Lecturing skills as predictors of tutoring skills in a problem-based medical curriculum

PubMed Central

Kassab, Salah Eldin; Hassan, Nahla; Abu-Hijleh, Marwan F; Sequeira, Reginald P

2016-01-01

Purpose Recruitment of tutors to work in problem-based learning (PBL) programs is challenging, especially in that most of them are graduated from discipline-based programs. Therefore, this study aims at examining whether lecturing skills of faculty could predict their PBL tutoring skills. Methods This study included evaluation of faculty (n=69) who participated in both tutoring and lecturing within particular PBL units at the College of Medicine and Medical Sciences (CMMS), Arabian Gulf University, Bahrain. Each faculty was evaluated by medical students (n=45±8 for lecturing and 8±2 for PBL tutoring) using structured evaluation forms based on a Likert-type scale (poor to excellent). The prediction of tutoring skills using lecturing skills was statistically analyzed using stepwise linear regression. Results Among the parameters used to judge lecturing skills, the most important predictor for tutoring skills was subject matter mastery in the lecture by explaining difficult concepts and responding effectively to students’ questions. Subject matter mastery in the lecture positively predicted five tutoring skills and accounted for 25% of the variance in overall effectiveness of the PBL tutors (F=22.39, P=0.000). Other important predictors for tutoring skills were providing a relaxed class atmosphere and effective use of audiovisual aids in the lecture. Conclusion Predicting the tutoring skills based on lecturing skills could have implications for recruiting tutors in PBL medical programs and for tutor training initiatives. PMID:26793014

Are students' impressions of improved learning through active learning methods reflected by improved test scores?

PubMed

Everly, Marcee C

2013-02-01

To report the transformation from lecture to more active learning methods in a maternity nursing course and to evaluate whether student perception of improved learning through active-learning methods is supported by improved test scores. The process of transforming a course into an active-learning model of teaching is described. A voluntary mid-semester survey for student acceptance of the new teaching method was conducted. Course examination results, from both a standardized exam and a cumulative final exam, among students who received lecture in the classroom and students who had active learning activities in the classroom were compared. Active learning activities were very acceptable to students. The majority of students reported learning more from having active-learning activities in the classroom rather than lecture-only and this belief was supported by improved test scores. Students who had active learning activities in the classroom scored significantly higher on a standardized assessment test than students who received lecture only. The findings support the use of student reflection to evaluate the effectiveness of active-learning methods and help validate the use of student reflection of improved learning in other research projects. Copyright © 2011 Elsevier Ltd. All rights reserved.

The impact of lecture attendance and other variables on how medical students evaluate faculty in a preclinical program.

PubMed

Martin, Stanley I; Way, David P; Verbeck, Nicole; Nagel, Rollin; Davis, John A; Vandre, Dale D

2013-07-01

High-quality audiovisual recording technology enables medical students to listen to didactic lectures without actually attending them. The authors wondered whether in-person attendance affects how students evaluate lecturers. This is a retrospective review of faculty evaluations completed by first- and second-year medical students at the Ohio State University College of Medicine during 2009-2010. Lecture-capture technology was used to record all lectures. Attendance at lectures was optional; however, all students were required to complete lecturer evaluation forms. Students rated overall instruction using a five-option response scale. They also reported their attendance. The authors used analysis of variance to compare the lecturer ratings of attendees versus nonattendees. The authors included additional independent variables-year of student, student grade/rank in class, and lecturer degree-in the analysis. The authors analyzed 12,092 evaluations of 220 lecturers received from 358 students. The average number of evaluations per lecturer was 55. Seventy-four percent (n = 8,968 evaluations) of students attended the lectures they evaluated, whereas 26% (n = 3,124 evaluations) viewed them online. Mean lecturer ratings from attendees was 3.85 compared with 3.80 by nonattendees (P ≤ .05; effect size: 0.055). Student's class grade and year, plus lecturer degree, also affected students' evaluations of lecturers (effect sizes: 0.055-0.3). Students' attendance at lectures, year, and class grade, as well as lecturer degree, affect students' evaluation of lecturers. This finding has ramifications on how student evaluations should be collected, interpreted, and used in promotion and tenure decisions in this evolving medical education environment.

The Lecture: A Teaching Strategy through the Looking Glass

ERIC Educational Resources Information Center

Perrin, Ronald William; Laing, Gregory Kenneth

2014-01-01

This paper explores the viability of the lecture as a teaching strategy for large groups in light of the various elements that influence the choice of method for teaching large groups. The method employed in this paper draws on the Brunswick Lens Model and Foucauldian discourse to evaluate the dominant pedagogical perspective of the past to…

The influence of an audience response system on knowledge retention: an application to resident education.

PubMed

Pradhan, Archana; Sparano, Dina; Ananth, Cande V

2005-11-01

The purpose of the study was to compare delivery methods of lecture material regarding contraceptive options by either traditional or interactive lecture style with the use of an audience response system with obstetrics and gynecology residents. A prospective, randomized controlled trial that included 17 obstetrics and gynecology residents was conducted. Group differences and comparison of pre/posttest scores to evaluate efficacy of lecture styles were performed with the Student t test. Each participant completed an evaluation to assess usefulness of the audience response system. Residents who received audience response system interactive lectures showed a 21% improvement between pretest and posttest scores; residents who received the standard lecture demonstrated a 2% improvement (P = .018). The evaluation survey showed that 82% of residents thought that the audience response system was a helpful learning aid. The results of this randomized controlled trial demonstrate the effectiveness of audience response system for knowledge retention, which suggests that it may be an efficient teaching tool for residency education.

Experiences of using an interactive audience response system in lectures

PubMed Central

Uhari, Matti; Renko, Marjo; Soini, Hannu

2003-01-01

Background Lectures are good for presenting information and providing explanations, but because they lack active participation they have been neglected. Methods Students' experiences were evaluated after exposing them to the use of voting during lectures in their paediatrics course. Questions were delivered to the students taking paediatrics course. Thirty-six students out of the total of 40 (90%) attended the opening lecture, at which the first survey concerning previous experiences of lectures was performed. Thirty-nine students (98%) answered the second series of questions at the end of the paediatrics course. Results Most of the students felt that voting improved their activity during lectures, enhanced their learning, and that it was easier to make questions during lectures than earlier. Conclusions The students gained new, exciting insights much more often during the paediatrics course than before. We as teachers found that voting during lectures could easily overcome some of the obstacles of good lecturing. PMID:14678571

Quality Control of Epidemiological Lectures Online: Scientific Evaluation of Peer Review

PubMed Central

Linkov, Faina; Lovalekar, Mita; LaPorte, Ronald

2007-01-01

Aim To examine the feasibility of using peer review for the quality control of online materials. Methods We analyzed the inter-rater agreement on the quality of epidemiological lectures online, based on the Global Health Network Supercourse lecture library. We examined the agreement among reviewers by looking at κ statistics and intraclass correlations. Seven expert reviewers examined and rated a random sample of 100 Supercourse lectures. Their reviews were compared with the reviews of the lay Supercourse reviewers. Results Both expert and non-expert reviewers rated lectures very highly, with a mean overall score of 4 out of 5. Kappa (κ) statistic and intraclass correlations indicated that inter-rater agreement for experts and non-experts was surprisingly low (below 0.4). Conclusions To our knowledge, this was the first time that poor inter-rater agreement was demonstrated for the Internet lectures. Future research studies need to evaluate the alternatives to the peer review system, especially for online materials. PMID:17436390

Effectiveness of Jigsaw learning compared to lecture-based learning in dental education.

PubMed

Sagsoz, O; Karatas, O; Turel, V; Yildiz, M; Kaya, E

2017-02-01

The objective of this study was to evaluate the success levels of students using the Jigsaw learning method in dental education. Fifty students with similar grade point average (GPA) scores were selected and randomly assigned into one of two groups (n = 25). A pretest concerning 'adhesion and bonding agents in dentistry' was administered to all students before classes. The Jigsaw learning method was applied to the experimental group for 3 weeks. At the same time, the control group was taking classes using the lecture-based learning method. At the end of the 3 weeks, all students were retested (post-test) on the subject. A retention test was administered 3 weeks after the post-test. Mean scores were calculated for each test for the experimental and control groups, and the data obtained were analysed using the independent samples t-test. No significant difference was determined between the Jigsaw and lecture-based methods at pretest or post-test. The highest mean test score was observed in the post-test with the Jigsaw method. In the retention test, success with the Jigsaw method was significantly higher than that with the lecture-based method. The Jigsaw method is as effective as the lecture-based method. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

It's Not an Exact Science: Teaching Entrepreneurship in Northern Ireland

ERIC Educational Resources Information Center

Hegarty, Cecilia

2006-01-01

Purpose: The purpose of this paper is to evaluate the approach to embedding entrepreneurship within third level education in Northern Ireland by assessing the perceptions of lecturers and learners and monitoring the effectiveness of teaching methods. Design/methodology/approach: Surveys and focus groups were conducted with lecturers and learners…

[Hospital Doctors Should Receive Lecture for Sedation According to Joint Commission International].

PubMed

Ueshima, Hironobu; Komasawa, Nobuyasu; Kitamura, Akira

2015-08-01

At our hospital, intending to obtaining an approval from the Joint Commission International (JCI), we conducted a workshop on sedation for all staff physicians. A sedation instructor authorized by the Japanese Association for Medical Simulation gave a lecture using the "practice guidelines for sedation and administration of analgesics for non-anesthesiologists", revised in 2002 by the American Society of Anesthesiologists, following which, a test using 10 true-false questions was conducted, while before and after the lecture a questionnaire survey on the sedation lecture was carried out Among 191 physicians attending the lecture, except for one person, 7 or more questions were answered correctly. From the questionnaires, the sedation lectures were also generally accepted favourably. In the test of understanding, the mistakes were mostly in the sections on "sedation evaluation" "intraoperative monitoring" "pharmaceutical knowledge" and "airway management methods". The sedation lecture in the hospital was effective.

Forecasting the student–professor matches that result in unusually effective teaching

PubMed Central

Gross, Jennifer; Lakey, Brian; Lucas, Jessica L; LaCross, Ryan; R Plotkowski, Andrea; Winegard, Bo

2015-01-01

Background Two important influences on students' evaluations of teaching are relationship and professor effects. Relationship effects reflect unique matches between students and professors such that some professors are unusually effective for some students, but not for others. Professor effects reflect inter-rater agreement that some professors are more effective than others, on average across students. Aims We attempted to forecast students' evaluations of live lectures from brief, video-recorded teaching trailers. Sample Participants were 145 college students (74% female) enrolled in introductory psychology courses at a public university in the Great Lakes region of the United States. Methods Students viewed trailers early in the semester and attended live lectures months later. Because subgroups of students viewed the same professors, statistical analyses could isolate professor and relationship effects. Results Evaluations were influenced strongly by relationship and professor effects, and students' evaluations of live lectures could be forecasted from students' evaluations of teaching trailers. That is, we could forecast the individual students who would respond unusually well to a specific professor (relationship effects). We could also forecast which professors elicited better evaluations in live lectures, on average across students (professor effects). Professors who elicited unusually good evaluations in some students also elicited better memory for lectures in those students. Conclusions It appears possible to forecast relationship and professor effects on teaching evaluations by presenting brief teaching trailers to students. Thus, it might be possible to develop online recommender systems to help match students and professors so that unusually effective teaching emerges. PMID:24953773

Use of questioning during lectures in a dental hygiene didactic course.

PubMed

Hessheimer, Heather M; Rogo, Ellen J; Howlett, Bernadette

2011-08-01

The purposes of this quasi-experimental, one-group crossover study were to determine the effect of questioning during dental hygiene lectures on low-level and high-level learning and to evaluate student perceptions of questioning. Twenty-three dental hygiene students participated in two control lectures using traditional lecturing methods. The students served as their own controls by next participating in two experimental lectures with questions asked throughout the lecture at both low and high cognitive levels. Student performance was measured with an examination containing low- and high-level questions. The interaction between the group and the level of questions was analyzed using ANOVA, and no statistically significant difference was found. Based on a Likert scale (1 to 6), average ratings for student perceptions were as follows: enjoyment of use, 4.5; understanding the lecture material, 4.74; and questioning effectiveness, 4.35. Student perceptions of questioning were positive; however, this strategy was found to be no more effective than the traditional lecture in promoting retention of information.

Organic Chemistry YouTube Writing Assignment for Large Lecture Classes

ERIC Educational Resources Information Center

Franz, Annaliese K.

2012-01-01

This work describes efforts to incorporate and evaluate the use of a YouTube writing assignment in large lecture classes to personalize learning and improve conceptual understanding of chemistry through peer- and self-explanation strategies. Although writing assignments can be a method to incorporate peer- and self-explanation strategies, this…

Construction of IT Based Learning System at University Level

NASA Astrophysics Data System (ADS)

Akiyama, Hidenori; Kozono, Kazutake

Rapid progress of information and communication technologies has been changing the education method. In Japan, online lectures have been recognized as the credits for graduation by the change of a law since 2001. One trial to construct an IT based learning system has been done for the development of IT based higher education and training. Educational effect of online lecture taken anytime and anywhere is evaluated, and then an authoring software for online lectures is developed for educators who are not familiar to IT. A learning management system begins to be operated for whole lectures, and a wireless LAN system is equipped in whole campus of Kumamoto University.

Evaluation of POE and instructor-led problem-solving approaches integrated into force and motion lecture classes using a model analysis technique

NASA Astrophysics Data System (ADS)

Rakkapao, S.; Pengpan, T.; Srikeaw, S.; Prasitpong, S.

2014-01-01

This study aims to investigate the use of the predict-observe-explain (POE) approach integrated into large lecture classes on forces and motion. It is compared to the instructor-led problem-solving method using model analysis. The samples are science (SC, N = 420) and engineering (EN, N = 434) freshmen, from Prince of Songkla University, Thailand. Research findings from the force and motion conceptual evaluation indicate that the multimedia-supported POE method promotes students’ learning better than the problem-solving method, in particular for the velocity and acceleration concepts. There is a small shift of the students’ model states after the problem-solving instruction. Moreover, by using model analysis instructors are able to investigate students’ misconceptions and evaluate teaching methods. It benefits instructors in organizing subsequent instructional materials.

Frame-of-Reference Training: Establishing Reliable Assessment of Teaching Effectiveness.

PubMed

Newman, Lori R; Brodsky, Dara; Jones, Richard N; Schwartzstein, Richard M; Atkins, Katharyn Meredith; Roberts, David H

2016-01-01

Frame-of-reference (FOR) training has been used successfully to teach faculty how to produce accurate and reliable workplace-based ratings when assessing a performance. We engaged 21 Harvard Medical School faculty members in our pilot and implementation studies to determine the effectiveness of using FOR training to assess health professionals' teaching performances. All faculty were novices at rating their peers' teaching effectiveness. Before FOR training, we asked participants to evaluate a recorded lecture using a criterion-based peer assessment of medical lecturing instrument. At the start of training, we discussed the instrument and emphasized its precise behavioral standards. During training, participants practiced rating lectures and received immediate feedback on how well they categorized and scored performances as compared with expert-derived scores of the same lectures. At the conclusion of the training, we asked participants to rate a post-training recorded lecture to determine agreement with the experts' scores. Participants and experts had greater rating agreement for the post-training lecture compared with the pretraining lecture. Through this investigation, we determined that FOR training is a feasible method to teach faculty how to accurately and reliably assess medical lectures. Medical school instructors and continuing education presenters should have the opportunity to be observed and receive feedback from trained peer observers. Our results show that it is possible to use FOR rater training to teach peer observers how to accurately rate medical lectures. The process is time efficient and offers the prospect for assessment and feedback beyond traditional learner evaluation of instruction.

The pedagogical toolbox: computer-generated visual displays, classroom demonstration, and lecture.

PubMed

Bockoven, Jerry

2004-06-01

This analogue study compared the effectiveness of computer-generated visual displays, classroom demonstration, and traditional lecture as methods of instruction used to teach neuronal structure and processes. Randomly assigned 116 undergraduate students participated in 1 of 3 classrooms in which they experienced the same content but different teaching approaches presented by 3 different student-instructors. Then participants completed a survey of their subjective reactions and a measure of factual information designed to evaluate objective learning outcomes. Participants repeated this factual measure 5 wk. later. Results call into question the use of classroom demonstration methods as well as the trend towards devaluing traditional lecture in favor of computer-generated visual display.

Comparison of the didactic lecture with the simulation/model approach for the teaching of a novel perioperative ultrasound curriculum to anesthesiology residents.

PubMed

Ramsingh, Davinder; Alexander, Brenton; Le, Khanhvan; Williams, Wendell; Canales, Cecilia; Cannesson, Maxime

2014-09-01

To expose residents to two methods of education for point-of-care ultrasound, a traditional didactic lecture and a model/simulation-based lecture, which focus on concepts of cardiopulmonary function, volume status, and evaluation of severe thoracic/abdominal injuries; and to assess which method is more effective. Single-center, prospective, blinded trial. University hospital. Anesthesiology residents who were assigned to an educational day during the two-month research study period. Residents were allocated to two groups to receive either a 90-minute, one-on-one didactic lecture or a 90-minute lecture in a simulation center, during which they practiced on a human model and simulation mannequin (normal pathology). Data points included a pre-lecture multiple-choice test, post-lecture multiple-choice test, and post-lecture, human model-based examination. Post-lecture tests were performed within three weeks of the lecture. An experienced sonographer who was blinded to the education modality graded the model-based skill assessment examinations. Participants completed a follow-up survey to assess the perceptions of the quality of their instruction between the two groups. 20 residents completed the study. No differences were noted between the two groups in pre-lecture test scores (P = 0.97), but significantly higher scores for the model/simulation group occurred on both the post-lecture multiple choice (P = 0.038) and post-lecture model (P = 0.041) examinations. Follow-up resident surveys showed significantly higher scores in the model/simulation group regarding overall interest in perioperative ultrasound (P = 0.047) as well understanding of the physiologic concepts (P = 0.021). A model/simulation-based based lecture series may be more effective in teaching the skills needed to perform a point-of-care ultrasound examination to anesthesiology residents. Copyright © 2014 Elsevier Inc. All rights reserved.

Evaluating the Impact of Classroom Education on the Management of Septic Shock Using Human Patient Simulation.

PubMed

Lighthall, Geoffrey K; Bahmani, Dona; Gaba, David

2016-02-01

Classroom lectures are the mainstay of imparting knowledge in a structured manner and have the additional goals of stimulating critical thinking, lifelong learning, and improvements in patient care. The impact of lectures on patient care is difficult to examine in critical care because of the heterogeneity in patient conditions and personnel as well as confounders such as time pressure, interruptions, fatigue, and nonstandardized observation methods. The critical care environment was recreated in a simulation laboratory using a high-fidelity mannequin simulator, where a mannequin simulator with a standardized script for septic shock was presented to trainees. The reproducibility of this patient and associated conditions allowed the evaluation of "clinical performance" in the management of septic shock. In a previous study, we developed and validated tools for the quantitative analysis of house staff managing septic shock simulations. In the present analysis, we examined whether measures of clinical performance were improved in those cases where a lecture on the management of shock preceded a simulated exercise on the management of septic shock. The administration of the septic shock simulations allowed for performance measurements to be calculated for both medical interns and for subsequent management by a larger resident-led team. The analysis revealed that receiving a lecture on shock before managing a simulated patient with septic shock did not produce scores higher than for those who did not receive the previous lecture. This result was similar for both interns managing the patient and for subsequent management by a resident-led team. We failed to find an immediate impact on clinical performance in simulations of septic shock after a lecture on the management of this syndrome. Lectures are likely not a reliable sole method for improving clinical performance in the management of complex disease processes.

The role of observational research in improving faculty lecturing skills: A qualitative study in an Italian dental school.

PubMed

Visioli, Sonia; Lodi, Giovanni; Carrassi, Antonio; Zannini, Lucia

2009-08-01

This pilot study is based on observational research of lecturing skills during the annual Oral Medicine course at the Milan Dentistry School. Our goals were to explore how teachers exhibited desirable lecturing skills, to observe how their attitudes and lecturing skills affected students' attention and thereby learning, and to provide feedback. We prepared a structured observational grid divided into four categories: explaining, questioning, visual aids, and lecturer attitude. The grid was filled in by a participant, nonactive researcher. Two main types of lecture were observed: "traditional" and "interactive". Both of these can result in a high level of attention among students. Among the categories, only "lecturer attitude" appeared to affect student attention. In particular, the skills of "speaking aloud" and "sustaining verbal communication with vocal inflection" appeared to have the greatest impact on lecturer attitude. The data were then presented blindly to the five lecturers, who were able to identify their own lesson. Our grid proved to be a valid instrument although it was very expensive. When integrated with other strategies for improving lecturing, such as student scoring, peer evaluation, and microteaching, observational research can be a cost-effective method to stimulate guided reflection and to improve the lecturing skills of faculty members.

AN EVALUATION OF HIGH SCHOOL MATHEMATICS PROGRAMMED TEXTS WHEN USED WITH DEAF STUDENTS.

ERIC Educational Resources Information Center

BORNSTEIN, HARRY

A COMPARISON WAS MADE OF THE RATE AND LEVEL OF ACHIEVEMENT OF 150 DEAF STUDENTS RESULTING FROM THE USE OF PROGRAMED TEXTS AS AGAINST THE USUAL LECTURE METHODS IN HIGH SCHOOL MATHEMATICS. EACH OF FOUR MATHEMATICS TEACHERS HAD TWO COMPARABLE CLASSES. THE CONTROL GROUP RECEIVED INFORMATION BY SIMULTANEOUS LECTURE AND THE EXPERIMENTAL GROUPS USED THE…

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

PubMed

Shankar, Nachiket; Roopa, R

2009-01-01

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

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

PubMed

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

2014-02-01

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

A lecture program on complementary and alternative medicine for cancer patients--evaluation of the pilot phase.

PubMed

Huebner, J; Ebel, M; Muenstedt, K; Micke, O; Prott, F J; Muecke, R; Hoppe, A

2015-06-01

About half of all patients with cancer use complementary or alternative medicine (CAM). In 2013, we started a lecture program for patients, followed by evidence-based recommendations on counseling on CAM. These recommendations have been published before by this working group. The aim of the program is to provide scientific facts on the most often used CAM methods in standardized presentations which help patients discuss the topic with their oncologists and support shared decision making. The article presents the evaluation of the pilot phase. Participants received a standardized questionnaire before the start of the lecture. The questionnaire comprises four parts: demographic data, data concerning experience with CAM, satisfaction with the lecture, and needs for further information on CAM. In 2013, seven lectures on CAM were given in cooperation with regional branches of the German Cancer Society in several German states. Four hundred sixty patients and relatives took part (75% females and 16% males). Forty-eight percent formerly had used CAM. Most often named sources of information on CAM were print media (48%) and the Internet (37%). Most participants rated additional written information valuable. About one third would like to have an individual consultation concerning CAM. A standardized presentation of evidence on CAM methods most often used, together with recommendations on the self-management of symptoms, is highly appreciated. The concept of a highly interactive lecture comprising is feasible and if presented in lay terminology, adequate. In order to give additional support on the topic, written information should be provided as the first step.

Medical student evaluations of lectures attended in person or from rural sites via interactive videoconferencing.

PubMed

Callas, Peter W; Bertsch, Tania F; Caputo, Michael P; Flynn, Brian S; Doheny-Farina, Stephen; Ricci, Michael A

2004-01-01

Interactive videoconferencing may be an effective way for medical students on remote rotations to attend teaching sessions at the main campus. To compare medical student evaluations of lectures for those attending in person and those attending through interactive videoconferencing. Lecture evaluations were completed by medical students on University of Vermont College of Medicine clinical clerkship rotations. Students on clerkships at rural sites attended lectures using our telemedicine network. Responses from in-person and remote attendees were compared. Evaluation forms for 110 lectures were received from 648 in-person and 255 remote attendees. All evaluation items were rated "good" or "excellent" by at least 95% of in-person attendees. Over 90% of remote attendees rated nontelemedicine evaluation items, such as appropriateness of lecture topic for students, as good or excellent. Ratings of telemedicine-specific questions, such as ability to hear the lecturer, were lower. Level of satisfaction was high for most aspects of remote lecture attendance, although not quite as high as for in-person attendance. Improved technical reliability would likely increase remote attendee satisfaction. Overall, lecture attendance using videoconferencing was found to be an acceptable alternative to travel for medical students in rural clerkships.

Impact of various lecture delivery methods in pharmacology

PubMed Central

Seth, Vikas; Upadhyaya, Prerna; Ahmad, Mushtaq; Kumar, Virendra

2010-01-01

The aim of the study was to assess the impact of three common lecture delivery methods viz. the lectures using chalkboard, the lectures using PowerPoint presentations and the lectures utilizing transparencies with an overhead projector. By filling in a questionnaire, the second year MBBS students were asked to assess the impact of three pharmacology lectures given by three different methods of lecture delivery. Also after each lecture an objective test was given to compare the impact of the lecture delivered by different methods. The results of the study show that as per the subjective assessment of the lectures, students preferred PowerPoint teaching the most. As far as the students' performance is concerned the impact of traditional Chalkboard and PowerPoint teaching was much more than the lectures using transparency and overhead projector (OHP). PMID:29255392

Impact of a Revised Curriculum Focusing on Clinical Neurology and Musculoskeletal Care on a Required Fourth-Year Medical Student Physical Medicine and Rehabilitation Clerkship

PubMed Central

Faulk, Clinton E.; Harrell, Kelly M.; Lawson, Luan E.; Moore, Daniel P.

2016-01-01

Background. A Required Fourth-Year Medical Student Physical Medicine and Rehabilitation (PM&R) Clerkship was found to increase students' knowledge of PM&R; however the students' overall rotation evaluations were consistently lower than the other 8 required clerkships at the medical school. Objective. To describe the impact of a revised curriculum based upon Entrustable Professional Activities and focusing on basic pain management, musculoskeletal care, and neurology. Setting. Academic Medical Center. Participants. 73 fourth-year medical students. Methods. The curriculum changes included a shift in the required readings from rehabilitation specific topics toward more general content in the areas of clinical neurology and musculoskeletal care. Hands-on workshops on neurological and musculoskeletal physical examination techniques, small group case-based learning, an anatomy clinical correlation lecture, and a lecture on pain management were integrated into the curriculum. Main Outcome Measurements. Student evaluations of the clerkship. Results. Statistically significant improvements were found in the students' evaluations of usefulness of lecturers, development of patient interviewing skills, and diagnostic and patient management skills (p ≤ 0.05). Conclusions. This study suggests that students have a greater satisfaction with a required PM&R clerkship when lecturers utilize a variety of pedagogic methods to teach basic pain, neurology and musculoskeletal care skills in the rehabilitation setting rather than rehabilitation specific content. PMID:28025624

Impact of a Revised Curriculum Focusing on Clinical Neurology and Musculoskeletal Care on a Required Fourth-Year Medical Student Physical Medicine and Rehabilitation Clerkship.

PubMed

Norbury, John W; Faulk, Clinton E; Harrell, Kelly M; Lawson, Luan E; Moore, Daniel P

2016-01-01

Background . A Required Fourth-Year Medical Student Physical Medicine and Rehabilitation (PM&R) Clerkship was found to increase students' knowledge of PM&R; however the students' overall rotation evaluations were consistently lower than the other 8 required clerkships at the medical school. Objective . To describe the impact of a revised curriculum based upon Entrustable Professional Activities and focusing on basic pain management, musculoskeletal care, and neurology. Setting . Academic Medical Center. Participants . 73 fourth-year medical students. Methods . The curriculum changes included a shift in the required readings from rehabilitation specific topics toward more general content in the areas of clinical neurology and musculoskeletal care. Hands-on workshops on neurological and musculoskeletal physical examination techniques, small group case-based learning, an anatomy clinical correlation lecture, and a lecture on pain management were integrated into the curriculum. Main Outcome Measurements . Student evaluations of the clerkship. Results . Statistically significant improvements were found in the students' evaluations of usefulness of lecturers, development of patient interviewing skills, and diagnostic and patient management skills ( p ≤ 0.05). Conclusions . This study suggests that students have a greater satisfaction with a required PM&R clerkship when lecturers utilize a variety of pedagogic methods to teach basic pain, neurology and musculoskeletal care skills in the rehabilitation setting rather than rehabilitation specific content.

Implementation of small group discussion as a teaching method in earth and space science subject

NASA Astrophysics Data System (ADS)

Aryani, N. P.; Supriyadi

2018-03-01

In Physics Department Universitas Negeri Semarang, Earth and Space Science subject is included in the curriculum of the third year of physics education students. There are various models of teaching earth and space science subject such as textbook method, lecturer, demonstrations, study tours, problem-solving method, etc. Lectures method is the most commonly used of teaching earth and space science subject. The disadvantage of this method is the lack of two ways interaction between lecturers and students. This research used small group discussion as a teaching method in Earth and Space science. The purpose of this study is to identify the conditions under which an efficient discussion may be initiated and maintained while students are investigating properties of earth and space science subjects. The results of this research show that there is an increase in student’s understanding of earth and space science subject proven through the evaluation results. In addition, during the learning process, student’s activeness also increase.

Effects of team-based learning on fixed prosthodontic education in a Japanese School of Dentistry.

PubMed

Takeuchi, Hisahiro; Omoto, Katsuhiro; Okura, Kazuo; Tajima, Toyoko; Suzuki, Yoshitaka; Hosoki, Maki; Koori, Motoharu; Shigemoto, Shuji; Ueda, Mayu; Nishigawa, Keisuke; Rodis, Omar Marianito Maningo; Matsuka, Yoshizo

2015-04-01

The aims of this study were to evaluate the quality of team-based learning (TBL) in prosthodontics education for fourth-year dental students at Tokushima University School of Dentistry and to compare this teaching method with traditional lecture-based delivery. Participants in the study were 36 students (22 males and 14 females) who attended the TBL-style fixed prosthodontics course. Ten 60-minute classes were held. The first three were traditional lecture-style classes and were followed by one class introducing the TBL style. The remaining six classes constituted the TBL-format fixed prosthodontics course. The effectiveness of TBL was evaluated through student questionnaires at the end of each class and the results of the term-end examination. The questionnaire revealed high student approval for TBL-style learning, and active group discussion among students during TBL was a key factor in these ratings. In the results of the term-end examination, there were significantly higher scores on the questions that covered TBL-taught material than those covering traditional lecture-taught topics. The results of this study suggest that TBL-style lecture was more effective than traditional-style lecture for teaching fixed prosthodontics and that TBL was a more efficient mode of delivering dental education than traditional lecture-based teaching.

Breaking Bad News in obstetrics: a randomized trial of simulation followed by debriefing or lecture.

PubMed

Karkowsky, Chavi Eve; Landsberger, Ellen J; Bernstein, Peter S; Dayal, Ashlesha; Goffman, Dena; Madden, Robert C; Chazotte, Cynthia

2016-11-01

Although communication skills represent an increasingly important aspect of medical care, little has been done to assess the best method of teaching these skills. Our study was designed to assess simulation-debriefing compared to lecture in teaching skills for Breaking Bad News (BBN) in obstetrics. This is a randomized prospective trial of house staff from a large academic medical center. Subjects initially underwent baseline simulation, followed by evaluation on BBN skills by themselves, a faculty observer, and the standardized patient (SP). The subjects were then immediately randomized to a debriefing session by faculty or to a lecture about BBN. Subsequently, both groups underwent a second simulation with the same three assessments, yielding post-intervention data. 35 subjects completed both simulations. Both debriefing and lecture curricula showed improvement in scores by self (p = 0.010) and faculty (p < 0.001). The debriefing group improved significantly more than the lecture group for self-evaluation; additionally, improvements were greater for the debrief group in verbal and nonverbal skills. Long-term follow-up three months after both interventions demonstrated continued improvement in BBN. Simulation training with debriefing is effective for teaching communication skills, and superior to lecture for self-perceived improvement. Long-term follow-up suggested retention of confidence in BBN skills.

