards documents in science education that call for student involvement in evidence-based sense-making activities. Many see technology as a potentially powerful resource that is reshaping society and has the potential to do the same in science classrooms. To consider the promise of technology in science classrooms, this research investigated the impact of a professional development project focused on enhancing teacher and student learning by using information and communication technologies (ICTs) for engaging students in reformed-based instruction. More specifically, these findings revealed positive teacher outcomes with respect to reformed-based and technology-supported instruction and increased ICT and new literacies skills. When considering students, the findings revealed positive outcomes with respect to ICT and new literacies skills and student achievement in science.

Teacher Agency and Professional Learning Communities; What Can Learning Rounds in Scotland Teach Us?

ERIC Educational Resources Information Center

Philpott, Carey; Oates, Catriona

2017-01-01

Recently there has been growth in researching teacher agency. Some research has considered the relationship between teacher agency and professional learning. Similarly, there has been growing interest in professional learning communities as resources for professional learning. Connections have been made between professional learning communities…

Managers' roles in the professional growth of Iranian clinical nurses.

PubMed

Rahimaghaee, Flora; Nayeri, Nahid Dehghan; Mohammadi, Eesa

2010-12-01

Any progressive organization should consider investing in its clinical nurses' professional growth if it desires to survive and succeed in offering care. Managers play a significant role in facilitating clinical nurses' professional growth. A content analysis study was conducted with 20 clinical nurses and managers in Iran in order to describe how they experienced managers' roles in relation to their professional growth. They believed that managers played two major roles in their professional growth process: motivating and inhibiting. From the participants' point of view, managers, through supporting, encouraging, and valuing staff and creating opportunities for learning, played a facilitating role in their professional growth. But, whenever the staff did not receive this support, they became discouraged and did not make any progress. The results can be used to improve management and, consequently, to enhance the professional growth of staff. © 2010 Blackwell Publishing Asia Pty Ltd.

Professional Learning through Everyday Work: How Finance Professionals Self-Regulate Their Learning

ERIC Educational Resources Information Center

Littlejohn, Allison; Milligan, Colin; Fontana, Rosa Pia; Margaryan, Anoush

2016-01-01

Professional learning is a critical component of ongoing improvement and innovation and the adoption of new practices in the workplace. Professional learning is often achieved through learning embedded in everyday work tasks. However, little is known about how professionals self-regulate their learning through regular work activities. This paper…

Bridging theory and practice: Mixed methods approach to instruction of law and ethics within the pharmaceutical sciences.

PubMed

Wilby, Kyle John; Nasr, Ziad Ghantous

2016-11-01

Background: Professional responsibilities are guided by laws and ethics that must be introduced and mastered within pharmaceutical sciences training. Instructional design to teaching typically introduces concepts in a traditional didactic approach and requires student memorization prior to application within practice settings. Additionally, many centers rely on best practices from abroad, due to lack of locally published laws and guidance documents. Objectives: The aim of this paper was to summarize and critically evaluate a professional skills laboratory designed to enhance learning through diversity in instructional methods relating to pharmacy law and best practices regarding narcotics, controlled medications, and benzodiazepines. Setting: This study took place within the Professional Skills Laboratory at the College of Pharmacy at Qatar University. Method: A total of 25 students participated in a redesigned laboratory session administered by a faculty member, clinical lecturer, teaching assistant, and a professional skills laboratory technician. The laboratory consisted of eight independent stations that students rotated during the 3-h session. Stations were highly interactive in nature and were designed using non-traditional approaches such as charades, role-plays, and reflective drawings. All stations attempted to have students relate learned concepts to practice within Qatar. Main outcome measures: Student perceptions of the laboratory were measured on a post-questionnaire and were summarized descriptively. Using reflection and consensus techniques, two faculty members completed a SWOC (Strengths, Weaknesses, Opportunities, and Challenges) analysis in preparation for future cycles. Results: 100% (25/25) of students somewhat or strongly agreed that their knowledge regarding laws and best practices increased and that their learning experience was enhanced by a mixed-methods approach. A total of 96% (24/25) of students stated that the mixed-methods instructional approach should be continued in the future. The SWOC analysis identified the mixed methods approach and student feedback as strengths and opportunities, while resource shortages and lack of impact assessment were identified as weaknesses and challenges. Conclusion: Creative redesign of instructional methods pertaining to law and best practices was effective to achieve positive student perceptions regarding instructional methods and learning. Future cycles should include rigorous assessment methods to evaluate impact on student learning and practice.

Teachers' experiences of teaching in a blended learning environment.

PubMed

Jokinen, Pirkko; Mikkonen, Irma

2013-11-01

This paper considers teachers' experiences of teaching undergraduate nursing students in a blended learning environment. The basic idea of the study programme was to support students to reflect on theory and practice, and provide with access to expert and professional knowledge in real-life problem-solving and decision making. Learning was organised to support learning in and about work: students worked full-time and this provided excellent opportunities for learning both in practice, online and face-to-face sessions. The aim of the study was to describe teachers' experiences of planning and implementing teaching and learning in a blended-learning-based adult nursing programme. The research method was qualitative, and the data were collected by three focus group interviews, each with four to six participants. The data were analysed using qualitative content analysis. The results show that the blended learning environment constructed by the combination of face-to-face learning and learning in practice with technology-mediated learning creates challenges that must be taken into consideration when planning and implementing blended teaching and learning. However, it provides good opportunities to enhance students' learning in and about work. This is because such programmes support student motivation through the presence of "real-life" and their relevance to the students' own places of work. Nevertheless, teachers require knowledge of different pedagogical approaches; they need professional development support in redesigning teaching and learning. Copyright © 2013 Elsevier Ltd. All rights reserved.

Enhancing clinical learning in the workplace: a qualitative study.

PubMed

Magnier, K; Wang, R; Dale, V H M; Murphy, R; Hammond, R A; Mossop, L; Freeman, S L; Anderson, C; Pead, M J

Workplace learning (WPL) is seen as an essential component of clinical veterinary education by the veterinary profession. This study sought to understand this type of learning experience more deeply. This was done utilising observations of students on intramural rotations (IMR) and interviews with students and clinical staff. WPL was seen as an opportunity for students to apply knowledge and develop clinical and professional skills in what is generally regarded as a safe, authentic environment. Clinical staff had clear ideas of what they expected from students in terms of interest, engagement, professionalism, and active participation, where this was appropriate. In contrast, students often did not know what to expect and sometimes felt under-prepared when entering the workplace, particularly in a new species area. With the support of staff acting as mentors, students learned to identify gaps in their knowledge and skills, which could then be addressed during specific IMR work placements. Findings such as these illustrate both the complexities of WPL and the diversity of different workplace settings encountered by the students.

Enhancing clinical learning in the workplace: a qualitative study

PubMed Central

Magnier, K.; Wang, R.; Dale, V. H. M.; Murphy, R.; Hammond, R. A.; Mossop, L.; Freeman, S. L.; Anderson, C.; Pead, M. J.

2011-01-01

Workplace learning (WPL) is seen as an essential component of clinical veterinary education by the veterinary profession. This study sought to understand this type of learning experience more deeply. This was done utilising observations of students on intramural rotations (IMR) and interviews with students and clinical staff. WPL was seen as an opportunity for students to apply knowledge and develop clinical and professional skills in what is generally regarded as a safe, authentic environment. Clinical staff had clear ideas of what they expected from students in terms of interest, engagement, professionalism, and active participation, where this was appropriate. In contrast, students often did not know what to expect and sometimes felt under-prepared when entering the workplace, particularly in a new species area. With the support of staff acting as mentors, students learned to identify gaps in their knowledge and skills, which could then be addressed during specific IMR work placements. Findings such as these illustrate both the complexities of WPL and the diversity of different workplace settings encountered by the students. PMID:22090156

Mathematics in Technology & Engineering Education: Judgments of Grade-Level Appropriateness

ERIC Educational Resources Information Center

Flowers, Jim; Rose, Mary Annette

2014-01-01

Technology and engineering (TE) educators have long championed the infusion of mathematics into technology curriculum, especially to enhance TE learning goals and demonstrate "connections between technology and other fields of study." There is a need for curriculum development and professional development initiatives to purposefully…

Roadblocks to Scientific Thinking in Educational Decision Making

ERIC Educational Resources Information Center

Yates, Gregory C. R.

2008-01-01

Principles of scientific data accumulation and evidence-based practices are vehicles of professional enhancement. In this article, the author argues that a scientific knowledge base exists descriptive of the relationship between teachers' activities and student learning. This database appears barely recognised however, for reasons including (a)…

Lessons Learned from Breaking Through. In Brief

ERIC Educational Resources Information Center

Bragg, Debra D.; Barnett, Elisabeth

2009-01-01

The Breaking Through (BT) initiative promotes an expanded and enhanced role for community colleges in providing access to college for low-skilled adults. BT is uniquely important in its systematic integration of adult education, developmental/remedial education, professional-technical education (PTE), and career planning and preparation in…

E-Mentoring: Enhancing Special Education Teacher Induction

ERIC Educational Resources Information Center

Smith, Sean J.; Israel, Maya

2010-01-01

Teaching in 21st-century schools cannot easily be separated from technology-based solutions. Instead, technology is increasingly becoming an essential tool for any teacher's toolbox, especially the new teacher who is often considered a digital native. In teacher education and professional development, technology-based learning, or…

Partnering with parents in interprofessional leadership graduate education to promote family-professional partnerships.

PubMed

Margolis, Lewis H; Fahje Steber, Kathryn; Rosenberg, Angela; Palmer, Ann; Rounds, Kathleen; Wells, Marlyn

2017-07-01

Evidence supports the benefits to families of relationships with professionals that build on the concept of partnership, but there are few studies in the literature of strategies involving joint education for parents and professionals to enhance the capacity of parents of children with special healthcare needs to be effective interprofessional partners. Since 2007, parents of children with special healthcare needs have participated alongside graduate students from five different profession-based training programmes in a structured interprofessional leadership programme. The aims of this summative evaluation study were to elicit the influences of this training model on parents' capacity to partner with both health professionals and other parents and explore features of the training that facilitated these partnership skills. Using qualitative analysis, a semi-structured interview, guided by sensitising concepts informing leadership development, was conducted with 17 of the 23 parents who participated in the training. Transcriptions of the interviews were used for creating codes and categories for analysis. Parents described how the programme enhanced abilities to see other points of view, skills in communicating across professions, skills in conflict management, and feelings of confidence and equality with providers that influenced their relationships with their own providers and their capacity to assist other parents in addressing challenges in the care of their children. Parents reported that building concrete skills, organised opportunities to hear other viewpoints, structured time for learning and self-reflection, and learning in the context of a trusting relationship facilitated the development of partnership skills. These findings suggest that the leaders of interprofessional training programmes should involve parents and graduate students as equal partners to enhance partnership skills.

Medical School Anatomy and Pathology Workshops for High School Students Enhance Learning and Provide Inspiration for Careers in Medicine

PubMed Central

Fenderson, Bruce A.; Veloski, J. Jon; Livesey, Michael; Wojdon-Smith, Tracey

2016-01-01

“Anatomy and Pathology Workshop” is a cadaver-based outreach program that models medical education to large groups of high school students. This study was designed to evaluate the impact of this program on students’ knowledge of anatomy and interest in biomedical science. A total of 144 high school students participated in the workshop in 2015. Preworkshop and postworkshop assessments were administered to assess students’ learning. A postworkshop survey was conducted to solicit students’ reflections and feedback. It was found that student performance in the postworkshop examination (mean 78%) had significantly improved when compared to the performance in the preexamination (mean 54%), indicating that this program enhances learning. Students were also inspired to consider opportunities in medicine and allied health professions—97% indicated that they had a better understanding of medical education; 95% agreed that they had better understanding of the human body; 84% thought anatomy was interesting and exciting; and 62% of the students indicated that they looked forward to studying medicine or another health profession. Students rated the instructors highly—95% agreed that the instructors were professional and served as role models. Medical/graduate student instructors were also highly regarded by the high school students—96% thought it was valuable to have student instructors and 94% thought that student instructors were caring and enthusiastic about teaching. In summary, this study demonstrates that outreach programs provided by medical schools help young adults during their formative years by modeling professionalism, providing role models, enhancing learning, and encouraging many to consider opportunities in the health professions. PMID:28725784

An anatomy precourse enhances student learning in veterinary anatomy.

PubMed

McNulty, Margaret A; Stevens-Sparks, Cathryn; Taboada, Joseph; Daniel, Annie; Lazarus, Michelle D

2016-07-08

Veterinary anatomy is often a source of trepidation for many students. Currently professional veterinary programs, similar to medical curricula, within the United States have no admission requirements for anatomy as a prerequisite course. The purpose of the current study was to evaluate the impact of a week-long precourse in veterinary anatomy on both objective student performance and subjective student perceptions of the precourse educational methods. Incoming first year veterinary students in the Louisiana State University School of Veterinary Medicine professional curriculum were asked to participate in a free precourse before the start of the semester, covering the musculoskeletal structures of the canine thoracic limb. Students learned the material either via dissection only, instructor-led demonstrations only, or a combination of both techniques. Outcome measures included student performance on examinations throughout the first anatomy course of the professional curriculum as compared with those who did not participate in the precourse. This study found that those who participated in the precourse did significantly better on examinations within the professional anatomy course compared with those who did not participate. Notably, this significant improvement was also identified on the examination where both groups were exposed to the material for the first time together, indicating that exposure to a small portion of veterinary anatomy can impact learning of anatomical structures beyond the immediate scope of the material previously learned. Subjective data evaluation indicated that the precourse was well received and students preferred guided learning via demonstrations in addition to dissection as opposed to either method alone. Anat Sci Educ 9: 344-356. © 2015 American Association of Anatomists. © 2015 American Association of Anatomists.

"I can do it": does confidence and perceived ability in learning new ICT skills predict pre-service health professionals' attitude towards engaging in e-healthcare?

PubMed

Lam, Mary K; Nguyen, Melanie; Lowe, Robyn; Nagarajan, Srivalli V; Lincoln, Michelle

2014-01-01

There are many factors affecting health professionals' willingness to engage in e-health. One of these factors is whether health professionals perceive themselves to be able to learn new skills, and have the confidence in mastering these new Information and Communication Technology (ICT) skills. This study examined how health students' confidence and perceived ability for learning new ICT skills affect their attitude towards engaging in e-health. A survey was conducted to explore students' attitude towards using e-health and their perceived self-efficacy and confidence to learn new ICT skills. Multiple regression analysis was used to examine the relationship between confidence and self-efficacy, and attitude towards engaging in e-health controlling for participants' age, gender, and prior IT learning experience. The three scales measuring attitude, confidence and self-efficacy showed good internal consistency with respective Cronbach's Alpha scores of 0.835, 0.761 and 0.762. Multiple regression analysis showed a significant relationship between confidence, self-efficacy and prior IT learning experiences with attitude towards e-health after adjusting for the effect of each other (F3,350=17.20,p<0.001). Self-efficacy and confidence in learning new ICT skills together with previous ICT training either at or outside their university studies are significant factors associated with students' attitude towards using e-health. Enhancing students' level of self-efficacy in learning new ICT skills may be the key to the success of implementation of e-health initiatives.

Virtual Microscopy: A Useful Tool for Meeting Evolving Challenges in the Veterinary Medical Curriculum

NASA Astrophysics Data System (ADS)

Kogan, Lori R.; Dowers, Kristy L.; Cerda, Jacey R.; Schoenfeld-Tacher, Regina M.; Stewart, Sherry M.

2014-12-01

Veterinary schools, similar to many professional health programs, face a myriad of evolving challenges in delivering their professional curricula including expansion of class size, costs to maintain expensive laboratories, and increased demands on veterinary educators to use curricular time efficiently and creatively. Additionally, exponential expansion of the knowledge base through ongoing biomedical research, educational goals to increase student engagement and clinical reasoning earlier in the curriculum, and students' desire to access course materials and enhance their educational experience through the use of technology all support the need to reassess traditional microscope laboratories within Professional Veterinary Medical (PVM) educational programs. While there is clear justification for teaching veterinary students how to use a microscope for clinical evaluation of cytological preparations (i.e., complete blood count, urinalysis, fecal analysis, fine needle aspirates, etc.), virtual microscopy may be a viable alternative to using light microscopy for teaching and learning fundamental histological concepts. This article discusses results of a survey given to assess Professional Veterinary Medical students' perceptions of using virtual microscope for learning basic histology/microscopic anatomy and implications of these results for using virtual microscopy as a pedagogical tool in teaching first-year Professional Veterinary Medical students' basic histology.