A Question-Answer System for Mobile Devices in Lecture-Based Instruction: A Qualitative Analysis of Student Engagement and Learning

ERIC Educational Resources Information Center

Hatun Atas, Amine; Delialioglu, Ömer

2018-01-01

The aim of this study was to explore the opinions, perceptions and evaluations of students about their experiences with a question-answer system used on mobile devices in a lecture-based course. Basic qualitative research method was employed in this study to understand how students made sense of their experiences during the instruction. The…

A comparative evaluation of teaching methods in an introductory neuroscience course for physical therapy students.

PubMed

Willett, Gilbert M; Sharp, J Graham; Smith, Lynette M

2008-01-01

The use of computer-based instruction (CBI) in physical therapy education is growing, but its effectiveness compared to lecture is undefined. This study compared CBI to lecture in an introductory neuroscience course for students in their first year of a 3 year professional program leading to the Doctor of Physical Therapy Degree. Twenty-eight students participated in 2003 and 34 in 2004. A randomized, cross-over design was employed. The course was divided into two sections with an exam after each. Students in one group participated in CBI during the first half of the course and lecture during the second half with the order of participation reversed for the other group. A 6 months post-course review exam was also administered. Exam scores, study time, and student opinions regarding teaching methods were collected after each half of the course. Course development costs for both teaching approaches were also documented. There were no statistically significant differences in exam scores between participant groups. CBI students spent less time studying. Student did not distinguish a major preference for either instruction method. Many students preferred that CBI be used as a complementary rather than mutually exclusive instructional method. Lecture-based instruction was much less expensive than CBI. Lecture-based instruction was more cost effective than CBI, but CBI was more time efficient in terms of student learning.

Simulation in an Undergraduate Nursing Pharmacology Course: A Pilot Study.

PubMed

Tinnon, Elizabeth; Newton, Rebecca

This study examined the effectiveness of simulation as a method of teaching pharmacological concepts to nursing students; perceptions of satisfaction with simulation as a teaching strategy were also evaluated. Second-semester juniors participated in three simulations and completed the National League for Nursing Student Satisfaction and Self-Confidence in Learning Questionnaire and the Student Evaluation of Educational Quality Survey; a control group received traditional lectures. A unit exam on anticoagulant therapy content was administered to measure effectiveness. Findings support that simulation is as effective as traditional lecture for an undergraduate pharmacology course.

[Evaluation of traditional German undergraduate surgical training. An analysis at Heidelberg University].

PubMed

Schürer, S; Schellberg, D; Schmidt, J; Kallinowski, F; Mehrabi, A; Herfarth, Ch; Büchler, M W; Kadmon, M

2006-04-01

The medical faculty of Heidelberg University implemented a new problem-based clinical curriculum (Heidelberg Curriculum Medicinale, or Heicumed) in 2001. The present study analyses the evaluation data of two student cohorts prior to the introduction of Heicumed. Its aim was to specify problems of the traditional training and to draw conclusions for implementation of a new curriculum. The evaluation instrument was the Heidelberg Inventory for the Evaluation of Teaching (HILVE-I). The data were analysed calculating differences in the means between defined groups, with the 13 primary scales of the HILVE I-instrument as dependent variables. Teaching method and subject had no systematic influence on evaluation results. Thus, didactic lecture in orthopedic surgery achieved better results than small group tutorials, while the data on vascular and general surgery showed opposite results. Major factors for success were continuity and didactic training of lecturers and tutors. This is convincingly reflected by the results of the lecture course "Differential diagnosis in general surgery". The good evaluation data on small group tutorials resulted largely from the "participation" and "discussion" scales, which represent interactivity in learning. The results of the present study suggest the importance of two major pedagogic ideas: continuity and didactic training of lecturers and tutors. These principles were widely implemented in Heicumed and have contributed to the success of the new curriculum.

Continuous Enhancement of Science Teachers' Knowledge and Skills through Scientific Lecturing.

PubMed

Azevedo, Maria-Manuel; Duarte, Sofia

2018-01-01

Due to their importance in transmitting knowledge, teachers can play a crucial role in students' scientific literacy acquisition and motivation to respond to ongoing and future economic and societal challenges. However, to conduct this task effectively, teachers need to continuously improve their knowledge, and for that, a periodic update is mandatory for actualization of scientific knowledge and skills. This work is based on the outcomes of an educational study implemented with science teachers from Portuguese Basic and Secondary schools. We evaluated the effectiveness of a training activity consisting of lectures covering environmental and health sciences conducted by scientists/academic teachers. The outcomes of this educational study were evaluated using a survey with several questions about environmental and health scientific topics. Responses to the survey were analyzed before and after the implementation of the scientific lectures. Our results showed that Basic and Secondary schools teachers' knowledge was greatly improved after the lectures. The teachers under training felt that these scientific lectures have positively impacted their current knowledge and awareness on several up-to-date scientific topics, as well as their teaching methods. This study emphasizes the importance of continuing teacher education concerning knowledge and awareness about health and environmental education.

A comparative evaluation of teaching methods in an introductory neuroscience course for physical therapy students

NASA Astrophysics Data System (ADS)

Willett, Gilbert M.

Background and purpose. Use of computer based instruction (CBI) in physical therapy (P.T.) education is growing. P.T. educators have reported few studies regarding the effectiveness of CBI compared to lecture based instruction, and none have specifically addressed the area of neuroscience. The purpose of this study was to determine whether CBI would be a better alternative than lecture for teaching introductory neuroscience information to first year P.T. students. Subjects. This study was conducted over two years, with 28 participants in 2003 and 34 in 2004. Methods. A randomized, cross-over design was employed for this investigation. The course in which the study took place was divided into two sections with an exam after each. Both sections included 5 one hour lectures (or 5 equivalent CBI modules) and a two hour laboratory experience. Exams consisted of 30 multiple choice questions. Students in one group participated in CBI during the first half of the course and lecture during the second half. The order of participation was reversed for students in the other group. A review exam (60 multiple choice questions) was also taken by participants six months post-participation in the course. Exam scores, study time, course development costs, and student opinions regarding teaching methods were collected after each section of the course and analyzed using quantitative and qualitative methods. Results. There were no statistically significant differences in "within course" or review exam scores between participant groups based on instructional method, however, CBI taught students spent less time studying. Student opinions did not distinguish a major preference for either instruction method. Many students preferred that CBI be used as a complimentary rather than mutually exclusive instructional method. Lecture based instruction was clearly more cost effective than CBI. Conclusion. In this study, lecture based instruction was clearly the better choice of teaching method in terms of cost, but CBI was more time efficient in terms of student learning.

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

PubMed Central

2013-01-01

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

Modified teaching approach for an enhanced medical physics graduate education experience

PubMed Central

Rutel, IB

2011-01-01

Lecture-based teaching promotes a passive interaction with students. Opportunities to modify this format are available to enhance the overall learning experience for both students and instructors. The description for a discussion-based learning format is presented as it applies to a graduate curriculum with technical (formal mathematical derivation) topics. The presented hybrid method involves several techniques, including problem-based learning, modeling, and online lectures, eliminating didactic lectures. The results from an end-of-course evaluation show that the students appear to prefer the modified format over the more traditional methodology of “lecture only” contact time. These results are motivation for further refinement and continued implementation of the described methodology in the current course and potentially other courses within the department graduate curriculum. PMID:22279505

Telehealth to Expand Community Health Nurse Education in Rural Guatemala: A Pilot Feasibility and Acceptability Evaluation.

PubMed

McConnell, Kelly A; Krisher, Lyndsay K; Lenssen, Maureen; Bunik, Maya; Bunge Montes, Saskia; Domek, Gretchen J

2017-01-01

Telehealth education has the potential to serve as an important, low-cost method of expanding healthcare worker education and support, especially in rural settings of low- and middle-income countries. We describe an innovative educational strategy to strengthen a long-term health professional capacity building partnership between Guatemalan and US-based partners. In this pilot evaluation, community health nurses in rural Guatemala received customized, interactive education via telehealth from faculty at the supporting US-based institution. Program evaluation of this 10 lecture series demonstrated high levels of satisfaction among learners and instructors as well as knowledge gain by learners. An average of 5.5 learners and 2 instructors attended the 10 lectures and completed surveys using a Likert scale to rate statements regarding lecture content, technology, and personal connection. Positive statements about lecture content and the applicability to daily work had 98% or greater agreement as did statements regarding ease of technology and convenience. The learners agreed with feeling connected to the instructors 100% of the time, while instructors had 86.4% agreement with connection related statements. Instructors, joining at their respective work locations, rated convenience statements at 100% agreement. This evaluation also demonstrated effectiveness with an average 10.7% increase in pre- to posttest knowledge scores by learners. As the global health community considers efficiency in time, money, and our environment, telehealth education is a critical method to consider and develop for health worker education. Our pilot program evaluation shows that telehealth may be an effective method of delivering education to frontline health workers in rural Guatemala. While larger studies are needed to quantify the duration and benefits of specific knowledge gains and to perform a cost-effectiveness analysis of the program, our initial pilot results are encouraging and show that a telehealth program between a US-based university and a rural community health program in a low- and middle-income country is both feasible and acceptable.

Telehealth to Expand Community Health Nurse Education in Rural Guatemala: A Pilot Feasibility and Acceptability Evaluation

PubMed Central

McConnell, Kelly A.; Krisher, Lyndsay K.; Lenssen, Maureen; Bunik, Maya; Bunge Montes, Saskia; Domek, Gretchen J.

2017-01-01

Telehealth education has the potential to serve as an important, low-cost method of expanding healthcare worker education and support, especially in rural settings of low- and middle-income countries. We describe an innovative educational strategy to strengthen a long-term health professional capacity building partnership between Guatemalan and US-based partners. In this pilot evaluation, community health nurses in rural Guatemala received customized, interactive education via telehealth from faculty at the supporting US-based institution. Program evaluation of this 10 lecture series demonstrated high levels of satisfaction among learners and instructors as well as knowledge gain by learners. An average of 5.5 learners and 2 instructors attended the 10 lectures and completed surveys using a Likert scale to rate statements regarding lecture content, technology, and personal connection. Positive statements about lecture content and the applicability to daily work had 98% or greater agreement as did statements regarding ease of technology and convenience. The learners agreed with feeling connected to the instructors 100% of the time, while instructors had 86.4% agreement with connection related statements. Instructors, joining at their respective work locations, rated convenience statements at 100% agreement. This evaluation also demonstrated effectiveness with an average 10.7% increase in pre- to posttest knowledge scores by learners. As the global health community considers efficiency in time, money, and our environment, telehealth education is a critical method to consider and develop for health worker education. Our pilot program evaluation shows that telehealth may be an effective method of delivering education to frontline health workers in rural Guatemala. While larger studies are needed to quantify the duration and benefits of specific knowledge gains and to perform a cost-effectiveness analysis of the program, our initial pilot results are encouraging and show that a telehealth program between a US-based university and a rural community health program in a low- and middle-income country is both feasible and acceptable. PMID:28405582

Evaluation: An Imperative for Public Education and Training Programs. Professorial Inaugural Lecture Series.

ERIC Educational Resources Information Center

McCaslin, N. L.

Evaluation is important to public education and training programs if the United States is to be competitive in a global economy. Six major factors have had an impact on evaluation efforts: decreased financial resources, increased public dissatisfaction, changed management approaches, enhanced evaluation methods and procedures, redesigned…

A comparison of two differential methods for nutrition education in elementary school: lecture-and experience-based learning program.

PubMed

Jung, Lan-Hee; Choi, Jeong-Hwa; Bang, Hyun-Mi; Shin, Jun-Ho; Heo, Young-Ran

2015-02-01

This research was conducted to compare lecture-and experience-based methods of nutritional education as well as provide fundamental data for developing an effective nutritional education program in elementary schools. A total of 110 students in three elementary schools in Jeollanam-do were recruited and randomly distributed in lecture-and experience-based groups. The effects of education on students' dietary knowledge, dietary behaviors, and dietary habits were analyzed using a pre/post-test. Lecture-and experience-based methods did not significantly alter total scores for dietary knowledge in any group, although lecture-based method led to improvement for some detailed questions. In the experience-based group, subjects showed significant alteration of dietary behaviors, whereas lecture-based method showed alteration of dietary habits. These outcomes suggest that lecture-and experience-based methods led to differential improvement of students' dietary habits, behaviors, and knowledge. To obtain better nutritional education results, both lectures and experiential activities need to be considered.

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

Electronic voting to encourage interactive lectures: a randomised trial

PubMed Central

2007-01-01

Background Electronic Voting Systems have been used for education in a variety of disciplines. Outcomes from these studies have been mixed. Because results from these studies have been mixed, we examined whether an EVS system could enhance a lecture's effect on educational outcomes. Methods A cohort of 127 Year 5 medical students at the University of Adelaide was stratified by gender, residency status and academic record then randomised into 2 groups of 64 and 63 students. Each group received consecutive 40-minute lectures on two clinical topics. One group received the EVS for both topics. The other group received traditional teaching only. Evaluation was undertaken with two, 15-question multiple-choice questionnaires (MCQ) assessing knowledge and problem solving and undertaken as a written paper immediately before and after the lectures and repeated online 8–12 weeks later. Standardised institutional student questionnaires were completed for each lecture and independent observers assessed student behaviour during the lectures. Lecturer's opinions were assessed by a questionnaire developed for this study. Results Two-thirds of students randomised to EVS and 59% of students randomised to traditional lectures attended. One-half of the students in the EVS group and 41% in the traditional group completed all questionnaires. There was no difference in MCQ scores between EVS and traditional lectures (p = 0.785). The cervical cancer lectures showed higher student ranking in favour of EVS in all parameters. The breast cancer lectures showed higher ranking in favour of traditional lectures in 5 of 7 parameters (p < 0.001). The observed higher-order lecturer-students interactions were increased in the EVS lecture for one lecturer and reduced for the other. Both lecturers felt that the EVS lectures were difficult to prepare, that they were able to keep to time in the traditional lectures, that the educational value of both lecture styles was similar, and that they were neutral-to-slightly favourably disposed to continue with the EVS technology. The 2 lecturers disagreed regarding the ease of preparation of the traditional lecture, their ability to keep to time in the EVS lecture, and personal satisfaction with the EVS lecture. The lecturers felt that EVS encouraged student participation and helped identify where students were having difficulty. Conclusion In this setting, EVS technology used in large group lectures did not offer significant advantages over the more traditional lecture format. PMID:17655773

Evaluation of a flipped classroom approach to learning introductory epidemiology.

PubMed

Shiau, Stephanie; Kahn, Linda G; Platt, Jonathan; Li, Chihua; Guzman, Jason T; Kornhauser, Zachary G; Keyes, Katherine M; Martins, Silvia S

2018-04-02

Although the flipped classroom model has been widely adopted in medical education, reports on its use in graduate-level public health programs are limited. This study describes the design, implementation, and evaluation of a flipped classroom redesign of an introductory epidemiology course and compares it to a traditional model. One hundred fifty Masters-level students enrolled in an introductory epidemiology course with a traditional format (in-person lecture and discussion section, at-home assignment; 2015, N = 72) and a flipped classroom format (at-home lecture, in-person discussion section and assignment; 2016, N = 78). Using mixed methods, we compared student characteristics, examination scores, and end-of-course evaluations of the 2016 flipped classroom format and the 2015 traditional format. Data on the flipped classroom format, including pre- and post-course surveys, open-ended questions, self-reports of section leader teaching practices, and classroom observations, were evaluated. There were no statistically significant differences in examination scores or students' assessment of the course between 2015 (traditional) and 2016 (flipped). In 2016, 57.1% (36) of respondents to the end-of-course evaluation found watching video lectures at home to have a positive impact on their time management. Open-ended survey responses indicated a number of strengths of the flipped classroom approach, including the freedom to watch pre-recorded lectures at any time and the ability of section leaders to clarify targeted concepts. Suggestions for improvement focused on ways to increase regular interaction with lecturers. There was no significant difference in students' performance on quantitative assessments comparing the traditional format to the flipped classroom format. The flipped format did allow for greater flexibility and applied learning opportunities at home and during discussion sections.

Socratic dialogs and clicker use in an upper-division mechanics course

NASA Astrophysics Data System (ADS)

Kuo, H. Vincent; Kohl, Patrick B.; Carr, Lincoln D.

2012-02-01

The general problem of effectively using interactive engagement in non-introductory physics courses remains open. We present a three-year study comparing different approaches to lecturing in an intermediate mechanics course at the Colorado School of Mines. In the first year, the lectures were fairly traditional. In the second year the lectures were modified to include Socratic dialogs between the instructor and students. In the third year, the instructor used a personal response system and Peer Instruction-like pedagogy. All other course materials were nearly identical to an established traditional lecture course. We present results from a new instructor-constructed conceptual survey, exams, and course evaluations. We observe little change in student exam performance as lecture techniques varied, though students consistently stated clickers were "the best part of the course" from which they "learned the most." Indeed, when using clickers in this course, students were considerably more likely to become engaged than students in CSM introductory courses using the same methods.

A comparison of interteaching and lecture in the college classroom.

PubMed

Saville, Bryan K; Zinn, Tracy E; Neef, Nancy A; Van Norman, Renee; Ferreri, Summer J

2006-01-01

Interteaching is a new method of classroom instruction that is based on behavioral principles but offers more flexibility than other behaviorally based methods. We examined the effectiveness of interteaching relative to a traditional form of classroom instruction-the lecture. In Study 1, participants in a graduate course in special education took short quizzes after alternating conditions of interteaching and lecture. Quiz scores following interteaching were higher than quiz scores following lecture, although both methods improved performance relative to pretest measures. In Study 2, we also alternated interteaching and lecture but counterbalanced the conditions across two sections of an undergraduate research methods class. After each unit of information, participants from both sections took the same test. Again, test scores following interteaching were higher than test scores following lecture. In addition, students correctly answered more interteaching-based questions than lecture-based questions on a cumulative final test. In both studies, the majority of students reported a preference for interteaching relative to traditional lecture. In sum, the results suggest that interteaching may be an effective alternative to traditional lecture-based methods of instruction.

The supersymmetric method in random matrix theory and applications to QCD

NASA Astrophysics Data System (ADS)

Verbaarschot, Jacobus

2004-12-01

The supersymmetric method is a powerful method for the nonperturbative evaluation of quenched averages in disordered systems. Among others, this method has been applied to the statistical theory of S-matrix fluctuations, the theory of universal conductance fluctuations and the microscopic spectral density of the QCD Dirac operator. We start this series of lectures with a general review of Random Matrix Theory and the statistical theory of spectra. An elementary introduction of the supersymmetric method in Random Matrix Theory is given in the second and third lecture. We will show that a Random Matrix Theory can be rewritten as an integral over a supermanifold. This integral will be worked out in detail for the Gaussian Unitary Ensemble that describes level correlations in systems with broken time-reversal invariance. We especially emphasize the role of symmetries. As a second example of the application of the supersymmetric method we discuss the calculation of the microscopic spectral density of the QCD Dirac operator. This is the eigenvalue density near zero on the scale of the average level spacing which is known to be given by chiral Random Matrix Theory. Also in this case we use symmetry considerations to rewrite the generating function for the resolvent as an integral over a supermanifold. The main topic of the second last lecture is the recent developments on the relation between the supersymmetric partition function and integrable hierarchies (in our case the Toda lattice hierarchy). We will show that this relation is an efficient way to calculate superintegrals. Several examples that were given in previous lectures will be worked out by means of this new method. Finally, we will discuss the quenched QCD Dirac spectrum at nonzero chemical potential. Because of the nonhermiticity of the Dirac operator the usual supersymmetric method has not been successful in this case. However, we will show that the supersymmetric partition function can be evaluated by means of the replica limit of the Toda lattice equation.

Lecture Evaluations by Medical Students: Concepts That Correlate With Scores.

PubMed

Jen, Aaron; Webb, Emily M; Ahearn, Bren; Naeger, David M

2016-01-01

The didactic lecture remains one of the most popular teaching formats in medical education; yet, factors that most influence lecturing success in radiology education are unknown. The purpose of this study is to identify patterns of narrative student feedback that are associated with relatively higher and lower evaluation scores. All student evaluations from our core radiology elective during 1 year were compiled. All evaluation comments were tagged, to identify discrete descriptive concepts. Correlation coefficients were calculated, for each tag with mean evaluation scores. Tags that were the most strongly associated with the highest- versus lowest-rated (> or < 1 SD) lectures were identified. A total of 3,262 comments, on 273 lectures, rated by 77 senior medical students, were analyzed. The mean lecture score was 8.96 ± 0.62. Three tags were significantly positively correlated with lecture score: "interactive"; "fun/engaging"; and "practical/important content" (r = 0.39, r = 0.34, and r = 0.32, respectively; all P < .001). More tags (n = 12) were significantly negatively correlated with score; the three tags with the strongest such correlation were: "not interactive"; "poorly structured or unevenly paced"; and "content too detailed or abundant" (r = -0.44, r = -0.39, and r = -0.36, respectively; all P < .001). Analysis of only the highest- and lowest-rated lectures yielded similar results. Several factors were identified that were strongly associated with lecture score. Among the actionable characteristics, interactive lectures with appropriately targeted content (ie, practical/useful) were the most highly rated. Copyright © 2016 American College of Radiology. Published by Elsevier Inc. All rights reserved.

Comparing the effects of problem-based learning and the traditional lecture method on critical thinking skills and metacognitive awareness in nursing students in a critical care nursing course.

PubMed

Gholami, Mohammad; Moghadam, Parastou Kordestani; Mohammadipoor, Fatemeh; Tarahi, Mohammad Javad; Sak, Mandana; Toulabi, Tahereh; Pour, Amir Hossein Hossein

2016-10-01

Problem-based learning (PBL) is a method used to develop cognitive and metacognitive skills in nursing students. The present study was conducted to compare the effects of PBL and the traditional lecture method on critical thinking skills and metacognitive awareness in nursing students in a critical care nursing course. The present study was conducted with a quasi-experimental, single group, pretest-posttest design. A group of third-year nursing students (n=40) were recruited from Khorramabad School of Nursing and Midwifery in the west of Iran. The lecture method was used in one group over the first eight weeks of the first semester and PBL was adopted in the second eight weeks. Standardized self-report questionnaires including The California Critical Thinking Skills Test-B (CCTST-B) and the Metacognitive Awareness Inventory (MAI) were administered before and after the use of each of the instruction methods. Data were analyzed in SPSS using the paired t-test. No significant changes were observed in the students' critical thinking skills and metacognitive awareness after performing the lecture method. However, a significant increase was observed in the overall critical thinking score (P<0.01) and its sub-scales of evaluation and deduction (P<0.05) and in the overall metacognitive awareness score (P<0.001) after performing the PBL method. Copyright © 2016 Elsevier Ltd. All rights reserved.

A comparative study of traditional lecture methods and interactive lecture methods in introductory geology courses for non-science majors at the college level

NASA Astrophysics Data System (ADS)

Hundley, Stacey A.

In recent years there has been a national call for reform in undergraduate science education. The goal of this reform movement in science education is to develop ways to improve undergraduate student learning with an emphasis on developing more effective teaching practices. Introductory science courses at the college level are generally taught using a traditional lecture format. Recent studies have shown incorporating active learning strategies within the traditional lecture classroom has positive effects on student outcomes. This study focuses on incorporating interactive teaching methods into the traditional lecture classroom to enhance student learning for non-science majors enrolled in introductory geology courses at a private university. Students' experience and instructional preferences regarding introductory geology courses were identified from survey data analysis. The information gained from responses to the questionnaire was utilized to develop an interactive lecture introductory geology course for non-science majors. Student outcomes were examined in introductory geology courses based on two teaching methods: interactive lecture and traditional lecture. There were no significant statistical differences between the groups based on the student outcomes and teaching methods. Incorporating interactive lecture methods did not statistically improve student outcomes when compared to traditional lecture teaching methods. However, the responses to the survey revealed students have a preference for introductory geology courses taught with lecture and instructor-led discussions and students prefer to work independently or in small groups. The results of this study are useful to individuals who teach introductory geology courses and individuals who teach introductory science courses for non-science majors at the college level.

THE ETHICAL EDUCATION OF OPHTHALMOLOGY RESIDENTS: AN EXPERIMENT

PubMed Central

Packer, Samuel

2005-01-01

Purpose To demonstrate the effect of ethics education on a resident’s ability to answer questions that relate to moral dilemmas and on the clinical evaluations of residents by faculty. Methods The curriculum for the ethics education that was used for this study was designed by the author and consisted of 10 lectures of 1.5 hours each. Five residencies were included in the project. One residency received one lecture, two residencies received three lectures, and two residencies received 10 lectures. To evaluate the moral skills of the residents at the beginning of the course and at the end, the residents were given the Defining Issues Test (DIT-2) developed by James Rest, which involves answering standardized questions about four moral dilemmas. Faculty evaluations were completed before and after the ethics lectures were given. At the beginning of the ethics course, each resident was given a social survey that was designed to assess participation in community, religious, political, and societal activities as well as attitudes about these activities. All residents were also asked demographic information, including their age, gender, and year of residency. Results The results of the DIT-2 taken before and after the ethics lectures were compared. No correlations were found in faculty evaluations of clinical performance of the residents before and after the course (P = .052). Associations between DIT-2 scores and questions on community and religion in the social survey were noted. Conclusion The finding that the effect of an ethics course on residents’ ability to answer moral dilemmas did not achieve statistical significance should be accepted with the understanding that this was a first attempt at standardization of many variables, especially the format of the curriculum and materials used. The use of faculty evaluations to assess clinical performance needs to be standardized, and the faculty members need additional training to ensure validity of the results. The social survey was also the first attempt to assess an association between a resident’s response to moral dilemmas, attending evaluations, and residents’ opinions that relate to community, society, politics, and religion. PMID:17057806

Lecturer's Gender and Their Valuation of Student Evaluation of Teaching

ERIC Educational Resources Information Center

Atek, Engku Suhaimi Engku; Salim, Hishamuddin; Halim, Zulazhan Ab.; Jusoh, Zailani; Yusuf, Mohd Ali Mohd

2015-01-01

Student evaluation of teaching (SET) is carried out every semester at Malaysian universities and lecturers are evaluated based on student ratings. But very little is researched about what lecturers actually think about SET and whether it serves any meaningful purpose at all. This quantitative study involving six public universities on the East…

Brief, cooperative peer-instruction sessions during lectures enhance student recall and comprehension*

PubMed Central

Zhang, Niu; Henderson, Charles N.R.

2016-01-01

Objective: The objective of this study was to evaluate the academic impact of cooperative peer instruction during lecture pauses in an immunology/endocrinology course. Methods: Third-quarter students participated across iterations of the course. Each class offered 20 lectures of 50 minutes each. Classes were divided into a peer-instruction group incorporating cooperative peer instruction and a control group receiving traditional lectures. Peer-instruction group lectures were divided into 2–3 short presentations followed by a multiple-choice question (MCQ). Students recorded an initial answer and then had 1 minute to discuss answers with group peers. Following this, students could submit a revised answer. The control group received the same lecture material, but without MCQs or peer discussions. Final-exam scores were compared across study groups. A mixed-design analysis of covariance was used to analyze the data. Results: There was a statistically significant main effect for the peer-instruction activity (F(1, 93) = 6.573, p = .012, r = .257), with recall scores higher for MCQs asked after peer-instruction activities than for those asked before peer instruction. Final-exam scores at the end of term were greater in the peer-instruction group than the control group (F(1, 193) = 9.264, p = .003, r = .214; question type, F(1, 193) = 26.671, p = .000, r = .348). Conclusion: Lectures with peer-instruction pauses increase student recall and comprehension compared with traditional lectures. PMID:26967766

Time Spent, Workload, and Student and Faculty Perceptions in a Blended Learning Environment

PubMed Central

Schumacher, Christie; Arif, Sally

2016-01-01

Objective. To evaluate student perception and time spent on asynchronous online lectures in a blended learning environment (BLE) and to assess faculty workload and perception. Methods. Students (n=427) time spent viewing online lectures was measured in three courses. Students and faculty members completed a survey to assess perceptions of a BLE. Faculty members recorded time spent creating BLEs. Results. Total time spent in the BLE was less than the allocated time for two of the three courses by 3-15%. Students preferred online lectures for their flexibility, students’ ability to apply information learned, and congruence with their learning styles. Faculty members reported the BLE facilitated higher levels of learning during class sessions but noted an increase in workload. Conclusion. A BLE increased faculty workload but was well received by students. Time spent viewing online lectures was less than what was allocated in two of the three courses. PMID:27667839

Student performance and their perception of a patient-oriented problem-solving approach with audiovisual aids in teaching pathology: a comparison with traditional lectures

PubMed Central

Singh, Arjun

2011-01-01

Purpose We use different methods to train our undergraduates. The patient-oriented problem-solving (POPS) system is an innovative teaching–learning method that imparts knowledge, enhances intrinsic motivation, promotes self learning, encourages clinical reasoning, and develops long-lasting memory. The aim of this study was to develop POPS in teaching pathology, assess its effectiveness, and assess students’ preference for POPS over didactic lectures. Method One hundred fifty second-year MBBS students were divided into two groups: A and B. Group A was taught by POPS while group B was taught by traditional lectures. Pre- and posttest numerical scores of both groups were evaluated and compared. Students then completed a self-structured feedback questionnaire for analysis. Results The mean (SD) difference in pre- and post-test scores of groups A and B was 15.98 (3.18) and 7.79 (2.52), respectively. The significance of the difference between scores of group A and group B teaching methods was 16.62 (P < 0.0001), as determined by the z-test. Improvement in post-test performance of group A was significantly greater than of group B, demonstrating the effectiveness of POPS. Students responded that POPS facilitates self-learning, helps in understanding topics, creates interest, and is a scientific approach to teaching. Feedback response on POPS was strong in 57.52% of students, moderate in 35.67%, and negative in only 6.81%, showing that 93.19% students favored POPS over simple lectures. Conclusion It is not feasible to enforce the PBL method of teaching throughout the entire curriculum; However, POPS can be incorporated along with audiovisual aids to break the monotony of dialectic lectures and as alternative to PBL. PMID:23745071

Can blended learning and the flipped classroom improve student learning and satisfaction in Saudi Arabia?

PubMed Central

Sajid, Muhammad R.; Abothenain, Fayha; Salam, Yezan; AlJayar, Dina; Obeidat, Akef

2016-01-01

Objectives To evaluate student academic performance and perception towards blended learning and flipped classrooms in comparison to traditional teaching. Methods This study was conducted during the hematology block on year three students. Five lectures were delivered online only. Asynchronous discussion boards were created where students could interact with colleagues and instructors. A flipped classroom was introduced with application exercises. Summative assessment results were compared with previous year results as a historical control for statistical significance. Student feedback regarding their blended learning experience was collected. Results A total of 127 responses were obtained. Approximately 22.8% students felt all lectures should be delivered through didactic lecturing, while almost 35% felt that 20% of total lectures should be given online. Students expressed satisfaction with blended learning as a new and effective learning approach. The majority of students reported blended learning was helpful for exam preparation and concept clarification. However, a comparison of grades did not show a statistically significant increase in the academic performance of students taught via the blended learning method. Conclusions Learning experiences can be enriched by adopting a blended method of instruction at various stages of undergraduate and postgraduate education. Our results suggest that blended learning, a relatively new concept in Saudi Arabia, shows promising results with higher student satisfaction. Flipped classrooms replace passive lecturing with active student-centered learning that enhances critical thinking and application, including information retention.  PMID:27591930

Evaluating a Lecture on Cultural Competence in the Medical School Preclinical Curriculum

ERIC Educational Resources Information Center

Lim, Russell F.; Wegelin, Jacob; Hua, Lisa L.; Kramer, Elizabeth J.; Servis, Mark E.

2008-01-01

Objective: The authors aim to evaluate the effectiveness of a presentation designed to increase cultural competence. Methods: A measure was developed to evaluate the attainment of knowledge and attitude objectives by first-year medical students who watched a presentation on the effect of culture on the doctor-patient relationship and effective…

Comparison between flipped classroom and lecture-based classroom in ophthalmology clerkship.

PubMed

Tang, Fen; Chen, Chuan; Zhu, Yi; Zuo, Chengguo; Zhong, Yimin; Wang, Nan; Zhou, Lijun; Zou, Yuxian; Liang, Dan

2017-01-01

In recent years, the flipped classroom method of teaching has received much attention in health sciences education. However, the application of flipped classrooms in ophthalmology education has not been well investigated. The goal of this study was to investigate the effectiveness and acceptability of the flipped classroom approach to teaching ophthalmology at the clerkship level. Ninety-five fourth year medical students in an ophthalmology clerkship were randomly divided into two groups. An ocular trauma module was chosen for the content of this study. One group (FG (flipped group), n = 48) participated in flipped classroom instruction and was asked to watch a recorded lecture video and to read study materials before a face-to-face class meeting. They used the in-class time for discussion. The other group (TG (traditional group), n = 47) was assigned to traditional lecture-based instruction. These students attended a didactic lecture and completed assigned homework after the lecture. Feedback questionnaires were collected to compare students' perspectives on the teaching approach they experienced and to evaluate students' self-perceived competence and interest in ocular trauma. Pre- and post-tests were performed to assess student learning of the course materials. More students in the FG agreed that the classroom helped to promote their learning motivation, improve their understanding of the course materials, and enhance their communication skill and clinical thinking. However, students in the FG did not show a preference for this method of teaching, and also reported more burden and pressure than those from the TG. Students from the FG performed better on the post test over the ocular trauma-related questions when compared to those from the TG. The flipped classroom approach shows promise in ophthalmology clerkship teaching. However, it has some drawbacks. Further evaluation and modifications are required before it can be widely accepted and implemented. Abbreviations FG: Flipped classroom group; TG: Traditional lecture-based classroom group; TBL: Team-based learning; PBL: Problem-based learning; ZOC: Zhongshan Ophthalmic Center.

Evaluation of Physiology Lectures Conducted by Students: Comparison between Evaluation by Staff and Students

ERIC Educational Resources Information Center

Kommalage, Mahinda; Gunawardena, Sampath

2011-01-01

As a peer-assisted learning process, minilectures on physiology were conducted by students. During this process, students lecture to their colleagues in the presence of faculty staff members. These lectures were evaluated by faculty staff and students simultaneously. The aim of this study was to compare feedback from faculty members and students…

An evaluation of pharmacology curricula in Australian science and health-related degree programs.

PubMed

Lloyd, Hilary; Hinton, Tina; Bullock, Shane; Babey, Anna-Marie; Davis, Elizabeth; Fernandes, Lynette; Hart, Joanne; Musgrave, Ian; Ziogas, James

2013-11-19

Pharmacology is a biomedical discipline taught in basic science and professional degree programs. In order to provide information that would facilitate pharmacology curricula to be refined and developed, and approaches to teaching to be updated, a national survey was undertaken in Australia that investigated pharmacology course content, teaching and summative assessment methods. Twenty-two institutions participated in a purpose-built online questionnaire, which enabled an evaluation of 147 courses taught in 10 different degrees. To enable comparison, degrees were grouped into four major degree programs, namely science, pharmacy, medicine and nursing. The pharmacology content was then classified into 16 lecture themes, with 2-21 lecture topics identified per theme. The resultant data were analysed for similarities and differences in pharmacology curricula across the degree programs. While all lecture themes were taught across degree programs, curriculum content differed with respect to the breadth and hours of coverage. Overall, lecture themes were taught most broadly in medicine and with greatest coverage in pharmacy. Reflecting a more traditional approach, lectures were a dominant teaching method (at least 90% of courses). Sixty-three percent of science courses provided practical classes but such sessions occurred much less frequently in other degree programs, while tutorials were much more common in pharmacy degree programs (70%). Notably, problem-based learning was common across medical programs. Considerable diversity was found in the types of summative assessment tasks employed. In science courses the most common form of in-semester assessment was practical reports, whereas in other programs pen-and-paper quizzes predominated. End-of-semester assessment contributed 50-80% to overall assessment across degree programs. The similarity in lecture themes taught across the four different degree programs shows that common knowledge- and competency-based learning outcomes can be defined for pharmacology. The authors contend that it is the differences in breadth and coverage of material for each lecture theme, and the differing teaching modes and assessment that characterise particular degree programs. Adoption of pharmacology knowledge-based learning outcomes that could be tailored to suit individual degree programs would better facilitate the sharing of expertise and teaching practice than the current model where pharmacology curricula are degree-specific.

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

PubMed

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

2017-01-01

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

Reciprocal Questioning and Computer-based Instruction in Introductory Auditing: Student Perceptions.

ERIC Educational Resources Information Center

Watters, Mike

2000-01-01

An auditing course used reciprocal questioning (Socratic method) and computer-based instruction. Separate evaluations by 67 students revealed a strong aversion to the Socratic method; students expected professors to lecture. They showed a strong preference for the computer-based assignment. (SK)

An Evaluation of Computer-Aided Instruction in an Introductory Biostatistics Course.

ERIC Educational Resources Information Center

Forsythe, Alan B.; Freed, James R.

1979-01-01

Evaluates the effectiveness of computer assisted instruction for teaching biostatistics to first year students at the UCLA School of Dentistry. Results do not demonstrate the superiority of CAI but do suggest that CAI compares favorably to conventional lecture and programed instruction methods. (RAO)

Lecturing skills as predictors of tutoring skills in a problem-based medical curriculum.

PubMed

Kassab, Salah Eldin; Hassan, Nahla; Abu-Hijleh, Marwan F; Sequeira, Reginald P

2016-01-01

Recruitment of tutors to work in problem-based learning (PBL) programs is challenging, especially in that most of them are graduated from discipline-based programs. Therefore, this study aims at examining whether lecturing skills of faculty could predict their PBL tutoring skills. This study included evaluation of faculty (n=69) who participated in both tutoring and lecturing within particular PBL units at the College of Medicine and Medical Sciences (CMMS), Arabian Gulf University, Bahrain. Each faculty was evaluated by medical students (n=45±8 for lecturing and 8±2 for PBL tutoring) using structured evaluation forms based on a Likert-type scale (poor to excellent). The prediction of tutoring skills using lecturing skills was statistically analyzed using stepwise linear regression. Among the parameters used to judge lecturing skills, the most important predictor for tutoring skills was subject matter mastery in the lecture by explaining difficult concepts and responding effectively to students' questions. Subject matter mastery in the lecture positively predicted five tutoring skills and accounted for 25% of the variance in overall effectiveness of the PBL tutors (F=22.39, P=0.000). Other important predictors for tutoring skills were providing a relaxed class atmosphere and effective use of audiovisual aids in the lecture. Predicting the tutoring skills based on lecturing skills could have implications for recruiting tutors in PBL medical programs and for tutor training initiatives.

Can blended learning and the flipped classroom improve student learning and satisfaction in Saudi Arabia?

PubMed

Sajid, Muhammad R; Laheji, Abrar F; Abothenain, Fayha; Salam, Yezan; AlJayar, Dina; Obeidat, Akef

2016-09-04

To evaluate student academic performance and perception towards blended learning and flipped classrooms in comparison to traditional teaching. This study was conducted during the hematology block on year three students. Five lectures were delivered online only. Asynchronous discussion boards were created where students could interact with colleagues and instructors. A flipped classroom was introduced with application exercises. Summative assessment results were compared with previous year results as a historical control for statistical significance. Student feedback regarding their blended learning experience was collected. A total of 127 responses were obtained. Approximately 22.8% students felt all lectures should be delivered through didactic lecturing, while almost 35% felt that 20% of total lectures should be given online. Students expressed satisfaction with blended learning as a new and effective learning approach. The majority of students reported blended learning was helpful for exam preparation and concept clarification. However, a comparison of grades did not show a statistically significant increase in the academic performance of students taught via the blended learning method. Learning experiences can be enriched by adopting a blended method of instruction at various stages of undergraduate and postgraduate education. Our results suggest that blended learning, a relatively new concept in Saudi Arabia, shows promising results with higher student satisfaction. Flipped classrooms replace passive lecturing with active student-centered learning that enhances critical thinking and application, including information retention.

Student performance and their perception of a patient-oriented problem-solving approach with audiovisual aids in teaching pathology: a comparison with traditional lectures.

PubMed

Singh, Arjun

2011-01-01

We use different methods to train our undergraduates. The patient-oriented problem-solving (POPS) system is an innovative teaching-learning method that imparts knowledge, enhances intrinsic motivation, promotes self learning, encourages clinical reasoning, and develops long-lasting memory. The aim of this study was to develop POPS in teaching pathology, assess its effectiveness, and assess students' preference for POPS over didactic lectures. One hundred fifty second-year MBBS students were divided into two groups: A and B. Group A was taught by POPS while group B was taught by traditional lectures. Pre- and posttest numerical scores of both groups were evaluated and compared. Students then completed a self-structured feedback questionnaire for analysis. The mean (SD) difference in pre- and post-test scores of groups A and B was 15.98 (3.18) and 7.79 (2.52), respectively. The significance of the difference between scores of group A and group B teaching methods was 16.62 (P < 0.0001), as determined by the z-test. Improvement in post-test performance of group A was significantly greater than of group B, demonstrating the effectiveness of POPS. Students responded that POPS facilitates self-learning, helps in understanding topics, creates interest, and is a scientific approach to teaching. Feedback response on POPS was strong in 57.52% of students, moderate in 35.67%, and negative in only 6.81%, showing that 93.19% students favored POPS over simple lectures. It is not feasible to enforce the PBL method of teaching throughout the entire curriculum; However, POPS can be incorporated along with audiovisual aids to break the monotony of dialectic lectures and as alternative to PBL.

Lecture Attendance and Web Based Lecture Technologies: A Comparison of Student Perceptions and Usage Patterns

ERIC Educational Resources Information Center

von Konsky, Brian R.; Ivins, Jim; Gribble, Susan J.

2009-01-01

This paper investigates the impact of web based lecture recordings on learning and attendance at lectures. Student opinions regarding the perceived value of the recordings were evaluated in the context of usage patterns and final marks, and compared with attendance data and student perceptions regarding the usefulness of lectures. The availability…

Web-based versus traditional lecture: are they equally effective as a flexible bronchoscopy teaching method?

PubMed

Mata, Caio Augusto Sterse; Ota, Luiz Hirotoshi; Suzuki, Iunis; Telles, Adriana; Miotto, Andre; Leão, Luiz Eduardo Vilaça

2012-01-01

This study compares the traditional live lecture to a web-based approach in the teaching of bronchoscopy and evaluates the positive and negative aspects of both methods. We developed a web-based bronchoscopy curriculum, which integrates texts, images and animations. It was applied to first-year interns, who were later administered a multiple-choice test. Another group of eight first-year interns received the traditional teaching method and the same test. The two groups were compared using the Student's t-test. The mean scores (± SD) of students who used the website were 14.63 ± 1.41 (range 13-17). The test scores of the other group had the same range, with a mean score of 14.75 ± 1. The Student's t-test showed no difference between the test results. The common positive point noted was the presence of multimedia content. The web group cited as positive the ability to review the pages, and the other one the role of the teacher. Web-based bronchoscopy education showed results similar to the traditional live lecture in effectiveness.

37: COMPARISON OF TWO METHODS: TBL-BASED AND LECTURE-BASED LEARNING IN NURSING CARE OF PATIENTS WITH DIABETES IN NURSING STUDENTS

PubMed Central

Khodaveisi, Masoud; Qaderian, Khosro; Oshvandi, Khodayar; Soltanian, Ali Reza; Vardanjani, Mehdi molavi

2017-01-01

Background and aims learning plays an important role in developing nursing skills and right care-taking. The Present study aims to evaluate two learning methods based on team –based learning and lecture-based learning in learning care-taking of patients with diabetes in nursing students. Method In this quasi-experimental study, 64 students in term 4 in nursing college of Bukan and Miandoab were included in the study based on knowledge and performance questionnaire including 15 questions based on knowledge and 5 questions based on performance on care-taking in patients with diabetes were used as data collection tool whose reliability was confirmed by cronbach alpha (r=0.83) by the researcher. To compare the mean score of knowledge and performance in each group in pre-test step and post-test step, pair –t test and to compare mean of scores in two groups of control and intervention, the independent t- test was used. Results There was not significant statistical difference between two groups in pre terms of knowledge and performance score (p=0.784). There was significant difference between the mean of knowledge scores and diabetes performance in the post-test in the team-based learning group and lecture-based learning group (p=0.001). There was significant difference between the mean score of knowledge of diabetes care in pre-test and post-test in base learning groups (p=0.001). Conclusion In both methods team-based and lecture-based learning approaches resulted in improvement in learning in students, but the rate of learning in the team-based learning approach is greater compared to that of lecture-based learning and it is recommended that this method be used as a higher education method in the education of students.

Proposal for research and education: joint lectures and practicals on central nervous system anatomy and physiology.

PubMed

Kageyama, Ikuo; Yoshimura, Ken; Satoh, Yoshihide; Nanayakkara, Chinthani D; Pallegama, Ranjith W; Iwasaki, Shin-Ichi

2016-07-01

We coordinated anatomy and physiology lectures and practicals to facilitate an integrated understanding of morphology and function in a basic medical science program for dental students and to reduce the time spent on basic science education. This method is a means to provide the essential information and skills in less time. The overall impression was that the practice of joint central nervous system lectures and practicals was an efficient method for students, which suggests that joint lectures might also be useful for clinical subjects. About two-thirds of students felt that the joint anatomy and physiology lecture on the central nervous system was useful and necessary in understanding the relationship between morphology and function, at least for this subject. One-third of students were neutral on the effectiveness of this method. However, the survey results suggest that improvements are needed in the method and timing of joint lectures and practicals. The present teaching approach can be further improved by conducting combined lectures in which the form and function of anatomic structures are presented by the relevant departments during the same lecture. Finally, joint lecturers and practicals offer an opportunity to increase student understanding of the importance of new research findings by the present authors and other researchers.

Evaluating the Impact of Library Instruction Methods on the Quality of Student Research.

ERIC Educational Resources Information Center

Ackerson, Linda G.; Young, Virgina E.

1994-01-01

A three-year study at the University of Alabama compared a traditional lecture method for teaching library research skills with a course-integrated, computer-enhanced approach by assessing each method's impact on the quality of bibliographies from engineering students' term papers. In four of the five semesters, no significant differences were…

Centre for Advancement of Teaching Education Monograph Series. No. 2. Lessons Not Lectures.

ERIC Educational Resources Information Center

Linacre, E. T.

In view of the well-known disadvantages of lecturing, and the practicability of teaching without them, why does lecturing remain the standard method in universities? To increase the chances of lectures being good, they should be fewer, and to offset their deficiencies they should be regarded as only one component of a combination of methods used…

An Assessment of Teachers' Preference for Lecture Delivery Methods in Medical Education

ERIC Educational Resources Information Center

Seth, Vikas; Upadhyaya, Prerna; Ahmad, Mushtaq; Kumar, Virendra

2010-01-01

The aim of the study was to assess the medical teachers' preference for various lecture delivery methods like the lectures using chalkboard, utilizing transparencies with an overhead projector (OHP) or lectures using a PowerPoint presentation and their frequency of use of teaching aids. The faculty of the medical college was asked to fill in the…

The Effectiveness of Tutorial Strategies: An Experimental Evaluation.

ERIC Educational Resources Information Center

Swanson, Judy H.

The effectiveness of three tutorial strategies was evaluated by experimentally manipulating the strategies used in a 2 X 3 factorial design. Two tutors taught 48 college undergraduates a basic optics lesson about "how lenses work," using three instructional methods which varied the amount of tutor control. In the lecture condition, tutors assumed…

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

ERIC Educational Resources Information Center

Thrasher, Paul H.

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

Impact of utilisation of uncompleted handouts on power point presentations (PPT) in rural Indian medical institute

PubMed Central

BHAISARE, ROSHAN; KAMBLE, BHAVNA

2016-01-01

Introduction Note taking while attending a PPT requires high activity of memory and writing process which ultimately leads to what is called “death by power point” referring to boredom and fatigue.  To overcome this we planned to evaluate the impact of utilisation of uncompleted handouts given prior to PPT presentations. Methods Final year MBBS students were divided in 2 batches, batch A and batch B.  For a set of lectures one batch was provided with handouts before lecture while the other batch was given lectures only. Crossover was done to avoid bias, all the lectures being given by the same presenter.  At the end of each lecture, a short questionnaire of 10 Multiple Choice Question (MCQ) was provided to the students. Mean scores were calculated for lectures with handouts and without handouts. Results For a set of lectures, when batch A was provided with handouts, the mean score was 28.2; for batch B to which no handouts were given the mean score was 23.4. Similarly, for batch B when provided with handouts the mean score was 29.1, for batch A which was not provided with handouts the mean score was 24. There was an average increase of 4.2 marks. Actual gain when handouts were provided was 1.2 marks per lecture.  It was more for the batch comprising of repeater students as compared to the batch of fresher students. Increase in attendance was also noted. Conclusion Providing uncompleted handouts before a didactic lecture definitely results in increase in knowledge gain; repeater students benefit more with uncompleted handouts, PMID:27382583

Comparison of effectiveness of class lecture versus workshop-based teaching of basic life support on acquiring practice skills among the health care providers

PubMed Central

Karim, Habib Md. Reazaul; Yunus, Md.; Bhattacharyya, Prithwis; Ahmed, Ghazal

2016-01-01

Background: Basic life support (BLS) is an integral part of emergency medical care. Studies have shown poor knowledge of it among health care providers who are usually taught BLS by lecture-based teachings in classes. Objectives: This study is designed to assess the effectiveness of class lecture versus workshop-based teaching of BLS on acquiring the practice skills on mannequin. Methods: After ethical approval and informed consent from the participants, the present study was conducted among the health care providers. Participants were grouped in lecture-based class teaching and workshop-based teaching. They were then asked to practice BLS on mannequin (Resusci Anne with QCPR) and evaluated as per performance parameters based on American Heart Association BLS. Statistical analyses are done by Fisher's exact t-test using GraphPad INSTAT software and P < 0.05 is taken as significant. Results: There were 55 participants in lecture-based teaching and 50 in workshop-based teaching group. There is no statistical difference in recognition of arrest, checking pulse, and starting chest compression (P > 0.05). Though more than 83% of lecture-based teaching group has started chest compression as compared 96% of workshop group; only 49% of the participants of lecture-based group performed quality chest compression as compared to 82% of other group (P = 0.0005). The workshop group also performed better bag mask ventilation and defibrillation (P < 0.0001). Conclusion: Workshop-based BLS teaching is more effective and lecture-based class teaching better is replaced in medical education curriculum. PMID:27308252

College Students' Perceptions of the Traditional Lecture Method

ERIC Educational Resources Information Center

Covill, Amy E.

2011-01-01

Fifty-one college students responded to survey questions regarding their perceptions of the traditional lecture method of instruction that they received in a 200-level psychology course. At a time when many professors are being encouraged to use active learning methods instead of lectures, it is important to consider the students' perspective. Do…

Integrating Prevention into Obstetrics/Gynecology.

ERIC Educational Resources Information Center

Carey, J. Christopher

2000-01-01

Discusses formats to teach preventive medicine in obstetrics and gynecology (including learning objectives, lectures/seminars, and rounds/office practice) and evaluation methods (oral examinations, computerized question banks, objective structured clinical examinations). Offers examples from specific programs at American medical schools, including…

Evaluating Design Enhancements to the Tablet Arm Chair in Language Instruction Classes at UNC Chapel Hill

ERIC Educational Resources Information Center

Henshaw, Robert Griffith; Reubens, Andrea

2014-01-01

Higher education institutions are increasingly interested in cost-effective classroom furniture solutions that support diverse teaching methods by facilitating movement between lecture and interactive instructional methods such as small group work. Several furniture manufacturers are exploring designs based on the traditional tablet arm chair. A…

Comparison between flipped classroom and lecture-based classroom in ophthalmology clerkship

PubMed Central

Tang, Fen; Chen, Chuan; Zhu, Yi; Zuo, Chengguo; Zhong, Yimin; Wang, Nan; Zhou, Lijun; Zou, Yuxian; Liang, Dan

2017-01-01

ABSTRACT Background: In recent years, the flipped classroom method of teaching has received much attention in health sciences education. However, the application of flipped classrooms in ophthalmology education has not been well investigated. Objective: The goal of this study was to investigate the effectiveness and acceptability of the flipped classroom approach to teaching ophthalmology at the clerkship level. Design: Ninety-five fourth year medical students in an ophthalmology clerkship were randomly divided into two groups. An ocular trauma module was chosen for the content of this study. One group (FG (flipped group), n = 48) participated in flipped classroom instruction and was asked to watch a recorded lecture video and to read study materials before a face-to-face class meeting. They used the in-class time for discussion. The other group (TG (traditional group), n = 47) was assigned to traditional lecture-based instruction. These students attended a didactic lecture and completed assigned homework after the lecture. Feedback questionnaires were collected to compare students’ perspectives on the teaching approach they experienced and to evaluate students’ self-perceived competence and interest in ocular trauma. Pre- and post-tests were performed to assess student learning of the course materials. Results: More students in the FG agreed that the classroom helped to promote their learning motivation, improve their understanding of the course materials, and enhance their communication skill and clinical thinking. However, students in the FG did not show a preference for this method of teaching, and also reported more burden and pressure than those from the TG. Students from the FG performed better on the post test over the ocular trauma-related questions when compared to those from the TG. Conclusions: The flipped classroom approach shows promise in ophthalmology clerkship teaching. However, it has some drawbacks. Further evaluation and modifications are required before it can be widely accepted and implemented. Abbreviations FG: Flipped classroom group; TG: Traditional lecture-based classroom group; TBL: Team-based learning; PBL: Problem-based learning; ZOC: Zhongshan Ophthalmic Center PMID:29096591

Team-based learning in a preclinical removable denture prosthesis module in a United Arab Emirates dental school.

PubMed

Haj-Ali, Reem; Al Quran, Firas

2013-03-01

The purpose of this article is to describe the implementation of a team-based learning (TBL) approach in a removable denture prosthesis (RDP) module and present the results of students' performance in individual and group TBL activities and exam scores, students' experience with TBL and end of course evaluations, and faculty feedback. Course material at the College of Dentistry, University of Sharjah, United Arab Emirates, was transformed into seven conventional lectures and seven TBL sessions. Each TBL session consisted of pre-assigned reading (self-directed learning), in-class individual and group readiness tests (accountability), team problem-solving of patient RDP cases, and faculty-led class discussion (knowledge application). The course was assessed through scores from TBL session activities and course examinations, student satisfaction survey, and faculty feedback. Course grades were found to be higher using the TBL method then the traditional lecture-based method. Student evaluation data and faculty response indicated strong support for TBL as it was implemented in the course. The faculty noted a higher level of student engagement with team learning than in conventional class lecturing. TBL is an active-learning instructional strategy for courses with high student-to-faculty ratios. This approach provides regular feedback and the opportunity for students to develop higher reasoning skills.

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

PubMed

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

2015-01-01

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

Delivery of a urology online course using Moodle versus didactic lectures methods.

PubMed

Reis, Leonardo Oliveira; Ikari, Osamu; Taha-Neto, Khaled A; Gugliotta, Antonio; Denardi, Fernandes

2015-02-01

To subjectively and objectively compare an accessible interactive electronic library using Moodle with lectures for urology teaching of medical students. Forty consecutive fourth-year medical students and one urology teacher were exposed to two teaching methods (4 weeks each) in the form of problem-based learning: - lectures and - student-centered group discussion based on Moodle (modular object-oriented dynamic learning environment) full time online delivered (24/7) with video surgeries, electronic urology cases and additional basic principles of the disease process. All 40 students completed the study. While 30% were moderately dissatisfied with their current knowledge base, online learning course delivery using Moodle was considered superior to the lectures by 86% of the students. The study found the following observations: (1) the increment in learning grades ranged from 7.0 to 9.7 for students in the online Moodle course compared to 4.0-9.6 to didactic lectures; (2) the self-reported student involvement in the online course was characterized as large by over 60%; (3) the teacher-student interaction was described as very frequent (50%) and moderately frequent (50%); and (4) more inquiries and requisitions by students as well as peer assisting were observed from the students using the Moodle platform. The Moodle platform is feasible and effective, enthusing medical students to learn, improving immersion in the urology clinical rotation and encouraging the spontaneous peer assisted learning. Future studies should expand objective evaluations of knowledge acquisition and retention. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

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

ERIC Educational Resources Information Center

Öztürk, Basak Karakoç

2018-01-01

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

Utility of Combining a Simulation-Based Method With a Lecture-Based Method for Fundoscopy Training in Neurology Residency.

PubMed

Gupta, Deepak K; Khandker, Namir; Stacy, Kristin; Tatsuoka, Curtis M; Preston, David C

2017-10-01

Fundoscopic examination is an essential component of the neurologic examination. Competence in its performance is mandated as a required clinical skill for neurology residents by the American Council of Graduate Medical Education. Government and private insurance agencies require its performance and documentation for moderate- and high-level neurologic evaluations. Traditionally, assessment and teaching of this key clinical examination technique have been difficult in neurology residency training. To evaluate the utility of a simulation-based method and the traditional lecture-based method for assessment and teaching of fundoscopy to neurology residents. This study was a prospective, single-blinded, education research study of 48 neurology residents recruited from July 1, 2015, through June 30, 2016, at a large neurology residency training program. Participants were equally divided into control and intervention groups after stratification by training year. Baseline and postintervention assessments were performed using questionnaire, survey, and fundoscopy simulators. After baseline assessment, both groups initially received lecture-based training, which covered fundamental knowledge on the components of fundoscopy and key neurologic findings observed on fundoscopic examination. The intervention group additionally received simulation-based training, which consisted of an instructor-led, hands-on workshop that covered practical skills of performing fundoscopic examination and identifying neurologically relevant findings on another fundoscopy simulator. The primary outcome measures were the postintervention changes in fundoscopy knowledge, skills, and total scores. A total of 30 men and 18 women were equally distributed between the 2 groups. The intervention group had significantly higher mean (SD) increases in skills (2.5 [2.3] vs 0.8 [1.8], P = .01) and total (9.3 [4.3] vs 5.3 [5.8], P = .02) scores compared with the control group. Knowledge scores (6.8 [3.3] vs 4.5 [4.9], P = .11) increased nonsignificantly in both groups. This study supports the use of a simulation-based method as a supplementary tool to the lecture-based method in the assessment and teaching of fundoscopic examination in neurology residency.

Slide shows vs graphic tablet live drawing for anatomy teaching.

PubMed

Alsaid, B

2016-12-01

Blackboard drawing is the traditional and still widely learned method for anatomy teachers. However, for practical reasons, more and more lessons are done using slide shows. New digital learning tools are developed to create a more attractive teaching method. The objective of this study was to compare the use of graphic tablet live drawing versus slide shows. Sixty-five second-year students of the Faculty of Medicine participated in this study during their first semester of 2013-2014 academic year. The selected lecture dealt about neuroanatomy; two brain sections were taught: median sagittal and transverse. The sagittal section was presented via a slide show. The transverse section was taught using a graphics tablet using drawing software. Students were evaluated three times: before the lecture, immediately after the lecture and 8 weeks later. Means were compared using a t-test. Scores were significantly higher immediately after the lecture and 8 weeks later tests in comparing the transverse section (using the graphics tablet) versus the sagittal section (using PowerPoint ® ). Student satisfaction regarding the use of the tablet was high. The graphics tablet is a usable and efficient drawing tool in anatomy teaching. This tool requires a specific teacher training and preparation. Copyright © 2016 Elsevier Masson SAS. All rights reserved.

The Effectiveness of Programed Instruction Versus the Lecture-Discussion Method of Teaching Basic Metallurgical Concepts.

ERIC Educational Resources Information Center

Bockman, David Carl

The purpose of this study was to compare the conventional lecture-discussion method and an illustrated programed textbook method when teaching a unit of instruction on the basic concepts of metallurgy. The control group used a portion of a conventional textbook accompanied by lecture, chalkboard illustration, and class discussion. The experimental…

Electronic Learning in Yugoslavia.

ERIC Educational Resources Information Center

Barker, Philip G.

1990-01-01

Describes a course taught at the University of Zagreb (Yugoslavia) on electronic learning methods based upon computer-assisted learning techniques. The course content is outlined, including lectures, workshops, videotapes, demonstration software, and courseware authoring; a multimedia teaching laboratory is described; and an evaluation of course…

Introducing Contemporary Anthropology: A Team-Taught Course for Large Classes.

ERIC Educational Resources Information Center

Plotnicov, Leonard

1985-01-01

Describes a method of teaching large sections of college introductory anthropology by members of the anthropology faculty giving their best lectures. Presents details of how such a course was initiated, operated, and evaluated at the University of Pittsburgh. (KH)

Lectures based on cardinal symptoms in undergraduate medicine - effects of evaluation-based interventions on teaching large groups

PubMed Central

Kuhnigk, Olaf; Weidtmann, Katja; Anders, Sven; Hüneke, Bernd; Santer, René; Harendza, Sigrid

2011-01-01

Despite critical voices lectures are still an important teaching format in current medical curricula. With the curricular reform at Hamburg Medical Faculty in the year 2004, all subject specific lectures were replaced by cardinal symptom oriented lectures (LSV) in the new clinical curriculum. LSVs are taught throughout all six thematic blocks in years three to five. Since regular student evaluations after each thematic block seemed to demand improvement of the LSVs, this study was carried out using evaluations of individual LSVs by the participating students and by trained auditors (final year students and academic staff). Based on these evaluations feedback containing the individual evaluation data was given in written form to the lecturers combined with information material on planning an LSV using modern didactic techniques. In a second evaluation period, the effects of this intervention were studied. Only small improvements in the LSVs’ quality were noted regarding the level of marks achieved. When individual items were evaluated, especially the didactic quality, significant improvements were noticeable. Overall, on the basis of individual items students ranked the quality of the LSVs significantly higher than trained auditors during the first evaluation period. This effect was no longer seen after the second evaluation period. The inter rater reliability among the auditors was very good. This study shows that regular quality assurance is needed on the structural levels and for staff to accompany the process of embedding teaching formats into curricular concepts. Further investigation is needed to determine the adequate frequency of evaluation and the format of feedback to guarantee sustainable effects of the didactic quality of lectures. PMID:21818230

The effectiveness of an interactive computer program versus traditional lecture in athletic training education.