Business, Education Partnerships -- Bridging the Paradigm Divide

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

Anne L. Seifert; Louis S. Nadelson

2013-01-01

The authors discuss the integrated science, technology, engineering, and mathematics (i-STEM) curriculum in business and industry comparing it with the traditional STEM K-12 curriculum in the U.S. Topics discussed includes limitations associated with the traditional STEM education, advantages of i-STEM such as enhancing professional development of educators to enhance their capacity to make youth capable for i-STEM careers, and i-STEM tools such as a project-based learning.

Teaching Reflective Practice in Practice Settings: Students' Perceptions of Their Clinical Educators

ERIC Educational Resources Information Center

Trede, Franziska; Smith, Megan

2012-01-01

Reflective practice in practice settings can enhance practice knowledge, self-assessment and lifelong learning, develop future practice capability and professional identity, and critically appraise practice traditions rather than reproduce them. The inherent power imbalance between student and educator runs the risk for the reflective practice…

National Association of School Psychologists Principles for Professional Ethics

ERIC Educational Resources Information Center

School Psychology Review, 2010

2010-01-01

The mission of the National Association of School Psychologists (NASP) is to represent school psychology and support school psychologists to enhance the learning and mental health of all children and youth. "School psychologists" provide effective services to help children and youth succeed academically, socially, behaviorally, and emotionally.…

[CAS General Standards 2012

ERIC Educational Resources Information Center

Council for the Advancement of Standards in Higher Education, 2011

2011-01-01

The mission of the Council for the Advancement of Standards in Higher Education (CAS) is to promote the improvement of programs and services to enhance the quality of student learning and development. CAS is a consortium of professional associations who work collaboratively to develop and promulgate standards and guidelines and to encourage…

Promoting the Role of Occupational Therapy in School-Based Collaboration: Outcome Project

ERIC Educational Resources Information Center

Christner, Andrea

2015-01-01

This evidence-based project provided a professional development opportunity for educators to enhance the awareness of school-based occupational therapy and promote a collaborative approach when supporting student participation in daily learning tasks. Through asynchronous web-based delivery, participants viewed five narrated PowerPoint…

Distributing Leadership for Sustainable Peer Feedback on Tertiary Teaching

ERIC Educational Resources Information Center

Wingrove, Dallas; Clarke, Angela; Chester, Andrea

2015-01-01

A growing evidence-based literature supports the value of peer feedback as a positive professional learning activity that enhances confidence, builds collegial relationships and supports reflective practice. Less clear is how best to embed such programs in university practices. This paper describes a leadership approach developed to support the…

The Quantitative Crunch: The Impact of Bibliometric Research Quality Assessment Exercises on Academic Development at Small Conferences

ERIC Educational Resources Information Center

Henderson, Michael; Shurville, Simon; Fernstrom, Ken

2009-01-01

Purpose: Small and specialist inter-disciplinary conferences, particularly those relating to technology enhanced learning such as International Conference on Information and Communications Technology in Education, provide valuable opportunities for academics and academic-related/professional staff to report upon their research and development…

Liberal Arts Faculty and Co-op: Attitudes for Success at a Small Private College.

ERIC Educational Resources Information Center

Wilson, Dawn K.

1987-01-01

Results of a study indicate that faculty in a small private liberal arts institution which has an established co-op program value it for its ability to enhance students' career and professional development as well as for its contribution to students' total learning process. (JOW)

Enhancing Professional Learning for Rural Educators by Rethinking Connectedness

ERIC Educational Resources Information Center

Broadley, Tania

2012-01-01

Impending changes in Australian education brings forth the expected transformation of teachers working in schools. Three key points for transforming Australian schools has been identified by Gillard (2008a) including the improvement of quality teaching, ensuring every child benefits and mandating transparency and accountability. A number of…

Balancing Countervailing Processes at a Lithuanian University

ERIC Educational Resources Information Center

Leisyte, Liudvika; Vilkas, Mantas; Staniskiene, Egle; Zostautiene, Daiva

2017-01-01

Purpose: The purpose of this paper is to understand how the countervailing processes for enhancing academic excellence based on professional norms are balanced out with the market-oriented processes of standardisation and performance management in a university. Further, the authors aim to explore how and if organisational learning occurs in…

Pilot Decision-Making in Irreversible Emergencies

ERIC Educational Resources Information Center

Winter, Scott R.

2013-01-01

The purpose of this study was to determine if a reflexive learning treatment utilizing select case studies could enhance the decision-making of pilots who encounter an irreversible emergency. Participants, who consisted of members of the subject university's professional pilot program, were divided into either a control or experimental group and…

Meaningful Gamification for Journalism Students to Enhance Their Critical Thinking Skills

ERIC Educational Resources Information Center

Huang, Ling-Yi; Yeh, Yu-Chu

2017-01-01

Training in critical thinking is essential for the professional development of journalism students. To achieve this goal, this study developed a gamified platform and a blended learning curriculum. During an 18-week experimental instruction period, a series of instructional activities, which included online discussions as well as classroom…

Beyond the Printed Page: Physiology Education without a Textbook?

ERIC Educational Resources Information Center

Stavrianeas, Stasinos; Stewart, Mark; Harmer, Peter

2008-01-01

Pedagogical innovations, ideas, and outcomes designed to enhance student learning in physiology courses are encouraged by our professional organizations and are actively discussed at conferences and in "Advances in Physiological Education." Here, we report our experiment with freely available internet-based material as a substitute for the…

CALL Essentials: Principles and Practice in CALL Classrooms

ERIC Educational Resources Information Center

Egbert, Joy

2005-01-01

Computers and the Internet offer innovative teachers exciting ways to enhance their pedagogy and capture their students' attention. These technologies have created a growing field of inquiry, computer-assisted language learning (CALL). As new technologies have emerged, teaching professionals have adapted them to support teachers and learners in…

Data-Enhanced Leadership. The Soul of Educational Leadership Series. Volume 7

ERIC Educational Resources Information Center

Blankstein, Alan M.; Houston, Paul D.; Cole, Robert W.

2010-01-01

Offering key concepts about how the informed use of data can translate into highly effective school leadership, this seventh volume in "The Soul of Educational Leadership" series demonstrates how educational leaders can apply data strategically to strengthen school leadership and significantly improve professional learning, students' learning…

Digital Soil Mapping – A platform for enhancing soil learning.

USDA-ARS?s Scientific Manuscript database

The expansion of digital infrastructure and tools has generated massive data and information as well as a need for reliable processing and accurate interpretations. Digital Soil Mapping is no exception in that it has provided opportunities for professionals and the public to interact at field and tr...

The Use of Documentation in a Participatory System of Evaluation

ERIC Educational Resources Information Center

Picchio, Mariacristina; Di Giandomenico, Isabella; Musatti, Tullia

2014-01-01

Pedagogical documentation is a practice currently used in Italian early childhood education and care (ECEC) services to make visible children's learning processes in ECEC, to promote parents' participation and to support professionals' reflexive competences. These functions of pedagogical documentation have been enhanced within a system of…

Programs for Engagement and Enhancement. Professional File. Article 131, Spring 2013

ERIC Educational Resources Information Center

Crisp, Gloria; Palacios, Lisa; Kaulfus, John

2013-01-01

The following article describes programs used by universities and colleges to engage students; these programs include mentoring, learning communities, and first-year success courses and programs. We begin with a brief overview of student development theory, program descriptions and citations, and article summaries for key references. Next, we…

Fostering an Action-Reflection Dynamic amongst Student Practitioners

ERIC Educational Resources Information Center

Francis, Helen; Cowan, John

2008-01-01

Purpose: This paper seeks to explore changes taking place in a curriculum design for postgraduate teaching in personnel and development, aimed at enhancing lifelong learning. A scheme is described which aims to improve the alignment for professional development of students, in ways that facilitate critically reflective practice.…

Shifting Interests: Changes in the Lexical Semantics of ED-MEDIA

ERIC Educational Resources Information Center

Wild, Fridolin; Valentine, Chris; Scott, Peter

2010-01-01

Large research networks naturally form complex communities with overlapping but not identical expertise. To map the distribution of professional competence in field of "technology-enhanced learning", the lexical semantics expressed in research articles published in a representative, large-scale conference (ED-MEDIA) can be investigated and changes…

Develop a Professional Learning Plan

ERIC Educational Resources Information Center

Journal of Staff Development, 2013

2013-01-01

A professional learning plan establishes short-and long-term plans for professional learning and implementation of the learning. Such plans guide individuals, schools, districts, and states in coordinating learning experiences designed to achieve outcomes for educators and students. Professional learning plans focus on the program of educator…

Academics' perceptions of the use and relevance of software in quantitative and financial disciplines

NASA Astrophysics Data System (ADS)

Kyng, Timothy; Tickle, Leonie; Wood, Leigh

2013-03-01

Software may be used in university teaching both to enhance student learning of discipline-content knowledge and skills, and to equip students with capabilities that will be useful in their future careers. Although research has indicated that software may be used as an effective way of engaging students and enhancing learning in certain scenarios, relatively little is known about academic practices with regard to the use of software more generally or about the extent to which this software is subsequently used by graduates in the workplace. This article reports on the results of a survey of academics in quantitative and financial disciplines, which is part of a broader study also encompassing recent graduates and employers. Results indicate that a variety of software packages are in widespread use in university programmes in quantitative and financial disciplines. Most surveyed academics believe that the use of software enhances learning and enables students to solve otherwise intractable problems. A majority also rate spreadsheet skills in particular as very important for the employability of graduates. A better understanding of the use of software in university teaching points the way to how curricula can be revised to enhance learning and prepare graduates for professional work.

Principal Leadership for Technology-enhanced Learning in Science

NASA Astrophysics Data System (ADS)

Gerard, Libby F.; Bowyer, Jane B.; Linn, Marcia C.

2008-02-01

Reforms such as technology-enhanced instruction require principal leadership. Yet, many principals report that they need help to guide implementation of science and technology reforms. We identify strategies for helping principals provide this leadership. A two-phase design is employed. In the first phase we elicit principals' varied ideas about the Technology-enhanced Learning in Science (TELS) curriculum materials being implemented by teachers in their schools, and in the second phase we engage principals in a leadership workshop designed based on the ideas they generated. Analysis uses an emergent coding scheme to categorize principals' ideas, and a knowledge integration framework to capture the development of these ideas. The analysis suggests that principals frame their thinking about the implementation of TELS in terms of: principal leadership, curriculum, educational policy, teacher learning, student outcomes and financial resources. They seek to improve their own knowledge to support this reform. The principals organize their ideas around individual school goals and current political issues. Principals prefer professional development activities that engage them in reviewing curricula and student work with other principals. Based on the analysis, this study offers guidelines for creating learning opportunities that enhance principals' leadership abilities in technology and science reform.

Perceptions of a continuing professional development portfolio model to enhance the scholarship of teaching and learning.

PubMed

Tofade, Toyin; Abate, Marie; Fu, Yunting

2014-04-01

To obtain feedback about the potential usefulness of a continuing professional development (CPD) portfolio for enhancing a faculty or practitioner's scholarship of teaching and learning (SoTL). A CPD portfolio approach to the SoTL was distributed in advance to registrants of the 2011 Annual AACP Teacher's Seminar. In an interactive workshop, faculty facilitators described a model for a CPD process applied to the development of an individual's SoTL. During the workshop, participants were asked to complete the initial sections of the portfolio to develop a personal plan for success in the SoTL. Post workshop, an evaluation form was distributed to the participants to obtain feedback about the CPD approach. Completed evaluation forms were collected, collated, and summarized. A total of 53 (14.1%) workshop participants completed the evaluation form of the 375 attendees. In all, 25 assistant professors, 14 associate professors, 4 full professors, 10 residents/students, 22 clinical, and 2 research faculty submitted evaluations. The proposed uses for the portfolio model selected most often by the responders were for personal development, faculty evaluation, increasing the SoTL, new faculty development, preceptor development, and residency training. A structured CPD portfolio model might be useful for the professional development of the SoTL.

[Facing, accepting, growing and expecting: the practical experience of nursing students during their first clinical practice].

PubMed

Sun, Jia-Jing; Sun, Hui-Lin

2011-04-01

Clinical practice experiences, while important, can be highly stressful for nursing students and have a deep effect on their subsequent professional development. This study explored nursing student experiences during their first clinical practice. The study used exploratory and descriptive research methodologies, and researchers selected a phenomenological approach to analysis. Nine nursing students described experiences centered on their first clinical practices using daily dairies and assignments. Transcripts were analyzed using interpretative phenomenological analysis. Four major themes emerged from the data, including: (1) Joining an exciting and intimidating journey in which participants anticipated a precious learning opportunity while fearing failure; (2) Identifying professional role models in which participants learned about nursing content from nursing staff and through step by step instruction from teachers; (3) Growing into caring relationships in which participants increasingly realized the importance of communication, gave empathy and caring to patients, and discovered that patients are the best teachers; and (4) Insight into self-professional capacity and the expectation of their future learning in which participants learned from actual experience, evaluated self-performance and encouraged themselves. Such facilitated self-improvement and instilled the learning necessary to advance to the next stage. Nursing student clinical practice experiences may be used to both advance academic studies and enhance understanding of student feelings, difficulties and experiences. Such can assist nursing students to gain greater positive experiences in their profession.

Development and alumni assessment of an interdisciplinary PhD program offered through a blended learning environment.

PubMed

Goldberg, Debora Goetz; Clement, Dolores G; Cotter, J James

2011-01-01

There is a growing need for doctoral-prepared allied health professionals in health care practice, research, and teaching. This paper describes the development and evolution of the PhD Program in Health Related Sciences at Virginia Commonwealth University, which was designed to meet the demand for flexible learning environments by working allied health professionals. The program, now on its 14th year, offers interdisciplinary education in allied health fields through a blended learning environment that includes online and on-site education. An alumni assessment of the program was conducted in 2006 and 2008 to understand how well the program trained its graduates and how well the program responded to the needs of students. Six primary areas were reviewed: 1) extent to which program goals were achieved, 2) general skills and knowledge development for the student, 3) adequacy of the advising function of the program, 4) specific skill development for the student, 5) adequacy of instructional technology, and 6) impressions of the overall program. Findings from the alumni assessment led to changes in curriculum, enhanced use of distance education teaching, additional instructor training on distance-based multimedia technologies, and enhanced student-faculty interaction. Assessment of this program identified key areas, such as technology support, student-student interaction, and student-instructor interaction, which should be emphasized in the development or redesign of allied health educational programs offered in blended learning formats.

Healthcare students' evaluation of the clinical learning environment and supervision - a cross-sectional study.

PubMed

Pitkänen, Salla; Kääriäinen, Maria; Oikarainen, Ashlee; Tuomikoski, Anna-Maria; Elo, Satu; Ruotsalainen, Heidi; Saarikoski, Mikko; Kärsämänoja, Taina; Mikkonen, Kristina

2018-03-01

The purpose of clinical placements and supervision is to promote the development of healthcare students´ professional skills. High-quality clinical learning environments and supervision were shown to have significant influence on healthcare students´ professional development. This study aimed to describe healthcare students` evaluation of the clinical learning environment and supervision, and to identify the factors that affect these. The study was performed as a cross-sectional study. The data (n = 1973) were gathered through an online survey using the Clinical Learning Environment, Supervision and Nurse Teacher scale during the academic year 2015-2016 from all healthcare students (N = 2500) who completed their clinical placement at a certain university hospital in Finland. The data were analysed using descriptive statistics and binary logistic regression analysis. More than half of the healthcare students had a named supervisor and supervision was completed as planned. The students evaluated the clinical learning environment and supervision as 'good'. The students´ readiness to recommend the unit to other students and the frequency of separate private unscheduled sessions with the supervisor were the main factors that affect healthcare students` evaluation of the clinical learning environment and supervision. Individualized and goal-oriented supervision in which the student had a named supervisor and where supervision was completed as planned in a positive environment that supported learning had a significant impact on student's learning. The clinical learning environment and supervision support the development of future healthcare professionals' clinical competence. The supervisory relationship was shown to have a significant effect on the outcomes of students' experiences. We recommend the planning of educational programmes for supervisors of healthcare students for the enhancement of supervisors' pedagogical competencies in supervising students in the clinical practice. Copyright © 2018 Elsevier Ltd. All rights reserved.