PubMed

Wiksten, D L; Patterson, P; Antonio, K; De La Cruz, D; Buxton, B P

1998-07-01

To evaluate the effectiveness of an interactive athletic training educational curriculum (IATEC) computer program as compared with traditional lecture instruction. Instructions on assessment of the quadriceps angle (Q-angle) were compared. Dependent measures consisted of cognitive knowledge, practical skill assessment, and attitudes toward the 2 methods of instruction. Sixty-six subjects were selected and then randomly assigned to 3 different groups: traditional lecture, IATEC, and control. The traditional lecture group (n = 22) received a 50-minute lecture/demonstration covering the same instructional content as the Q-angle module of the IATEC program. The IATEC group (n = 20; 2 subjects were dropped from this group due to scheduling conflicts) worked independently for 50 to 65 minutes using the Q-angle module of the IATEC program. The control group (n = 22) received no instruction. Subjects were recruited from an undergraduate athletic training education program and were screened for prior knowledge of the Q-angle. A 9-point multiple choice examination was used to determine cognitive knowledge of the Q-angle. A 12-point yes-no checklist was used to determine whether or not the subjects were able to correctly measure the Q-angle. The Allen Attitude Toward Computer-Assisted Instruction Semantic Differential Survey was used to assess student attitudes toward the 2 methods of instruction. The survey examined overall attitudes, in addition to 3 subscales: comfort, creativity, and function. The survey was scored from 1 to 7, with 7 being the most favorable and 1 being the least favorable. Results of a 1-way ANOVA on cognitive knowledge of the Q-angle revealed that the traditional lecture and IATEC groups performed significantly better than the control group, and the traditional lecture group performed significantly better than the IATEC group. Results of a 1-way ANOVA on practical skill performance revealed that the traditional lecture and IATEC groups performed significantly better than the control group, but there were no significant differences between the traditional lecture and IATEC groups on practical skill performance. Results of a t test indicated significantly more favorable attitudes (P < .05) for the traditional lecture group when compared with the IATEC group for comfort, creativity, and function. Our results suggest that use of the IATEC computer module is an effective means of instruction; however, use of the IATEC program alone may not be sufficient for educating students in cognitive knowledge. Further research is needed to determine the effectiveness of the IATEC computer program as a supplement to traditional lecture instruction in athletic training education.

The Effectiveness of an Interactive Computer Program Versus Traditional Lecture in Athletic Training Education

PubMed Central

Wiksten, Denise Lebsack; Patterson, Patricia; Antonio, Kimberly; De La Cruz, Daniel; Buxton, Barton P.

1998-01-01

Objective: To evaluate the effectiveness of an interactive athletic training educational curriculum (IATEC) computer program as compared with traditional lecture instruction. Instructions on assessment of the quadriceps angle (Q-angle) were compared. Dependent measures consisted of cognitive knowledge, practical skill assessment, and attitudes toward the 2 methods of instruction. Design and Setting: Sixty-six subjects were selected and then randomly assigned to 3 different groups: traditional lecture, IATEC, and control. The traditional lecture group (n = 22) received a 50-minute lecture/demonstration covering the same instructional content as the Q-angle module of the IATEC program. The IATEC group (n = 20; 2 subjects were dropped from this group due to scheduling conflicts) worked independently for 50 to 65 minutes using the Q-angle module of the IATEC program. The control group (n = 22) received no instruction. Subjects: Subjects were recruited from an undergraduate athletic training education program and were screened for prior knowledge of the Q-angle. Measurements: A 9-point multiple choice examination was used to determine cognitive knowledge of the Q-angle. A 12-point yes-no checklist was used to determine whether or not the subjects were able to correctly measure the Q-angle. The Allen Attitude Toward Computer-Assisted Instruction Semantic Differential Survey was used to assess student attitudes toward the 2 methods of instruction. The survey examined overall attitudes, in addition to 3 subscales: comfort, creativity, and function. The survey was scored from 1 to 7, with 7 being the most favorable and 1 being the least favorable. Results: Results of a 1-way ANOVA on cognitive knowledge of the Q-angle revealed that the traditional lecture and IATEC groups performed significantly better than the control group, and the traditional lecture group performed significantly better than the IATEC group. Results of a 1-way ANOVA on practical skill performance revealed that the traditional lecture and IATEC groups performed significantly better than the control group, but there were no significant differences between the traditional lecture and IATEC groups on practical skill performance. Results of a t test indicated significantly more favorable attitudes (P < .05) for the traditional lecture group when compared with the IATEC group for comfort, creativity, and function. Conclusions: Our results suggest that use of the IATEC computer module is an effective means of instruction; however, use of the IATEC program alone may not be sufficient for educating students in cognitive knowledge. Further research is needed to determine the effectiveness of the IATEC computer program as a supplement to traditional lecture instruction in athletic training education. PMID:16558517

Development of a Tool to Evaluate Lecturers' Verbal Repertoire in Action

ERIC Educational Resources Information Center

van der Rijst, R. M.; Visser-Wijnveen, G. J.; Verloop, N.; van Driel, J. H.

2014-01-01

A broad communicative repertoire can help university lecturers to motivate and engage diverse student populations. The aim of this study is to develop and explore the usefulness and validity of a tool to identify patterns in lecturers' verbal repertoire. Speech act theory is presented as a framework to study lecturers' verbal…

Changing Children’s Understanding of the Brain: A Longitudinal Study of the Royal Institution Christmas Lectures as a Measure of Public Engagement

PubMed Central

Gjersoe, Nathalia L.; Hood, Bruce

2013-01-01

Demonstrating the impact of public engagement is an increasingly important activity for today’s academics and researchers. The difficulty is that many areas of interest do not lend themselves well to evaluation because the impact of each single intervention can be hard to trace and take time to become manifest. With this in mind, we evaluated a lecture based around the 2011 Royal Institution Christmas Lectures, ”Meet Your Brain,” delivered to school children from low performing schools. We compared knowledge about four neuroscience facts one week before, one week after and six weeks after the lecture. Analysis revealed significant knowledge transfer one week after the lecture that was retained five weeks later. We conclude that public engagement through tailored lectures can have significant impact in the moderate term with the potential to leave a lasting impression over a longer period. PMID:24260513

A Comparison of Traditional and Engaging Lecture Methods in a Large, Professional-Level Course

ERIC Educational Resources Information Center

Miller, Cynthia J.; McNear, Jacquee; Metz, Michael J.

2013-01-01

In engaging lectures, also referred to as broken or interactive lectures, students are given short periods of lecture followed by "breaks" that can consist of 1-min papers, problem sets, brainstorming sessions, or open discussion. While many studies have shown positive effects when engaging lectures are used in undergraduate settings,…

Motivation Gets You Going and Habit Gets You There

ERIC Educational Resources Information Center

Van Twembeke, Ellen; Goeman, Katie

2018-01-01

Background: Educational changes often face resistance as lecturers tend to stand by familiar methods of instruction. This reluctance presents a challenge for programme coordinators who wish to introduce other methods, such as flipped classrooms, and seek to motivate lecturers to embrace educational change. Research into lecturers' motivational…

Evaluation of a university general education health and wellness course delivered by lecture or online.

PubMed

Hager, Ronald; George, James D; LeCheminant, James D; Bailey, Bruce W; Vincent, William J

2012-01-01

To assess a single-semester university general education (GE) health and wellness course influence on physical activity (PA) and dietary habits among university students and to compare the course delivered through lecture or online for these outcomes. A 15-week intervention with pre-post one-group design, allowing for comparative assessments in dietary and PA habits across time by delivery method (classroom lecture vs. online). A large Western university. Participants (n = 1638, female; n = 1333, male) were 82% university freshman or sophomores. Participants were required to take a GE health and wellness course either by classroom lecture or online. The lecture and online curriculum content were similar. Participation in the study was entirely voluntary and was not connected to course grade. PA and dietary outcomes were determined from questions used in the Behavioral Risk Factor Surveillance System survey and were assessed pre- and post-intervention. Other validated questions were used to assess fitness. The general linear model was utilized to determine group x period interactions when comparing the classroom lecture vs. online course. Students improved overall level of PA by 12%, daily minutes of moderate-intensity PA by 8%, and fitness level by 2%. Students improved fruit/vegetable consumption by 4%, bran/whole grain cereal consumption by 8%, and brown rice/whole wheat bread consumption by 11%. All improvements were statistically significant (p < .001) with percent values indicating the size of the effect. The classroom lecture course yielded stronger improvements in several PA and dietary outcomes than the online course. A single-semester university wellness course may positively influence multiple PA and dietary behaviors; however, classroom lecture may be superior to online delivery.

The Evaluation of Micro Teaching Method Used in the Training of Primary School Teachers in Turkey

ERIC Educational Resources Information Center

Musa, Taskaya Serdarhan

2014-01-01

Micro teaching, one of the most frequently used methods in the pre-service education of teachers, is used in many lectures for the training of teachers in the faculties of education in Turkey. Micro teaching is a teaching method which is especially used in the pre-service training of teachers and it aims to train prospective teachers by making…

Mississippi CaP HBCU Undergraduate Research Training Program

DTIC Science & Technology

2015-09-01

first lecture) - vs. post (after the last lecture)-evaluation test evaluated the impact of the lectures program on the trainees’ knowledge about...construed as an official Department of the Army position, policy or decision unless so designated by other documentation. REPORT DOCUMENTATION PAGE Form...Cancer Jamal Keyes JSU Drazen Raucher Testing the Anti-Proliferative Effects of Thermally Responsive Elastin-like Polypeptides on PC-3 mm and DU-145

A Comparative Study to Evaluate the Effectiveness of Computer Assisted Instruction (CAI) versus Class Room Lecture (RL) for Computer Science at ICS Level

ERIC Educational Resources Information Center

Kausar, Tayyaba; Choudhry, Bushra Naoreen; Gujjar, Aijaz Ahmed

2008-01-01

This study was aimed to evaluate the effectiveness of CAI vs. classroom lecture for computer science at ICS level. The objectives were to compare the learning effects of two groups with class room lecture and computer assisted instruction studying the same curriculum and the effects of CAI and CRL in terms of cognitive development. Hypothesis of…

A Comparative Study to Evaluate the Effectiveness of Computer Assisted Instruction (CAI) versus Class Room Lecture (CRL) for Computer Science at ICS Level

ERIC Educational Resources Information Center

Kausar, Tayyaba; Choudhry, Bushra Naoreen; Gujjar, Aijaz Ahmed

2008-01-01

This study was aimed to evaluate the effectiveness of CAI vs. classroom lecture for computer science at ICS level. The objectives were to compare the learning effects of two groups with class room lecture and computer assisted instruction studying the same curriculum and the effects of CAI and CRL in terms of cognitive development. Hypothesis of…

Debate preparation/participation: an active, effective learning tool.

PubMed

Koklanaris, Nikki; MacKenzie, Andrew P; Fino, M Elizabeth; Arslan, Alan A; Seubert, David E

2008-01-01

Passive educational techniques (such as lectures) are thought to be less productive than active learning. We examined whether preparing for and participating in a debate would be an effective, active way to learn about a controversial topic. We compared quiz performance in residents who attended a lecture to residents who prepared for/participated in a debate. Twelve residents each participated in one lecture session and one debate session. Learning was evaluated via a quiz. Quizzes were given twice: before the debate/lecture and 1 week after the debate/lecture. Quiz scores were compared using repeated measures analysis of variance, with a p value of < .05 considered significant. A survey evaluating the usefulness of debating was given to all participants. There was a statistically significant difference in the pretest mean quiz score between the debate and lecture groups: 78.3% and 52.5%, respectively (p = .02). Similarly, on posttest quizzes, the average debater scored 85.8%, versus 61.7% for the lecture group (p = .003). Although no one in the debate group scored lower on a follow-up quiz, 3 residents in the lecture group did worse on follow-up. When learning about a controversial topic, residents who prepared for/participated in a debate achieved higher quiz scores and were better at retaining information than those who attended a lecture. When faced with teaching a controversial topic, organizing a debate may be more effective than giving a lecture.

Effect of Simulation Techniques and Lecture Method on Students' Academic Performance in Mafoni Day Secondary School Maiduguri, Borno State, Nigeria

ERIC Educational Resources Information Center

Bello, Sulaiman; Ibi, Mustapha Baba; Bukar, Ibrahim Bulama

2016-01-01

The study examined the effect of simulation technique and lecture method on students' academic performance in Mafoni Day Secondary School, Maiduguri. The study used both simulation technique and lecture methods of teaching at the basic level of education in the teaching/learning environment. The study aimed at determining the best predictor among…

Comparison of Internet versus lecture instructional methods for teaching nursing research.

PubMed

Woo, M A; Kimmick, J V

2000-01-01

Although many higher education programs are using the Internet to teach classes, there are few published reports on the effectiveness of this method on test scores or student satisfaction. The purpose of this study was to compare test and student satisfaction scores of graduate nursing students who take a nursing research course via the Internet with those of students who take the same course via traditional lecture instruction. In addition, student technical support use and Internet student lecture attendance also were examined. A total of 97 students (Internet, 44; lectures, 53) participated. There were no significant differences in test scores and overall course student satisfaction (P > .05). However, the Internet students reported significantly higher (P = .04) stimulation of learning compared with the traditional lecture students. Technical support use by the Internet students was high initially and was related to software problems. Of interest were the large proportion of Internet students (73 percent) who attended at least 3 of the 10 lectures. Use of the Internet to teach graduate-level nursing research can provide comparable learning and student satisfaction to traditional lecture instructional methods.

The Use of Lecture Recordings in Higher Education: A Review of Institutional, Student, and Lecturer Issues

ERIC Educational Resources Information Center

O'Callaghan, Frances V.; Neumann, David L.; Jones, Liz; Creed, Peter A.

2017-01-01

Web-based lecture technologies are being used increasingly in higher education. One widely-used method is the recording of lectures delivered during face-to-face teaching of on-campus courses. The recordings are subsequently made available to students on-line and have been variously referred to as lecture capture, video podcasts, and Lectopia. We…

A Comparison of a Traditional Lecture-Based and Online Supplemental Video and Lecture-Based Approach in an Engineering Statics Class

ERIC Educational Resources Information Center

Halupa, Colleen M.; Caldwell, Benjamin W.

2015-01-01

This quasi-experimental research study evaluated two intact undergraduate engineering statics classes at a private university in Texas. Students in the control group received traditional lecture, readings and homework assignments. Those in the experimental group also were given access to a complete set of online video lectures and videos…

Increasing Students' Attendance at Lecture and Preparation for Lecture by Allowing Students to Use Their Notes during Tests

ERIC Educational Resources Information Center

Messling, Paul A., III; Dermer, Marshall L.

2009-01-01

In an upper-division, college course with a lecture component and two laboratory sections, we experimentally evaluated a treatment package that included this contingency: "only if students attended lecture and submitted notes for each day's reading assignment could they use their notes during a later test," and instructions about the contingency.…

Formative Evaluation of Lectures; An Application of Stake's Evaluation Framework.

ERIC Educational Resources Information Center

Westphal, Walter W.; And Others

The problem of major concern to the Physics Education Evaluation Project (P.E.E.P.) involved the improvement of university physics teaching and learning. The present paper describes instruments and procedures developed for systematic formative evaluation of physics lectures. The data was drawn from two sections of a first year university physics…

From experiment to publication in one semester: a lecture course model on the basis of a photonic researcher's every-day tasks

NASA Astrophysics Data System (ADS)

Gerhard, Christoph; Wieneke, Stephan

2015-10-01

We report on a lecture course model that we established three semesters ago in order to strengthen practice-orientated teaching in optics and photonics: In the frame of the lecture "Advanced Laser Treatment", which is a mandatory course of our university's master degree curriculum, students now have the possibility to experience a researcher's every-day tasks. In small groups, the attendees work on a self-contained topic which is defined by the lecturers. The work load and content is in the scale of a small work package of a usual research project. It includes the initial research on the state of the art, the experimentation using different laser sources, and the subsequent evaluation of the obtained results. On the basis of this work, the students then prepare a draft of a scientific paper and finally present their results and findings orally in a conference-like exam. This lecture course model has turned out to be an appropriate teaching method for practice-orientated subjects. It was observed that the students are much more motivated and work more independently than during a classical lecture with a certain amount of lab work. Having sole responsibility supports to identify with their project. Further, this lecture course model helps to develop scientific work skills, attain first experience in every-day research tasks and encourages creativity. In some cases, the paper drafts written by the students can even be published, representing a valuable starting point for their future professional career.

A brief simulation intervention increasing basic science and clinical knowledge.

PubMed

Sheakley, Maria L; Gilbert, Gregory E; Leighton, Kim; Hall, Maureen; Callender, Diana; Pederson, David

2016-01-01

Background The United States Medical Licensing Examination (USMLE) is increasing clinical content on the Step 1 exam; thus, inclusion of clinical applications within the basic science curriculum is crucial. Including simulation activities during basic science years bridges the knowledge gap between basic science content and clinical application. Purpose To evaluate the effects of a one-off, 1-hour cardiovascular simulation intervention on a summative assessment after adjusting for relevant demographic and academic predictors. Methods This study was a non-randomized study using historical controls to evaluate curricular change. The control group received lecture (n l =515) and the intervention group received lecture plus a simulation exercise (n l+s =1,066). Assessment included summative exam questions (n=4) that were scored as pass/fail (≥75%). USMLE-style assessment questions were identical for both cohorts. Descriptive statistics for variables are presented and odds of passage calculated using logistic regression. Results Undergraduate grade point ratio, MCAT-BS, MCAT-PS, age, attendance at an academic review program, and gender were significant predictors of summative exam passage. Students receiving the intervention were significantly more likely to pass the summative exam than students receiving lecture only (P=0.0003). Discussion Simulation plus lecture increases short-term understanding as tested by a written exam. A longitudinal study is needed to assess the effect of a brief simulation intervention on long-term retention of clinical concepts in a basic science curriculum.

Recruiting U.S. Chinese Elders into Clinical Research for Dementia

PubMed Central

Li, Clara; Neugroschl, Judith; Umpierre, Mari; Martin, Jane; Huang, QiYing; Zeng, Xiaoyi; Cai, Dongming; Sano, Mary

2016-01-01

Purpose This study described and evaluated the rapid recruitment of elderly Chinese into clinical research at the Mount Sinai Alzheimer’s Disease Research Center (MSADRC). Design and Methods Methods of publicizing the study included lectures to local senior centers/churches and publications in local Chinese newspapers. The amount of time and success of these methods were evaluated. A “go to them” model of evaluation was employed to enable participants to complete the study visit at locations where they were comfortable. Results From January to December 2015, we recruited 98 participants aged ≥ 65 who primarily speak Mandarin/Cantonese and reside in New York. The mean age and years of education was 73.93±6.34 and 12.79±4.58, respectively. The majority of participants were female (65.3%) and primarily Mandarin speaking (53.1%). Of all enrollees, 54.1% were recruited from community lectures, 29.6% through newspapers, 10.2% through word of mouth, and 6.1% from our clinical services. 40.8% of participants underwent evaluations at the MSADRC, 44.9% at local senior centers/churches, and 14.3% at home. Implications Given that the majority of our participants had low English proficiency, the use of bilingual recruiters probably allowed us to overcome the language barrier, facilitating recruitment. Our “go to them” model of evaluation is another important factor contributing to our successful recruitment. PMID:27819841

An "Environmental Issues in Agronomy" Course.

ERIC Educational Resources Information Center

Barbarick, K. A.

1992-01-01

Describes and evaluates the format and grading procedure of an Environmental Agronomy course offered at Colorado State University. Teaching methods include videotape use, field trips, and lectures addressing topics such as integrated pest management, land application of sewage sludge, pesticide degradation, and organic farming. Standard course…

Educational Effect of Online Lecture using Streaming Technology

NASA Astrophysics Data System (ADS)

Akiyama, Hidenori; Teramoto, Akemi; Kozono, Kazutake

A conventional lecture on Laser Engineering had been done in a lecture room till 1999. A content using on-demand streaming method was made for an online lecture of Laser Engineering in 2000. The figures and equations used on the conventional lecture and the voice recorded for the online lecture were converted to the real media. Then an online lecture has been provided to students by using a Helix Universal Server. The trial of the online lecture was done only for the students who wanted to take the online lecture course in 2000. The online lectures have been recognized as the credits for graduation by the change of a law since 2001. About 100 students have registered the online lecture of Laser Engineering every year since 2001. Here, three years' questionnaire surveys of the online lecture are summarized, and results of examinations on the conventional lecture for two years and on the online lecture for three years are compared. It is recognized for the lecture of Laser Engineering that the educational effect of the online lecture is comparable to or better than that of the conventional lecture.

The Lecture

ERIC Educational Resources Information Center

Chaudhury, S. Raj

2011-01-01

Academic lectures for the purpose of instruction maintain an important presence in most colleges and universities worldwide. This chapter examines the current state of the lecture and how learning sciences research can inform the most effective use of this method. The author presents evidence that the lecture can be an effective element of…

Clickers and Formative Feedback at University Lectures

ERIC Educational Resources Information Center

Egelandsdal, Kjetil; Krumsvik, Rune Johan

2017-01-01

Lecturing is often criticized for being a monological and student passive way of teaching. However, digital technology such as Student Response Systems (SRS) can be used to reconstruct the traditional lecturing format. During a series of five two-hour lectures in "qualitative methods" for first year psychology students, we used SRS to…

The Effect of Instant Messaging on Lecture Retention

ERIC Educational Resources Information Center

McVaugh, Nathan Kant

2012-01-01

The impact of instant message interruptions via computer on immediate lecture retention for college students was examined. While watching a 24-minute video of a classroom lecture, students received various numbers of related-to-lecture ("Is consistent use of the eye contact method necessary for success?") versus not-related-to lecture…

A Comparative Study of Instructor and Student-Led Learning in a Large Nonmajors Biology Course: Student Performance and Perceptions

ERIC Educational Resources Information Center

Bernot, Melody J.; Metzler, Jennifer

2014-01-01

Traditional lectures have come under increasing criticism as research indicates lectures may be less effective in achieving learning outcomes than other teaching methods. Student engagement and success can potentially be improved by changing traditional lectures to instructional methods using active learning techniques. Active learning refers to…

Computer-Assisted Learning Applications in Health Educational Informatics: A Review.

PubMed

Shaikh, Faiq; Inayat, Faisal; Awan, Omer; Santos, Marlise D; Choudhry, Adnan M; Waheed, Abdul; Kajal, Dilkash; Tuli, Sagun

2017-08-10

Computer-assisted learning (CAL) as a health informatics application is a useful tool for medical students in the era of expansive knowledge bases and the increasing need for and the consumption of automated and interactive systems. As the scope and breadth of medical knowledge expand, the need for additional learning outside of lecture hours is becoming increasingly important. CAL can be an impactful adjunct to conventional methods that currently exist in the halls of learning. There is an increasing body of literature that suggests that CAL should be a commonplace and the recommended method of learning for medical students. Factors such as technical issues that hinder the performance of CAL are also evaluated. We conclude by encouraging the use of CAL by medical students as a highly beneficial method of learning that complements and enhances lectures and provides intuitive, interactive modulation of a self-paced curriculum based on the individual's academic abilities.

Students' Preferences for Lecturers' Personalities

ERIC Educational Resources Information Center

Tan, Sarah; Mansi, Angela; Furnham, Adrian

2018-01-01

The present study set out to examine students' preferences for lecturers' personality as a function of their classroom behaviour, core self-evaluations and self-rated character strengths. Various hypotheses were tested: first, students' Big Five traits would significantly predict corresponding personality preferences for lecturers (the matching…

Teaching Introductory Chemistry with Videocassette Presentations.

ERIC Educational Resources Information Center

Enger, John; And Others

Reported here is the development and evaluation of an extensive series of video-cassette presentations developed for introductory chemical education. In measures of course achievement, students instructed by the video-cassette-discussion format received higher average scores than those taught by live lecture methods. A survey showed that the…

Manpower planning using Markov Chain model

NASA Astrophysics Data System (ADS)

Saad, Syafawati Ab; Adnan, Farah Adibah; Ibrahim, Haslinda; Rahim, Rahela

2014-07-01

Manpower planning is a planning model which understands the flow of manpower based on the policies changes. For such purpose, numerous attempts have been made by researchers to develop a model to investigate the track of movements of lecturers for various universities. As huge number of lecturers in a university, it is difficult to track the movement of lecturers and also there is no quantitative way used in tracking the movement of lecturers. This research is aimed to determine the appropriate manpower model to understand the flow of lecturers in a university in Malaysia by determine the probability and mean time of lecturers remain in the same status rank. In addition, this research also intended to estimate the number of lecturers in different status rank (lecturer, senior lecturer and associate professor). From the previous studies, there are several methods applied in manpower planning model and appropriate method used in this research is Markov Chain model. Results obtained from this study indicate that the appropriate manpower planning model used is validated by compare to the actual data. The smaller margin of error gives a better result which means that the projection is closer to actual data. These results would give some suggestions for the university to plan the hiring lecturers and budgetary for university in future.

Mathematics Lectures as Narratives: Insights from Network Graph Methodology

ERIC Educational Resources Information Center

Weinberg, Aaron; Wiesner, Emilie; Fukawa-Connelly, Tim

2016-01-01

Although lecture is the traditional method of university mathematics instruction, there has been little empirical research that describes the general structure of lectures. In this paper, we adapt ideas from narrative analysis and apply them to an upper-level mathematics lecture. We develop a framework that enables us to conceptualize the lecture…

10 Suggestions for Enhancing Lecturing

ERIC Educational Resources Information Center

Heitzmann, Ray

2010-01-01

Criticism of the lecture method remains a staple of discussion and writing in academia--and most of the time it's deserved! Those interested in improving this aspect of their teaching might wish to consider some or all of the following suggestions for enhancing lectures. These include: (1) Lectures must start with a "grabber"; (2)…

Curriculum Evaluation in Online Education: The Case of Teacher Candidates Preparing Online for Public Personnel Selection Examination

ERIC Educational Resources Information Center

Karacaoglu, Ömer Cem

2018-01-01

The aim of the present study is to evaluate the efficiency of an online curriculum based on the views of lecturers and students enrolled in the program. The study is mainly based on survey method. In order to collect qualitative data, interviews forms developed by the researcher were used. The reliability and validity of the interview forms were…

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

PubMed Central

Jafari, Zahra

2014-01-01

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

Stereoscopic neuroanatomy lectures using a three-dimensional virtual reality environment.

PubMed

Kockro, Ralf A; Amaxopoulou, Christina; Killeen, Tim; Wagner, Wolfgang; Reisch, Robert; Schwandt, Eike; Gutenberg, Angelika; Giese, Alf; Stofft, Eckart; Stadie, Axel T

2015-09-01

Three-dimensional (3D) computer graphics are increasingly used to supplement the teaching of anatomy. While most systems consist of a program which produces 3D renderings on a workstation with a standard screen, the Dextrobeam virtual reality VR environment allows the presentation of spatial neuroanatomical models to larger groups of students through a stereoscopic projection system. Second-year medical students (n=169) were randomly allocated to receive a standardised pre-recorded audio lecture detailing the anatomy of the third ventricle accompanied by either a two-dimensional (2D) PowerPoint presentation (n=80) or a 3D animated tour of the third ventricle with the DextroBeam. Students completed a 10-question multiple-choice exam based on the content learned and a subjective evaluation of the teaching method immediately after the lecture. Students in the 2D group achieved a mean score of 5.19 (±2.12) compared to 5.45 (±2.16) in the 3D group, with the results in the 3D group statistically non-inferior to those of the 2D group (p<0.0001). The students rated the 3D method superior to 2D teaching in four domains (spatial understanding, application in future anatomy classes, effectiveness, enjoyableness) (p<0.01). Stereoscopically enhanced 3D lectures are valid methods of imparting neuroanatomical knowledge and are well received by students. More research is required to define and develop the role of large-group VR systems in modern neuroanatomy curricula. Copyright © 2015 Elsevier GmbH. All rights reserved.

Evaluation of a web-based asynchronous pediatric emergency medicine learning tool for residents and medical students.

PubMed

Burnette, Kreg; Ramundo, Maria; Stevenson, Michelle; Beeson, Michael S

2009-12-01

To examine the effectiveness of an asynchronous learning tool consisting of web-based lectures for trainees covering major topics pertinent to pediatric emergency medicine (PEM) and to assess resident and student evaluation of this mode of education. PEM faculty and fellows created a 21-lecture, web-based curriculum. These 20-minute online lectures used Microsoft PowerPoint with the voice-over feature. A 75-question test was created to assess the effectiveness of the web-based learning model, administered online before and after the rotation in the pediatric emergency department (PED). All fourth-year medical students and residents (across all specialties) rotating through the PED were required to complete 10 of the 21 lectures during their 1-month rotation. The main outcome variable was difference in score between pre- and post-rotation tests of participants who viewed no lectures and those who viewed at least one lecture. Evaluation of the program was assessed by anonymous survey using 5-point discrete visual analog scales. Responses of 4 or 5 were considered positive for analysis. One hundred eleven residents and fourth-year medical students participated in the program. An initial 32 completed testing before implementation of the on-line lectures (March 2007-August 2007), and another five did not complete the on-line lectures after implementation (September 2007-February 2008). Seventy-one completed testing and on-line lectures, and all but three completed at least 10 on-line lectures during their rotation. Fourteen of 111 trainees did not complete the pre- or post-test (including two who viewed the lectures). The mean change in score was a 1% improvement from pre-test to post-test for trainees who viewed no lectures and a 6.2% improvement for those who viewed the lectures (mean difference = 5.2%, 95% confidence interval = 2.5% to 7.9%). In the linear regression model, the estimate of the coefficient was 0.43 (p < 0.001), meaning that, for each lecture viewed, post-test score rose by 0.43%. Sixty-nine of 75 test items (92%) had a point biserial correlation greater than 0.15. Thirty of the 72 trainees who completed the online lectures and testing (42%) returned surveys. All were comfortable using the Internet, and 87% (26/30) found the web-site easy to use. All felt that their educational goals were met, and 100% felt that the format would be useful in other areas of education. Although not a replacement for traditional bedside teaching, the use of web-based lectures as an asynchronous learning tool has a positive effect on medical knowledge test scores. Trainees were able to view online lectures on their own schedules, in the location of their choice. This is helpful in a field with shift work, in which trainees rarely work together, making it difficult to synchronously provide lectures to all trainees. (c) 2009 by the Society for Academic Emergency Medicine.

A Technological Acceptance of Remote Laboratory in Chemistry Education

ERIC Educational Resources Information Center

Ling, Wendy Sing Yii; Lee, Tien Tien; Tho, Siew Wei

2017-01-01

The purpose of this study is to evaluate the technological acceptance of Chemistry students, and the opinions of Chemistry lecturers and laboratory assistants towards the use of remote laboratory in Chemistry education. The convergent parallel design mixed method was carried out in this study. The instruments involved were questionnaire and…

Evaluation of eLearning for the teaching of undergraduate ophthalmology at medical school: a randomised controlled crossover study.

PubMed

Petrarca, Caroline A; Warner, Julia; Simpson, Andrew; Petrarca, Robert; Douiri, Abdel; Byrne, David; Jackson, Timothy L

2018-05-25

To compare ophthalmology teaching delivered by eLearning with traditional lectures, in terms of undergraduate performance and satisfaction. Randomised controlled crossover study at King's College London Medical School with 245 third year medical students. The ophthalmology syllabus was divided into ten topics. Five topics were randomised to be taught by traditional lectures and five by electronic learning (eLearning). For the second rotation of students the topics were crossed over, so that those topics taught by traditional lectures were taught by eLearning and vice versa. At the end of each rotation the students sat an optional online mock examination containing 100 questions (ten on each topic). Students' examination performance was compared between the two teaching methods. Student satisfaction was assessed using an online satisfaction survey. Outcome measures were the mean percentage of correct answers across all ten topics, student satisfaction and self-assessed knowledge. The mean examination score for questions taught by eLearning was 58% (95% CI, 55.7-59.6), versus 55% (95% CI 53.1-56.8) for traditional lectures (P = 0.047). Across all topics students were more satisfied with eLearning than traditional lectures, with 87% (95% CI 84.5-88.4) rating eLearning as 'excellent' or 'good' versus 65% (95% CI 62.0-67.4) for lectures (p < 0.0001). Overall 180 (75.6%) preferred eLearning compared to traditional lectures, with 166 (69.7%) rating eLearning 'much better' or 'better,' 61 (25.6%) 'neutral' and 11 (4.6%) 'worse' or 'much worse.' Student satisfaction and examination performance are both enhanced by ophthalmology eLearning. Similar eLearning modules may be suitable for other specialties and postgraduate learning.