Using professional interpreters in undergraduate medical consultation skills teaching

PubMed Central

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

2014-01-01

The ability to work with interpreters is a core skill for UK medical graduates. At the University of Sheffield Medical School, this teaching was identified as a gap in the curriculum. Teaching was developed to use professional interpreters in role-play, based on evidence that professional interpreters improve health outcomes for patients with limited English proficiency. Other principles guiding the development of the teaching were an experiential learning format, integration to the core consultation skills curriculum, and sustainable delivery. The session was aligned with existing consultation skills teaching to retain the small-group experiential format and general practitioner (GP) tutor. Core curricular time was found through conversion of an existing consultation skills session. Language pairs of professional interpreters worked with each small group, with one playing patient and the other playing interpreter. These professional interpreters attended training in the scenarios so that they could learn to act as patient and family interpreter. GP tutors attended training sessions to help them facilitate the session. This enhanced the sustainability of the session by providing a cohort of tutors able to pass on their expertise to new staff through the existing shadowing process. Tutors felt that the involvement of professional interpreters improved student engagement. Student evaluation of the teaching suggests that the learning objectives were achieved. Faculty evaluation by GP tutors suggests that they perceived the teaching to be worthwhile and that the training they received had helped improve their own clinical practice in consulting through interpreters. We offer the following recommendations to others who may be interested in developing teaching on interpreted consultations within their core curriculum: 1) consider recruiting professional interpreters as a teaching resource; 2) align the teaching to existing consultation skills sessions to aid integration; and 3) invest in faculty development for successful and sustainable delivery. PMID:25473325

Governing mobile technology use for continuing professional development in the Australian nursing profession.

PubMed

Mather, Carey Ann; Gale, Fred; Cummings, Elizabeth Anne

2017-01-01

The rapid growth in the use of mobile technology in Australia has outpaced its governance, especially in healthcare settings. Whilst some Australian professional bodies and organisations have developed standards and guidelines to direct appropriate use of social media and mobile technology, clear governance arrangements regarding when, where and how to use mobile technology at point of care in nursing are currently lacking. This paper analyses how the use of mobile technology by nurses at point of care is governed. It highlights the existence of a mobile technology paradox: an identified inability of nurses to access mobile technology in a context where it is increasingly recognised that its use in situ can enhance nursing practice while contributing to mobile learning and continuing professional development. While the recent release of the Registered Nurse Standards for Practice and accompanying Standard for Continuing Professional Development provides some direction regarding professional standards to support the use of mobile technology for mobile learning, we argue a more inclusive approach is required if emerging technologies are to be fully embraced. We describe how an implementation framework, underpinned by more detailed standards, guidelines and codes, could enable the nursing profession to be leaders in embedding mobile technology in healthcare environments nationally and globally. The prevalence of mobile technology in Australia has outpaced its governance in healthcare environments. Its limited availability at point of care is hindering nursing practice, mobile learning and continuing professional development. We discuss the emergence of mobile technology and impediments for its use by nurses in situ. We analyse the professional codes governing nursing, outlining potential reforms to enable implementation of mobile technology at point of care by nurses.

Prospective faculty developing understanding of teaching and learning processes in science

NASA Astrophysics Data System (ADS)

Pareja, Jose I.

Historically, teaching has been considered a burden by many academics at institutions of higher education, particularly research scientists. Furthermore, university faculty and prospective faculty often have limited exposure to issues associated with effective teaching and learning. As a result, a series of ineffective teaching and learning strategies are pervasive in university classrooms. This exploratory case study focuses on four biology graduate teaching fellows (BGF) who participated in a National Science Foundation (NSF) GK-12 Program. Such programs were introduced by NSF to enhance the preparation of prospective faculty for their future professional responsibilities. In this particular program, BGF were paired with high school biology teachers (pedagogical mentors) for at least one year. During this yearlong partnership, BGF were involved in a series of activities related to teaching and learning ranging from classroom teaching, tutoring, lesson planning, grading, to participating in professional development conferences and reflecting upon their practices. The purpose of this study was to examine the changes in BGF understanding of teaching and learning processes in science as a function of their pedagogical content knowledge (PCK). In addition, the potential transfer of this knowledge between high school and higher education contexts was investigated. The findings of this study suggest that understanding of teaching and learning processes in science by the BGF changed. Specific aspects of the BGF involvement in the program (such as classroom observations, practice teaching, communicating with mentors, and reflecting upon one's practice) contributed to PCK development. In fact, there is evidence to suggest that constant reflection is critical in the process of change. Concurrently, BGFs enhanced understanding of science teaching and learning processes may be transferable from the high school context to the university context. Future research studies should be designed to explore explicitly this transfer phenomenon.

Theories to aid understanding and implementation of interprofessional education.

PubMed

Sargeant, Joan

2009-01-01

Multiple events are calling for greater interprofessional collaboration and communication, including initiatives aimed at enhancing patient safety and preventing medical errors. Education is 1 way to increase collaboration and communication, and is an explicit goal of interprofessional education (IPE). Yet health professionals to date are largely educated in isolation. IPE differs from most traditional continuing education in that knowledge is largely socially created through interactions with others and involves unique collaborative skills and attitudes. It requires thinking differently about what constitutes teaching and learning. The article draws upon a small number of social and learning theories to explain the rationale for IPE needing a new way of thinking, and proposes approaches to guide development and implementation of IP continuing education. Social psychology and complexity theory explain the influence of the dynamism and interaction of internal (cognitive) and external (environmental) factors upon learning and set the stage for IPE. Theories related to professionalism and stereotyping, communities of practice, reflective learning, and transformative learning appear central to IPE and guide specific educational interventions. In sum, IPE requires CE to adopt new content, recognize new knowledge, and use new approaches for learning; we are now in a different place.

I came, I saw, I reflected: a qualitative study into learning outcomes of international electives for Japanese and British medical students.

PubMed

Nishigori, Hiroshi; Otani, Takashi; Plint, Simon; Uchino, Minako; Ban, Nobutaro

2009-05-01

Although medical students have increasingly more opportunities to participate in international electives, their experiences are usually unstructured and the literature referring to their learning outcomes, educational environment, and assessment is scanty. This study was undertaken to clarify qualitatively what students learn from their international electives. We carried out semi-structured individual interviews with 15 Japanese students studying clinical medicine in British medical schools and six British students studying in Japanese medical schools. The thematic synthesis method was used in analysing the transcribed data and triangulation by multiple researchers was used to achieve higher reliability. The main learning outcomes identified were skills in history taking and physical examination with clinical reasoning and in management of diseases rarely seen in the students' own countries; awareness of clinical ethics and merits and demerits of different systems of healthcare and medical education; sensitivity to issues in doctor-patient relationships and work ethics; enhancement of cultural competence; and personal development. Most learning outcomes of international electives are culture- or system-dependent. Students achieved outcomes related closely to medical professionalism, mainly through reflection. International electives may give students opportunities to learn both professionalism and cultural competence.

Enhancing medical students' reflectivity in mentoring groups for professional development - a qualitative analysis.

PubMed

Lutz, Gabriele; Pankoke, Nina; Goldblatt, Hadass; Hofmann, Marzellus; Zupanic, Michaela

2017-07-14

Professional competence is important in delivering high quality patient care, and it can be enhanced by reflection and reflective discourse e.g. in mentoring groups. However, students are often reluctant though to engage in this discourse. A group mentoring program involving all preclinical students as well as faculty members and co-mentoring clinical students was initiated at Witten-Herdecke University. This study explores both the attitudes of those students towards such a program and factors that might hinder or enhance how students engage in reflective discourse. A qualitative design was applied using semi-structured focus group interviews with preclinical students and semi-structured individual interviews with mentors and co-mentors. The interview data were analyzed using thematic content analysis. Students' attitudes towards reflective discourse on professional challenges were diverse. Some students valued the new program and named positive outcomes regarding several features of professional development. Enriching experiences were described. Others expressed aversive attitudes. Three reasons for these were given: unclear goals and benefits, interpersonal problems within the groups hindering development and intrapersonal issues such as insecurity and traditional views of medical education. Participants mentioned several program setup factors that could enhance how students engage in such groups: explaining the program thoroughly, setting expectations and integrating the reflective discourse in a meaningful way into the curriculum, obliging participation without coercion, developing a sense of security, trust and interest in each other within the groups, randomizing group composition and facilitating group moderators as positive peer and faculty role models and as learning group members. A well-designed and empathetic setup of group mentoring programs can help raise openness towards engaging in meaningful reflective discourse. Reflection on and communication of professional challenges can, in turn, improve professional development, which is essential for high quality patient care.

Science Professional Learning Communities: Beyond a singular view of teacher professional development

NASA Astrophysics Data System (ADS)

Jones, M. Gail; Gardner, Grant E.; Robertson, Laura; Robert, Sarah

2013-07-01

Professional Learning Communities (PLCs) are frequently being used as a vehicle to transform science education. This study explored elementary teachers' perceptions about the impact of participating in a science PLC on their own professional development. With the use of The Science Professional Learning Communities Survey and a semi-structured interview protocol, elementary teachers' perceptions of the goals of science PLCs, the constraints and benefits of participation in PLCs, and reported differences in the impact of PLC participation on novice and experienced teachers were examined. Sixty-five elementary teachers who participated in a science PLC were surveyed about their experiences, and a subsample of 16 teachers was interviewed. Results showed that most of the teachers reported their science PLC emphasized sharing ideas with other teachers as well as working to improve students' science standardized test scores. Teachers noted that the PLCs had impacted their science assessment practices as well as their lesson planning. However, a majority of the participants reported a differential impact of PLCs depending on a teacher's level of experience. PLCs were reported as being more beneficial to new teachers than experienced teachers. The interview results demonstrated that there were often competing goals and in some cases a loss of autonomy in planning science lessons. A significant concern was the impact of problematic interpersonal relationships and communication styles on the group functioning. The role of the PLC in addressing issues related to obtaining science resources and enhancing science content knowledge for elementary science teachers is discussed.

Learning for Work and Professional Development: The Significance of Informal Learning Networks of Digital Media Industry Professionals

ERIC Educational Resources Information Center

Campana, Joe

2014-01-01

Informal learning networks play a key role in the skill and professional development of professionals, working in micro-businesses within Australia's digital media industry, as they do not have access to learning and development or human resources sections that can assist in mapping their learning pathway. Professionals working in this environment…

Outcomes of a clinical partnership model for undergraduate nursing students.

PubMed

Newton, Jennifer M; Cross, Wendy M; White, Karin; Ockerby, Cherene; Billett, Stephen

2011-08-01

Over the last decade several innovative approaches to enhance students' transition to graduate nurse year have been implemented or piloted. This paper describes a study that investigated how the social practices of clinical partnership placement model underpin workplace learning for undergraduate students as they transitioned to graduate. A mixed method approach was utilized comprising individual interviews with students, observation of clinical workplaces across six different areas of nursing practice, student surveys of the clinical learning environment and participant workshops. Three themes were identified that influenced participants' preparedness for work and enhanced the transition into the workplace: 'organizational familiarity', 'continuity' and 'social participation'. A clinical partnership model offers a degree of work readiness for novices when commencing their professional practice role. It enables individuals to participate and engage in workplace activities which are a central component of their learning.

[Learning Portfolio: A New Strategy in Health Education].

PubMed

Cheng, Yi-Chuan; Chen, Ching-Ju; Chang, Yu-Shan; Huang, Li-Chi

2015-12-01

Health education is the teaching by healthcare professionals of healthcare-related knowledge and skills to students in order that these students learn to help patients self-manage their disease and maintain health. This article introduces a new strategy in health education known as the learning portfolio and presents the theoretical basis and function of the learning portfolio and the current application of this approach in academic and health education. The learning portfolio is a learner-centric approach that collects evidence related to an individual's learning process systematically. This approach helps educators understand learner needs and conditions, while allowing the learner to observe his / her learning process in a manner that promotes self-reflection, continual inspection, and behavioral modification throughout the learning process. The results enhance the motivation of learners and strengthen their care confidence in accomplishing learning tasks.

Impact of information and communication technology on interprofessional collaboration for chronic disease management: a systematic review.

PubMed

Barr, Neil; Vania, Diana; Randall, Glen; Mulvale, Gillian

2017-10-01

Objectives Information and communication technology is often lauded as the key to enhancing communication among health care providers. However, its impact on interprofessional collaboration is unclear. The objective of this study was to determine the extent to which it improves communication and, subsequently, enhances interprofessional collaboration in chronic disease management. Methods A systematic review of academic literature using two electronic platforms: HealthSTAR and Web of Science (core collection and MEDLINE). To be eligible for inclusion in the review, articles needed to be peer-reviewed; accessible in English and focused on how technology supports, or might support, collaboration (through enhanced communication) in chronic disease management. Studies were assessed for quality and a narrative synthesis conducted. Results The searches identified 289 articles of which six were included in the final analysis (three used qualitative methods, two were descriptive and one used mixed methods). Various forms of information and communication technology were described including electronic health records, online communities/learning resources and telehealth/telecare. Three themes emerged from the studies that may provide insights into how communication that facilitates collaboration in chronic disease management might be enhanced: professional conflict, collective engagement and continuous learning. Conclusions The success of technology in enhancing collaboration for chronic disease management depends upon supporting the social relationships and organization in which the technology will be placed. Decision-makers should take into account and work toward balancing the impact of technology together with the professional and cultural characteristics of health care teams.

Implementing and evaluating an interprofessional minority health conference for social work and healthcare professionals.

PubMed

Washington, Tiffany R; Ward, Trina Salm; Young, Henry N; Orpinas, Pamela; Cornelius, Llewellyn J

2017-11-01

Interprofessional education (IPE) is one strategy for addressing health inequities; however, little attention has been paid to continuing IPE for practicing social work and healthcare professionals. This article offers guidance to faculty in social work and health-related academic units on offering continuing IPE on the topic of minority health. An interprofessional group of faculty offered a day-long conference on minority health, ethics, and social justice. The conference goal was to promote interprofessional communication in a co-learning environment and promote dialogue on social determinants of health and health equity in the state. Data were obtained from surveys and analysis of work plans developed during the conference. Workshop participants were majority White (62%), social workers (79%), and practiced for 14 years on average. The most useful topics were dementia and polypharmacy. Takeaway strategies included interprofessional work, being mindful of access to resources, and engagement in continuing education. Lessons learned include plan in advance for all professions; recruit faculty and students from multiple departments to increase interprofessional diversity; offer strategies and incentives to increase student participation; be strategic about conference location and format; and identify a strategic format and theme. IPE is a means of preparing learners for working together in their future careers to provide high-quality patient-centred care and reduce health disparities. Professional development can provide an opportunity to enhance skills to address health disparities, and learning can be significantly enhanced when participants connect with colleagues from different professions, discuss diverse opinions, and share successful practices.

A descriptive qualitative study of student learning in a psychosocial nursing class infused with art, literature, music, and film.

PubMed

Jensen, Alice; Curtis, Mary

2008-01-01

Nursing educators have long valued and supported the integration of liberal arts in professional nursing programs. This descriptive qualitative study explores the meanings students derive from the integration of liberal arts content into a psychosocial nursing class. Questionnaires, class observation, and focus group interviews revealed five themes: an interesting hook, a deeper level of understanding, developing self-understanding, developing empathy and increasing cultural awareness. Researchers suggest that integrating liberal arts into nursing education enhances student learning.

Features of Effective Professional Learning: A Case Study of the Implementation of a System-Based Professional Learning Model

ERIC Educational Resources Information Center

Labone, Elizabeth; Long, Janette

2016-01-01

The impact of quality teaching on student learning has led to an increased focus on professional learning to support and improve teacher practice. Review of the literature on effective professional learning suggests six elements that support sustained change in teacher practice; namely, focus, learning components, feedback, collaborative…

Special-"T" Training: Extended Follow-up Results from a Residency-Wide Professionalism Workshop on Transgender Health.

PubMed

Kidd, Jeremy D; Bockting, Walter; Cabaniss, Deborah L; Blumenshine, Philip

2016-10-01

Transgender people face unique challenges when accessing health care, including stigma and discrimination. Most residency programs devote little time to this marginalized population. The authors developed a 90-min workshop to enhance residents' ability to empathize with and professionally treat transgender patients. Attendees completed pre-, post, and 90-day follow-up surveys to assess perceived empathy, knowledge, comfort, interview skill, and motivation for future learning. Twenty-two residents (64.7 %) completed pre- and post-workshop surveys; 90.9 % of these completed the 90-day follow-up. Compared to baseline, there were statistically significant post-workshop increases in perceived empathy, knowledge, comfort, and motivation for future learning. However on 90-day follow-up, there were no statistically significant differences across any of the five domains, compared to baseline. This workshop produced significant short-term increases in resident professionalism toward transgender patients. However, extended follow-up results highlight the limitations of one-time interventions and call for recurrent programming to yield durable improvements.

Learning from fellow engineering students who have current professional experience

NASA Astrophysics Data System (ADS)

Davies, John W.; Rutherford, Ursula

2012-08-01

This paper presents an investigation of how experience-led content in an engineering degree can be strengthened by creating opportunities for engineering students to benefit from the knowledge, skills and resources of students with current professional experience. Students who study civil engineering part-time at Coventry University (while also working in the industry) are being used as mentors for full-time students, and careful attention is being paid to the input they can make to group project work. This paper reviews the results of evaluations of these two initiatives. The clearest enhancement to learning provided by the part-time students in these settings is the access they provide for the full-time students to real examples and the provision of actual physical artefacts such as drawings, photos, example documents and templates. Full-time students also gain an awareness of the value of the professional skills. The study confirms the value of these initiatives and points to future improvements.

Seizing the Moment: State Lessons for Transforming Professional Learning

ERIC Educational Resources Information Center

Learning Forward, 2013

2013-01-01

Explore this first look at lessons learned through Learning Forward's ongoing initiative to develop a comprehensive system of professional learning that spans the distance from the statehouse to the classroom. This policy brief underscores the importance of a coordinated state professional learning strategy, the adoption of professional learning…

Rules of the Game for Women

ERIC Educational Resources Information Center

Canty, Becky

2005-01-01

In "Play Like a Man, Win Like a Woman," Gail Evans' matter-of-fact directness contributes so many helpful hints about success that women need to learn. Playing to their strengths and characteristics as women is important to enhance their professional success. In the author's working life as a superintendent (which included three years as a theatre…

Facilitating Real-Time Observation of, and Peer Discussion and Feedback about, Practice in Writing Classrooms

ERIC Educational Resources Information Center

Parr, Judy M.; Hawe, Eleanor

2017-01-01

This study investigates conditions designed to optimize learning where professionals utilize the expertise and support of one another. It describes a research--practice collaboration to enhance teacher knowledge and practice through peer observation of, and feedback about, classroom practice in writing. A collaboratively designed observation…

Model of Lesson Study Approach during Micro Teaching

ERIC Educational Resources Information Center

Iksan, Zanaton H.; Zakaria, Effandi; Daud, Md. Yusoff

2014-01-01

Lesson study is a study of teaching to provide learning opportunities for teachers to enhance teachers' professional development. Advantages of this approach have been recommended by the Ministry of Education and implemented in stages in selected schools. Thus, students at the pre-service level should be given the exposure about lesson study.…

Introducing Mobile Technology in Graduate Professional Education

ERIC Educational Resources Information Center

Anand, Gopesh; Chhajed, Dilip; Hong, Seung Won; Scagnoli, Norma

2014-01-01

The insertion of mobile technology in educational settings is becoming more prevalent, making it important to understand the effectiveness of such technology in enhancing students' learning and engagement. This article is based on research conducted to study the effects of the use of mobile technology--specifically iPads--by students in a graduate…

Beyond the Tweet: Using Twitter to Enhance Engagement, Learning, and Success among First-Year Students

ERIC Educational Resources Information Center

West, Bettina; Moore, Hélène; Barry, Ben

2015-01-01

This study incorporated social media microblogging technology (Twitter) across disciplines to provide 411 first-year undergraduate students studying in large-classroom settings with opportunities to connect in real-time, both within and outside the classroom, with their professor, other students, and members of the professional community. This…

Working with Schools in Identifying and Overcoming Emotional Barriers to Learning

ERIC Educational Resources Information Center

Nash, Poppy; Schlösser, Annette

2015-01-01

This paper reports a case study on working closely with a secondary school, to enhance understanding of disruptive behaviour, through the use of bespoke Continuing Professional Development (CPD) materials. This project evolved from the researchers' previous research on the extent to which teachers believe disruptive pupils can control their…

Coherent District Reform: A Case Study of Two California School Districts

ERIC Educational Resources Information Center

Ezzani, Miriam

2015-01-01

The purpose of this paper is to enhance our understanding of districts that are implementing sustainable professional learning in data-driven decision-making (DDDM) to improve student achievement. The data-informed leadership framework, comprised of leadership practices that acknowledge the complexities that play into data use, guided the inquiry.…

"Kahua A'o"--A Learning Foundation: Using Hawaiian Language Newspaper Articles for Earth Science Professional Development

ERIC Educational Resources Information Center

Chinn, Pauline W. U; Businger, Steven; Lance, Kelly; Ellinwood, Jason K.; Stone, J. Kapomaika'i; Spencer, Lindsey; McCoy, Floyd W.; Nogelmeier, M. Puakea; Rowland, Scott K.

2014-01-01

"Kahua A'o," a National Science Foundation Opportunities for Enhancing Diversity in the Geosciences project, seeks to prepare educators to address issues of underrepresentation of Native Hawaiian students in Earth and Space Science (ESS) and science, technology, engineering, and mathematics (STEM) fields. An interdisciplinary team…

Using Technology for Enhancing Reflective Writing, Metacognition and Learning

ERIC Educational Resources Information Center

Mair, Carolyn

2012-01-01

There exists broad agreement on the value of reflective practice for personal and professional development. However, many students in higher education (HE) struggle with the concept of reflection, so they do not engage well with the process, and its full value is seldom realised. An online resource was developed to facilitate and structure the…

Adult Learners as Graduate Students: Underlying Motivation in Completing Graduate Programs

ERIC Educational Resources Information Center

Hegarty, Niall

2011-01-01

The majority of graduate part-time programs are fueled by adult learners seeking to enhance their human capital and advance professional careers. In contrast, degree-granting programs seek to impart knowledge and advance learning in a particular discipline. At this intersection lies the individual student's motivation to satisfy their personal…

Doubleloop Learning: A Coaching Protocol for Enhancing Principal Instructional Leadership

ERIC Educational Resources Information Center

Houchens, Gary W.; Hurt, Janet; Stobaugh, Rebecca; Keedy, John L.

2012-01-01

Executive coaching has become increasingly commonplace in both the corporate and non-profit sectors as a means of improving professional effectiveness but there is a dearth of empirically-based protocols geared specifically toward the growth needs of school principals. This qualitative case study explores the implementation of a principal coaching…

Effective Interprofessional Teams: "Contact Is Not Enough" to Build a Team

ERIC Educational Resources Information Center

Sargeant, Joan; Loney, Elaine; Murphy, Gerard

2008-01-01

Introduction: Teamwork and interprofessional practice and learning are becoming integral to health care. It is anticipated that these approaches can maximize professional resources and optimize patient care. Current research, however, suggests that primary health care teams may lack the capacity to function at a level that enhances the individual…

Enhancing Learning in Clinical Placements: Reflective Practice, Self-Assessment, Rubrics and Scaffolding

ERIC Educational Resources Information Center

Stupans, Ieva; March, Geoff; Owen, Susanne M.

2013-01-01

Professional preparatory health programmes generally involve clinical placements with a focus on integration of theory into real life practice. Reflective writing is often included in the assessment requirements for clinical placement courses. However enabling students to engage in deeper levels of reflective writing in action, on action and for…

Integrating Geographic Information Systems (GIS) into Secondary Education: A Community-Based Learning Experience.

ERIC Educational Resources Information Center

Northon, Cherie

Teaching secondary students the basics of Geographic Information Systems (GIS) results in a variety of benefits. Conventional secondary educational programs are enhanced, and high school students are provided an opportunity to experience a rapidly expanding field as they plan for college and their professional future. For such projects, stipends…

Exploring Current Issues through the Hot Topics Poster

ERIC Educational Resources Information Center

Nisbett, Nancy

2012-01-01

This paper describes a research paper and poster assignment used in an undergraduate leisure and human behavior course. The intent of this learning activity is to increase student knowledge of current issues within the industry as well as to enhance students' professional communication skills. A description of the assignment is shared along with…

Coaching via Electronic Performance Feedback to Support Home Visitors' Use of Caregiver Coaching Strategies

ERIC Educational Resources Information Center

Krick Oborn, Kellie M.; Johnson, LeAnne D.

2015-01-01

Recommended practices for Part C early childhood special education home visitors encourage use of caregiver coaching strategies to enhance learning opportunities within the natural routines of infants and toddlers. The purpose of this study was to evaluate the effects of a multicomponent professional development intervention on home visitors' use…

Educational Technology Acceptance across National and Professional Cultures: A European Study

ERIC Educational Resources Information Center

Nistor, Nicolae; Gögüs, Aytaç; Lerche, Thomas

2013-01-01

The continuous development of new platforms and environments for technology-enhanced learning emphasizes the increasing importance of research in educational technology acceptance (ETA). Responding to this need, the unified theory of acceptance and use of technology (UTAUT) proposes a major ETA model. However, the UTAUT has been so far validated…

How Contextualized Learning Settings Enhance Meaningful Nature of Science Understanding

ERIC Educational Resources Information Center

Bilican, K.; Cakiroglu, J.; Oztekin, C.

2015-01-01

Exploring different contexts to facilitate in-depth nature of science (NOS) views were seen as critical for better professional development of pre-service science teachers, which ultimately would assure better students' NOS understanding and achieve an ultimate goal of current science education reforms. This study aimed to reduce the lack of…

Video-Enhanced Training to Support Professional Development in Elementary Science Teaching: A Beginning Teacher's Experience

ERIC Educational Resources Information Center

Hamel, Christine; Viau-Guay, Anabelle; Ria, Luc; Dion-Routhier, Justine

2018-01-01

Elementary teachers are expected to teach complex and authentic lessons and integrating multiple disciplines. In so doing, they must take many elements into account, such as disciplinary content, learning standards, and pedagogical knowledge, in an ever more complex environment, including pupils' increasingly heterogeneous characteristics. Our…

Integrating Children's Literature in Elementary Mathematics

ERIC Educational Resources Information Center

Thomas, Lynsey; Feng, Jay

2015-01-01

The purpose of this professional development project was to train teachers in using children's literature for math instruction and to also examine its effect on student math learning at an elementary school. Teachers were taught how to use children's literature to instruct and enhance their math curriculum through the use of literature pieces,…

Fostering Creativity through Educational Video Game Development Projects: A Study of Contextual and Task Characteristics

ERIC Educational Resources Information Center

Fabricatore, Carlo; López, Ximena

2013-01-01

The increasing demand for creative individuals in the labor market requires well-prepared professionals, capable of enhancing competitiveness through new ideas and innovative actions. Educational programs should, therefore, rely on approaches and learning environments that foster creativity. In this study, video game development projects were used…

Critical Geragogy: A Framework for Facilitating Older Learners in Community Music

ERIC Educational Resources Information Center

Creech, Andrea; Hallam, Susan

2015-01-01

The principal aim of this paper is to address the question of whether and how professional practice within an informal teaching and learning context (music) may be understood through a critical-geragogy lens. Secondly, we consider whether critical geragogy has relevance to and potential applications for enhancing practice among facilitators of…

Learning about Urban Ecology through the Use of Visualization and Geospatial Technologies

ERIC Educational Resources Information Center

Barnett, Michael; Houle, Meredith; Mark, Sheron; Strauss, Eric; Hoffman, Emily

2010-01-01

During the past three years we have been designing and implementing a technology enhanced urban ecology program using geographic information systems (GIS) coupled with technology. Our initial work focused on professional development for in-service teachers and implementation in K-12 classrooms. However, upon reflection and analysis of the…

Professional Development Amid Change: Fostering Academic Excellence and Faculty Productivity at Teaching-Intensive Universities

ERIC Educational Resources Information Center

Carney, Mary A.; Ng, Laura E; Cooper, Tom

2016-01-01

The future of faculty development rests, in part, on forming guided "communities of practice" to foster the Scholarship of Teaching and Learning (SoTL), which may enhance both scholarly productivity and pedagogical effectiveness. This article will discuss University of North Georgia's SoTL Academy, which bridges geographic and scheduling…

Continuous Improvement: Making Evaluation a Tool for Increasing Teacher--and Student--Learning

ERIC Educational Resources Information Center

American Educator, 2010

2010-01-01

With policymakers across the country proposing questionable ways to evaluate teachers, it's time to listen to those who know what supports and systems are needed to enhance instruction: teachers. This article explores the work of professional educators--not just their accomplishments, but also their challenges--so that the lessons they have…

Refocusing the Lens: Enhancing Elementary Special Education Reading Instruction through Video Self-Reflection

ERIC Educational Resources Information Center

Osipova, Anna; Prichard, Brooke; Boardman, Alison Gould; Kiely, Mary Theresa; Carroll, Patricia E.

2011-01-01

This article presents the findings from a pilot study exploring the use of video as a self-reflection tool combined with high-quality, collaborative professional development (PD). Participants were in-service, upper-elementary, special education instructors teaching word study and fluency to students with learning disabilities. Participants…

Learning Embedded Software Design in an Open 3A Multiuser Laboratory

ERIC Educational Resources Information Center

Shih, Chien-Chou; Hwang, Lain-Jinn

2011-01-01

The need for professional programmers in embedded applications has become critical for industry growth. This need has increased the popularity of embedded software design courses, which are resource-intensive and space-limited in traditional real lab-based instruction. To overcome geographic and time barriers in enhancing practical skills that…

Learning in a Simulation-OT in Heart Surgery and the Challenges of the Scientification of Work

ERIC Educational Resources Information Center

Langemeyer, Ines

2014-01-01

Enhancing competency and collaboration has become a salient topic of the professional debate on medical safety issues. The advantages of simulation-based training scenarios for team communication, routines and critical work procedures especially in operation theatres have been vigorously discussed. However, the literature on simulation-based…

Reflecting on Reflection: Improving Teachers' Readiness to Facilitate Participatory Learning with Young Children

ERIC Educational Resources Information Center

McLeod, Naomi

2015-01-01

This paper explores whether teachers' habits and assumptions about their practice can be enhanced by continued professional development through nurturing self-awareness of lived experiences. Within the paper a practical understanding of critical reflection as a process is explored and particular attention is given to Moon's assertion that one…

Case study: reconciling the quality and safety gap through strategic planning.

PubMed

Jeffs, Lianne; Merkley, Jane; Jeffrey, Jana; Ferris, Ella; Dusek, Janice; Hunter, Catherine

2006-05-01

An essential outcome of professional practice environments is the provision of high-quality, safe nursing care. To mitigate the quality and safety chasm, nursing leadership at St. Michael's Hospital undertook a strategic plan to enhance the nursing professional practice environment. This case study outlines the development of the strategic planning process: the driving forces (platform); key stakeholders (process and players); vision, guiding principles, strategic directions, framework for action and accountability (plan); lessons learned (pearls); and next steps to moving forward the vision, strategic directions and accountability mechanisms (passion and perseverance).

All for one and one for all: understanding health professionals' experience in individual versus collaborative online learning.