Asynchronous web-based learning, a practical method to enhance teaching in emergency medicine.

PubMed

Pourmand, Ali; Lucas, Raymond; Nouraie, Mehdi

2013-03-01

Abstract Objective: To compare medical knowledge acquisition among emergency medicine (EM) residents who attend weekly core content lectures with those absent but asynchronously viewing the same lectures in a Web-based electronic platform. During the study period all EM residents attending or absent from weekly educational conferences were given a quiz on the covered material. During Phase 1, absentees were not given supplemental educational content for missed lectures. During Phase 2, absentees were sent a link to an online multimedia module containing an audiovisual recording of the actual missed lecture with presentation slides. Scores between attendees and absentees during both phases were compared using a repeated-measures analysis to evaluate the effect of the supplemental online module on knowledge acquisition. Thirty-nine EM residents (equally distributed in postgraduate years 1-4) were studied during a 15-week period. Overall and after adjusting for sex and postgraduate year level, both lecture attendance (b=27; 95% confidence interval, 22-32; p<0.0001) and Web-based learning (b=32; 95% confidence interval, 26-37; p<0.0001) were associated with significant increases in test scores compared with residents who were absent and not receiving supplemental Web-based learning. Neither the self-perceived level of mastery with the lecture topic nor the amount of reported reading was found to be a predictor of test scores. In an EM residency program, asynchronous Web-based learning may result in medical knowledge acquisition similar to or better than attending traditional core content lectures. The percentage of curriculum delivery by asynchronous learning that may be used to achieve overall terminal learning objectives in medical knowledge acquisition requires further study.

Implementation of cooperative learning through collaboration with foreign lecturer to improve students' understanding and soft skills in the course of drug delivery system

NASA Astrophysics Data System (ADS)

Syukri, Yandi; Nugroho, Bambang Hernawan

2017-03-01

The course of Drug Delivery Systems is an elective that supports the development of new products in pharmaceutical industry. The existing learning process has been in the form of one-direction face-to-face lecturing. During the lecture, students find it difficult to follow or understand the materials, so they become passive. Also, class effectiveness is low because it cannot develop students' active participation during the learning process. To improve the learning outcomes and to achieve the desired competence, innovations in the learning process should be attempted. This learning model aimed to improve students' understanding of and soft skills in the course of Drug Delivery Systems through a cooperative learning method and collaboration with foreign lecturers. The order of cooperative learning included explaining the desired learning outcomes of each topic, providing reading materials for students to learn when preparing their papers, instructing students to work on group assignments and to help each other to master the lesson through question-answer sessions and discussions among group members, encouraging group presentations, and evaluating through quizzes. The foreign lecturers played a role in enriching teaching materials and providing an international class atmosphere. The students' hard skills assessed from the quiz, midterm exam, and final semester exam showed a minimum score of 70 > 80% in the quiz and final semester exam components, while the midterm exam value with a minimum of 70 > 80% was only 6%. The assessment of soft skills obtained from the students' independence in constructing knowledge to complete assignments and resolve problems indicated such outcomes as each group's better ability to access relevant journals, their active participation in group discussions, discipline to submit assignments, discipline to be punctual, and good communication skills. It can be concluded that cooperative learning method could improve the soft skills of students, and the role of foreign lecturers was successful in providing an international class atmosphere.

Student Achievement in Computer Programming: Lecture vs Computer-Aided Instruction

ERIC Educational Resources Information Center

Tsai, San-Yun W.; Pohl, Norval F.

1978-01-01

This paper discusses a study of the differences in student learning achievement, as measured by four different types of common performance evaluation techniques, in a college-level computer programming course under three teaching/learning environments: lecture, computer-aided instruction, and lecture supplemented with computer-aided instruction.…

Lecture Alternatives in Teaching English.

ERIC Educational Resources Information Center

Judy, Stephen, Ed.

The five sections of the document are: General Discussion; Classroom Experiences; Evaluation and Non-Lecture Teaching; A Closing Note; and Appendix. The ten papers presented are as follows: "Lecture Alternatives and the English Class" by Stephen Judy; "Let's See How it Goes: A View of the Teacher as Manager of Student-Initiated Activities" by…

University Lecturers' Experiences of and Reflections on the Development of Their Pedagogical Competency

ERIC Educational Resources Information Center

Pekkarinen, Virve; Hirsto, Laura

2017-01-01

In this paper, we investigate university lecturers' experiences of and reflections on the development of their pedagogical competency during a 9-month university pedagogical course. The effects of long-term university pedagogical training are considered through experienced pedagogical competency by analysing university lecturers' evaluations of…

Live broadcast lectures on complete denture prosthodontics at Tokyo Medical and Dental University: comparison of two years.

PubMed

Iwaki, Maiko; Kanazawa, Manabu; Sunaga, Masayo; Kinoshita, Atsuhiro; Minakuchi, Shunsuke

2013-03-01

A live broadcasting system was developed as part of dental education with Information and Communication Technology (ICT) at Tokyo Medical and Dental University. The purpose of this study was to utilize this system in complete denture prosthodontics, especially for the procedure of making a definitive impression with custom tray border molding in edentulous patients, and to evaluate its effectiveness. Live broadcast lectures on complete denture prosthodontics were given to fourth-year students in 2009 (fifty-nine students) and in 2010 (sixty-five students). To evaluate this lecture, a questionnaire was distributed to the students and faculty members after the lecture. Almost all the students and faculty members rated the lecture as good. Students commented that the lecture was "intelligible," "inspiring," "improved understanding," "good because they could ask questions in real time," "helped to know the actual time," "good for all the students to see the same case," and "close to real experience and induced a sense of tension." The results of this study suggested that a live broadcast lecture would help students experience the real clinical situation and aid in teaching complete denture prosthodontics.

RELATIONSHIPS BETWEEN IDENTITY AND ACADEMIC MOTIVATION.

PubMed

Matsushima, Rumi; Ozaki, Hitomi

2015-08-01

This study examined university students' academic motivation, focusing on individual differences in their sense of identity. The participants were 109 female Japanese students from two private universities (age range = 19-22 yr., M = 19.3, SD = 0.6). They completed four scales: the Multidimensional Ego Identity Scale, the Scale of Students' Attitude Toward Their Classes, the Academic Motivation Inventory, and the Scale of Lecture Self-Evaluation. Correlational analyses assessed the relationships between subscales. Then, path analysis was conducted to evaluate whether sense of identity affected attitude toward classes, academic motivation, and lecture self-evaluation. Differences particularly in psychosocial identity and self-identity accounted for significant variance in the students' attitudes toward classes, academic motivation, and lecture self-evaluation.

Lecture attendance improves success in medical physiology.

PubMed

Demir, Enver Ahmet; Tutuk, Okan; Dogan, Hatice; Egeli, Duygu; Tumer, Cemil

2017-12-01

The educators have underlined the importance of lecture attendance for decades. Nowadays, students have ample online educational sources, which began a debate on the necessity of in-class lectures. In the present study, we investigated the influence of lecture attendance on the exam success. To this aim, we adopted a novel approach and matched second-year medicine students' answers in three interim exams with the lectures related to those questions. Thereby, we were able to evaluate if attending lectures increases the chance of giving a correct answer to the exam question generated from the attended lecture. Furthermore, we examined students who had never taken the course before (first-time takers) and students who had failed and repeated the course (repeat takers) separately, since repeat takers may have attended a lecture previously. We found that first-time takers attended more lectures and gained higher total scores than repeat takers. Lecture-matched correct answers were significantly higher for attended lectures than for skipped lectures in all interim exams. Moreover, the correlation analyses revealed that the number of correct answers increases by lecture attendance in both first-time and repeat takers. These results indicate that in-class lectures still should be considered as an essential part of the medical physiology education, even in the internet era. Copyright © 2017 the American Physiological Society.

Pulling My Gut out--Simple Tools for Engaging Students in Gross Anatomy Lectures

ERIC Educational Resources Information Center

Chan, Lap Ki

2010-01-01

A lecture is not necessarily a monologue, promoting only passive learning. If appropriate techniques are used, a lecture can stimulate active learning too. One such method is demonstration, which can engage learners' attention and increase the interaction between the lecturer and the learners. This article describes two simple and useful tools for…

Forum: The Lecture and Student Learning. The Lost Art of Lecturing: Cultivating Student Listening and Notetaking

ERIC Educational Resources Information Center

Meyer, Kevin R.; Hunt, Stephen K.

2017-01-01

As this forum's call for papers notes, lecture represents one of the more "controversial forms of instructional communication," yet remains a predominant instructional method in academia. Ironically, instructors face increasing pressure to abandon lecture at a time when these classes are popular and students readily enroll in lecture…

Creating a blended learning module in an online master study programme in oncology.

PubMed

Mayer, Benjamin; Ring, Christina; Muche, Rainer; Rothenbacher, Dietrich; Schmidt-Strassburger, Uta

2015-01-01

The medical faculty of Ulm University has launched the postgraduate master online study programme Advanced Oncology (AO) in 2010. We describe the challenges in developing an e-learning module using the example of a medical biometry course, focusing the implementation of the course material and our single-loop learning experience after the first students have finished and evaluated the lecture. Programme participants are qualified medical doctors and researchers in biomedical areas related to the field of oncology. The study programme provides the majority of lectures online via didactic videos accompanied by one-week attendance seminars. Supplementary learning materials include review articles, supportive reading material, multiple choice questions, and exercises for each unit. Lecture evaluations based on specific questions concerning learning environment and information learned, each measured on a five-point Likert scale. Lecture videos were implemented following the classical triad of the didactic process, using oncological examples from practice to teach. The online tutorial support offered to students was hardly used, thus we enhanced faculty presence during the face-to-face seminars. Lecture evaluations improved after revising the learning material on the basis of the first AO student cohort's comments. Developing and implementing an online study programme is challenging with respect of maximizing the information students learn due to limited opportunities for personal contact between lecturers and students. A more direct interaction of lecturers and students in a blended learning setting outperforms a mere web-based contact in terms of learning advantage and students' satisfaction, especially for complex methodological content.

A randomized trial comparing digital and live lecture formats [ISRCTN40455708

PubMed Central

Solomon, David J; Ferenchick, Gary S; Laird-Fick, Heather S; Kavanaugh, Kevin

2004-01-01

Background Medical education is increasingly being conducted in community-based teaching sites at diverse locations, making it difficult to provide a consistent curriculum. We conducted a randomized trial to assess whether students who viewed digital lectures would perform as well on a measure of cognitive knowledge as students who viewed live lectures. Students' perceptions of the digital lecture format and their opinion as whether a digital lecture format could serve as an adequate replacement for live lectures was also assessed. Methods Students were randomized to either attend a lecture series at our main campus or view digital versions of the same lectures at community-based teaching sites. Both groups completed the same examination based on the lectures, and the group viewing the digital lectures completed a feedback form on the digital format. Results There were no differences in performance as measured by means or average rank. Despite technical problems, the students who viewed the digital lectures overwhelmingly felt the digital lectures could replace live lectures. Conclusions This study provides preliminary evidence digital lectures can be a viable alternative to live lectures as a means of delivering didactic presentations in a community-based setting. PMID:15569389

Differences in Student Evaluations of Limited-Term Lecturers and Full-Time Faculty

ERIC Educational Resources Information Center

Cho, Jeong-Il; Otani, Koichiro; Kim, B. Joon

2014-01-01

This study compared student evaluations of teaching (SET) for limited-term lecturers (LTLs) and full-time faculty (FTF) using a Likert-scaled survey administered to students (N = 1,410) at the end of university courses. Data were analyzed using a general linear regression model to investigate the influence of multi-dimensional evaluation items on…

Use of Case-Based or Hands-On Laboratory Exercises with Physiology Lectures Improves Knowledge Retention, but Veterinary Medicine Students Prefer Case-Based Activities

ERIC Educational Resources Information Center

McFee, Renee M.; Cupp, Andrea S.; Wood, Jennifer R.

2018-01-01

Didactic lectures are prevalent in physiology courses within veterinary medicine programs, but more active learning methods have also been utilized. Our goal was to identify the most appropriate learning method to augment the lecture component of our physiology course. We hypothesized that case-based learning would be well received by students and…

Lecturers and Postgraduates Perception of Libraries as Promoters of Teaching, Learning, and Research at the University of Ibadan, Nigeria

ERIC Educational Resources Information Center

Oyewole, Olawale; Adetimirin, Airen

2015-01-01

Lecturers and postgraduates are among the users of the university libraries and their perception of the libraries has influence on utilization of the information resources, hence the need for this study. Survey method was adopted for the study and simple random sampling method was used to select sample size of 38 lecturers and 233 postgraduates.…

Teaching/Research Project "Wheelmap"

NASA Astrophysics Data System (ADS)

Gollenstede, Andreas

2018-05-01

In recent years new didactic concepts and approaches have been developed and evaluated at the universities. The concept for cartography lectures presented in this article is based on the close link of research and teaching/learning. The students are involved in all essential steps of a scientific project taking place during a series of lectures - beginning with the development of the scientific issues, followed by the choice and execution of the research methods and finally the presentation of the achieved outcomes. The specific project introduced here is based on self-experiments in which students took the perspective of wheelchair users entrusted with the task to map places, which are accessible for people with impairments. Among others, the goal set for the students was to develop an appropriate concept for the mobile acquisition of data and to visualise the final results by different methods of cartography.

Adult Learning Principles and Presentation Pearls

PubMed Central

Palis, Ana G.; Quiros, Peter A.

2014-01-01

Although lectures are one of the most common methods of knowledge transfer in medicine, their effectiveness has been questioned. Passive formats, lack of relevance and disconnection from the student's needs are some of the arguments supporting this apparent lack of efficacy. However, many authors have suggested that applying adult learning principles (i.e., relevance, congruence with student's needs, interactivity, connection to student's previous knowledge and experience) to this method increases learning by lectures and the effectiveness of lectures. This paper presents recommendations for applying adult learning principles during planning, creation and development of lectures to make them more effective. PMID:24791101

Forecasting the student-professor matches that result in unusually effective teaching.

PubMed

Gross, Jennifer; Lakey, Brian; Lucas, Jessica L; LaCross, Ryan; Plotkowski, Andrea R; Winegard, Bo

2015-03-01

Two important influences on students' evaluations of teaching are relationship and professor effects. Relationship effects reflect unique matches between students and professors such that some professors are unusually effective for some students, but not for others. Professor effects reflect inter-rater agreement that some professors are more effective than others, on average across students. We attempted to forecast students' evaluations of live lectures from brief, video-recorded teaching trailers. Participants were 145 college students (74% female) enrolled in introductory psychology courses at a public university in the Great Lakes region of the United States. Students viewed trailers early in the semester and attended live lectures months later. Because subgroups of students viewed the same professors, statistical analyses could isolate professor and relationship effects. Evaluations were influenced strongly by relationship and professor effects, and students' evaluations of live lectures could be forecasted from students' evaluations of teaching trailers. That is, we could forecast the individual students who would respond unusually well to a specific professor (relationship effects). We could also forecast which professors elicited better evaluations in live lectures, on average across students (professor effects). Professors who elicited unusually good evaluations in some students also elicited better memory for lectures in those students. It appears possible to forecast relationship and professor effects on teaching evaluations by presenting brief teaching trailers to students. Thus, it might be possible to develop online recommender systems to help match students and professors so that unusually effective teaching emerges. © 2014 The Authors. British Journal of Educational Psychology published by John Wiley & Sons Ltd on behalf of the British Psychological Society.

Programmed Multi-Image Lectures for College Biology Instruction.

ERIC Educational Resources Information Center

Jensen, William A.; Knauft, Robert L.

1977-01-01

Discusses the use of a programed multi-image lecture approach for teaching a botany course to nonmajor students at the University of California, Berkeley. Also considers the advantages, production, method of presentation, and design of the multimedia lectures. (HM)

Using Small-Group Discussions in Science Lectures: A Study of Two Professors.

ERIC Educational Resources Information Center

Windschitl, Mark

1999-01-01

Describes and evaluates a technique used in two science lecture courses (biochemistry and introductory meteorology), in which lectures were interspersed with frequent, brief discussions within spontaneously formed small groups. Some differences were found in the ways the two professors managed the technique, but both felt in-class participation…

Topical Articles: Attention during Lectures--Beyond Ten Minutes

ERIC Educational Resources Information Center

Wilson, Karen; Korn, James H.

2007-01-01

Many authors claim that students' attention declines approximately 10 to 15 min into lectures. To evaluate this claim, we reviewed several types of studies including studies of student note taking, observations of students during lectures, and self-reports of student attention, as well as studies using physiological measures of attention. We found…

The Effects of Guided Notes on Pre-Lecture Quiz Scores in Introductory Psychology

ERIC Educational Resources Information Center

Glodowski, Kathryn; Thompson, Rachel

2018-01-01

Guided notes covering lectures have been shown to improve note quality and increase scores on quizzes covering lecture material. We sought to determine whether guided notes would also be beneficial in helping students prepare for quizzes covering assigned readings. We evaluated the efficacy of guided notes for reading assignments on…

Evaluating the Use of Lecture Capture Using a Revealed Preference Approach

ERIC Educational Resources Information Center

Elliott, Caroline; Neal, David

2016-01-01

This article discusses the introduction of lecture capture technology on a large undergraduate module with diverse student cohorts. The literature has, so far, relied on surveying students to discover their use of the technology or attempted to quantify the impact of watching lecture recordings on assessment performance. Alternatively, the…

Development of a Training Program for Enhancement of Technology Competencies of University Lecturers

ERIC Educational Resources Information Center

Cruthaka, Chomsupak; Pinngern, Ouen

2016-01-01

The objectives were: (1) the components of the technology competencies of university lecturers were studied. The researchers also described and analyzed (2) the development of a training program for enhancement of the technology competencies of these lecturers. Also, the researchers evaluated (3) the program they had constructed. The sample…

Content Based Lecture Video Retrieval Using Speech and Video Text Information

ERIC Educational Resources Information Center

Yang, Haojin; Meinel, Christoph

2014-01-01

In the last decade e-lecturing has become more and more popular. The amount of lecture video data on the "World Wide Web" (WWW) is growing rapidly. Therefore, a more efficient method for video retrieval in WWW or within large lecture video archives is urgently needed. This paper presents an approach for automated video indexing and video…

Reassessing the Value of University Lectures. Issues and Ideas Paper

ERIC Educational Resources Information Center

French, Sarah; Kennedy, Gregor

2016-01-01

Over the past few years the question of whether the lecture is an effective teaching method has been one of the most heatedly debated topics in the field of higher education. While research on the effectiveness of lectures has been carried out since at least the 1960s, the value of the lecture has been increasingly questioned recently for a number…

Comparison of the effect of lecture and blended teaching methods on students’ learning and satisfaction

PubMed Central

SADEGHI, ROYA; SEDAGHAT, MOHAMMAD MEHDI; SHA AHMADI, FARAMARZ

2014-01-01

Introduction: Blended learning, a new approach in educational planning, is defined as an applying more than one method, strategy, technique or media in education. Todays, due to the development of infrastructure of Internet networks and the access of most of the students, the Internet can be utilized along with traditional and conventional methods of training. The aim of this study was to compare the students’ learning and satisfaction in combination of lecture and e-learning with conventional lecture methods. Methods: This quasi-experimental study is conducted among the sophomore students of Public Health School, Tehran University of Medical Science in 2012-2013. Four classes of the school are randomly selected and are divided into two groups. Education in two classes (45 students) was in the form of lecture method and in the other two classes (48 students) was blended method with e-Learning and lecture methods. The students’ knowledge about tuberculosis in two groups was collected and measured by using pre and post-test. This step has been done by sending self-reported electronic questionnaires to the students' email addresses through Google Document software. At the end of educational programs, students' satisfaction and comments about two methods were also collected by questionnaires. Statistical tests such as descriptive methods, paired t-test, independent t-test and ANOVA were done through the SPSS 14 software, and p≤0.05 was considered as significant difference. Results: The mean scores of the lecture and blended groups were 13.18±1.37 and 13.35±1.36, respectively; the difference between the pre-test scores of the two groups was not statistically significant (p=0.535). Knowledge scores increased in both groups after training, and the mean and standard deviation of knowledge scores of the lectures and combined groups were 16.51±0.69 and 16.18±1.06, respectively. The difference between the post-test scores of the two groups was not statistically significant (p=0.112). Students’ satisfaction in blended learning method was higher than lecture method. Conclusion: The results revealed that the blended method is effective in increasing the students' learning rate. E-learning can be used to teach some courses and might be considered as economic aspects. Since in universities of medical sciences in the country, the majority of students have access to the Internet and email address, using e-learning could be used as a supplement to traditional teaching methods or sometimes as educational alternative method because this method of teaching increases the students’ knowledge, satisfaction and attention. PMID:25512938

Student Perceptions of Online Lectures and WebCT in an Introductory Drug Information Course

PubMed Central

Freeman, Maisha Kelly; Schrimsher, Robert H.; Kendrach, Michael G.

2006-01-01

Objectives To determine student perceptions regarding online lectures and quizzes during an introductory drug information course for first-year professional doctor of pharmacy students. Design Formal and online lectures, online quizzes, written semester projects, a practice-based examination, a careers in pharmacy exercise, and a final examination were used to deliver the course content and assess performance. A multiple-choice survey instrument was used to evaluate student perceptions of WebCT and online lectures. Assessment More than 47% of students reported that online lectures helped them learn the material better, 77% reported that lectures would be used to study for the final examination, and 59% reported that they would use WebCT lectures for future classes. Approximately 40% of students agreed that online lectures should be used in future courses. Conclusion Students reported that WebCT was easy to use; however, the majority of students preferred in-class lectures compared to online lectures. A positive correlation was observed for those students who performed well on the online quizzes and those who performed well on the final examination. PMID:17332852

How has problem based learning fared in Pakistan?

PubMed

Mahmud, Waqas; Hyder, Omar

2012-10-01

To conduct a systematic review of primary research in undergraduate medical education in Pakistan in order to evaluate PBL programs, examine outcomes and competencies influenced by PBL, and compare them with conventional learning (lecture based learning, LBL). Qualitative content analysis. Rawalpindi Medical College, Rawalpindi, from June 2010 - February 2011. Literature was searched using online resources. Studies evaluating outcomes influenced by PBL, or comparing PBL with lecture based learning (LBL) were selected. Due to heterogeneity, a qualitative content analysis was performed in which studies were classified according to the methods of assessment; results were then summarized by outcome and frequencies were calculated. Eleven studies were included. Apart from knowledge acquisition, students gave high ratings to PBL in selected outcomes, alone, and in comparison with LBL. There was a disagreement among results of studies that evaluated knowledge acquisition alone. Based on student perceptions, PBL has many advantages. However, the results of this review are limited due to heterogeneity and methodological weakness of studies, specially the studies that compared exam scores to assess knowledge acquisition.

Comparison of the effect of lecture and blended teaching methods on students' learning and satisfaction.

PubMed

Sadeghi, Roya; Sedaghat, Mohammad Mehdi; Sha Ahmadi, Faramarz

2014-10-01

Blended learning, a new approach in educational planning, is defined as an applying more than one method, strategy, technique or media in education. Todays, due to the development of infrastructure of Internet networks and the access of most of the students, the Internet can be utilized along with traditional and conventional methods of training. The aim of this study was to compare the students' learning and satisfaction in combination of lecture and e-learning with conventional lecture methods. This quasi-experimental study is conducted among the sophomore students of Public Health School, Tehran University of Medical Science in 2012-2013. Four classes of the school are randomly selected and are divided into two groups. Education in two classes (45 students) was in the form of lecture method and in the other two classes (48 students) was blended method with e-Learning and lecture methods. The students' knowledge about tuberculosis in two groups was collected and measured by using pre and post-test. This step has been done by sending self-reported electronic questionnaires to the students' email addresses through Google Document software. At the end of educational programs, students' satisfaction and comments about two methods were also collected by questionnaires. Statistical tests such as descriptive methods, paired t-test, independent t-test and ANOVA were done through the SPSS 14 software, and p≤0.05 was considered as significant difference. The mean scores of the lecture and blended groups were 13.18±1.37 and 13.35±1.36, respectively; the difference between the pre-test scores of the two groups was not statistically significant (p=0.535). Knowledge scores increased in both groups after training, and the mean and standard deviation of knowledge scores of the lectures and combined groups were 16.51±0.69 and 16.18±1.06, respectively. The difference between the post-test scores of the two groups was not statistically significant (p=0.112). Students' satisfaction in blended learning method was higher than lecture method. The results revealed that the blended method is effective in increasing the students' learning rate. E-learning can be used to teach some courses and might be considered as economic aspects. Since in universities of medical sciences in the country, the majority of students have access to the Internet and email address, using e-learning could be used as a supplement to traditional teaching methods or sometimes as educational alternative method because this method of teaching increases the students' knowledge, satisfaction and attention.

The most successful method in teaching nursing students infection control - E-learning or lecture?

PubMed

Reime, Marit Hegg; Harris, Anette; Aksnes, June; Mikkelsen, Jane

2008-10-01

Approximately 33% of all health care-associated infections are preventable. It is therefore important to provide training for nursing students about this topic. In collaboration with the local hospital, the Department of Nursing evaluated a newly developed e-learning program on infection control normally used among employees in the hospital but now tried in the setting of bachelor students. The students received learning goals for the course and were divided into two groups: one group used the e-learning program, and the other group had 3-h-long lectures. After the course they took a multiple-choice test. In addition, three focus groups were established. The students were satisfied with both teaching approaches. The lectures provided a good introduction to the recommended reading. The e-learning program was rated as good on design, academic content, and the integrated tests were motivating for their learning. Specific learning goals were found to be useful. Gender and age, depending on the teaching approach used, were significant in determining the results of the test, the same were the number of sources used in preparing for the test. E-learning has to be viewed as a resource in the same way as a lecture. It is important that the students are competent in ICT, because they will need to use this tool in their clinical practice. In addition, a degree level course needs to use many different teaching methods to achieve goals related to in-depth and superficial learning.

Effects of Three Sets of Instructional Strategies and Three Demographic Variables on the Food and Nutrition Test Performance of Some Jamaican Tenth-Graders

ERIC Educational Resources Information Center

Kelly, Dennis; Soyibo, Kola

2005-01-01

This study was designed to find out if students taught food and nutrition concepts using the lecture method and practical work would perform significantly better than their counterparts taught with the lecture and teacher demonstrations and the lecture method only. The sample comprised 114 Jamaican 10th-graders (56 boys, 58 girls) selected from…

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

PubMed

Jafari, Zahra

2014-01-01

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

Evaluating the Effectiveness of a Personal Response System in the Classroom

ERIC Educational Resources Information Center

Shaffer, Dennis M.; Collura, Michael J.

2009-01-01

We evaluated the effectiveness of the use of an electronic personal response system (or "clickers") during an introductory psychology lecture on perceptual constancy. We graphed and projected student responses to questions during the lecture onto a large-screen display in Microsoft PowerPoint. The distributions of answers corresponded…

Student Evaluation of Audience Response Technology in Large Lecture Classes

ERIC Educational Resources Information Center

MacGeorge, Erina L.; Homan, Scott R.; Dunning, John B., Jr.; Elmore, David; Bodie, Graham D.; Evans, Ed; Khichadia, Sangeetha; Lichti, Steven M.; Feng, Bo; Geddes, Brian

2008-01-01

In the past few years, audience response technology (ART) has been widely adopted on college campuses, and is especially popular among instructors of large lecture classes. Claims regarding ART's benefits to students have received only limited empirical evaluation, and prior studies exhibit methodological limitations. The current study provides a…

Evaluation of the Teaching Performance of University Lecturers: Comparison between Mexico and Spain

ERIC Educational Resources Information Center

Diaz, Matilde; Borges, Africa; Valadez, Dolores; Zambrano, Rogelio

2015-01-01

Comparative educational studies allow the study of the differences and similarities between different educational systems. This research, which consists on an educational evaluation, has studied the teaching behavior of ten university lecturers from a Spanish university--the University of La Laguna--, and seven from a Mexican…

Teaching "Yes, And" … Improv in Sales Classes: Enhancing Student Adaptive Selling Skills, Sales Performance, and Teaching Evaluations

ERIC Educational Resources Information Center

Rocco, Richard A.; Whalen, D. Joel

2014-01-01

In an application of experiential learning, assessment, and career development, this article reports a field experiment of teaching sales students adaptive selling skills via an "Improvisational (Improv) Comedy" technique: "Yes, And." Students learn this well-established theatrical improv method via classroom lecture,…

Active-Learning Methods To Improve Student Performance and Scientific Interest in a Large Introductory Oceanography Course.

ERIC Educational Resources Information Center

Yuretich, Richard F.; Khan, Samia A.; Leckie, R. Mark; Clement, John J.

2001-01-01

Transfers the environment of a large enrollment oceanography course by modifying lectures to include cooperative learning via interactive in-class exercises and directed discussion. Results of student surveys, course evaluations, and exam performance demonstrate that learning of the subject under these conditions has improved. (Author/SAH)

Attitudes of College Freshmen toward Bibliographic Instruction.

ERIC Educational Resources Information Center

Leighton, Gordon B.; Markman, Marsha C.

1991-01-01

Reports on a study which evaluated student attitudes toward a new bibliographic instruction (BI) manual designed to address their individual needs and compares the results with those of previous studies on BI methods, i.e., lecture and discussion practicum versus a self-guided workbook. It is concluded that the new manual is regarded more…

Using Asynchronous Electronic Surveys to Help In-Class Revision: A Case Study

ERIC Educational Resources Information Center

Tong, Vincent C. H.

2012-01-01

Synchronous e-voting systems (commonly known as "clickers") have become increasingly popular as they can be used to enhance interactivity in lectures. Asynchronous electronic surveys (AESs), unlike these voting system, usually serve as a method of gathering feedback before or after teaching sessions. This paper describes and evaluates a project…

Techniques and methods to guarantee Bologna-conform higher education in GNSS

NASA Astrophysics Data System (ADS)

Mayer, M.

2012-04-01

The Bologna Declaration is aiming for student-centered, outcome-related, and competence-based teaching. In order to fulfill these demands, deep level learning techniques should be used to meet the needs of adult-compatible and self-determined learning. The presentation will summarize selected case studies carried out in the framework of the lecture course "Introduction into GNSS positioning" of the Geodetic Institute of the Karlsruhe Institute of Technology (Karlsruhe, Germany). The lecture course "Introduction into GNSS positioning" is a compulsory part of the Bachelor study course "Geodesy and Geoinformatics" and also a supplementary module of the Bachelor study course "Geophysics". Within the lecture course, basic knowledge and basic principles of Global Navigation Satellite Systems, like GPS, are imparted. The lecture course was migrated starting from a classically designed geodetic lecture course, which consisted of a well-adapted combination of teacher-centered classroom lectures and practical training (e.g., field exercises). The recent Bologna-conform blended learning concepts supports and motivates students to learn more sustainable using online and classroom learning methods. Therefore, an appropriate combination of - classroom lectures: Students and teacher give lectures - practical training: Students select topics individually - online learning: ILIAS (learning management system) is used as data, result, and communication platform. The framing didactical method is based on the so-called anchored instruction approach. Within this approach, an up-to-date scientific GNSS-related paper dealing with the large-scale geodetic project "Fehmarn Belt Fixed Link" is used as anchor. The students have to read the paper individually in the beginning of the semester. This enables them to realize a lot of not-known GNSS-related facts. Therefore, questions can be formulated. The lecture course deals with these questions, in order to answer them. At the end of the lecture course, the author of the scientific paper gave a concluding lecture. Within the presentation, the didactical concept of the enriched blended learning approach is discussed in detail in order to gain insight into the didactical design of the lecture course and the higher education principles taken into account in order to guarantee Bologna-conform teaching and learning.