PubMed

MacNeill, Heather; Telner, Deanna; Sparaggis-Agaliotis, Alexandra; Hanna, Elizabeth

2014-01-01

Computer-supported collaborative learning (CSCL) may facilitate continuing interprofessional education while overcoming barriers of time and place for busy health care professionals. The purpose of this study was to understand the experiences, advantages, and challenges of group versus individual online learning. Fifteen multidisciplinary health professionals participated in a 12-week online course on either diabetes or traumatic brain injury. This consisted of background e-modules and a longitudinal build-a-case exercise, done either individually or as a group. Focus group sessions exploring participants' experiences after course completion and at 4 months were conducted, transcribed, and analyzed for recurring themes. Participant reflection homework and video-recorded group sessions were used for triangulation of results. Individual learners appreciated the flexibility and control, but experienced decreased motivation. Group learners appreciated the immediate feedback from their co-learners and felt social pressure to come to the weekly sessions prepared but expressed challenges in determining group goal-setting for the session. Both groups felt they learned about interprofessional roles; however, group learners described a richer learning experience and understanding of interprofessional roles through the online collaboration exercise. The intense resources necessary for interprofessional CSCL, including time, faculty development, and technological issues, are described. CSCL is a valuable educational strategy in online learning. While individual online learning may be better suited for short and simple educational interventions such as knowledge acquisition, CSCL seems to allow for richer and deeper learning in complex and interprofessional educational experiences. However, strategies, resources, and faculty development required to enhance CSCL need to be addressed carefully. © 2014 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on Continuing Medical Education, Association for Hospital Medical Education.

Using Technology to Facilitate and Enhance Project-based Learning in Mathematical Physics

NASA Astrophysics Data System (ADS)

Duda, Gintaras

2011-04-01

Problem-based and project-based learning are two pedagogical techniques that have several clear advantages over traditional instructional methods: 1) both techniques are active and student centered, 2) students confront real-world and/or highly complex problems, and 3) such exercises model the way science and engineering are done professionally. This talk will present an experiment in project/problem-based learning in a mathematical physics course. The group project in the course involved modeling a zombie outbreak of the type seen in AMC's ``The Walking Dead.'' Students researched, devised, and solved their mathematical models for the spread of zombie-like infection. Students used technology in all stages; in fact, since analytical solutions to the models were often impossible, technology was a necessary and critical component of the challenge. This talk will explore the use of technology in general in problem and project-based learning and will detail some specific examples of how technology was used to enhance student learning in this course. A larger issue of how students use the Internet to learn will also be explored.

Professional Learning in Higher Education: Making Good Practice Relevant

ERIC Educational Resources Information Center

Daniels, Jeannie

2017-01-01

Professionals working in a range of contexts are increasingly expected to engage in ongoing professional learning to maintain their skills and develop their practices. In this paper, I focus on professional learning in Higher Education and challenge the standardisation of professional learning that is becoming prevalent in a number of countries. I…

Perceptions of Special Education Teachers' Professional Learning Experiences in Arkansas

ERIC Educational Resources Information Center

Rose-Greer, Paula

2017-01-01

Professional learning is gaining credence as a best practice for staff development. The change in terms from professional training to professional development may be an improvement; however, responding to the needs of the learners to support a teacher's need to learn themselves requires professional "learning" (Easton, 2008). Studies are…

Does appraisal enhance learning, improve practice and encourage continuing professional development? A survey of general practitioners' experiences of appraisal.

PubMed

Finlay, Karen; McLaren, Susan

2009-01-01

Revalidation of the medical profession is under review and a system has been proposed to ensure doctors meet standards of practice and professionalism. The current appraisal system allows clinicians to chart their progress and identify developmental needs in order to improve performance. Appraisal is now an annual compulsory requirement for all doctors. The aim of the study was to investigate the experiences of general practitioners (GPs) of the current appraisal process. The specific objectives were to consider the impact the appraisal process had exerted on their learning, practice and individual continuing professional development (CPD). We employed a cross-sectional design using a postal questionnaire sent to all doctors who work as GPs (n = 385) in West Kent. Questionnaires were returned from 71.7% of doctors (n = 276). The key findings obtained were that 47.5% (n = 131) of doctors stated that taking part in the appraisal process had enhanced their learning, 40.2% (n = 111) felt that the appraisal process had improved their practice and 55.8% (n = 154) stated that the appraisal process had encouraged their CPD. Qualitative findings derived from thematic analysis of open questions revealed that participants viewed the role of the appraiser as respected peer to be vital and there was a need for independence in the appraiser's appointment. The time-consuming nature of the appraisal process was emphasised, with little protected time for preparation of documentation and engagement in CPD. Concerns were expressed about links between appraisal and revalidation. Many doctors considered that the appraisal process had enhanced their learning, improved their practice and encouraged their CPD. A vital, independent role for the appraiser was emphasised as was a need to review the time-consuming nature of the current appraisal process, together with identifying protected time to complete this and CPD engagement. As the role of appraisal within the revalidation process changes it is recognised that ensuring the quality, consistency and nature of appraisal will be essential to maintain the confidence of patients and doctors.

Prior experience of interprofessional learning enhances undergraduate nursing and healthcare students' professional identity and attitudes to teamwork.

PubMed

Hood, Kerry; Cant, Robyn; Baulch, Julie; Gilbee, Alana; Leech, Michelle; Anderson, Amanda; Davies, Kate

2014-03-01

How willing are today's medical, nursing and other healthcare students to undertake some of their studies as shared learning? There is a lack of evidence of students' views by discipline despite this being a priority task for higher education sectors. This study explored the views of nursing, midwifery, nursing-emergency health (paramedic), medical, physiotherapy and nutrition-dietetics students. Senior undergraduate students from six disciplines at one university completed the Readiness for Interprofessional Learning Scale prior to participating in interprofessional clinical learning modules. For 741 students, the highest ranked response was agreement about a need for teamwork (mean 4.42 of 5 points). Nursing students held significantly more positive attitudes towards Teamwork/Collaboration, and were more positive about Professional Identity than medical students (p < .001). Midwifery and nursing-emergency-health students rejected uncertainty about Roles/Responsibilities compared with medical students (p < .001). One-third of all students who had prior experience of interprofessional learning held more positive attitudes in each of four attitude domains (p < .05). Overall, students' attitudes towards interprofessional learning were positive and all student groups were willing to engage in learning interprofessionally. Early introduction of IPL is recommended. Further studies should explore the trajectory of students' attitudes throughout the university degree. Copyright © 2013 Elsevier Ltd. All rights reserved.

Development of a Total Energy, Environment and Asset Management (TE2AM tm) Curriculum

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

O'Leary, Phillip R.

2012-12-31

The University of Wisconsin Department of Engineering Professional Development (EPD) has completed the sponsored project entitled, Development of a Total Energy, Environment and Asset Management (TE2AM) Curriculum. The project involved the development of a structured professional development program to improve the knowledge, skills, capabilities, and competencies of engineers and operators of commercial buildings. TE2AM advances a radically different approach to commercial building design, operation, maintenance, and end of life disposition. By employing asset management principles to the lifecycle of a commercial building, owners and occupants will realize improved building performance, reduced energy consumption and positive environmental impacts. Through our commercializationmore » plan, we intend to offer TE2AM courses and certificates to the professional community and continuously improve TE2AM course materials. The TE2AM project supports the DOE Strategic Theme 1 Energy Security; and will further advance the DOE Strategic Goal 1.4 Energy Productivity. Through participation in the TE2AM curriculum, engineers and operators of commercial buildings will be eligible for a professional certificate; denoting the completion of a prescribed series of learning activities. The project involved a comprehensive, rigorous approach to curriculum development, and accomplished the following goals: 1. Identify, analyze and prioritize key learning needs of engineers, architects and technical professionals as operators of commercial buildings. 2. Design and develop TE2AM curricula and instructional strategies to meet learning needs of the target learning community. 3. Establish partnerships with the sponsor and key stakeholders to enhance the development and delivery of learning programs. 4. Successfully commercialize and sustain the training and certificate programs for a substantial time following the term of the award. The project team was successful in achieving the goals and deliverables set forth in the original proposal. Though attempts were made to adhere to the original project timeline, the team requested, and was granted a 6 month project extension, during which time the project was completed.« less

Experiences of pre-licensure or pre-registration health professional students and their educators in working with intra-professional teams: a qualitative systematic review.

PubMed

Butcher, Diane L; MacKinnon, Karen; Bruce, Anne; Gordon, Carol; Koning, Clare

2017-04-01

Inter-professional initiatives are prevalent in the healthcare landscape, requiring professionals to collaborate effectively to provide quality patient care. Little attention has been given to intra-professional relationships, where professionals within one disciplinary domain (such as degree and diploma nursing students) collaborate to provide care. New care models are being introduced where baccalaureate and diploma students of a particular discipline (such as nursing, occupational therapy, dentistry or physiotherapy) work closely together in teams to deliver care. Questions thus arise as to how students and educators learn to work on intra-professional teams. To identify and synthesize evidence regarding experiences of pre-licensure health professional students and their educators on intra-professional teams and to draw recommendations to enhance policy and/or curriculum development. Pre-licensure students and educators, focusing on regulated health professions that have had more than one point of entry into practice. Experiences of intra-professional team learning or teaching within various entry-to-practice categories of a particular health-related discipline. Eight qualitative studies were included in the review. Seven studies were descriptive in nature; one study was a critical analysis. A comprehensive search of various databases was conducted between June 2, 2015 and August 16, 2015, and repeated in March 2016. The search considered all studies reported and published from January 1, 2001 to March 7, 2016. Only studies published in English were included in this review. Included papers were of low-to-moderate quality; however, it is important to consider that post-positivist assumptions underpinned much of the primary research, which could explain why researcher positionality and/or influence on the research would not be addressed. Data were extracted using the standardized data extraction tool from the Joanna Briggs Institute Qualitative Assessment and Review Instrument (JBI-QARI). The data extracted included descriptive details about the phenomenon of interest, populations and study methods. Research findings were pooled using the JBI-QARI. Sixty-eight findings were organized into nine categories based on similarity in meaning. Four synthesized findings reveal how students value intra-professional learning experiences. These experiences build positive collaborative relationships (including trust and respect); however, educator and staff attitudes and conversations create hierarchies in academic and clinical contexts resulting in tension between student groups. Despite its challenges, shared learning experiences assist students to understand each other's roles, develop communication and collaborative competencies, develop comprehensive care plans, provide more efficient care and help prepare them for their future roles as healthcare professionals. Various contextual elements could either hinder or facilitate shared learning experiences.

Developing Teachers as the Learning Profession: Findings from the State of Educators' Professional Learning in Canada Study

ERIC Educational Resources Information Center

Campbell, Carol; Osmond-Johnson, Pamela; Faubert, Brenton

2016-01-01

Teachers' professional development and learning is of high interest in educational reform internationally. We present findings from the "State of Educators' Professional Learning in Canada" study. We identify ten features proposed for effective professional learning: evidence-informed subject specific and pedagogical content knowledge a…

Perceptions of School Principals on Participation in Professional Learning Communities as Job-Embedded Learning

ERIC Educational Resources Information Center

Gaudioso, Jennifer A.

2017-01-01

Perceptions of School Principals on Participation in Professional Learning Communities as Job-Embedded Learning Jennifer Gaudioso Principal Professional Learning Communities (PPLCs) have emerged as a vehicle for professional development of principals, but there is little research on how principals experience PPLCs or how districts can support…

How to set up and use a Twitter account professionally.

PubMed

Chudleigh, Meriel; Jones, Ray

2016-11-02

Rationale and key points This article encourages nurses to use Twitter to engage in professional discussions, share information and raise awareness of alternative views to enhance practice and patient care. Twitter is an online social media service that enables users to send and read 140-character messages called tweets. » Twitter is free and accessible across multiple platforms and devices, providing immediate contact with professionals, organisations and the public worldwide. » Many healthcare professionals use Twitter to share ideas and information. » Responsible use of Twitter creates opportunities to access information, discuss issues and challenge misconceptions to support professional nursing behaviours. Reflective activity 'How to' articles can help update your practice and ensure it remains evidence based. Apply this article to your practice. Reflect on and write a short account of: 1. How you could develop your use of Twitter for professional learning and interaction with healthcare professionals and others. 2. How you could support a colleague to use Twitter for the first time.

How to become an expert educator: a qualitative study on the view of health professionals with experience in patient education.

PubMed

Svavarsdóttir, Margrét Hrönn; Sigurðardóttir, Árún K; Steinsbekk, Aslak

2015-05-13

Health professionals with the level of competency necessary to provide high-quality patient education are central to meeting patients' needs. However, research on how competencies in patient education should be developed and health professionals trained in them, is lacking. The aim of this study was to investigate the characteristics of an expert educator according to health professionals experienced in patient education for patients with coronary heart disease, and their views on how to become an expert educator. This descriptive qualitative study was conducted through individual interviews with health professionals experienced in patient education in cardiac care. Participants were recruited from cardiac care units and by using a snowball sampling technique. The interviews were audiotaped and transcribed verbatim. The data were analyzed with thematic approaches, using systematic text condensation. Nineteen Icelandic and Norwegian registered nurses, physiotherapists, and cardiologists, who had worked in cardiac care for 12 years on average, participated in the study. Being sensitive to the patient's interests and learning needs, and possessing the ability to tailor the education to each patient's needs and context of the situation was described as the hallmarks of an expert educator. To become an expert educator, motivation and active participation of the novice educator and a supportive learning environment were considered prerequisites. Supportive educational resources, observation and experiential training, and guidance from experienced educators were given as examples of resources that enhance competence development. Experienced educators expressed the need for peer support, inter-professional cooperation, and mentoring to further develop their competency. Expert patient educators were described as those demonstrating sensitivity toward the patient's learning needs and an ability to individualize the patient's education. A supportive learning environment, inner motivation, and an awareness of the value of patient education were considered the main factors required to become an expert educator. The experienced educators expressed a need for continuing education and peer support.

Local CD-ROM in interaction with HTML documents over the Internet.

PubMed

Mattheos, N; Nattestad, A; Attström, R

2000-08-01

The internet and computer assisted learning have enhanced the possibilities of providing quality distance learning in dentistry. The use of multimedia material is an essential part of such distance learning courses. However the Internet technology available has limitations regarding transmission of large multimedia files. Therefore especially when addressing undergraduate students or geographically isolated professionals, large download times make distance learning unattractive. This problem was technically solved in a distance learning course for undergraduate students from all over Europe. The present communication describes a method to bypass the problem of transmitting large multimedia files by the use of a specially designed CD-ROM. This CD-ROM was run locally on the students' PC interacting with HTML documents sent over the Internet.

Transforming practice organizations to foster lifelong learning and commitment to medical professionalism.

PubMed

Frankford, D M; Patterson, M A; Konrad, T R

2000-07-01

Practice organizations will increasingly engage in activities that are the functional equivalents of continuing medical education. The authors maintain that if these activities are properly structured within practice organizations, they can become powerful engines of socialization to enhance physicians' lifelong learning and commitment to medical professionalism. They propose that this promise can be realized if new or reformed practice organizations combine education and service delivery and institutionalize processes of individual and collective reflection. The resulting "institutions of reflective practice" would be ones of collegial, experiential, reflective lifelong learning concerning the technical and normative aspects of medical work. They would extend recent methods of medical education such as problem-based learning into the practice setting and draw on extant methods used in complex organizations to maximize the advantages and minimize the disadvantages that practice organizations typically present for adult learning. As such, these institutions would balance the potentially conflicting organizational needs for, on the one hand, (1) self-direction, risk taking, and creativity; (2) specialization; and (3) collegiality; and, on the other hand, (4) organizational structure, (5) coordination of division of labor, and (6) hierarchy. Overall, this institutionalization of reflective practice would enrich practice with education and education with practice, and accomplish the ideals of what the authors call "responsive medical professionalism." The medical profession would both contribute and be responsive to social values, and medical work would be valued intrinsically and as central to practitioners' self-identity and as a contribution to the public good.

Peer teacher training (PTT) program for health professional students: interprofessional and flipped learning.