Using Elearning techniques to support problem based learning within a clinical simulation laboratory.

PubMed

Docherty, Charles; Hoy, Derek; Topp, Helena; Trinder, Kathryn

2004-01-01

This paper details the results of the first phase of a project that used eLearning to support students' learning within a simulated environment. The locus was a purpose built Clinical Simulation Laboratory (CSL) where the School's newly adopted philosophy of Problem Based Learning (PBL) was challenged through lecturers reverting to traditional teaching methods. The solution, a student-centred, problem-based approach to the acquisition of clinical skills was developed using learning objects embedded within web pages that substituted for lecturers providing instruction and demonstration. This allowed lecturers to retain their facilitator role, and encouraged students to explore, analyse and make decisions within the safety of a clinical simulation. Learning was enhanced through network communications and reflection on video performances of self and others. Evaluations were positive, students demonstrating increased satisfaction with PBL, improved performance in exams, and increased self-efficacy in the performance of nursing activities. These results indicate that an elearning approach can support PBL in delivering a student centred learning experience.

Evaluating Intelligent Interfaces for Post-Editing Automatic Transcriptions of Online Video Lectures

ERIC Educational Resources Information Center

Valor Miró, J. D.; Spencer, R. N.; Pérez González de Martos, A.; Garcés Díaz-Munío, G.; Turró, C.; Civera, J.; Juan, A.

2014-01-01

Video lectures are fast becoming an everyday educational resource in higher education. They are being incorporated into existing university curricula around the world, while also emerging as a key component of the open education movement. In 2007, the Universitat Politècnica de València (UPV) implemented its poliMedia lecture capture system for…

The Trifecta Approach and More: Student Perspectives on Strategies for Successful Online Lectures

ERIC Educational Resources Information Center

Jacobi, Laura

2016-01-01

The purpose of this study was to explore the perspectives of students regarding what was effective about the way in which the online lectures were structured in an upper level online organizational communication course. Student evaluations from 27 students were used, with questions focused upon the structure of lectures in the online course as…

Evaluating the Benefits of Providing Archived Online Lectures to In-Class Math Students

ERIC Educational Resources Information Center

Cascaval, Radu C.; Fogler, Kethera A.; Abrams, Gene D.; Durham, Robert L.

2008-01-01

The present study examines the impact of a novel online video lecture archiving system on in-class students enrolled in traditional math courses at a mid-sized, primarily undergraduate, university in the West. The archiving system allows in-class students web access to complete video recordings of the actual classroom lectures, and sometimes of…

University Lecturers' Emotional Responses to and Coping with Student Feedback: A Finnish Case Study

ERIC Educational Resources Information Center

Lutovac, Sonja; Kaasila, Raimo; Komulainen, Jyrki; Maikkola, Merja

2017-01-01

Lecturers often find themselves unable to appropriately interpret or deal with student feedback, which may consequently be essential to how they feel about teaching and students. Research into lecturers' emotional responses to student feedback is scarce, despite the growing use of student feedback as a means of evaluating teachers' work. This…

MO-E-18C-03: Incorporating Active Learning Into A Traditional Graduate Medical Physics Course

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

Burmeister, J

Purpose: To improve the ability of graduate students to learn medical physics concepts through the incorporation of active learning techniques. Methods: A traditional lecture-based radiological physics course was modified such that: (1) traditional (two-hour) lectures were provided online for students to watch prior to class, (2) a student was chosen randomly at the start of each class to give a two minute synopsis of the material and its relevance (two-minute drill), (3) lectures were significantly abbreviated and remaining classroom time used for group problem solving, and (4) videos of the abbreviated lectures were made available online for review. In themore » transition year, students were surveyed about the perceived effects of these changes on learning. Student performance was evaluated for 3 years prior to and 4 years after modification. Results: The survey tool used a five point scale from 1=Not True to 5=Very True. While nearly all students reviewed written materials prior to class (4.3±0.9), a minority watched the lectures (2.1±1.5). A larger number watched the abbreviated lectures for further clarification (3.6±1.6) and found it helpful in learning the content (4.2±1.0). Most felt that the two-minute drill helped them get more out of the lecture (3.9±0.8) and the problem solving contributed to their understanding of the content (4.1±0.8). However, no significant improvement in exam scores resulted from the modifications (mean scores well within 1 SD during study period). Conclusion: Students felt that active learning techniques improved their ability to learn the material in what is considered the most difficult course in the program. They valued the ability to review the abbreviated class lecture more than the opportunity to watch traditional lectures prior to class. While no significant changes in student performance were observed, aptitude variations across the student cohorts make it difficult to draw conclusions about the effectiveness of active learning.« less

[THE DISCUSSION CONCERNING THE PLACE OF LECTURES AND COMPULSORY LECTURE ATTENDANCE IN MEDICAL EDUCATION].

PubMed

Reis, Shmuel

2016-04-01

Luder shows that there is a lack of correlation between lecture attendance in medical school and examination performance, and thus draws attention to a discourse concerning the place of lectures and lecture attendance enforcement in 2015 and beyond. The paper addresses 4 questions: First, what is the current place of the traditional lecture in the education of medical students? Second, are there alternatives to this format of teaching? Third, what are the educational consequences of mandating lecture attendance; and fourth, should there be such enforcement? The author discusses these questions and concludes that lectures should be used sparingly, after a careful evaluation that they have an added value over learning away from the classroom. Furthermore, that there are clear guidelines on how to make the traditional lecture enhanced and educationally effective, as well as alternatives such as the "flipped classroom", e-learning and more to lectures. In addition, that lectures frequently drive learning negatively and enforcing attendance in Israel entails serious unintended consequences such as a need to monitor attendance, and a host of disciplinary adverse reactions. Finally, that besides lecture efficiency and economy (when having added value) one reason to consider compulsory attendance, may be when poor attendance negatively influences teachers morale.

The Flipped Classroom: A Modality for Mixed Asynchronous and Synchronous Learning in a Residency Program

PubMed Central

Young, Timothy P.; Bailey, Caleb J.; Guptill, Mindi; Thorp, Andrea W.; Thomas, Tamara L.

2014-01-01

Introduction A “flipped classroom” educational model exchanges the traditional format of a classroom lecture and homework problem set. We piloted two flipped classroom sessions in our emergency medicine (EM) residency didactic schedule. We aimed to learn about resident and faculty impressions of the sessions, in order to develop them as a regular component of our residency curriculum. Methods We evaluated residents’ impression of the asynchronous video component and synchronous classroom component using four Likert items. We used open-ended questions to inquire about resident and faculty impressions of the advantages and disadvantages of the format. Results For the Likert items evaluating the video lectures, 33/35 residents (94%, 95% CI 80%–99%) responded that the video lecture added to their knowledge about the topic, and 33/35 residents felt that watching the video was a valuable use of their time. For items evaluating the flipped classroom format, 36/38 residents (95%, 95% CI 82%–99%) preferred the format to a traditional lecture on the topic, and 38/38 residents (100%, 95% CI 89%–100%) felt that the small group session was effective in helping them learn about the topic. Most residents preferred to see the format monthly in our curriculum and chose an ideal group size of 5.5 (first session) and 7 (second session). Residents cited the interactivity of the sessions and access to experts as advantages of the format. Faculty felt the ability to assess residents’ understanding of concepts and provide feedback were advantages. Conclusion Our flipped classroom model was positively received by EM residents. Residents preferred a small group size and favored frequent use of the format in our curriculum. The flipped classroom represents one modality that programs may use to incorporate a mixture of asynchronous and interactive synchronous learning and provide additional opportunities to evaluate residents. PMID:25493157

Application of best practice guidelines for OSCEs-An Australian evaluation of their feasibility and value.

PubMed

Mitchell, Marion L; Henderson, Amanda; Jeffrey, Carol; Nulty, Duncan; Groves, Michele; Kelly, Michelle; Knight, Sabina; Glover, Pauline

2015-05-01

Objective Structured Clinical Examinations (OSCEs) are widely used in health professional education and should be based on sound pedagogical foundations. The aim of this study is to evaluate the feasibility and utility of using Best Practice Guidelines (BPGs) within an OSCE format in a broad range of tertiary education settings with under-graduate and post-graduate nursing and midwifery students. We evaluated how feasible it was to apply the BPGs to modify OSCEs in a course; students' perspective of the OSCE; and finally, if the BPG-revised OSCEs better prepared students for clinical practice when compared with the original OSCEs. A mixed method with surveys, focus groups and semi-structured interviews evaluated the BPGs within an OSCE. Four maximally different contexts across four sites in Australia were used. Participants included lecturers and undergraduate nursing students in high and low fidelity simulation settings; under-graduate midwifery students; and post-graduate rural and remote area nursing students. 691 students participated in revised OSCEs. Surveys were completed by 557 students; 91 students gave further feedback through focus groups and 14 lecturers participated in interviews. At all sites the BPGs were successfully used to modify and implement OSCEs. Students valued the realistic nature of the modified OSCEs which contributed to students' confidence and preparation for clinical practice. The lecturers considered the revised OSCEs enhanced student preparedness for their clinical placements. The BPGs have a broad applicability to OSCEs in a wide range of educational contexts with improved student outcomes. Students and lecturers identified the revised OSCEs enhanced student preparation for clinical practice. Subsequent examination of the BPGs saw further refinement to a set of eight BPGs that provide a sequential guide to their application in a way that is consistent with best practice curriculum design principles. Copyright © 2015 Elsevier Ltd. All rights reserved.

Recruiting US Chinese Elders Into Clinical Research for Dementia.

PubMed

Li, Clara; Neugroschl, Judith; Umpierre, Mari; Martin, Jane; Huang, QiYing; Zeng, Xiaoyi; Cai, Dongming; Sano, Mary

2016-01-01

This study described and evaluated the rapid recruitment of elderly Chinese into clinical research at the Mount Sinai Alzheimer's Disease Research Center (MSADRC). Methods of publicizing the study included lectures to local senior centers/churches and publications in local Chinese newspapers. The amount of time and success of these methods were evaluated. A "go to them" model of evaluation was used to enable participants to complete the study visit at locations where they were comfortable. From January to December 2015, we recruited 98 participants aged 65 years or older who primarily speak Mandarin/Cantonese and reside in New York. The mean age and years of education was 73.93±6.34 and 12.79±4.58, respectively. The majority of participants were female (65.3%) and primarily Mandarin speaking (53.1%). Of all enrollees, 54.1% were recruited from community lectures, 29.6% through newspapers, 10.2% through word of mouth, and 6.1% from our clinical services. About 40.8% of participants underwent evaluations at the MSADRC, 44.9% at local senior centers/churches, and 14.3% at home. Given that the majority of our participants had low English proficiency, the use of bilingual recruiters probably allowed us to overcome the language barrier, facilitating recruitment. Our "go to them" model of evaluation is another important factor contributing to our successful recruitment.

Use of an online curriculum to teach delirium to fourth-year medical students: a comparison with lecture format.

PubMed

Chao, Serena H; Brett, Belle; Wiecha, John M; Norton, Lisa E; Levine, Sharon A

2012-07-01

Web-based learning methods are being used increasingly to teach core curriculum in medical school clerkships, but few studies have compared the effectiveness of online methods with that of live lectures in teaching the same topics to students. Boston University School of Medicine has implemented an online, case-based, interactive curriculum using videos and text to teach delirium to fourth-year medical students during their required 1-month Geriatrics and Home Medical Care clerkship. A control group of 56 students who received a 1-hour live delirium lecture only was compared with 111 intervention group students who completed the online delirium curriculum only. Evaluation consisted of a short-answer test with two cases given as a pre- and posttest to both groups. The total possible maximum test score was 34 points, and the lowest possible score was -8 points. Mean pre- and posttest scores were 10.5 ± 4.0 and 12.7 ± 4.4, respectively, in the intervention group and 9.9 ± 3.5 and 11.2 ± 4.5, respectively, in the control group. The intervention group had statistically significant improvement between the pre- and posttest scores (2.21-point difference; P < .001), as did the control group (1.36-point difference; P = .03); the difference in test score improvement between the two groups was not statistically significant. An interactive case-based online curriculum in delirium is as effective as a live lecture in teaching delirium, although neither of these educational methods alone produces robust increases in knowledge. © 2012, Copyright the Authors Journal compilation © 2012, The American Geriatrics Society.

Medical students preference of problem-based learning or traditional lectures in King Abdulaziz University, Jeddah, Saudi Arabia.

PubMed

Ibrahim, Nahla Khamis; Banjar, Shorooq; Al-Ghamdi, Amal; Al-Darmasi, Moroj; Khoja, Abeer; Turkistani, Jamela; Arif, Rwan; Al-Sebyani, Awatif; Musawa, Al-Anoud; Basfar, Wijdan

2014-01-01

Problem-based learning (PBL) is the most important educational innovations in the past 4 decades. The objective of the study was to compare between the preference of medical students for PBL and the preference for traditional lectures regarding learning outcomes (e.g., knowledge, attitude, and skills) gained from both methods. A cross-sectional study was conducted among medical students who studied the hybrid curriculum (PBL and traditional lectures) in King Abdulaziz University, Jeddah, in 2011. Data was collected through a pre-constructed, validated, confidentially anonymous, and self-administered questionnaire. Students' perceptions toward PBL and traditional lectures were assessed through their response to 20 statements inquired about both methods of learning using a five-point Likert scale. Descriptive and analytic statistics were performed using SPSS, version 21 (SPSS Inc, Chicago, Ill., USA). Learners preferred PBL more to traditional lectures for better linking the knowledge of basic and clinical sciences (t test=10.15, P < .001). However, no statistical significant difference (P > .05) was observed regarding the amount of basic knowledge recalled from both methods. Students preferred PBL more to lectures for better learning attitudes, skills, future outcomes, and learning satisfaction (P < .05). PBL motivates students to learn better than lecturing (P < .05). From students' opinion, the mean total skill gained from PBL (47.2 [10.6]) was much higher than that of lectures (33.0 [9.9]), and a highly statistical significant difference was observed (t test=20.9, P < .001). Students preferred PBL more to traditional lectures for improving most of learning outcome domains, especially, learning attitudes and skills. Introducing hybrid-PBL curriculum in all Saudi universities is highly recommended.

Live lecture versus video podcast in undergraduate medical education: A randomised controlled trial

PubMed Central

2010-01-01

Background Information technology is finding an increasing role in the training of medical students. We compared information recall and student experience and preference after live lectures and video podcasts in undergraduate medical education. Methods We performed a crossover randomised controlled trial. 100 students were randomised to live lecture or video podcast for one clinical topic. Live lectures were given by the same instructor as the narrator of the video podcasts. The video podcasts comprised Powerpoint™ slides narrated using the same script as the lecture. They were then switched to the other group for a second clinical topic. Knowledge was assessed using multiple choice questions and qualitative information was collected using a questionnaire. Results No significant difference was found on multiple choice questioning immediately after the session. The subjects enjoyed the convenience of the video podcast and the ability to stop, review and repeat it, but found it less engaging as a teaching method. They expressed a clear preference for the live lecture format. Conclusions We suggest that video podcasts are not ready to replace traditional teaching methods, but may have an important role in reinforcing learning and aiding revision. PMID:20932302

Evaluation of a complementary cyber education program for a pathophysiology class.

PubMed

Yoo, Ji-Soo; Ryue, Sook-Hee; Lee, Jung Eun; Ahn, Jeong-Ah

2009-12-01

The goal of this study was to develop and evaluate a complementary cyber education program for a required pathophysiology class for nursing students. The cyber education program comprised electronic bulletin boards, correspondence material storage, an announcement section, a report submission section, reference sites, and statistics on learning rates. Twelve online lectures complemented five lectures in the classroom. To evaluate the course's educational effectiveness, we performed an online objective questionnaire and an open questionnaire survey anonymously, and compared the complementary cyber education program with traditional classroom education. The complementary cyber education program effected significant improvements in scores for importance with regard to major, clarity of goals and education plans for courses, professor readiness, preciseness and description of lectures, amount and efficiency of assignments, and fairness in appraisal standards compared with the traditional classroom education group. This study indicates that a complementary cyber education program provides nursing students with the flexibility of time and space, the newest information through updated lectures, efficient motivational aids through intimacy between the lecturer and students, and concrete and meaningful tasks. The complementary cyber education course also increased student effort toward studying and student satisfaction with the class.

3 Lectures: "Lagrangian Models", "Numerical Transport Schemes", and "Chemical and Transport Models"

NASA Technical Reports Server (NTRS)

Douglass, A.

2005-01-01

The topics for the three lectures for the Canadian Summer School are Lagrangian Models, numerical transport schemes, and chemical and transport models. In the first lecture I will explain the basic components of the Lagrangian model (a trajectory code and a photochemical code), the difficulties in using such a model (initialization) and show some applications in interpretation of aircraft and satellite data. If time permits I will show some results concerning inverse modeling which is being used to evaluate sources of tropospheric pollutants. In the second lecture I will discuss one of the core components of any grid point model, the numerical transport scheme. I will explain the basics of shock capturing schemes, and performance criteria. I will include an example of the importance of horizontal resolution to polar processes. We have learned from NASA's global modeling initiative that horizontal resolution matters for predictions of the future evolution of the ozone hole. The numerical scheme will be evaluated using performance metrics based on satellite observations of long-lived tracers. The final lecture will discuss the evolution of chemical transport models over the last decade. Some of the problems with assimilated winds will be demonstrated, using satellite data to evaluate the simulations.

Evaluation of Canadian undergraduate ophthalmology medical education at Western University.

PubMed

Li, Bo; Curts, Dustin; Iordanous, Yiannis; Proulx, Alain; Sharan, Sapna

2016-10-01

To assess and evaluate the current level of ophthalmology knowledge and teaching curriculum in undergraduate year 3 (MS-3) at Western University. The Undergraduate Medical Education Curriculum at Western University has instituted additional ophthalmology lecture series to all MS-3 students. A test on basic ophthalmic knowledge was administered to MS-3 students immediately before and after lecture series to evaluate the level of knowledge at baseline and after ophthalmology didactic teaching. An evaluation survey was also given to MS-3 students to assess students' self-perceived level of competency, exposure, and interests in ophthalmology. A total of 134 students attended the ophthalmology lecture series in the study, and 88.1% of students completed the pretest, post-test, and Ophthalmology Education Survey. The average pretest and post-test scores were 40.7% and 75.6% (p < 0.01), respectively. The average rating from MS-3 students for ophthalmology exposure during medical school education was 2.11 (1 = "very minimal" and 5 = "more than adequate"). The average rating for desire for additional didactic ophthalmology lectures was 4.02 (1 = "strongly disagree" and 5 = "strongly agree"). The average rating for interest in ophthalmology was 2.74 (1 = "very little interest" and 5 = "very strong interest"). The additional ophthalmology lecture series had a positive impact on the level of ophthalmic knowledge among MS-3 students, and a strong desire for more ophthalmology teaching during medical school education was identified, as evidenced by the survey undertaken by students after the lectures. Copyright © 2016 Canadian Ophthalmological Society. Published by Elsevier Inc. All rights reserved.

Comparison of traditional and interactive teaching methods in a UK emergency department.

PubMed

Armstrong, Peter; Elliott, Tim; Ronald, Julie; Paterson, Brodie

2009-12-01

Didactic teaching remains a core component of undergraduate education, but developing computer assisted learning (CAL) packages may provide useful alternatives. We compared the effectiveness of interactive multimedia-based tutorials with traditional, lecture-based models for teaching arterial blood gas interpretation to fourth year medical students. Participants were randomized to complete a tutorial in either lecture or multimedia format containing identical content. Upon completion, students answered five multiple choice questions assessing post-tutorial knowledge, and provided feedback on their allocated learning method. Marks revealed no significant difference between either group. All lecture candidates rated their teaching as good, compared with 89% of the CAL group. All CAL users found multiple choice questions assessment useful, compared with 83% of lecture participants. Both groups highlighted the importance of interaction. CAL complements other teaching methods, but should be seen as an adjunct to, rather than a replacement for, traditional methods, thus offering students a blended learning environment.

Non-native English language speakers benefit most from the use of lecture capture in medical school.

PubMed

Shaw, Graham P; Molnar, David

2011-01-01

Medical education in the United States and Canada continues to evolve. However, many of the changes in pedagogy are being made without appropriate evaluation. Here, we attempt to evaluate the effectiveness of lecture capture technology as a learning tool in Podiatric medical education. In this pilot project, student performance in an inaugural lecture capture-supported biochemistry course was compared to that in the previous academic year. To examine the impact of online lecture podcasts on student performance a within-subjects design was implemented, a two way ANCOVA with repeated measures. The use of lecture capture-supported pedagogy resulted in significantly higher student test scores, than achieved historically using traditional pedagogy. The overall course performance using this lecture capture-supported pedagogy was almost 6% higher than in the previous year. Non-native English language speakers benefitted more significantly from the lecture capture-supported pedagogy than native English language speakers, since their performance improved by 10.0 points. Given that underrepresented minority (URM) students, whose native language is not English, makes up a growing proportion of medical school matriculates, these observations support the use of lecture capture technology in other courses. Furthermore, this technology may also be used as part of an academic enrichment plan to improve performance on the American Podiatric Medical Licensing Examination, reduce the attrition of URM students and potentially address the predicted minority physician shortage in 2020. Copyright © 2011 Wiley Periodicals, Inc.

Lattice gauge theory for QCD

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

DeGrand, T.

1997-06-01

These lectures provide an introduction to lattice methods for nonperturbative studies of Quantum Chromodynamics. Lecture 1: Basic techniques for QCD and results for hadron spectroscopy using the simplest discretizations; lecture 2: Improved actions--what they are and how well they work; lecture 3: SLAC physics from the lattice-structure functions, the mass of the glueball, heavy quarks and {alpha}{sub s} (M{sub z}), and B-{anti B} mixing. 67 refs., 36 figs.

Activity-Based Introductory Physics Reform *

NASA Astrophysics Data System (ADS)

Thornton, Ronald

2004-05-01

Physics education research has shown that learning environments that engage students and allow them to take an active part in their learning can lead to large conceptual gains compared to those of good traditional instruction. Examples of successful curricula and methods include Peer Instruction, Just in Time Teaching, RealTime Physics, Workshop Physics, Scale-Up, and Interactive Lecture Demonstrations (ILDs). RealTime Physics promotes interaction among students in a laboratory setting and makes use of powerful real-time data logging tools to teach concepts as well as quantitative relationships. An active learning environment is often difficult to achieve in large lecture sessions and Workshop Physics and Scale-Up largely eliminate lectures in favor of collaborative student activities. Peer Instruction, Just in Time Teaching, and Interactive Lecture Demonstrations (ILDs) make lectures more interactive in complementary ways. This presentation will introduce these reforms and use Interactive Lecture Demonstrations (ILDs) with the audience to illustrate the types of curricula and tools used in the curricula above. ILDs make use real experiments, real-time data logging tools and student interaction to create an active learning environment in large lecture classes. A short video of students involved in interactive lecture demonstrations will be shown. The results of research studies at various institutions to measure the effectiveness of these methods will be presented.

Millennial's perspective of clicker technology in a nursing classroom: A Mixed methods research study.

PubMed

Toothaker, Rebecca

2018-03-01

Nursing education is facing challenges and a shift in paradigm within the nursing classroom. Educators need to explore innovative strategies that engage students. Clickers are one tool that can enhance participation, protect anonymity, and promote learning of concepts. This mixed methods study evaluated nursing student's perceptions of clicker technology during lecture. This study uses a 9-item questionnaire to explore perceived levels of student perception of the technology of clickers in a nursing classroom. The sample consisted of ninety-nine sophomore and senior level nursing students. Participants were recruited using convenience sampling. Ninety-one percent of the students agreed or strongly agreed that the use of clickers helped them to develop a better understanding of the subject matter when compared to traditional lecture based class. The findings portray a positive correlation of learning and an enhanced pedagogical approach for nursing students. Copyright © 2017 Elsevier Ltd. All rights reserved.

The effect of podcast lectures on nursing students' knowledge retention and application.

PubMed

Abate, Karen S

2013-01-01

This pilot study sought to evaluate the effectiveness of academic podcasts in promoting knowledge retention and application in nursing students. Nursing education no longer simply occurs in a fixed location or time. Computer-enhanced mobile learning technologies, such as academic podcasts, must be grounded in pedagogically sound characteristics to ensure effective implementation and learning in nursing education. A convenience sample of 35 female undergraduate nursing students was randomized into three groups: a traditional face-to-face lecture group, an unsegmented (non-stop) podcast lecture group, and a segmented podcast lecture group. Retention and application of information were measured through a multiple-choice quiz and a case study based on lecture content. Students in the segmented podcast lecture group demonstrated higher scores on multiple-choice and case-study assessments than those in the other two groups. Nurse educators should be aware of this finding when seeking to employ podcast lectures in nursing education.

Course Structure Matters in Initial Teacher Education: Student Teachers' Perceptions of Impacts on Their Learning

ERIC Educational Resources Information Center

Hogg, Linda; Yates, Anne

2013-01-01

This formative evaluation within a graduate initial teacher education program sought to identify student teachers' perceptions of lecturer practice and its influence on their developing practice. Data collected from course and teaching evaluations and focus group interviews suggested that microstructural course elements--lectures, tutorials, and…

Managing the Podcast Lecture: A Hybrid Approach for Online Lectures in the Business Classroom

ERIC Educational Resources Information Center

Hollandsworth, Randall J.

2007-01-01

This article discusses a pilot project applying podcast technology to a management course. The project was designed, implemented, and evaluated in spring 2006 in conjunction with the Management and Supervisory Development program at Athens Technical College (Athens, Georgia). The project goals were to evaluate the pedagogical, logistical, and…

Evaluation of a Classroom Exercise on Social Distance and Discrimination

ERIC Educational Resources Information Center

Maurer, Trent W.

2013-01-01

This project evaluated a class activity on social distance and discrimination using the Bogardus Social Distance Scale. Students [N = 266] in six sections of a family development course received either lecture or lecture plus the activity and completed two pretest and posttest measures. Results revealed greater positive shifts on the Scale for…

Teaching tools in Evidence Based Practice: evaluation of reusable learning objects (RLOs) for learning about Meta-analysis

PubMed Central

2011-01-01

Background All healthcare students are taught the principles of evidence based practice on their courses. The ability to understand the procedures used in systematically reviewing evidence reported in studies, such as meta-analysis, are an important element of evidence based practice. Meta-analysis is a difficult statistical concept for healthcare students to understand yet it is an important technique used in systematic reviews to pool data from studies to look at combined effectiveness of treatments. In other areas of the healthcare curricula, by supplementing lectures, workbooks and workshops with pedagogically designed, multimedia learning objects (known as reusable learning objects or RLOs) we have shown an improvement in students' perceived understanding in subjects they found difficult. In this study we describe the development and evaluation of two RLOs on meta-analysis. The RLOs supplement associated lectures and aim to improve students' understanding of meta-analysis in healthcare students. Methods Following a quality controlled design process two RLOs were developed and delivered to two cohorts of students, a Master in Public Health course and Postgraduate diploma in nursing course. Students' understanding of five key concepts of Meta-analysis were measured before and after a lecture and again after RLO use. RLOs were also evaluated for their educational value, learning support, media attributes and usability using closed and open questions. Results Students rated their understanding of meta-analysis as improved after a lecture and further improved after completing the RLOs (Wilcoxon paired test, p < 0.01 in all cases) Whilst the media components of the RLOs such as animations helped most students (86%) understand concepts including for example Forest plots, 93% of students rated usability and control as important to their learning. A small number of students stated they needed the support of a lecturer alongside the RLOs (7% 'Agreed' and 21% 'Neutral'). Conclusions Meta-analysis RLOs that are openly accessible and unrestricted by usernames and passwords provide flexible support for students who find the process of meta-analysis difficult. PMID:21542905

Evaluating the Use of Facebook to Increase Student Engagement and Understanding in Lecture-Based Classes

ERIC Educational Resources Information Center

Dyson, Benjamin; Vickers, Kristin; Turtle, John; Cowan, Sara; Tassone, Adrianna

2015-01-01

Both lecture delivery and Facebook use are ubiquitous aspects of higher education from staff and student points-of-view, respectively. An attempt was made to integrate the two by setting up a Facebook group and delivering contemporary news stories in preparation for in-lecture discussion in a large-scale (1,200 students across 5 sections)…

A Study of Effectiveness of Computer Assisted Instruction (CAI) over Classroom Lecture (CRL) at ICS Level

ERIC Educational Resources Information Center

Kaousar, Tayyeba; Choudhry, Bushra Naoreen; Gujjar, Aijaz Ahmed

2008-01-01

This study was aimed to evaluate the effectiveness of CAI vs. classroom lecture for computer science at ICS level. The objectives were to compare the learning effects of two groups with classroom lecture and computer-assisted instruction studying the same curriculum and the effects of CAI and CRL in terms of cognitive development. Hypotheses of…

Evaluating the Effectiveness of Lecture Capture: Lessons Learned from an Undergraduate Political Research Class

ERIC Educational Resources Information Center

Roberts, James C.

2015-01-01

This article presents the results of a 4-year quasi-experimental study of the effectiveness of lecture capture in an undergraduate political research class. Students self-enrolled in either a traditional in-class lecture-discussion section or a fully online section of a required political research course. The class sessions from the in-class…

Interteaching: The Impact of Lectures on Student Performance

ERIC Educational Resources Information Center

Saville, Bryan K.; Cox, Troy; O'Brien, Sean; Vanderveldt, Ariana

2011-01-01

Several studies suggest that interteaching improves student learning more than traditional lectures, but few have examined which components of interteaching contribute to its efficacy. We examined whether the lecture component of interteaching affected students' exam grades and cumulative point totals in a research methods course. Although…

Collaborative use of virtual patients after a lecture enhances learning with minimal investment of cognitive load.

PubMed

Marei, Hesham F; Donkers, Jeroen; Al-Eraky, Mohamed M; Van Merrienboer, Jeroen J G

2018-05-25

The use of virtual patients (VPs), due to their high complexity and/or inappropriate sequencing with other instructional methods, might cause a high cognitive load, which hampers learning. To investigate the efficiency of instructional methods that involved three different applications of VPs combined with lectures. From two consecutive batches, 171 out of 183 students have participated in lecture and VPs sessions. One group received a lecture session followed by a collaborative VPs learning activity (collaborative deductive). The other two groups received a lecture session and an independent VP learning activity, which either followed the lecture session (independent deductive) or preceded it (independent inductive). All groups were administrated written knowledge acquisition and retention tests as well as transfer tests using two new VPs. All participants completed a cognitive load questionnaire, which measured intrinsic, extraneous and germane load. Mixed effect analysis of cognitive load and efficiency using the R statistical program was performed. The highest intrinsic and extraneous load was found in the independent inductive group, while the lowest intrinsic and extraneous load was seen in the collaborative deductive group. Furthermore, comparisons showed a significantly higher efficiency, that is, higher performance in combination with lower cognitive load, for the collaborative deductive group than for the other two groups. Collaborative use of VPs after a lecture is the most efficient instructional method, of those tested, as it leads to better learning and transfer combined with lower cognitive load, when compared with independent use of VPs, either before or after the lecture.