PubMed

Burgess, Annette; Roberts, Chris; van Diggele, Christie; Mellis, Craig

2017-12-04

The need for developing healthcare professional students' peer teaching skills is widely acknowledged, and a number of discipline-based peer teacher training programs have been previously reported. However, a consensus on what a student peer teaching skills program across the health professions should entail, and the associated benefits and challenges, has not been previously described. The purpose of this study was to demonstrate the design and implementation of an interprofessional Peer Teacher Training (PTT) program, and explore outcomes and participant perceptions, using Experience-Based Learning (ExBL) theory. In 2016, an interprofessional team of academics from across three healthcare faculties: Medicine, Pharmacy and Health Sciences, developed and implemented a six module, flipped learning, interprofessional PTT program. Pre- and post questionnaires, using a Likert scale of 1-5, as well as open ended questions, were distributed to students. Descriptive statistics were used to analyse quantitative data, and thematic analysis was used to analyse qualitative data. Ninety senior students from across the three faculties participated. Eighty nine percent of participants completed a pre- and post-course questionnaire. Students felt the required pre-class preparation, including online pre-reading, discussion board, videos, and teaching activities enhanced their face-to-face learning experience. In class, students valued the small-group activities, and the opportunities to practice their teaching skills with provision of feedback. Students reported increased confidence to plan and deliver peer teaching activities, and an increased awareness of the roles and responsibilities of health professionals outside of their own discipline, and use of different terminology and communication methods. Students' suggestions for improving the PTT, included; less large group teaching; more online delivery of theory; and inclusion of a wider range of health professional disciplines. The PTT program provided a theoretically informed framework where students could develop and practice their teaching skills, helping to shape students' professional values as they assume peer teaching responsibilities and move towards healthcare practice. The flipped learning, interprofessional format was successful in developing students' skills, competence and confidence in teaching, assessment, communication and feedback. Importantly, participation increased students' awareness and understanding of the various roles of health professionals.

Social media in health professional education: a student perspective on user levels and prospective applications.

PubMed

Maloney, Stephen; Moss, Alan; Ilic, Dragan

2014-12-01

Social Networking Sites (SNS) have seen exponential growth in recent years. The high utilisation of SNS by tertiary students makes them an attractive tool for educational institutions. This study aims to identify health professional students' use and behaviours with SNS, including students' perspectives on potential applications within health professional curricula. Students enrolled in an undergraduate physiotherapy program were invited to take part in an anonymous, online questionnaire at the end of 2012. The survey consisted of 20 items, gathering demographic data, information on current use of SNS, and opinions regarding the application of SNS into education. Both quantitative and qualitative data were gathered. A total of 142 students, from all years of study, completed the online questionnaire. Only two participants were not current users of social media. Facebook and YouTube had been utilised for educational purposes by 97 and 60 % of participants respectively; 85 % believed that SNS could benefit their learning experience. Only five respondents were not interested in following peers, academic staff, clinicians or professional associations on Facebook. Four key themes emerged: peer collaboration, need for separation between personal and professional realms, complimentary learning and enhanced communication. Students wish to make educational connections via SNS, yet expressed a strong desire to maintain privacy, and a distinction between personal and professional lives. Educational utilisation of SNS may improve communication speed and accessibility. Any educator involvement should be viewed with caution.

A multidisciplinary allied health faculty team: formation and first year production of problem-based learning in gerontology/geriatrics.

PubMed

Silver, S

1998-01-01

An interdisciplinary team of faculty, administrators and practitioners representing diverse settings for allied health education has formed the Mid-Atlantic Allied Health Geriatric Education Center (MAHGEC) to produce problem-based learning (PBL) cases related to older adults. These cases will enable allied health students and practitioners to work together in interdisciplinary teams and expand allied health education to include health issues related to gerontology/ geriatrics. The health professionals of MAHGEC have brought different perspectives to the project. These include: (1) educational requirements to be gained from their association with MAHGEC, (2) health care disciplines to enhance the PBL cases produced, (3) personal histories related to older adults, and (4) ideas for utilization of problem-based learning in their particular educational and professional settings. The first year of this project has included the execution of a needs assessment for gerontology/geriatric education in allied health programs, the development of the infrastructure of MAHGEC, building the content base of MAHGEC faculty regarding gerontology/geriatrics and problem-based learning, the establishment of priorities in the production of problem-based learning cases for Year 01, and division into production teams for cases.

The 3 R's of Learning Time: Rethink, Reshape, Reclaim

ERIC Educational Resources Information Center

Sackey, Shera Carter

2012-01-01

The Learning School Alliance is a network of schools collaborating about professional practice. The network embodies Learning Forward's purpose to advance effective job-embedded professional learning that leads to student outcomes. A key component of Learning Forward's Standards for Professional Learning is a focus on collaborative learning,…

Learning from each other: results of a decade of close collaboration between scientists and educators at CMMAP

NASA Astrophysics Data System (ADS)

Denning, S.; Burt, M. A.; Jones, B.

2015-12-01

Since 2006, the Center for Multiscale Modeling of Atmospheric Processes (CMMAP) has sponsored a fertile collaboration among researchers in many fields, graduate and undergraduate student, K-12 teachers, science outreach professionals, and evaluators. This collaboration included groundbreaking work in climate modeling, ecology, political science, sociology, psychology, and English. At the undergraduate level, we engaged more than 80 faculty in 26 Departments at a major public university who now teach one another's content in dozens of classes. Hundreds of English Composition students learned about climate change while developing basic writing skills. We also worked very closely with public schools to develop and test curriculum enhancement kits for teaching standards-aligned climate science in K-12 classrooms and built a successful series of Professional Development workshops for teachers at three different grade levels. Nearly 200,000 students participated in these programs in public schools and millions of individuals around the world used our web-based tools. The success of this collaborative program is apparent in traditional metrics and assessments of content knowledge. Equally important, the sustained interaction with education professionals had a substantial impact on the climate scientists and faculty involved in the program, and on our graduate students. We outline some of the key elements that made CMMAP's program successful, and offer suggestions for other institutions seeking to enhance climate literacy.

Professional Learning Communities: Assessment--Development--Effects.

ERIC Educational Resources Information Center

Hipp, Kristine Kiefer; Huffman, Jane Bumpers

This presentation addresses three topics: (1) the assessment of professional learning communities in schools; (2) the design and development of professional learning communities in schools; and (3) the effects of professional learning communities in schools. The purpose of this brief document is to share descriptions, processes, and materials…

Planning Professional Learning

ERIC Educational Resources Information Center

Guskey, Thomas R.

2014-01-01

Why does professional learning for educators have such a mixed history? Why is it so hard to find solid research evidence of professional development programs that actually improve student learning outcomes? Part of the answer, writes Thomas R. Guskey, is that professional learning experiences for educators are rarely well planned. Consequently,…

Professional Learning Communities Impact on Student Achievement

ERIC Educational Resources Information Center

Hamilton, Jan L.

2013-01-01

This study examined the impact of the Professional Learning Community model on student achievement in the state of California. Specifically, the study compared student achievement between two school types: Professional Learning Community schools and Non Professional Learning schools. The research utilized existing API scores for California schools…

Mobile learning: a workforce development strategy for nurse supervisors.

PubMed

Mather, Carey; Cummings, Elizabeth

2014-01-01

Digital technology provides opportunities for using mobile learning strategies in healthcare environments. To realise the vision of the National Workforce Development Strategy there needs to be innovation of health professionals to further develop knowledge and skills of clinical supervisors to access and gain an understanding of the value of mobile learning at the workplace. The use of digital technology by clinical supervisors was explored in 2012 as part of a teaching development grant to evaluate the use of Web 2.0 technology to develop a community of practice about clinical supervision. Prior to developing the virtual network of clinical supervisors, feedback about the use of Web 2.0 technology by clinicians was sought via an online survey. Over 90% of respondents used social media, 85% understood what a blog and wiki were and approximately half of the respondents used smart phones. More than one-third indicated they would participate in a virtual community of practice and would like to receive information about clinical facilitation at least once per week. Findings indicate both inhibitors and opportunities for workforce development within healthcare environments that need to be addressed. Support of graduate-ready nurses can be achieved through an integrated outlook that enables health professionals within organisations to undertake mobile learning in situ. A flexible and collaborative approach to continuing professional development within organisations could enhance practice development and could positively impact on workforce development.

Making PCK Explicit—Capturing Science Teachers' Pedagogical Content Knowledge (PCK) in the Science Classroom

NASA Astrophysics Data System (ADS)

Nilsson, Pernilla; Vikström, Anna

2015-11-01

One way for teachers to develop their professional knowledge, which also focuses on specific science content and the ways students learn, is through being involved in researching their own practice. The aim of this study was to examine how science teachers changed (or not) their professional knowledge of teaching after inquiring into their own teaching in learning studies. The data used in this article consisted of interviews and video-recorded lessons from the six teachers before the project (PCK pre-test) and after the project (PCK post-test), allowing an analysis of if and if then how the teachers changed their teaching practice. Hence, this study responds to the urgent call to focus direct attention on the practice of science teaching. When looking at the individual teachers, it was possible to discern similarities in the ways they have changed their teaching in lesson 2 compared to lesson 1, changes that can be described as: changes in how the object of learning was defined and focused, changes in how the examples that were presented to the students were chosen and changes in how the lessons were structured which in turn influenced the meaning of the concepts that were dealt with. As such, issues for enhancing teachers' professional learning were unpacked in ways that began to demonstrate, and offer insights into, the extent of their PCK development over time.

Internet-Based Assessment of Oncology Health Care Professional Learning Style and Optimization of Materials for Web-Based Learning: Controlled Trial With Concealed Allocation

PubMed Central

Micheel, Christine M; Anderson, Ingrid A; Lee, Patricia; Chen, Sheau-Chiann; Justiss, Katy; Giuse, Nunzia B; Ye, Fei; Kusnoor, Sheila V

2017-01-01

Background Precision medicine has resulted in increasing complexity in the treatment of cancer. Web-based educational materials can help address the needs of oncology health care professionals seeking to understand up-to-date treatment strategies. Objective This study aimed to assess learning styles of oncology health care professionals and to determine whether learning style-tailored educational materials lead to enhanced learning. Methods In all, 21,465 oncology health care professionals were invited by email to participate in the fully automated, parallel group study. Enrollment and follow-up occurred between July 13 and September 7, 2015. Self-enrolled participants took a learning style survey and were assigned to the intervention or control arm using concealed alternating allocation. Participants in the intervention group viewed educational materials consistent with their preferences for learning (reading, listening, and/or watching); participants in the control group viewed educational materials typical of the My Cancer Genome website. Educational materials covered the topic of treatment of metastatic estrogen receptor-positive (ER+) breast cancer using cyclin-dependent kinases 4/6 (CDK4/6) inhibitors. Participant knowledge was assessed immediately before (pretest), immediately after (posttest), and 2 weeks after (follow-up test) review of the educational materials. Study statisticians were blinded to group assignment. Results A total of 751 participants enrolled in the study. Of these, 367 (48.9%) were allocated to the intervention arm and 384 (51.1%) were allocated to the control arm. Of those allocated to the intervention arm, 256 (69.8%) completed all assessments. Of those allocated to the control arm, 296 (77.1%) completed all assessments. An additional 12 participants were deemed ineligible and one withdrew. Of the 552 participants, 438 (79.3%) self-identified as multimodal learners. The intervention arm showed greater improvement in posttest score compared to the control group (0.4 points or 4.0% more improvement on average; P=.004) and a higher follow-up test score than the control group (0.3 points or 3.3% more improvement on average; P=.02). Conclusions Although the study demonstrated more learning with learning style-tailored educational materials, the magnitude of increased learning and the largely multimodal learning styles preferred by the study participants lead us to conclude that future content-creation efforts should focus on multimodal educational materials rather than learning style-tailored content. PMID:28743680

Learning About End-of-Life Care in Nursing-A Global Classroom Educational Innovation.

PubMed

Bailey, Cara; Hewison, Alistair; Orr, Shelly; Baernholdt, Marianne

2017-11-01

Teaching nursing students how to provide patient-centered end-of-life care is important and challenging. As traditional face-to-face classroom teaching is increasingly supplanted by digital technology, this provides opportunities for developing new forms of end-of-life care education. The aim of this article is to examine how a global classroom was developed using online technology to enhance nursing students' learning of end-of-life care in England and the United States. The PDSA (Plan-Do-Study-Act) quality improvement approach was used to guide the design and delivery of this curriculum innovation. The global classroom enhanced the educational experience for students. Teaching needs to be inclusive, focused, and engaging; the virtual platform must be stable and support individual learning, and learning needs to be collaborative and authentic. These findings can be used to inform the integration of similar approaches to end-of-life care education in other health care professional preparation programs. [J Nurs Educ. 2017;56(11):688-691.]. Copyright 2017, SLACK Incorporated.

Building a patient-centered and interprofessional training program with patients, students and care professionals: study protocol of a participatory design and evaluation study.

PubMed

Vijn, Thomas W; Wollersheim, Hub; Faber, Marjan J; Fluit, Cornelia R M G; Kremer, Jan A M

2018-05-30

A common approach to enhance patient-centered care is training care professionals. Additional training of patients has been shown to significantly improve patient-centeredness of care. In this participatory design and evaluation study, patient education and medical education will be combined by co-creating a patient-centered and interprofessional training program, wherein patients, students and care professionals learn together to improve patient-centeredness of care. In the design phase, scientific literature regarding interventions and effects of student-run patient education will be synthesized in a scoping review. In addition, focus group studies will be performed on the preferences of patients, students, care professionals and education professionals regarding the structure and content of the training program. Subsequently, an intervention plan of the training program will be constructed by combining these building blocks. In the evaluation phase, patients with a chronic disease, that is rheumatoid arthritis, diabetes and hypertension, and patients with an oncologic condition, that is colonic cancer and breast cancer, will learn together with medical students, nursing students and care professionals in training program cycles of three months. Process and effect evaluation will be performed using the plan-do-study-act (PDSA) method to evaluate and optimize the training program in care practice and medical education. A modified control design will be used in PDSA-cycles to ensure that students who act as control will also benefit from participating in the program. Our participatory design and evaluation study provides an innovative approach in designing and evaluating an intervention by involving participants in all stages of the design and evaluation process. The approach is expected to enhance the effectiveness of the training program by assessing and meeting participants' needs and preferences. Moreover, by using fast PDSA cycles and a modified control design in evaluating the training program, the training program is expected to be efficiently and rapidly implemented into and adjusted to care practice and medical education.

Qualitative Analysis of Student Perceptions Comparing Team-based Learning and Traditional Lecture in a Pharmacotherapeutics Course.

PubMed

Remington, Tami L; Bleske, Barry E; Bartholomew, Tracy; Dorsch, Michael P; Guthrie, Sally K; Klein, Kristin C; Tingen, Jeffrey M; Wells, Trisha D

2017-04-01

Objective. To qualitatively compare students' attitudes and perceptions regarding team-based learning (TBL) and lecture. Design. Students were exposed to TBL and lecture in an elective pharmacotherapeutics course in a randomized, prospective, cross-over design. After completing the course, students provided their attitudes and perceptions through a written self-reflection and narrative questions on the end-of-course evaluation. Student responses were reviewed using a grounded theory coding method. Assessment. Students' responses yielded five major themes: impact of TBL on learning, perceptions about TBL learning methods, changes in approaches to learning, building skills for professional practice, and enduring challenges. Overall, students report TBL enhances their learning of course content (knowledge and application), teamwork skills, and lifelong learning skills. Conclusion. Students' attitudes and perceptions support TBL as a viable pedagogy for teaching pharmacotherapeutics.

Qualitative Analysis of Student Perceptions Comparing Team-based Learning and Traditional Lecture in a Pharmacotherapeutics Course

PubMed Central

Bleske, Barry E.; Bartholomew, Tracy; Dorsch, Michael P.; Guthrie, Sally K.; Klein, Kristin C.; Tingen, Jeffrey M.; Wells, Trisha D.