OnlineTED.com − a novel web-based audience response system for higher education. A pilot study to evaluate user acceptance

PubMed Central

Kühbeck, Felizian; Engelhardt, Stefan; Sarikas, Antonio

2014-01-01

Background and aim: Audience response (AR) systems are increasingly used in undergraduate medical education. However, high costs and complexity of conventional AR systems often limit their use. Here we present a novel AR system that is platform independent and does not require hardware clickers or additional software to be installed. Methods and results: “OnlineTED” was developed at Technische Universität München (TUM) based on Hypertext Preprocessor (PHP) with a My Structured Query Language (MySQL)-database as server- and Javascript as client-side programming languages. “OnlineTED” enables lecturers to create and manage question sets online and start polls in-class via a web-browser. Students can participate in the polls with any internet-enabled device (smartphones, tablet-PCs or laptops). A paper-based survey was conducted with undergraduate medical students and lecturers at TUM to compare "OnlineTED" with conventional AR systems using clickers. "OnlineTED" received above-average evaluation results by both students and lecturers at TUM and was seen on par or superior to conventional AR systems. The survey results indicated that up to 80% of students at TUM own an internet-enabled device (smartphone or tablet-PC) for participation in web-based AR technologies. Summary and Conclusion: “OnlineTED” is a novel web-based and platform-independent AR system for higher education that was well received by students and lecturers. As a non-commercial alternative to conventional AR systems it may foster interactive teaching in undergraduate education, in particular with large audiences. PMID:24575156

Traditional lecture versus jigsaw learning method for teaching Medication Therapy Management (MTM) core elements.

PubMed

Wilson, Jennifer A; Pegram, Angela H; Battise, Dawn M; Robinson, April M

2017-11-01

To determine if traditional didactic lecture or the jigsaw learning method is more effective to teach the medication therapy management (MTM) core elements in a first year pharmacy course. Traditional didactic lecture and a pre-class reading assignment were used in the fall semester cohort, and the jigsaw method was used in the spring semester cohort. Jigsaw is a cooperative learning strategy requiring students to assume responsibility for learning, and subsequently teaching peers. The students were responsible for reading specific sections of the pre-class reading, and then teaching other students in small groups about their specific reading assignments. To assess potential differences, identical pre- and post-tests were administered before and after the MTM section. Additionally, grade performance on an in-class project and final exam questions were compared, and students were surveyed on perceptions of teaching method used. A total of 45 and 43 students completed both the pre- and post-test in the fall and spring (96% and 93% response rate), respectively. Improvement in post-test scores favored the traditional method (p = 0.001). No statistical differences were noted between groups with grade performance on the in-class project and final exam questions. However, students favored the jigsaw method over traditional lecture and perceived improvements in problem solving skills, listening/communication skills and encouragement of cooperative learning (p = 0.018, 0.025 and 0.031). Although students favored the jigsaw learning method, traditional didactic lecture was more effective for the pre- and post-knowledge test performance. This may indicate that traditional didactic lecture is more effective for more foundational content. Copyright © 2017 Elsevier Inc. All rights reserved.

Blended versus lecture learning: outcomes for staff development.

PubMed

Sherman, Heidi; Comer, Linda; Putnam, Lorene; Freeman, Helen

2012-07-01

Critical care pharmacology education is crucial to safe patient care for nurses orienting to specialized areas. Although traditionally taught as a classroom lecture, it is important to consider effectiveness of alternative methods for education. This study provided experimentally derived evidence regarding effectiveness of blended versus traditional lecture for critical care pharmacology education. Regardless of learner demographics, the findings determined no significant differences in cognitive learning outcomes or learner satisfaction between blended versus lecture formats.

The Philosophical Foundation of the Lecture Method of Instruction and the Case Method of Instruction: Implications for Examinations

ERIC Educational Resources Information Center

Ardalan, Kavous

2013-01-01

Any adequate comparison between the lecture method of instruction and the case method of instruction necessarily requires a comparison of their underlying philosophical foundation and methodology. This is based on the premise that foundational philosophies or world views underlie educational philosophies, and each educational philosophy favors a…

An Experiment in the Evaluation of Instruction at the Junior College.

ERIC Educational Resources Information Center

Partridge, Patrick V.

This study was designed to determine the effectiveness of textbook and lecture methods of instruction on student achievement during 10 days of an introductory psychology course. The 48 subjects were randomly assigned to four treatment groups. The same examination was given as pretest and as post-test. The test was concerned with recall of factual…

Team- and Case-Based Learning to Activate Participants and Enhance Knowledge: An Evaluation of Seminars in Germany

ERIC Educational Resources Information Center

Kuhne-Eversmann, Lisa; Eversmann, Thomas; Fischer, Martin R.

2008-01-01

Introduction: There is a strong need for high-quality continuing medical education (CME) in Germany. To maintain a medical license, physicians are required to participate in regular training. Although evidence suggests that compared to lectures interactive methods can impart sustainable knowledge and a high degree of satisfaction, few interactive…

Workplace injury management: using new technology to deliver and evaluate physician continuing medical education.

PubMed

Karlinsky, Harry; Dunn, Celina; Clifford, Bill; Atkins, Jim; Pachev, George; Cunningham, Ken; Fenrich, Peter; Bayani, Yassaman

2006-12-01

Physicians typically receive little continuing medical education (CME) about their role in workplace injury management as well as on workplace injuries and disease. Although new technologies may help educate physicians in these areas, careful evaluation is required, given the understudied nature of these interventions. The objective of this study is to evaluate two promising new technologies to deliver CME (online learning and videoconferencing) and to compare the effectiveness of these delivery methods to traditional CME interventions (large urban traditional conference lectures and small group local face-to-face outreach) in their impact on physician knowledge related to workplace injury management. This study utilized a prospective, controlled evaluation of two educational programs for BC physicians: 1) The Diagnosis and Management of Lateral Epicondylitis; and 2) Is Return-to-Work Good Medicine? Each educational module was delivered in each of four ways (Outreach Visit, Videoconference Session, Conference Lecture, Online) and physicians self-selected their participation--both in terms of topic and delivery method. Questionnaires related to knowledge as well as learner attitude and satisfaction were administered prior (pre-test) and following (post-test) all educational sessions. 581 physician encounters occurred as a result of the educational interventions and a significant percentage of the physicians participated in the research per se (i.e. there were 358 completed sets of pre-test and post-test 'Knowledge' questionnaires). Overall the results showed that the developed training programs increased physicians' knowledge of both Lateral Epicondylitis and the physician's role in Return-To-Work planning as reflected in improved post-test performance when compared to pre-test scores. Furthermore, videoconferencing and online training were at least as effective as conference lectures and instructor-led small group outreach sessions in their impact on physician knowledge. Use of effective videoconferencing and online learning activities will increase physician access to quality CME related to workplace injury management and will overcome access barriers intrinsic to types of CME interventions based on instructor-student face-to-face interactions.

Effectiveness of small-group interactive education vs. lecture-based information-only programs on motivation to change and lifestyle behaviours. A prospective controlled trial of rehabilitation inpatients.

PubMed

Reusch, Andrea; Ströbl, Veronika; Ellgring, Heiner; Faller, Hermann

2011-02-01

Although patient education may promote motivation to change health behaviours, the most effective method has not yet been determined. This prospective, controlled trial compared an interactive, patient-oriented group program with lectures providing only information. We evaluated motivational stages of change and self-reported behaviours in three domains (sports, diet, relaxation) at four times up to one year (60% complete data) among 753 German rehabilitation inpatients (mean age 50 years, 52% male) with orthopaedic (59%) or cardiologic disorders (10%) or diabetes mellitus (31%). We found improvements between baseline and follow up regarding each outcome (p<.001) in both groups. At the end of rehabilitation, participants of the interactive group, as compared to the lectures, showed more advanced motivation regarding diet (p<.10) and sports (p=.006). Interactive group patients reported healthier diets both after 3 months (p=0.013) and 12 months (p=0.047), more relaxation behaviours (p=.029) after 3 months and higher motivation for sports after 12 months (p=.08). The superior effectiveness of the interactive group was only partly confirmed. This short, 5-session interactive program may not be superior to lectures to induce major sustainable changes in motivation. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.

Effects of Reinforcement Method of Dissection Physiology Education on the Achievement in Pharmacology.

PubMed

Kitayama, Tomoya; Kagota, Satomi; Yoshikawa, Noriko; Kawai, Nobuyuki; Nishimura, Kanae; Miura, Takeshi; Yasui, Naomi; Shinozuka, Kazumasa; Nakabayashi, Toshikatsu

2016-01-01

The Pharmaceutical Education Support Center was established in the Department of Pharmacy at the School of Pharmacy and Pharmaceutical Science of Mukogawa Women's University in 2014. We started teaching first and second years students according to proficiency from the 2014 academic year. Students were divided into two classes: the regular class (high proficiency class) and the basic class (low proficiency class), based on achievement in several basic subjects related to the study of pharmacy. The staffs in the Pharmaceutical Education Support Center reinforce what is taught to students in the basic class. In this reinforcement method of education, the class size is small, consisting of about 15 students, a quiz to review the previous lesson is given at the beginning of each lecture, and an additional five lectures are conducted, compared to the high proficiency class, which receives 15 lectures. In this study, we evaluated the effects of the reinforcement method of physiology education on achievement in pharmacology that was not conducted in the proficiency-dependent teaching method. The students in the basic class in physiology education were chosen based on achievement levels in anatomy. Achievement levels of pharmacology students in the basic class of physiology improved compared with those of students who had the same achievement levels in physiology but were not taught according to proficiency-dependent teaching in the 2013 academic year. These results suggest that the reinforcement method for education in basic subjects in pharmacy, such as physiology, can improve achievement in more advanced subjects, such as pharmacology.

A Delicate Balance: Integrating Active Learning into a Large Lecture Course

PubMed Central

Cotner, Sehoya H.; Baepler, Paul M.; Decker, Mark D.

2008-01-01

A lecture section of introductory biology that historically enrolled more than 500 students was split into two smaller sections of approximately 250 students each. A traditional lecture format was followed in the “traditional” section; lecture time in the “active” section was drastically reduced in favor of a variety of in-class student-centered activities. Students in both sections took unannounced quizzes and multiple-choice exams. Evaluation consisted of comparisons of student survey responses, scores on standardized teaching evaluation forms, section averages and attendance, and open-ended student comments on end-of-term surveys. Results demonstrate that students perform as well, if not better, in an active versus traditional environment. However, student concerns about instructor expectations indicate that a judicious balance of student-centered activities and presentation-style instruction may be the best approach. PMID:19047423

The effectiveness of an e-learning program on pediatric medication safety for undergraduate students: a pretest-post-test intervention study.

PubMed

Lee, Tzu-Ying; Lin, Fang-Yi

2013-04-01

Safe medication management is a major competency taught in the nursing curriculum. However, administering pediatric medications is considered a common clinical stressor for Taiwanese students. A supplemental e-learning program that helps students fill the gap between basic nursing skills and pediatric knowledge on medication safety was developed. To evaluate the effectiveness of an e-learning program to increase pediatric medication management among students who take pediatric nursing courses. This intervention study used a historical comparison design. A university in Northern Taiwan. A total of 349 undergraduate nursing students who took pediatric nursing courses participated. Eighty students in the comparison group received regular pediatric courses, including the lectures and clinical practicum; 269 students in the intervention group received an e-learning program, in addition to the standard pediatric courses. Between February 2011 and July 2012 pediatric medication management, including pediatric medication knowledge and calculation ability, was measured at the beginning of the first class, at the completion of the lectures, and at the completion of the clinical practicum. The program was evaluated qualitatively and quantitatively. The intervention group had significantly higher pediatric medication management scores at completion of the lecture course and at the completion of the clinical practicum than the comparison group based on the first day of the lecture course, after adjusting for age, nursing program, and having graduated from a junior college in nursing. Overall, the students appreciated the program that included various teaching modalities content that related to the administration of medication. Using an e-learning program on pediatric medication management is an effective learning method in addition to sitting in a regular lecture course. The different emphases in each module, provided by experienced instructors, enabled the students to be more aware of their role in pediatric medication safety. Copyright © 2013 Elsevier Ltd. All rights reserved.

Bones, Boys, Bombs and Booze: An Exploratory Study of the Reliability of Marking Dissertations across Disciplines

ERIC Educational Resources Information Center

Bettany-Saltikov, Josette; Kilinc, Stephanie; Stow, Karen

2009-01-01

The primary aim of this study was to evaluate the reliability of the University's Masters' level (M-level) generic assessment criteria when used by lecturers from different disciplines. A further aim was to evaluate if subject-specific knowledge was essential to marking these dissertations. Four senior lecturers from diverse disciplines…

Lecturers' Perceptions of the Implementation of the Revised English Language Nigeria Certificate in Education Curriculum

ERIC Educational Resources Information Center

Tom-Lawyer, Oris Oritsebemigho

2015-01-01

This paper examines the perceptions of English language lecturers from three colleges of education on the factors that inhibit the implementation process of the revised English Language Nigeria Certificate Education Curriculum. The study which is underpinned by the CIPP Evaluation model is part of a larger study on the evaluation of the…

Do Visual Aids Really Matter? A Comparison of Student Evaluations before and after Embedding Visuals into Video Lectures

ERIC Educational Resources Information Center

Fish, Kristine; Mun, Jungwon; A'Jontue, RoseAnn

2016-01-01

Educational webcasts or video lectures as a teaching tool and a form of visual aid have become widely used with the rising prevalence of online and blended courses and with the increase of web-based video materials. Thus, research pertaining to factors enhancing the effectiveness of video lectures, such as number of visual aids, is critical. This…

Practical training on porcine hearts enhances students' knowledge of human cardiac anatomy.

PubMed

Musumeci, Giuseppe; Loreto, Carla; Mazzone, Venera; Szychlinska, Marta Anna; Castrogiovanni, Paola; Castorina, Sergio

2014-05-01

Historically, cadavers have been used for the study of anatomy. Nowadays, the territorial and legal limitations of this approach have led to the introduction of alternative teaching methods such as the use of practical exercise consisting of dissection and observation of animal organs. The aim of this study was to evaluate the use of practical training on animal organs compared with the traditional method of anatomy teaching, based on the dissection of human cadavers. In this study, we seek to demonstrate the usefulness of practical exercise on animal organs. This practical training was held a week after the series of lectures, thus leaving time for the students to learn and understand the topics discussed. Immediately after the lecture, all of the students completed a preliminary test to assess the immediate effect of the lecture. Immediately before the practical exercise, both control and experimental groups completed a second test to assess the effectiveness of personal study. Immediately after practical training, a third test was completed by the experimental group and the control group (no practical activity on animal organs) to highlight the added value of hands-on practice in addition to the lecture. Data obtained from statistical analysis showed a p<0.05 (control group vs. experimental group) only for the third test as expected, highlighting significant differences in anatomy learning between control and experimental groups. Thus, the results of this study emphasize the utility of practical training on animal organs in learning and understanding anatomy, considering the limitations of the use of cadavers. Copyright © 2014 Elsevier GmbH. All rights reserved.

Fracture mechanics methodology: Evaluation of structural components integrity

NASA Astrophysics Data System (ADS)

Sih, G. C.; de Oliveira Faria, L.

1984-09-01

The application of fracture mechanics to structural-design problems is discussed in lectures presented in the AGARD Fracture Mechanics Methodology course held in Lisbon, Portugal, in June 1981. The emphasis is on aeronautical design, and chapters are included on fatigue-life prediction for metals and composites, the fracture mechanics of engineering structural components, failure mechanics and damage evaluation of structural components, flaw-acceptance methods, and reliability in probabilistic design. Graphs, diagrams, drawings, and photographs are provided.

A Study on Course Management System Implementation in Indonesian Higher Education Institutions

NASA Astrophysics Data System (ADS)

Saputra, Y. A.; Singgih, M. L.; Latiffianti, E.; Suryani, E.; Mudjahidin

2018-04-01

Information technology development nowadays has brought new colors in the higher education learning process. In Indonesia, the current trend showed a higher use of CMS to support the existing conventional learning method in the classrooms. This paper attempts to understand the characteristics of CMS implementation based on a survey at several higher education institutions in Indonesia. There were 9 selected higher education institutions observed in this study. The objectives were to find out the CMS implementation in terms of: 1) the management of CMS implementation, 2) the evaluation, 3) originality of materials, platform, and feature; and 4) participation level. The result showed that the use of CMS in these institutions, in general, was to support the classroom conventional learning method by providing a repository of lecture notes and communication forum/media outside the classroom. The management task mostly was taken care by a specific unit. A Moodle (freeware) was found as a typical platform in use, and none of the institutions chose to use paid platform i.e. Blackboard. The accessibility of CMS used was kept closed for limited group of people due to high cost of material originality assurance. Observation also found that there was not much attempts in evaluating the success of CMS implementation in each institution, whereas the success measurement was limited to the users’ satisfaction level. The majority of institutions claimed a good internal participation level (with lecturers and students as the main users), but in general we found that lecturer participation in most institutions were low or even very low.

Significant Returns in Engagement and Performance with a Free Teaching App

ERIC Educational Resources Information Center

Green, Alan

2016-01-01

Pedagogical research shows that teaching methods other than traditional lectures may result in better outcomes. However, lecture remains the dominant method in economics, likely due to high implementation costs of methods shown to be effective in the literature. In this article, the author shows significant benefits of using a teaching app for…

SU-E-E-01: ABR Diagnostic Radiology Core Exam: Was Our Redesigned Physics Course Successful in Teaching Physics to Radiology Residents?

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

Kanal, K; Hoff, M; Dickinson, R

Purpose: Our purpose is to evaluate the effectiveness of our two year physics course in preparing radiology residents for the American Board of Radiology (ABR) diagnostic radiology exam. Methods: We designed a new two-year physics course that integrates radiology clinical content and practice and is primarily based on the AAPM curriculum and RSNA/AAPM physics modules. Biweekly classes focus on relevant concepts from assigned reading and use audience response systems to encourage participation. Teaching efficiency is optimized through lecturer rotations of physicists, radiologists, and guest speakers. An emphasis is placed on clinical relevance by requiring lab work and providing equipment demonstrations.more » Periodic quiz were given during the course. The course website was also redesigned for usability, and physics review lectures were conducted two weeks before the board exam to refresh key concepts. At the completion of our first two-year course, we conducted a confidential evaluation of the faculty and course. The evaluation assessed metrics such as overall organization, clinical relevance of content, and level of difficulty, with a rating scale from poor to excellent. Results: Our evaluation indicated that the redesigned course provided effective board exam preparation, with most responses between good and excellent. There was some criticism on the course length and on chronological discontinuity, but the review lectures were appreciated by the residents. All of our residents passed the physics component of the ABR exam with scores exceeding the minimum passing score by a significant margin. Conclusion: The course evaluation and board exam results indicate that our new two-year course format provides valuable board exam preparation. This is possible thanks to the time and effort taken by the physics faculty on ensuring the residents get quality physics education.« less

Medical biochemistry: Is it time to change the teaching style?

PubMed

Palocaren, Jeeji; Pillai, Lekha S; Celine, T M

2016-01-01

The Medical Council of India (MCI) recommendations on medical education suggest a shift from didactic lectures to more interactive lectures. This study assessed the effectiveness of different pedagogical methods in biochemistry and the perceptions of students and teachers about the shift from didactic to interactive lectures. An interventional crossover study was done with the topic divided into three biochemical modules and one clinical module. The students were divided into two batches, one of which was given didactic and the other, interactive lectures. They were assessed immediately after the lecture and four months later. Anonymous feedback was obtained to gauge the students' perceptions regarding the mode of teaching. The teachers' feedback on the use of both pedagogical styles was also obtained. There was no significant difference between the performance of the two groups in either examination in three of the modules. However, there was a statistically significant difference between the two groups' performance in the module that had clinical applications, with students from the interactive lecture group performing better. All students preferred interactive classes, irrespective of the topic taught. The teachers indicated that, although at the outset the interactive lectures were difficult to manage, both in terms of content and time, these drawbacks could be overcome with time and practice. Interactive lectures are an effective teaching method in biochemistry, especially in topics involving clinical application.

Student Orientations to Independent Learning.

ERIC Educational Resources Information Center

Jones, Alice; Jones, Douglas

1996-01-01

A study investigated the relationship of 46 college students' preferred teaching method (conventional lecture versus independent study package) and their own approaches to study (surface, deep, achieving). Results indicated that while students preferred the conventional lecture method, preference did not correlate with their study approach and…

Mathematics Lecturers' Views of Examinations: Tensions and Possible Resolutions

ERIC Educational Resources Information Center

Iannone, Paola; Simpson, Adrian

2015-01-01

If assessment drives learning and the closed book examination dominates the pattern of assessment for undergraduate mathematics (as it does in the UK), lecturers need to ensure that examinations reflect the learning they value. This article uses a mixed method approach to explore lecturers' views of the closed book examination in relation to other…

The Slide-Lecture: An Alternative to Chalkdust?

ERIC Educational Resources Information Center

Wilkins, S. A.

Many instructors teaching large survey courses use the chalkboard to aid their lectures in spite of the waste of class time in writing and erasing, the clutter and confusion that may result, and the messiness of chalkdust. As an alternative, the slide-lecture method has been used for several years at Bossier Community College in teaching…

Lecture Recording: Structural and Symbolic Information vs. Flexibility of Presentation

ERIC Educational Resources Information Center

Stolzenberg, Daniel; Pforte, Stefan

2007-01-01

Rapid eLearning is an ongoing trend which enables flexible and cost-effective creation of learning materials. Especially, lecture recording has turned out to be a lightweight method particularly suited for existing lectures and blended learning strategies. In order to not only sequentially play back but offer full fledged navigation, search and…

Evaluating Didactic Methods for Training Medical Students in the Use of Bedside Ultrasound for Clinical Practice at a Faculty of Medicine in Romania.

PubMed

Florescu, Cosmin C; Mullen, Jeffrey A; Nguyen, Vivian My; Sanders, Brooke E; Vu, Priscilla Quynh-Phuon

2015-10-01

Medical students' time is limited, so efficiency in medical education is valued. This research project aimed to determine the most effective means to teach bedside ultrasound to medical students in a 1-week training course. We hypothesized that the best method would include a combination of podcasts and hands-on teaching; therefore, there would be a statistically significant difference among the various methods of teaching. Medical students were randomly assigned to 3 groups. All groups attended a 50-minute hands-on bedside ultrasound training session. Students in the first group attended a 50-minute live lecture before the hands-on session, whereas students in the second group watched a podcast that covered the same material as the live lecture. Students in the third group served as the control and only attended the hands-on sessions. Five topics were covered during the course: (1) introduction to ultrasound, (2) pulmonary ultrasound, (3) cardiac ultrasound, (4) hepatobiliary ultrasound, and (5) focused assessment with sonography for trauma. Students completed a 20-question pre- and post-training quiz that covered basic ultrasound principles. Students also conducted a focused assessment with sonography for trauma examination for the practical portion of their evaluation. Students' pre- to post-training quiz scores increased from 33.6% to 72.6% correct in the lecture group (n = 21; P < .0001), from 40.7% to 75.5% correct in the podcast group (n = 20; P< .0001), and from 37.8% to 70.0% correct in the control group (n = 23; P< .0001). Data analysis of written and practical examination scores showed no significant differences among the groups [F(2,61) = 0.885; P = .418; F(2,60) = 1.739; P = .184, respectively]. These results suggest that all 3 methods are equally effective in teaching novice medical students basic ultrasound knowledge and skills. © 2015 by the American Institute of Ultrasound in Medicine.

Which Form of Medical Training is the Best in Improving Interns’ knowledge Related to Advanced Cardiac Life Support Drugs Pharmacology? An Educational Analytical Intervention Study Between Electronic Learning and Lecture-Based Education

PubMed Central

Khoshbaten, Manouchehr; Soleimanpour, Hassan; Ala, Alireza; Shams Vahdati, Samad; Ebrahimian, Kimia; Safari, Saeid; Golzari, Samad EJ; Salek Ranjbarzadeh, Fariba; Mehdizadeh Esfanjani, Robab

2014-01-01

Background: Conventional educational systems seem to be improper throughout the cardiopulmonary resuscitation (CPR) teaching process. The most common causes of failed resuscitation are unfamiliarity with cardiopulmonary resuscitation algorithms, poor performance of leader of the CPR team and lack of skilled personnel, coordination among members during resuscitation, and responsibility of staff. Objectives: Electronic learning, as a new educational method is controversial issue in medical education for improving physicians’ practical knowledge and it is inevitable that further research on its effectiveness should be done. Materials and Methods: The present study is a prospective, pre- and post-educational, cross-sectional research, in which 84 interns were randomly divided into two groups. pre- and post- educational interventions that took place in the Department of Emergency Medicine, interns were evaluated by 21 multiple choice questions related to American Heart Association guidelineson cardiopulmonary resuscitation drugs. Questions were assessed in terms of routes for CPR drugs administration, CPR drug dosage forms, clinical judgment and appropriate CPR drug administration, and the alternative drugs in emergency situations. Data were analyzed by generalized estimating equations regression models and P < 0.05 was considered statistically significant. Results: Evaluating the effectiveness of both educational methods revealed that the mean answering score for 21 questions before education was 7.5 ± 2.6 and no significant difference was observed in groups (P = 0.55). However, after education, the average scores significantly increased to 11.0 ± 3.9 (P < 0.001). Electronic learning method was not associated with considerable increase in the knowledge of interns in this group compared with the lecture-based group (P = 0.49). Conclusions: No significant differences were observed between electronic learning and lecture-based education in improving interns’ knowledge of CPR drugs. PMID:24719802

Designing an Alternative Teaching Approach (Feedback Lecture) through the Use of Guided Decision-Making.

ERIC Educational Resources Information Center

Osterman, Dean

This chapter explains how the Guided Design method of teaching can be used to solve problems, and how this method was used in the development of a new method of teaching. Called the Feedback Lecture, this method is illustrated through an example, and research data on its effectiveness is presented. The Guided Decision-Making Process is also…

A Comparison between the Effect of Cooperative Learning Teaching Method and Lecture Teaching Method on Students' Learning and Satisfaction Level

ERIC Educational Resources Information Center

Mohammadjani, Farzad; Tonkaboni, Forouzan

2015-01-01

The aim of the present research is to investigate a comparison between the effect of cooperative learning teaching method and lecture teaching method on students' learning and satisfaction level. The research population consisted of all the fourth grade elementary school students of educational district 4 in Shiraz. The statistical population…

The Effectiveness of School-Type Classes Compared to the Traditional Lecture/Tutorial Method for Teaching Quantitative Methods to Business Students.

ERIC Educational Resources Information Center

Goldfinch, Judy

1996-01-01

A study compared the effectiveness of two methods (medium-size class instruction and large lectures with tutorial sessions) for teaching mathematics and statistics to first-year business students. Students and teachers overwhelmingly preferred the medium-size class method, which produced higher exam scores but had no significant effect on…

Live lecture versus video podcast in undergraduate medical education: A randomised controlled trial.

PubMed

Schreiber, Benjamin E; Fukuta, Junaid; Gordon, Fabiana

2010-10-08

Information technology is finding an increasing role in the training of medical students. We compared information recall and student experience and preference after live lectures and video podcasts in undergraduate medical education. We performed a crossover randomised controlled trial. 100 students were randomised to live lecture or video podcast for one clinical topic. Live lectures were given by the same instructor as the narrator of the video podcasts. The video podcasts comprised Powerpoint™ slides narrated using the same script as the lecture. They were then switched to the other group for a second clinical topic. Knowledge was assessed using multiple choice questions and qualitative information was collected using a questionnaire. No significant difference was found on multiple choice questioning immediately after the session. The subjects enjoyed the convenience of the video podcast and the ability to stop, review and repeat it, but found it less engaging as a teaching method. They expressed a clear preference for the live lecture format. We suggest that video podcasts are not ready to replace traditional teaching methods, but may have an important role in reinforcing learning and aiding revision.

Interactive computer-assisted instruction vs. lecture format in dental education.

PubMed

Howerton, W Bruce; Enrique, Platin R T; Ludlow, John B; Tyndall, Donald A

2004-01-01

The purpose of this study was to compare computer-assisted instruction (CAI) with lecture format using recent hardware and software advances. A pre- and post-test was used to determine student performance and instructional preference. In addition, a post-instruction survey was used to determine student learning preferences. Seventy-five first-year University of North Carolina (UNC) dental students who were registered for the introductory radiology course were asked to participate. All agreed and were randomly placed in one of three groups: interactive CD only, interactive CD and lecture, and lecture only. The content of the multimedia instruction focused on intraoral radiography. A pre- and post-test was administered to determine if there was a significant difference between interactive CD and lecture formats, and an evaluation instrument was used to determine if there was a student learning preference between CAI and lecture format. Analysis of covariance and the sign test were used to determine significance (p<.05). There was no significant difference between pre- and post-test outcomes, indicating that similar learning took place using the interactive CD and/or lecture format. However, students preferred CAI to lecture format.

Learning outcomes in two different teaching approach in nursing education in Iran: e-learning versus lecture.

PubMed

Mehrdad, Neda; Zolfaghari, Mitra; Bahrani, Naser; Eybpoosh, Sana

2011-01-01

Traditional teaching methods used in medical education couldn't meet the need for keeping pace with up to date information. Present study has conducted in order to compare the effect of lecture and e-learning methods on nursing students' learning outcomes in the context of Iran. A cross-over design was applied. Study sample was consisted of 32 students which were in third semester of nursing bachelor program and were passing Maternal Child nursing course. The first part of the course was taught using lecture method during first four weeks; an e-learning method was the technique used to educate the remained part of the course during the second four weeks. Students' learning outcomes in each method, opinion toward and participation with both educational methods was assessed. No significant difference was found between students exam scores in both methods. Considering students' opinion toward educational methods, no significant difference was found between two methods in general but students reported better "capability" and "independency" in e-learning method while lecture was obtained higher scores in "effectiveness on learning" and "motivation" characteristics. E-learning can be used in teaching some nursing courses. It is recommended to use e-learning method with appropriate interactive strategies and attractive virtual environments to motivate students.

The Web-Lecture - a viable alternative to the traditional lecture format?

NASA Astrophysics Data System (ADS)

Meibom, S.

2004-12-01

Educational research shows that students learn best in an environment with emphasis on teamwork, problem-solving, and hands-on experience. Still professors spend the majority of their time with students in the traditional lecture-hall setting where the combination of large classes and limited time prevents sufficient student-teacher interaction to foster an active learning environment. Can modern computer technology be used to provide "lecture-type" information to students via the World Wide Web? If so, will that help professors make better and/or different use of their scheduled time with the students? Answering these questions was the main motivation for the Extra-Solar Planet Project. The Extra-Solar Planet Project was designed to test the effectiveness of a lecture available to the student on the World Wide Web (Web-Lecture) and to engage the students in an active learning environment were their use the information presented in the Web-Lecture. The topic of the Web-Lecture was detection of extra-solar planets and the project was implemented into an introductory astronomy course at University of Wisconsin Madison in the spring of 2004. The Web-Lecture was designed to give an interactive presentation of synchronized video, audio and lecture notes. It was created using the eTEACH software developed at the University of Wisconsin Madison School of Engineering. In my talk, I will describe the project, show excerpts of the Web-Lecture, and present assessments of student learning and results of student evaluations of the web-lecture format.

An Investigation of the Potential for a Computer-based Tutorial Program Covering the Cardiovascular System to Replace Traditional Lectures.

ERIC Educational Resources Information Center

Dewhurst, D. G.; Williams, A. D.