2017-01-01

Objective. To qualitatively compare students’ attitudes and perceptions regarding team-based learning (TBL) and lecture. Design. Students were exposed to TBL and lecture in an elective pharmacotherapeutics course in a randomized, prospective, cross-over design. After completing the course, students provided their attitudes and perceptions through a written self-reflection and narrative questions on the end-of-course evaluation. Student responses were reviewed using a grounded theory coding method. Assessment. Students’ responses yielded five major themes: impact of TBL on learning, perceptions about TBL learning methods, changes in approaches to learning, building skills for professional practice, and enduring challenges. Overall, students report TBL enhances their learning of course content (knowledge and application), teamwork skills, and lifelong learning skills. Conclusion. Students’ attitudes and perceptions support TBL as a viable pedagogy for teaching pharmacotherapeutics. PMID:28496275

Storytellers as partners in developing a genetics education resource for health professionals

PubMed Central

Kirk, Maggie; Tonkin, Emma; Skirton, Heather; McDonald, Kevin; Cope, Buddug; Morgan, Rhian

2013-01-01

Summary Advances in genetics are bringing unprecedented opportunities for understanding health and disease, developing new therapies and changes in healthcare practice. Many nurses and midwives lack competence and confidence in integrating genetics into professional practice. One approach to enhance understanding of genetics is to simulate clinical exposure through storytelling. Stories are acknowledged as a powerful learning tool, being understandable and memorable, stimulating critical thinking, and linking theory to practice. Telling Stories, Understanding Real Life Genetics is a freely accessible website that sets people's stories within an education framework. The links between the stories and professional practice are made explicit and additional features support learning and teaching. Care of the storytellers within an ethical framework is of paramount importance. Storytellers are viewed as partners in the project. The challenges encountered include preserving the authentic voice and dignity of the storyteller. Project team members have also experienced ‘professional shame’ when negative experiences have been recounted, and the stories have had an impact on the team. The experience of working with storytellers has been positive. The storytellers want to be heard so that others will benefit from their stories. They serve as a reminder of why this work is important. PMID:22197414

Advancing working and learning through critical action research: creativity and constraints.

PubMed

Bellman, Loretta; Bywood, Catherine; Dale, Susan

2003-12-01

Continuous professional development is an essential component within many health care 'Learning Organisations'. The paper describes the first phase of an initiative to develop a professional practice development framework for nurses in an NHS general hospital. The project was undertaken within a critical action research methodology. A tripartite arrangement between the hospital, a university and professional nursing organisation enabled clinical, educational and research support for the nurses (co-researchers) engaged in the project. Initial challenges were from some managers, educationalists and the ethics committee who did not appear to understand the action research process. A multi-method approach to data collection was undertaken to capture the change process from different stakeholders' perceptions. Triangulation of the data was undertaken. Despite organisational constraints, transformational leadership and peer support enabled the co-researchers to identify and initiate three patient-focused initiatives. The change process for the co-researchers included: enlightening personal journey, exploring the research-practice gap, enhancing personal and professional knowledge, evolving cultural change and collaborative working, empowering and disempowering messages. A hospital merger and corporate staff changes directly impacted on the project. A more flexible time-scale and longer term funding are required to enable continuity for trust-wide projects undertaken in dynamic clinical settings.

Harnessing the Power of Learning Management Systems: An E-Learning Approach for Professional Development.

PubMed

White, Meagan; Shellenbarger, Teresa

E-learning provides an alternative approach to traditional professional development activities. A learning management system may help nursing professional development practitioners deliver content more efficiently and effectively; however, careful consideration is needed during planning and implementation. This article provides essential information in the selection and use of a learning management system for professional development.

Peer-to-Peer JXTA Architecture for Continuing Mobile Medical Education Incorporated in Rural Public Health Centers.

PubMed

Rajasekaran, Rajkumar; Iyengar, Nallani Chackravatula Sriman Narayana

2013-04-01

Mobile technology helps to improve continuing medical education; this includes all aspects of public health care as well as keeping one's knowledge up-to-date. The program of continuing medical and health education is intertwined with mobile health technology, which forms an imperative component of national strategies in health. Continuing mobile medical education (CMME) programs are designed to ensure that all medical and health-care professionals stay up-to-date with the knowledge required through mobile JXTA to appraise modernized strategies so as to achieve national goals of health-care information distribution. In this study, a 20-item questionnaire was distributed to 280 health professionals practicing traditional training learning methodologies (180 nurses, 60 doctors, and 40 health inspectors) in 25 rural hospitals. Among the 83% respondents, 56% are eager to take new learning methodologies as part of their evaluation, which is considered for promotion to higher grades, increments, or as part of their work-related activities. The proposed model was executed in five public health centers in which nurses and health inspectors registered in the JXTA network were referred to the record peer group by administrators. A mobile training program on immunization was conducted through the ADVT, with the lectures delivered on their mobiles. Credits are given after taking the course and completing an evaluation test. The system is faster compared with traditional learning. Medical knowledge management and mobile-streaming application support the CMME system through JXTA. The mobile system includes online lectures and practice quizzes, as well as assignments and interactions with health professionals. Evaluation and assessments are done online and credits certificates are provided based on the score the student obtains. The acceptance of mobile JXTA peer-to-peer learning has created a drastic change in learning methods among rural health professionals. The professionals undergo training and should pass an exam in order to obtain the credits. The system is controlled and monitored by the administrator peer group, which makes it more flexible and structured. Compared with traditional learning system, enhanced study improves cloud-based mobile medical education technology.

Peer-to-Peer JXTA Architecture for Continuing Mobile Medical Education Incorporated in Rural Public Health Centers

PubMed Central

Rajasekaran, Rajkumar; Iyengar, Nallani Chackravatula Sriman Narayana

2013-01-01

Objectives: Mobile technology helps to improve continuing medical education; this includes all aspects of public health care as well as keeping one’s knowledge up-to-date. The program of continuing medical and health education is intertwined with mobile health technology, which forms an imperative component of national strategies in health. Continuing mobile medical education (CMME) programs are designed to ensure that all medical and health-care professionals stay up-to-date with the knowledge required through mobile JXTA to appraise modernized strategies so as to achieve national goals of health-care information distribution. Methods: In this study, a 20-item questionnaire was distributed to 280 health professionals practicing traditional training learning methodologies (180 nurses, 60 doctors, and 40 health inspectors) in 25 rural hospitals. Among the 83% respondents, 56% are eager to take new learning methodologies as part of their evaluation, which is considered for promotion to higher grades, increments, or as part of their work-related activities. Results: The proposed model was executed in five public health centers in which nurses and health inspectors registered in the JXTA network were referred to the record peer group by administrators. A mobile training program on immunization was conducted through the ADVT, with the lectures delivered on their mobiles. Credits are given after taking the course and completing an evaluation test. The system is faster compared with traditional learning. Conclusion: Medical knowledge management and mobile-streaming application support the CMME system through JXTA. The mobile system includes online lectures and practice quizzes, as well as assignments and interactions with health professionals. Evaluation and assessments are done online and credits certificates are provided based on the score the student obtains. The acceptance of mobile JXTA peer-to-peer learning has created a drastic change in learning methods among rural health professionals. The professionals undergo training and should pass an exam in order to obtain the credits. The system is controlled and monitored by the administrator peer group, which makes it more flexible and structured. Compared with traditional learning system, enhanced study improves cloud-based mobile medical education technology. PMID:24159539

The Relationship between Teacher Value Orientations and Engagement in Professional Learning Communities

ERIC Educational Resources Information Center

Ning, Hoi Kwan; Lee, Daphnee; Lee, Wing On

2016-01-01

The development of teacher professional learning communities (PLC) has attracted growing attention among practitioners, policy-makers and researchers. The aims of this study were to identify typologies of professional learning teams based on measures of professional learning engagement, and assess their linkages with teachers' value orientations.…

A Collaborative Action Research Approach to Professional Learning

ERIC Educational Resources Information Center

Bleicher, Robert E.

2014-01-01

The field of professional development is moving towards the notion of professional learning, highlighting the active learning role that teachers play in changing their knowledge bases, beliefs and practice. This article builds on this idea and argues for creating professional learning that is guided by a collaborative action research (CAR)…

The Development of Professional Learning Communities and Their Teacher Leaders: An Activity Systems Analysis

ERIC Educational Resources Information Center

Turner, Julianne C.; Christensen, Andrea; Kackar-Cam, Hayal Z.; Fulmer, Sara M.; Trucano, Meg

2018-01-01

Professional learning communities can be effective vehicles for teacher learning and instructional improvement, partly because they help change professional culture. However, little is known about "how" these changes occur. We used activity systems analysis to investigate the development of professional learning communities and their…

A conceptual approach to the development of motivational strategies.

PubMed

Wong, J; Wong, S; Mensah, L L

1983-03-01

Teachers in both general and professional education are well aware of the importance of motivation as the basis of effective teaching. Heidgerken maintains that a major problem that faces nursing educators is to select the right type of motivation and to know how to effect motivation. The authors propose a conceptual model for developing strategies to deal with motivational problems. This model is an application of Vroom's value/expectancy theory and Rotter's social learning theory, and is based on the premise that nursing faculty are in strategic positions to enhance student motivation for learning by manipulating variables that are believed to influence motivation. These suggested strategies include: enhancing student's need value by rewarding them with rewards that they value the most; increasing student's perceptions of a strong link between performance and rewards; providing students with consistent and clear role perceptions; improving student satisfaction towards learning.

Mobile Learning for Teacher Professional Learning: Benefits, Obstacles and Issues

ERIC Educational Resources Information Center

Aubusson, Peter; Schuck, Sandy; Burden, Kevin

2009-01-01

This paper reflects on the role of mobile learning in teachers' professional learning. It argues that effective professional learning requires reflection and collaboration and that mobile learning is ideally suited to allow reflection-in-action and to capture the spontaneity of learning moments. The paper also argues for the value of…

Strategies for Effective Teaching in the Twenty-First Century: A Supplement for Special Education

ERIC Educational Resources Information Center

Louisiana Department of Education, 2004

2004-01-01

The long-range goal of Louisiana's teacher professional accountability programs is to enhance student learning by providing opportunities for teachers to strengthen skill areas and by identifying those aspects of teaching performance that may need improvement. "Strategies for Effective Teaching in the 21st Century" is intended to be used…

Prospective English Language Teachers' Experiences in Facebook: Adoption, Use and Educational Use in Turkish Context

ERIC Educational Resources Information Center

Balcikanli, Cem

2015-01-01

There has been an increasing attention given to the role of social networking in educational settings. Teacher education is not an exception to this, for teacher education is approaching social media on two fronts: a) application to enhance learning in the process of teacher preparation or professional development b) applications in classrooms…

Shaping the Epistemology of Teacher Practice through Reflection and Reflexivity

ERIC Educational Resources Information Center

Hofer, Barbara K.

2017-01-01

Reflection on practice is a core principle for guiding improvement in professional work such as teaching and can be enhanced by reflection on epistemic cognition, the way we think about knowledge and knowing. Viewed as an intellectual virtue, a habit of mind, and a learnable skill, epistemic reflection can help teachers learn to critically…

Enhancing Learning Using 3D Printing: An Alternative to Traditional Student Project Methods

ERIC Educational Resources Information Center

McGahern, Patricia; Bosch, Frances; Poli, DorothyBelle

2015-01-01

Student engagement during the development of a three-dimensional visual aid or teaching model can vary for a number of reasons. Some students report that they are not "creative" or "good at art," often as an excuse to justify less professional outcomes. Student engagement can be low when using traditional methods to produce a…

Learning Specialised Vocabulary through Facebook in a Massive Open Online Course

ERIC Educational Resources Information Center

Ventura, Patricia; Martín-Monje, Elena

2016-01-01

This paper explores how the incorporation of a social network such as Facebook can enhance the acquisition of specialised vocabulary in the context of a Massive Open Online Course (MOOC). Such initiative took place in the second edition of the MOOC Professional English, the first ever English for Specific Purposes (ESP) MOOC to be launched in…

Collaborative Research Projects in the Technology-Enhanced Language Classroom: Preservice and In-Service Teachers Exchange Knowledge about Technology

ERIC Educational Resources Information Center

Schmid, Euline Cutrim; Hegelheimer, Volker

2014-01-01

This paper presents research findings of a longitudinal empirical case study that investigated an innovative Computer Assisted Language Learning (CALL) professional development program for pre-service English as Foreign Language (EFL) teachers. The conceptualization of the program was based on the assumption that pre-service language teachers…

Enhancing Middle School Science Lessons with Playground Activities: A Study of the Impact of Playground Physics

ERIC Educational Resources Information Center

Friedman, Lawrence B.; Margolin, Jonathan; Swanlund, Andrew; Dhillon, Sonica; Liu, Feng

2017-01-01

Playground Physics is a technology-based application and accompanying curriculum designed by New York Hall of Science (NYSCI) to support middle school students' science engagement and learning of force, energy, and motion. The program includes professional development, the Playground Physics app, and a curriculum aligned with New York State…

Infusing Technology to Enhance Science Lessons: Prospective Teachers as Action Researchers Learning to Teach for Conceptual Change.

ERIC Educational Resources Information Center

Spaid, M. Randall

Today's high school students have grown up in technology-rich environments with video games, personal computers, instant communications, and Internet access. These students are naturally more interested and involved in a technology-infused classroom. Emerging technologies change the teacher's role in the classroom. Professional teachers need to…

Professional Storytelling in Clinical Dental Anatomy Teaching

ERIC Educational Resources Information Center

Kieser, Jules; Livingstone, Vicki; Meldrum, Alison

2008-01-01

The aim of the present work was to see if storytelling in a clinical dental anatomy course would increase student satisfaction. We enhanced teaching by spontaneous storytelling in problem-based learning, in half of the third-year dentistry class. At the end of the course, we administered an anonymous questionnaire to the students in the class,…

Exploring Qualified Nurses' Perceptions of the Relevance of Education in Preparation for Their Role in Rehabilitation.

ERIC Educational Resources Information Center

Long, Andrew F.; Kneafsey, Rosie; Ryan, Julia; Berry, Judith

2002-01-01

Responses from 137 nurses indicated that 64% felt their education had not prepared them for work in rehabilitation; only one-fourth of recent graduates felt prepared; 71% had participated in continuing education, but many felt they learned from experience or from others. Better education would enhance confidence, promote professional equality, and…

Professional Learning Communities Enhancing Teacher Experiences in International Schools

ERIC Educational Resources Information Center

Lalor, Brian; Abawi, Lindy

2014-01-01

In international school contexts, schools that establish support networks for newly arrived staff tend to stand a better chance of retaining staff and creating a positive and successful work environment. The case study at the center of the paper is an International School in Vietnam and this paper aims to highlight the importance of building…

Effects of Test-Taking Instruction on a Health Professional Certifying Examination: An Evaluation.

ERIC Educational Resources Information Center

Frierson, Henry T., Jr.

The intervention in this study focused upon effective test taking, defined as the capacity to use acquired subject matter knowledge to achieve test scores consistent with an individual's knowledge level. This approach also emphasized self-assessment and self-directed learning. The procedure was employed in efforts to enhance a class of medical…

The Use of Educational Technology Integration by Special Education Teachers in Rural Schools in South Carolina

ERIC Educational Resources Information Center

Byrd-Jones, Shannon L.

2011-01-01

Effective professional development training is essential to ensuring full technology integration in all classrooms by all teachers on a regular basis. Technology integration can greatly enhance the learning of all students. In particular students with disabilities and special needs benefit a great deal from the use of technology during…

Spatial Reasoning: Improvement of Imagery and Abilities in Sophomore Organic Chemistry. Perspective to Enhance Student Learning

ERIC Educational Resources Information Center

Hornbuckle, Susan F.; Gobin, Latanya; Thurman, Stephanie N.

2014-01-01

Spatial reasoning has become a demanded skill for students pursuing a science emphasis to compete with the dynamic growth of our professional society. The ability to reason spatially includes explorations in memory recollection and problem solving capabilities as well as critical thinking and reasoning skills. With these advancements, educational…

Evaluating an Online E-Module for Portuguese Primary Teachers: Trainees' Perceptions

ERIC Educational Resources Information Center

Pombo, L.; Smith, M.; Abelha, M.; Caixinha, H.; Costa, N.

2012-01-01

The work reported in this article is part of a wider project that aims to develop and implement a web-based, pan-European, in-service professional development platform for teachers to enhance their role in promoting education through science. This article aims to evaluate the implementation of the e-module on Assessment of Children's Learning in…

The Importance of Collegiality and Reciprocal Learning in the Professional Development of Beginning Teachers

ERIC Educational Resources Information Center

Patrick, Fiona; Elliot, Dely; Hulme, Moira; McPhee, Alastair

2010-01-01

This paper discusses factors that enhance induction experiences for beginning teachers. It reports the findings from case studies that explore the impact of new entrants to the teaching profession in Scotland. The data suggest that the most supportive induction processes mix both formal and informal elements, but that the informal elements such as…

Study of Physiological Responses to Acute Carbon Monoxide Exposure with a Human Patient Simulator

ERIC Educational Resources Information Center

Cesari, Whitney A.; Caruso, Dominique M.; Zyka, Enela L.; Schroff, Stuart T.; Evans, Charles H., Jr.; Hyatt, Jon-Philippe K.

2006-01-01

Human patient simulators are widely used to train health professionals and students in a clinical setting, but they also can be used to enhance physiology education in a laboratory setting. Our course incorporates the human patient simulator for experiential learning in which undergraduate university juniors and seniors are instructed to design,…

Remembering the "T" in LGBT: Recruiting and Supporting Transgender Students

ERIC Educational Resources Information Center

Newhouse, Maria R.

2013-01-01

It is exceedingly important for student affairs professionals to have an understanding of the types of students living, working and learning on our campuses in order to strategically enhance their experiences. One group on college campuses that is often overlooked is the transgender population of students; the lack of focus on the "T" in…

School-Based Teacher Collaboration in Sweden and Greece: Formal Cooperation, Deprivatized Practices and Personalized Interaction in Primary and Lower Secondary Schools

ERIC Educational Resources Information Center

Kougioumtzis, Konstantin; Patriksson, Goran

2009-01-01

During recent years, educational restructuring efforts have commonly regarded schools as both learning communities and sites for teachers' professional development. A plethora of attributes influence prerequisites as well as outcomes of the efforts, while teachers' local cultures constitute a cornerstone. More specifically, enhanced school-based…

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…

Practical Implications of a Constructivist Approach to EFL Teaching in a Higher Education Context

ERIC Educational Resources Information Center

Iglesias Xamani, Montserrat

2013-01-01

Traditional pedagogical approaches may not be the best way to cater for the specific needs of learners in higher education settings, particularly those of university students with special expectations and professional prospects. The question of enhancing language learning awareness as a means of fostering the acquisition of a foreign language…

Pre-Service English Teachers' Perceptions and Practice of Field Experience and Professional Learning from Expert Teachers' Mentoring

ERIC Educational Resources Information Center

Chien, Chin-Wen

2015-01-01

Though it is well known that pre-service teachers' field experiences are recognized as key to enhancing teaching practice, Taiwanese pre-service teachers who take "Teaching Methods and Materials" in elementary school's seven areas often complain that they lack field experience. They do not have the opportunity to experience teaching…

Video as a Professional Development Tool to Support Novice Teachers as They Learn to Teach English Language Learners

ERIC Educational Resources Information Center

Estapa, Anne; Pinnow, Rachel J.; Chval, Kathryn B.

2016-01-01

This two-year study investigated how an innovative video tool enhanced novice-teacher noticing abilities and instructional practice in relation to teaching mathematics to English language learners in third grade classrooms. Specifically, teachers viewed videos of their mathematics lessons that were filmed by Latino English language learners who…

The Lecturer's Toolkit: A Resource for Developing Learning, Teaching & Assessment. Second Edition.

ERIC Educational Resources Information Center

Race, Phil

This "toolkit" ring binder is designed to help teachers develop their professional practice in higher education and to enhance their instruction and assessment. A smaller bound version of this second edition is designed to be used by individual lecturers as their personal copy; it contains fewer tasks and activities. The chapters are: (1)…

How Can Video Supported Reflection Enhance Teachers' Professional Development?

ERIC Educational Resources Information Center

McCullagh, John F.

2012-01-01

This paper responds to Eva Lundqvist, Jonas Almqvist and Leif Ostman's account of how the manner of teaching can strongly influence pupil learning by recommending video supported reflection as a means by which teachers can transform the nature of their practice. Given the complex nature of the many conditions which influence and control teachers'…

An Examination of Effective Professional Development Characteristics in Professional Learning Communities

ERIC Educational Resources Information Center

Strickland, Crystal Y.

2013-01-01

The purpose of this quantitative study was to investigate the extent to which professional development practices in professional learning communities are consistent with research-based principles of effective professional development. Additionally, the study investigated potential differences in the content focus, active learning, coherence, and…

Professional Identity and Professionals' Workplace Learning: A Theoretical Proposal

ERIC Educational Resources Information Center

Steele, Jim

2008-01-01

When organizations employ professionals it is critical to comprehend the nature of professional identity as it relates to learning in the workplace. These findings indicate ways that professional identity influences workplace learning behavior in doctors of veterinary medicine. Using grounded theory, ethnographic investigation and analysis…

Teachers engaging in Authentic Education Research as They Engage Students in Authentic Science Research: A Collaboration Among Scientists, Education Researchers and Practitioners

NASA Astrophysics Data System (ADS)

Schielack, J. F.; Herbert, B. E.

2004-12-01

The ITS Center for Teaching and Learning (http://its.tamu.edu) is a five-year NSF-funded collaborative effort to engage scientists, educational researchers, and educators in the use of information technology to enhance science teaching and learning at Grades 7 - 16. The ITS program combines graduate courses in science and science education leadership for both science and education graduate students with professional development experiences for classroom teachers. The design of the ITS professional development experience is based upon the assumption that science and mathematics teaching and learning will be improved when they become more connected to the authentic science research done in field settings or laboratories. The effective use of information technology to support inquiry in science classrooms has been shown to help achieve this objective. In particular, the professional development for teachers centers around support for implementing educational research in their own classrooms on the impacts of using information technology to promote authentic science experiences for their students. As a design study that is "working toward a greater understanding of the "learning ecology," the research related to the creation and refinement of the ITS Center's collaborative environment for integrating professional development for faculty, graduate students, and classroom teachers is contributing information about an important setting not often included in the descriptions of professional development, a setting that incorporates distributed expertise and resulting distributed growth in the various categories of participants: scientists, science graduate students, education researchers, science education graduate students, and master teachers. Design-based research is an emerging paradigm for the study of learning in context through the systematic design and study of instructional strategies and tools. In this presentation, we will discuss the results of the formative evaluation process that has moved the ITS Center's collaborative environment for professional development through the iterative process from Phase I (the planned program designed in-house) to Phase II (the experimental program being tested in-house). Phase II highlighted learning experiences over two summers focused on the exploration of environmentally-related science, technology, engineering or mathematics (STEM) topics through the use of modeling, visualization and complex data sets to explore authentic scientific questions that can be integrated within the 7-16 curriculum.

Undergraduate nursing students' perceptions of service-learning through a school-based community project.

PubMed

Bassi, Sherry

2011-01-01

Service-learning (SL) is an experiential teaching method that combines instruction with community service, with the aim of enriching students' academic learning, interpersonal skills and sense of responsibility while making meaningful contributions to the community. However, measuring outcomes of service-learning projects is difficult. This article reports on the perceptions of 18 third-year undergraduate nursing students who took part in a pilot service-learning project targeting tobacco use in a local elementary school. Faculty members evaluated the program's outcomes by engaging students in structured reflection on the program about its relevance to their future careers as practicing professionals, especially in community-based settings. The students' perceptions were elicited through three sets of reflective assignments following the project. Findings from the reflective assignments suggest that the pilot program was successful in enhancing the students' academic, social, and personal development while building a partnership between the school of nursing and key players in the community, including school-based nurses, teachers, administrators, families, and community leaders. The author suggests that service-learning projects can help nursing students accomplish key developmental tasks of the college years (such as building their competence, autonomy, and integrity), while helping impart the skills and values they will need as they graduate and seek professional nursing roles.

High School Teachers and Students Knowledge and Views about Climate Change, a Nice NASA Example

NASA Astrophysics Data System (ADS)

Bleicher, R. E.; Lambert, J. L.

2014-12-01

One factor for some Americans being confused about climate change is their lack of understanding its underlying science concepts (Somerville & Hassol, 2011). In spite of this, climate change has been under-emphasized in school curricula (Bardsley & Bardsley, 2007). This is an important challenge for science educators, especially given the increasing public awareness of climate change impacts in their everyday lives (NCADAC, 2013).One way to address this challenge is to involve teachers in professional learning projects with the expectation that their enhanced content and pedagogical knowledge about climate change will transfer into more effective instruction resulting in increased student learning. For teacher educators, this translates into providing vibrant professional learning activities that energize and engage science teachers to develop interesting lessons that stimulate their students to learn important science concepts and develop positive attitudes to science. This study examined content knowledge and views about climate change of 33 high school science teachers and their1050 students who participated in lessons developed in a NASA-funded professional learning project. The teachers participated in a seven-day climate change summer institute and received in-classroom follow-up support throughout the school year. Teacher data sources included a background survey (undergraduate majors, number of years teaching science), science teaching self-efficacy (STEBI-A) scores, Climate Science Inventory of Knowledge (CSIK), and Six-America's Views on Climate Change. Student data included journal entries, and pre-post measures using the CSIK and Six-Americas instruments. T-tests and ANOVA showed that both students and their teachers increased in climate science knowledge. Teachers' views about climate change were more aligned to climate scientists' views. Teachers also increased in their science teaching self-efficacy and those with higher self-efficacy demonstrated higher climate change science knowledge. In addition to these data, the professional learning model and examples of the hands-on activities utilized by teachers will be shared in this presentation. The Logic Model is included below to provide an overall picture of the project.

A global service-learning experience for nursing students in Tanzania: a model for collaboration.

PubMed

Kreye, Judy; Oetker-Black, Sharon

2013-01-01

This article addresses a model for creating a short-term global service-learning program. The Global Standards for the Initial Education of Professional Nurses and Midwives guided the development of a collaborative program involving a school of nursing in the Midwestern United States and one in Tanzania. Evaluation of the school of nursing and subsequent collaborative planning led to development and implementation of a 3-week global service-learning experience for nursing students. International academic partnerships, developed in accordance with WHO standards, will enhance educational experiences for nursing students both in the United States and abroad. © 2013 Wiley Periodicals, Inc.

Overcoming institutional challenges through continuous professionalism improvement: the University of Washington experience.

PubMed

Fryer-Edwards, Kelly; Van Eaton, Erik; Goldstein, Erika A; Kimball, Harry R; Veith, Richard C; Pellegrini, Carlos A; Ramsey, Paul G

2007-11-01

The University of Washington (UW) School of Medicine is in the midst of an emerging ecology of professionalism. This initiative builds on prior work focusing on professionalism at the student level and moves toward the complete integration of a culture of professionalism within the UW medical community of including staff, faculty, residents, and students. The platform for initiating professionalism as institutional culture is the Committee on Continuous Professionalism Improvement, established in November 2006. This article reviews three approaches to organizational development used within and outside medicine and highlights features that are useful for enhancing an institutional culture of professionalism: organizational culture, safety culture, and appreciative inquiry. UW Medicine has defined professional development as a continuous process, built on concrete expectations, using mechanisms to facilitate learning from missteps and highlighting strengths. To this end, the school of medicine is working toward improvements in feedback, evaluation, and reward structures at all levels (student, resident, faculty, and staff) as well as creating opportunities for community dialogues on professionalism issues within the institution. Throughout all the Continuous Professionalism Improvement activities, a two-pronged approach to cultivating a culture of professionalism is taken: celebration of excellence and attention to accountability.

Occupational physicians' perceived value of evidence-based medicine intervention in enhancing their professional performance.

PubMed

Hugenholtz, Nathalie I R; Schaafsma, Frederieke G; Schreinemakers, Jos F; van Dijk, Frank J H; Nieuwenhuijsen, Karen

2008-06-01

This study evaluated how physicians in a nonclinical setting perceive the value of an intervention with multifaceted evidence-based medicine with regard to enhancing their professional performance. A qualitative study was conducted using focus groups and face-to-face interviews with 14 of the 48 Dutch occupational physicians who participated in the intervention. The intervention combined a didactic course in evidence-based medicine with recurrent case-method learning sessions. During the sessions, the participants were challenged to discuss their cases and to give one another feedback on how to find information on cases. Five main themes and four subthemes were identified: professional behavior and quality of care (subtheme: transparency): occupational physicians associated being up-to-date with quality of care, and evidence-based medicine was associated with improvements in professional standards; critical attitude and improved recommendations: occupational physicians asked themselves more-profound questions and searched more for information; sharing knowledge: the peer-group sessions facilitated the sharing of knowledge; communication (subthemes: colleagues, clients and other specialists): the more soundly based recommendations enhanced self-confidence positively and therefore altered interaction with medical specialists in particular; and satisfaction and barriers: the occupational physicians were especially content with the structured discussion in the peer-group sessions. However, the intervention was very time consuming. The participants regarded the intervention as a useful method for enhancing their professional performance. They stated that they became more up-to-date and more self-confident by searching for and sharing knowledge. These actions resulted in more scientifically based recommendations and improved interaction with clients and other specialists. However, time constraints remain an important barrier.

Understanding the Context of Learning in an Online Social Network for Health Professionals' Informal Learning.

PubMed

Li, Xin; Gray, Kathleen; Verspoor, Karin; Barnett, Stephen

2017-01-01

Online social networks (OSN) enable health professionals to learn informally, for example by sharing medical knowledge, or discussing practice management challenges and clinical issues. Understanding the learning context in OSN is necessary to get a complete picture of the learning process, in order to better support this type of learning. This study proposes critical contextual factors for understanding the learning context in OSN for health professionals, and demonstrates how these contextual factors can be used to analyse the learning context in a designated online learning environment for health professionals.

Evaluation of Technology-Enhanced Learning Programs for Health Care Professionals: Systematic Review

PubMed Central

MacRury, Sandra; van Woerden, Hugo C; Smyth, Keith

2018-01-01

Background Technology-enhanced learning (TEL) programs are increasingly seen as the way in which education for health care professionals can be transformed, giving access to effective ongoing learning and training even where time or geographical barriers exist. Given the increasing emphasis on this mode of educational support for health care practitioners, it is vital that we can effectively evaluate and measure impact to ensure that TEL programs are effective and fit for purpose. This paper examines the current evidence base for the first time, in relation to the evaluation of TEL programs for health care professionals. Objective We conducted a systematic review of the current literature relating to the evaluation of TEL programs for health care professionals and critically appraised the quality of the studies. Methods This review employed specific search criteria to identify research studies that included evaluation of TEL for health care professionals. The databases searched included Medline Ovid, Cumulative Index of Nursing and Allied Health Literature Plus Advanced, Applied Social Sciences Index and Abstracts, ZETOC, Institute of Electrical and Electronics Engineers Explore Digital Library, Allied and Complementary Medicine, and Education Resources Information Center between January 2006 and January 2017. An additional hand search for relevant articles from reference lists was undertaken. Each of the studies identified was critically appraised for quality using the Crowe Critical Appraisal Tool. This approach produced a percentage total score for each study across specified categories. A proportion of the studies were independently assessed by an additional two reviewers. Results The review identified 21 studies that met the inclusion criteria. The studies included scored totals across eight categories within a range of 37%-95% and an average score of 68%. Studies that measured TEL using learner satisfaction surveys, or combined pretest and posttest knowledge score testing with learner satisfaction surveys, were found to be the most common types of TEL evaluations evident in the literature. The studies reviewed had low scores across reporting on ethical matters, design, and data collection categories. Conclusions There continues to be a need to develop effective and standard TEL evaluation tools, and good quality studies that describe effective evaluation of TEL education for health care professionals. Studies often fail to provide sufficient detail to support transferability or direct future TEL health care education programs. PMID:29643049

Investigating Professional Learning Communities in Turkish Schools: The Effects of Contextual Factors

ERIC Educational Resources Information Center

Bellibas, Mehmet Sukru; Bulut, Okan; Gedik, Serafettin

2017-01-01

A great number of studies have focused on professional learning communities in schools, but only a limited number of studies have treated the construct of professional learning communities as a dependent variable. The purpose of this research is to investigate Turkish schools' capacity for supporting professional learning communities and to…

A Mixed-Methods Study Examining the Role of the Instructional Coach within a Professional Learning Community

ERIC Educational Resources Information Center

Jorgensen, Christie L.

2016-01-01

Although instructional coaching and professional learning communities provide ongoing, job-embedded support and professional learning, little is known about what role the instructional coach serves within the setting of the professional learning community or what coaching skills teachers find most helpful within this setting. Research examining…