1998-01-01

Presents the results of a comparative study to evaluate the effectiveness of two interactive computer-based learning (CBL) programs, covering the cardiovascular system, as an alternative to lectures for first year undergraduate students at a United Kingdom University. Discusses results in relation to the design of evaluative studies and the future…

Non-Native English Language Speakers Benefit Most from the Use of Lecture Capture in Medical School

ERIC Educational Resources Information Center

Shaw, Graham P.; Molnar, David

2011-01-01

Medical education in the United States and Canada continues to evolve. However, many of the changes in pedagogy are being made without appropriate evaluation. Here, we attempt to evaluate the effectiveness of lecture capture technology as a learning tool in Podiatric medical education. In this pilot project, student performance in an inaugural…

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

ERIC Educational Resources Information Center

Sevimli, Eyup

2016-01-01

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

Evaluating Student Motivation in Organic Chemistry Courses: Moving from a Lecture-Based to a Flipped Approach with Peer-Led Team Learning

ERIC Educational Resources Information Center

Liu, Yujuan; Raker, Jeffrey R.; Lewis, Jennifer E.

2018-01-01

Academic Motivation Scale-Chemistry (AMS-Chemistry), an instrument based on the self-determination theory, was used to evaluate students' motivation in two organic chemistry courses, where one course was primarily lecture-based and the other implemented flipped classroom and peer-led team learning (Flip-PLTL) pedagogies. Descriptive statistics…

How we used two social media tools to enhance aspects of active learning during lectures.

PubMed

George, Daniel R; Dreibelbis, Tomi D; Aumiller, Betsy

2013-12-01

Medical education is evolving to include active learning approaches, yet some courses will remain lecture-based. Social media tools used by students may foster collaborative learning during lectures. We present preliminary results from a pilot study that integrated two 'social' technologies, Google Docs and SurveyMonkey, into 22 hour-long lectures for a course called "Social Influences on Health" attended by 154 students. At the conclusion of the semester, we reviewed student usage patterns with both technologies and collected data from students via course evaluations that included a standard Likert Scale. We used thematic analysis to identify emergent themes from evaluations. On average, students contributed 6 comments/questions to the Google Doc in each lecture, and 35 students participated in SurveyMonkey. Engagement with both technologies increased throughout the semester and no unprofessional incidents were observed. The mean student rating for integration of Google Docs and SurveyMonkey was 3.4 or "above average" (SD = 1.17). Thematic analysis identified perceived strengths of this approach as well as areas for improvement. Social media such as Google Docs and SurveyMonkey can facilitate interaction and provide students with control over content and flow of lecture-based courses, but educators must be mindful of practical and conceptual limitations.

Student performance in a flipped classroom dental anatomy course.

PubMed

Chutinan, S; Riedy, C A; Park, S E

2017-11-09

The purpose of this study was to assess dental student learning in a dental anatomy module between traditional lecture and flipped classroom cohorts. Two cohorts of predoctoral dental students (N = 70 within each cohort) participated in a dental anatomy module within an Introduction to the Dental Patient (IDP) course ([traditional/lecture cohort: academic year (AY) 2012, 2013] and [flipped classroom cohort: AY 2014, 2015]). For the dental anatomy module, both cohorts were evaluated on pre-clinical tooth waxing exercises immediately after each of five lectures and tooth identification after all lectures were given. Additionally, the cohorts' performance on the overall IDP course examination was compared. The flipped classroom cohort had statistically significant higher waxing scores (dental anatomy module) than students in the traditional classroom. There was no statistically significant difference for tooth identification scores and the overall IDP course examination between the traditional vs flipped approach cohorts. This is due to the latter two assessments conducted at the end of the course gave all students enough time to review the lecture content prior to the assessment resulting in similar scores for both cohorts. The flipped classroom cohort promoted students' individual learning and resulted in improved students' performance on immediate evaluation but not on the end of the course evaluation. Redesign of courses to include a new pedagogical approach should be carefully implemented and evaluated for student's educational success. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Effectiveness of Demonstration and Lecture Methods in Learning Concept in Economics among Secondary School Students in Borno State, Nigeria

ERIC Educational Resources Information Center

Muhammad, Amin Umar; Bala, Dauda; Ladu, Kolomi Mutah

2016-01-01

This study investigated the Effectiveness of Demonstration and Lecture Methods in Learning concepts in Economics among Secondary School Students in Borno state, Nigeria. Five objectives: to determine the effectiveness of demonstration method in learning economics concepts among secondary school students in Borno state, determine the effectiveness…

Students' satisfaction to hybrid problem-based learning format for basic life support/advanced cardiac life support teaching.

PubMed

Chilkoti, Geetanjali; Mohta, Medha; Wadhwa, Rachna; Saxena, Ashok Kumar; Sharma, Chhavi Sarabpreet; Shankar, Neelima

2016-11-01

Students are exposed to basic life support (BLS) and advanced cardiac life support (ACLS) training in the first semester in some medical colleges. The aim of this study was to compare students' satisfaction between lecture-based traditional method and hybrid problem-based learning (PBL) in BLS/ACLS teaching to undergraduate medical students. We conducted a questionnaire-based, cross-sectional survey among 118 1 st -year medical students from a university medical college in the city of New Delhi, India. We aimed to assess the students' satisfaction between lecture-based and hybrid-PBL method in BLS/ACLS teaching. Likert 5-point scale was used to assess students' satisfaction levels between the two teaching methods. Data were collected and scores regarding the students' satisfaction levels between these two teaching methods were analysed using a two-sided paired t -test. Most students preferred hybrid-PBL format over traditional lecture-based method in the following four aspects; learning and understanding, interest and motivation, training of personal abilities and being confident and satisfied with the teaching method ( P < 0.05). Implementation of hybrid-PBL format along with the lecture-based method in BLS/ACLS teaching provided high satisfaction among undergraduate medical students.

How to Improve Pupils' Literacy? A Cost-Effectiveness Analysis of a French Educational Project

ERIC Educational Resources Information Center

Massoni, Sebastien; Vergnaud, Jean-Christophe

2012-01-01

The "Action Lecture" program is an innovative teaching method run in some nursery and primary schools in Paris and designed to improve pupils' literacy. We report the results of an evaluation of this program. We describe the experimental protocol that was built to estimate the program's impact on several types of indicators. Data were…

Course 8: Biological Physics in Silico

NASA Astrophysics Data System (ADS)

Austin, R. H.

1 Why micro/nanofabrication? Lecture 1a: Hydrodynamic Transport 1 Introduction: The need to control flows in 2 1/2 D 2 Somewhat simple hydrodynamics in 2 1/2 D 3 The N-port injector idea 4 Conclusion Lecture 1b: Dielectrophoresis and Microfabrication 1 Introduction 2 Methods 3 Results 4 Data and analysis 5 Origin of the low frequency dielectrophoretic force in DNA 6 Conclusion Lecture 2a: Hex Arrays 1 Introduction 2 Experimental approach 3 Conclusions Lecture 2b: The DNA Prism 1 Introduction 2 Design 3 Results 4 Conclusions Lecture 2c: Bigger is Better in Rachets 1 The problems with insulators in rachets 2 An experimental test 3 Conclusions Lecture 3: Going After Epigenetics 1 Introduction 2 The nearfield scanner 3 The chip 4 Experiments with molecules 5 Conclusions Lecture 4: Fractionating Cells 1 Introduction 2 Blood specifics 3 Magnetic separation 4 Microfabrication 5 Magnetic field gradients 6 Device interface 7 A preliminary blood cell run 8 Conclusions Lecture 5: Protein Folding on a Chip 1 Introduction 2 Technology 3 Experiments 4 Conclusions

The Pedagogical Value of the Lecture Method: The Case of a Non-Formal Education Programme in Ghana

ERIC Educational Resources Information Center

Addae, David; Quan-Baffour, Kofi

2018-01-01

Adult learning rests on the foundation of learner experience and involvement in the teaching and learning process. The methods employed in facilitating adult learning have to a large extent sought to place the learner at the centre of the entire teaching and learning encounter. The lecture method is one of the many methods used to facilitate…

The Gastrointestinal System: A Piece of Cake

ERIC Educational Resources Information Center

Oommen, Vinay; Kanthakumar, Praghalathan

2015-01-01

Physiology teaching often comprises of a large percentage of didactic lectures. A 1-h didactic lecture is often much longer than the average attention span of most students. It is preferable to use different methods to decrease the possible monotony of the didactic lecture. This is even more important when the topic being discussed has a greater…

Leaders' Communication Pattern: A Predictor of Lecturers' Job Performance in Nigeria

ERIC Educational Resources Information Center

Oluwatoyin, Fashiku Christopher

2016-01-01

The study investigated the influence leaders' communication pattern has on lecturers' job performance in Kwara State Colleges of Education, Nigeria. Using the descriptive survey method, the population of the study was made up of all lecturers and students of the existing three state government owned Colleges of Education in the state. Five hundred…

A Student-Centered Guest Lecturing: A Constructivism Approach to Promote Student Engagement

ERIC Educational Resources Information Center

Li, Lei; Guo, Rong

2015-01-01

Student engagement has become a big challenge in higher education, especially when distance learning is getting more and more popular. Guest lecturing is a popular method to bring relevance to the classroom and engage in students. Ground on the theory of constructivism, this paper introduces a student-centered guest lecturing that allows students…

The Comparison of Telelecture and Regular Lecture in the Transfer of Knowledge to Adults.

ERIC Educational Resources Information Center

Conlin, Bernard J.; And Others

The comparative effectiveness of tele-lecture and traditional lecturer methods for a series of dairy meetings was assessed, and the value of a pre-test and post-test in identifying important concepts and measuring learning was studied. A three-month experiment was conducted with 99 dairy herd improvement association members throughout Minnesota. A…

Transforming common-sense beliefs into Newtonian thinking through Just-In-Time Teaching

NASA Astrophysics Data System (ADS)

Formica, Sarah P.; Easley, Jessica L.; Spraker, Mark C.

2010-07-01

To determine whether teaching an introductory physics course with a traditional lecture style or with Just-in-Time teaching (a student-centered, interactive-engagement style) will help students to better understand Newtonian concepts, such as Newton’s Third Law, 222 students in introductory physics courses taught by traditional lecture styles and Just-in-Time teaching at North Georgia College & State University over the span of five semesters were examined using the Force Concept Inventory as a pretest and a post-test. Overall, the gains favor the Just-in-Time teaching method with a 37.6%±2.0% gain compared to the 17.9%±2.5% seen in traditional lecture classes. When analyzing only those gains pertaining to the Newton’s Third Law questions, the results again favor the Just-in-Time teaching method with a gain of 50.8%±4.1% while the traditional lecture classes only saw a gain of 6.6%±5.2% . We also employed a new method of analysis which was a BIT Coding method created to quickly identify students’ understanding of Newton’s Third Law questions. This study shows that students in courses that are taught using the Just-in-Time teaching strategy better understand Newton’s Third Law after instruction than do students in traditional lecture courses.

Finding Value in Surgical Didactics: Longitudinal Resident Feedback From Case-Based and Traditional Lectures in an Orthopaedic Residency.

PubMed

Barnwell, Jonathan C; Halvorson, Jason J; Teasdall, Robert D; Carroll, Eben A

To evaluate orthopedic resident perceptions of a didactic curriculum presented in traditional and case-based formats. Prospective cohort study using anonymous web-based survey after each conference evaluating resident perceptions of faculty participation, didactic delivery, content, and overall conference value. Conferences were structured as primarily case-based or traditional lecture. Logistic analysis was performed to determine factors predictive of rating a conference as valuable time spent. Orthopedic residency training program at single institution over an academic year. Orthopedic residents in postgraduate training year 1 to 5 attending mandatory didactic conference. Cased-based conferences received higher Likert ratings on residents' perception of faculty participation, instructor delivery, and improvement in topic understanding when compared to traditional lecture-based conferences (p < 0.0001 for each factor). Residents also were more likely to rate case-based conferences as valuable time spent (p < 0.0001). In our logistic model, factors associated with a negative likelihood of rating a conference as valuable were lecture format (odds ratio [OR] = 0.155, 95% CI: 0.115-0.208), PGY-2 level presenter (OR = 0.288, 95% CI: 0.169-0.490), and PGY-3 level presenter (OR = 0.433, 95% CI: 0.269-0.696). Timing in the year, surgical subspeciality, and conference identity were not significant predictors of conference value rating. Longitudinal resident feedback demonstrates highly favorable resident perceptions toward case-based formats in didactic sessions. Junior levels residents are not perceived as effective as senior residents and faculty in presenting material in either format. These methods allow for a dynamic approach to identifying strengths and weaknesses in a resident curriculum as a well as a means for more focused and real-time improvements. Copyright © 2016 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Dissociative conceptual and quantitative problem solving outcomes across interactive engagement and traditional format introductory physics

NASA Astrophysics Data System (ADS)

McDaniel, Mark A.; Stoen, Siera M.; Frey, Regina F.; Markow, Zachary E.; Hynes, K. Mairin; Zhao, Jiuqing; Cahill, Michael J.

2016-12-01

The existing literature indicates that interactive-engagement (IE) based general physics classes improve conceptual learning relative to more traditional lecture-oriented classrooms. Very little research, however, has examined quantitative problem-solving outcomes from IE based relative to traditional lecture-based physics classes. The present study included both pre- and post-course conceptual-learning assessments and a new quantitative physics problem-solving assessment that included three representative conservation of energy problems from a first-semester calculus-based college physics course. Scores for problem translation, plan coherence, solution execution, and evaluation of solution plausibility were extracted for each problem. Over 450 students in three IE-based sections and two traditional lecture sections taught at the same university during the same semester participated. As expected, the IE-based course produced more robust gains on a Force Concept Inventory than did the lecture course. By contrast, when the full sample was considered, gains in quantitative problem solving were significantly greater for lecture than IE-based physics; when students were matched on pre-test scores, there was still no advantage for IE-based physics on gains in quantitative problem solving. Further, the association between performance on the concept inventory and quantitative problem solving was minimal. These results highlight that improved conceptual understanding does not necessarily support improved quantitative physics problem solving, and that the instructional method appears to have less bearing on gains in quantitative problem solving than does the kinds of problems emphasized in the courses and homework and the overlap of these problems to those on the assessment.

Embedding a Virtual Patient Simulator in an Interactive Surgical lecture.

PubMed

Kleinert, Robert; Plum, Patrick; Heiermann, Nadine; Wahba, Roger; Chang, De-Huan; Hölscher, Arnulf H; Stippel, Dirk L

2016-01-01

Lectures are traditionally used for teaching declarative knowledge. One established tool for clinical education is the demonstration of a real patient. The use of real patients in the daily clinical environment is increasingly difficult. The use of a virtual patient simulator (VPS) can potentially circumvent these problems. Unlimited availability and the opportunity of an electronic feedback system could possibly enrich traditional lectures by enabling more interactivity that meets the expectations of the current student generation. As students face the consequences of their own decisions they take a more active role in the lecture. VPS links declarative knowledge with visual perception that is known to influence students' motivation. Until now, there have been no reports covering the usage and validation of interactive VPS for supporting traditional lectures. In this study, we (1) described the development of a custom-made three-dimensional (3D) VPS for supporting the traditional lecture and (2) performed a feasibility study including an initial assessment of this novel educational concept. Conceptualization included definition of curricular content, technical realization and validation. A custom-made simulator was validated with 68 students. The degree of student acceptance was evaluated. Furthermore, the effect on knowledge gain was determined by testing prelecture and postlecture performance. A custom-made simulator prototype that displays a 3D virtual clinic environment was developed and linked to a PowerPoint presentation. Students were able to connect to the simulator via electronic devices (smartphones and tablets) and to control the simulator via majority vote. The simulator was used in 6 lectures and validated in 2 lectures with 68 students each. Student acceptance and their opinion about effectiveness and applicability were determined. Students showed a high level of motivation when using the simulator as most of them had fun using it. Effect on knowledge gain was proven by comparison of chosen therapeutic workflow before and after the lecture. Students showed significantly (p < 0.05) more correct answers in determination of the therapeutic workflow after the lecture. We successfully developed and evaluated a custom-made 3D VPS for supporting the traditional lecture. VPS is probably an effective instrument that might replace real patients in selected lectures and prepare students for bedside teaching. Copyright © 2016 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Does Video-Autotutorial Instruction Improve College Student Achievement?

ERIC Educational Resources Information Center

Fisher, K. M.; And Others

1977-01-01

Compares student achievement in an upper-division college introductory course taught by the video-autotutorial method with that in two comparable courses taught by the lecture-discussion method. Pre-post tests of 623 students reveal that video-autotutorial students outperform lecture/discussion participants at all ability levels and that in…

How Much Do Our Students Learn by Attending Lectures?

ERIC Educational Resources Information Center

Sistek, Vladimir

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

The ethical education of ophthalmology residents: an experiment.

PubMed

Packer, Samuel

2005-01-01

To demonstrate the effect of ethics education on a resident's ability to answer questions that relate to moral dilemmas and on the clinical evaluations of residents by faculty. The curriculum for the ethics education that was used for this study was designed by the author and consisted of 10 lectures of 1.5 hours each. Five residencies were included in the project. One residency received one lecture, two residencies received three lectures, and two residencies received 10 lectures. To evaluate the moral skills of the residents at the beginning of the course and at the end, the residents were given the Defining Issues Test (DIT-2) developed by James Rest, which involves answering standardized questions about four moral dilemmas. Faculty evaluations were completed before and after the ethics lectures were given. At the beginning of the ethics course, each resident was given a social survey that was designed to assess participation in community, religious, political, and societal activities as well as attitudes about these activities. All residents were also asked demographic information, including their age, gender, and year of residency. The results of the DIT-2 taken before and after the ethics lectures were compared. No correlations were found in faculty evaluations of clinical performance of the residents before and after the course (P = .052). Associations between DIT-2 scores and questions on community and religion in the social survey were noted. The finding that the effect of an ethics course on residents' ability to answer moral dilemmas did not achieve statistical significance should be accepted with the understanding that this was a first attempt at standardization of many variables, especially the format of the curriculum and materials used. The use of faculty evaluations to assess clinical performance needs to be standardized, and the faculty members need additional training to ensure validity of the results. The social survey was also the first attempt to assess an association between a resident's response to moral dilemmas, attending evaluations, and residents' opinions that relate to community, society, politics, and religion.

Use of lecture recordings in dental education: assessment of status quo and recommendations.

PubMed

Horvath, Zsuzsa; O'Donnell, Jean A; Johnson, Lynn A; Karimbux, Nadeem Y; Shuler, Charles F; Spallek, Heiko

2013-11-01

This research project was part of a planned initiative at the University of Pittsburgh School of Dental Medicine to incorporate lecture recordings as standard educational support technologies. The goal of an institutional survey was 1) to gather current data about how dental educators across the United States and Canada use lecture recordings; 2) determine dental educators' perceived value and outcomes of using lecture recordings; and 3) develop recommendations based on #1 and #2 for the dental education community. Of the sixty-six North American dental schools at the time of the study, forty-five schools responded to the survey, for a 68 percent response rate. Of the respondents, twenty-eight schools were found to currently conduct lecture recording; these comprised the study sample. This study focused on the dental schools' past experiences with lecture recording; thus, those not currently engaged in lecture recording were excluded from further analysis. The survey questions covered a wide range of topics, such as the scope of the lecture recording, logistics, instructional design considerations, outcomes related to student learning, evaluation and reception, barriers to lecture recording, and issues related to copyright and intellectual property. The literature review and results from the survey showed that no common guidelines for best practice were available regarding lecture recordings in dental education. The article concludes with some preliminary recommendations based on this study.

Theory and practice of solving ordinary differential equations (ODEs). [Runge-Kutta method; lectures in Spanish

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

Shampine, L.F.

1978-04-01

Between January 23 and 27, 1978, several lectures were presented at the Instituto de Investigaciones en Matematicas Aplicadas y en Sistemas, National University of Mexico, Mexico City. The author concentrated on the Runge--Kutta method of solving differential equations because its details are simple and it is illustrative of classical perturbation and asymptotic methods.

Two-Year Community: A Six-Year Review of Student Success in a Biology Course Using Lecture, Blended, and Hybrid Methods

ERIC Educational Resources Information Center

Gonzalez, Beatriz Y.

2014-01-01

Traditional lecturing has been shown again and again to be a less effective teaching method regarding student engagement and promotion in the sciences. Studies that compare different teaching methods often face limitations because, over time, courses are either substantially changed and/or are taught by different instructors. This article presents…

The Effectiveness of Andragogically Oriented Teaching Method to Improve the Male Students' Achievement of Teaching Practice

ERIC Educational Resources Information Center

Rismiyanto; Saleh, Mursid; Mujiyanto, Januarius; Warsono

2018-01-01

Students at universities are still frequently found to have low independency in learning. Besides, lecturers also still have tendency to treat students as if they were young learners, or in other words, the lecturers still use pedagogically oriented teaching methods (POTM); although they claimed themselves to have applied methods of teaching…

Introductory lecture series for first-year radiology residents: implementation, investment and assessment.

PubMed

Chapman, Teresa; Chew, Felix S

2013-03-01

A lecture series aimed at providing new radiology residents a rapid course on the fundamental concepts of professionalism, safety, and interpretation of diagnostic imaging was established. Evaluation of the course's educational value was attempted through surveys. Twenty-six live 45-minute lectures presented by 16 or 17 faculty members were organized exclusively for the first class of radiology residents, held over a 2-month period at the beginning of certain weekdays. Online surveys were conducted after the course to gather feedback from residents. Average resident rotation evaluation scores were measured over the first semester for the two classes before and after this new course implementation. The lecture series was successfully organized and implemented. A total of 33 residents sat through the course over three summers. Faculty reported a reasonable number of preparation hours, and 100% of residents indicated they valued the course. Comparison of class average evaluation scores before and after the existence of this 2-month course did not significantly change. This collection of introductory lectures on professionalism, safety, and diagnostic imaging, delivered early in the first year of the radiology residency, requires a reasonable number of invested preparation hours by the faculty but results in a universal increase in resident confidence. However, we were unable to demonstrate an objective improvement in resident performance on clinical rotations. Copyright © 2013 AUR. Published by Elsevier Inc. All rights reserved.

The Effectiveness of an Individualized Learning Method of Instruction When Compared to the Lecture-Discussion Method. A Research Report of a Graduate Study.

ERIC Educational Resources Information Center

Oen, Urban T.; Sweany, H. Paul

To compare the effectiveness of individualized and lecture-discussion methods with a non-instruction (Control) method in developing turfgrass competencies in 11th and 12th grade students as measured by achievement in a battery of tests, teachers from 29 Michigan schools were randomly placed in three groups and attended workshops where they were…

Effectiveness of lectures attended via interactive video conferencing versus in-person in preparing third-year internal medicine clerkship students for Clinical Practice Examinations (CPX).

PubMed

Bertsch, Tania F; Callas, Peter W; Rubin, Alan; Caputo, Michael P; Ricci, Michael A

2007-01-01

The current practice in medical education is to place students at off-site locations. The effectiveness of these students attending remote lectures using interactive videoconferencing needs to be evaluated. To determine whether lecture content covering clinical objectives is learned by medical students located at remote sites. During the University of Vermont medicine clerkship, 52 medical students attended lectures both in person and via 2-way videoconferencing over a telemedicine network. The study used a crossover design, such that all students attended half of the lectures in person and half using videoconferencing. At the end of the clerkship, students were assessed via a Clinical Practice Examination (CPX), with each student completing 1 exam for material learned in person and 1 for material learned over telemedicine. Exam scores did not differ for the 2 lecture modes, with a mean score of 76% for lectures attended in person and a mean score of 78% for lectures attended via telemedicine (p = 0.66). Students learn content focused on clinical learning objectives as well using videoconferencing as they do in the traditional classroom setting.

Does Organizational Learning Affect the Performance of Higher Education Lecturers in Indonesia? The Mediating Role of Teaching Competence

ERIC Educational Resources Information Center

Hartono, Edy; Wahyudi, Sugeng; Harahap, Pahlawansjah; Yuniawan, Ahyar

2017-01-01

This study aims to analyze the relationship between lecturers' performance and their teaching competence, measured by antecedent variables of organizational learning and need for achievement. It used the Structure Equation Model as data analysis technique, and the random sampling method to collect data from 207 lecturers of private universities in…

When Talking Less Is More: Exploring Outcomes of "Twitter" Usage in the Large-Lecture Hall

ERIC Educational Resources Information Center

Elavsky, C. Michael; Mislan, Cristina; Elavsky, Steriani

2011-01-01

This article employs a mixed-method approach to examine the outcomes produced by using "Twitter" in a large-lecture course as a means to assess the pedagogical impact and potential of "Twitter's" contribution to large-lecture course dynamics. In doing so, it seeks also to explore the broader relationship between methodologies and outcomes.…

Analysis of the Effect of Sequencing Lecture and Laboratory Instruction on Student Learning and Motivation Towards Learning Chemistry in an Organic Chemistry Lecture Course

ERIC Educational Resources Information Center

Pakhira, Deblina

2012-01-01

Exposure to organic chemistry concepts in the laboratory can positively affect student performance, learning new chemistry concepts and building motivation towards learning chemistry in the lecture. In this study, quantitative methods were employed to assess differences in student performance, learning, and motivation in an organic chemistry…

The Effects of Recorded Lectures on Passing Rates in Online Math Courses

ERIC Educational Resources Information Center

Fital-Akelbek, Sandra; Akelbek, Mahmud

2018-01-01

In this mixed method study we investigate the impact of recorded lectures on passing rates in an online math course. For three years, we collected data from approximately 380 students enrolled in a first-year undergraduate online course, College Algebra. The data was used to compare the amount of time students spent watching recorded lectures and…

An Integrated Curriculum at an Islamic University: Perceptions of Students and Lecturers

ERIC Educational Resources Information Center

Suraydi, Bambang; Ekayanti, Fika; Amalia, Euis

2018-01-01

Methods: A descriptive quantitative research study was conducted with 670 students and 90 lecturers from 11 faculties at UIN Jakarta. The student samples consisted of 270 men and 400 women, while lecturer samples consisted of 44 men and 46 women. Data were collected via interviews and a perceptual questionnaire consisting of 54 items scored on a…

Enhancing the Utilization of Information Communication Technology (ICT) among Home Economics Lecturers in South Eastern Nigeria

ERIC Educational Resources Information Center

Ejinkeonye, Uju Bridget; Usoroh, Comfort I.

2016-01-01

The study was on enhancing the utilization of information communication Technology (ICT) among Home Economics lecturers in south Eastern Nigeria. The study adopted a survey method. The area of the study is south eastern Nigeria. Three research questions guided the study. The population was made up of 63 Home Economics lecturers from the six…

PowerPoint or chalk and talk: Perceptions of medical students versus dental students in a medical college in India

PubMed Central

Seth, Vikas; Upadhyaya, Prerna; Ahmad, Mushtaq; Moghe, Vijay

2010-01-01

Purpose To assess students’ perceptions of the impact of PowerPoint (PPT) presentations in lectures in comparison to the traditional chalk and talk method and lectures using transparencies and overhead projector (TOHP). The study analyzes the preferences for teaching aids of medical students versus dental students. Methods Second year medical and dental undergraduates were asked to fill in a nine-item questionnaire about their perceptions of the three lecture delivery methods. Following analysis of the questionnaire the students were interviewed further. The results were analyzed separately for medical and dental students to see if there was any difference in their perceptions. Results The majority of the medical students (65.33%) preferred PPT presentations, while 15.16% of students preferred the lectures using chalkboard, and 19.51% preferred TOHP for teaching (P < 0.001). Of the dental students: 41.84% preferred chalkboard, 31.21% preferred TOHP, and 25.85% students preferred PPT presentations in the lectures (P < 0.05). Some important comments of the students were also recorded on interview which could be valuable for the medical teachers. Conclusion: The medical students clearly preferred the use of PPT presentations while the dental students did not. The study does not bring out evidence based superiority of any lecture delivery method. It appears that in the hands of a trained teacher any teaching aid would be appropriate and effective. This highlights the need for formal training in teaching technologies to develop good presentation skills and thus motivate the students. PMID:23745057

The NLM evaluation lecture series: introduction to the special section on evaluating health communication programs.

PubMed

Logan, Robert A; Kreps, Gary L

2014-12-01

This article introduces the Journal of Health Communication's special section, Evaluating Health Communication Programs. This special section is based on a public lecture series supported by the National Library of Medicine titled "Better Health: Evaluating Health Communication Programs" designed to share best practices for using evaluation research to develop, implement, refine, and institutionalize the best health communication programs for promoting public health. This introduction provides an overview to the series, summarizes the major presentations in the series, and describe implications from the series for translational health communication research, interventions, and programs that can enhance health outcomes.

[Development of Web-based multimedia content for a physical examination and health assessment course].

PubMed

Oh, Pok-Ja; Kim, Il-Ok; Shin, Sung-Rae; Jung, Hoe-Kyung

2004-10-01

This study was to develop Web-based multimedia content for Physical Examination and Health Assessment. The multimedia content was developed based on Jung's teaching and learning structure plan model, using the following 5 processes : 1) Analysis Stage, 2) Planning Stage, 3) Storyboard Framing and Production Stage, 4) Program Operation Stage, and 5) Final Evaluation Stage. The web based multimedia content consisted of an intro movie, main page and sub pages. On the main page, there were 6 menu bars that consisted of Announcement center, Information of professors, Lecture guide, Cyber lecture, Q&A, and Data centers, and a site map which introduced 15 week lectures. In the operation of web based multimedia content, HTML, JavaScript, Flash, and multimedia technology (Audio and Video) were utilized and the content consisted of text content, interactive content, animation, and audio & video. Consultation with the experts in context, computer engineering, and educational technology was utilized in the development of these processes. Web-based multimedia content is expected to offer individualized and tailored learning opportunities to maximize and facilitate the effectiveness of the teaching and learning process. Therefore, multimedia content should be utilized concurrently with the lecture in the Physical Examination and Health Assessment classes as a vital teaching aid to make up for the weakness of the face-to- face teaching-learning method.

Learning through a virtual patient vs. recorded lecture: a comparison of knowledge retention in a trauma case.

PubMed

Courteille, Olivier; Fahlstedt, Madelen; Ho, Johnson; Hedman, Leif; Fors, Uno; von Holst, Hans; Felländer-Tsai, Li; Möller, Hans

2018-03-28

To compare medical students' and residents' knowledge retention of assessment, diagnosis and treatment procedures, as well as a learning experience, of patients with spinal trauma after training with either a Virtual Patient case or a video-recorded traditional lecture. A total of 170 volunteers (85 medical students and 85 residents in orthopedic surgery) were randomly allocated (stratified for student/resident and gender) to either a video-recorded standard lecture or a Virtual Patient-based training session where they interactively assessed a clinical case portraying a motorcycle accident. The knowledge retention was assessed by a test immediately following the educational intervention and repeated after a minimum of 2 months. Participants' learning experiences were evaluated with exit questionnaires. A repeated-measures analysis of variance was applied on knowledge scores. A total of 81% (n = 138) of the participants completed both tests. There was a small but significant decline in first and second test results for both groups (F (1, 135) = 18.154, p = 0.00). However, no significant differences in short-term and long-term knowledge retention were observed between the two teaching methods. The Virtual Patient group reported higher learning experience levels in engagement, stimulation, general perception, and expectations. Participants' levels engagement were reported in favor of the VP format. Similar knowledge retention was achieved through either a Virtual Patient or a recorded lecture.

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

Campbell, Philip LaRoche

This report is a summary of and commentary on (a) the seven lectures that C. S. Peirce presented in 1903 on pragmatism and (b) a commentary by P. A. Turrisi, both of which are included in Pragmatism as a Principle and Method of Right Thinking: The 1903 Harvard Lectures on Pragmatism, edited by Turrisi [13]. Peirce is known as the founder of the philosophy of pragmatism and these lectures, given near the end of his life, represent his mature thoughts on the philosophy. Peirce's decomposition of thinking into abduction, deduction, and induction is among the important points in the lectures.

Implementation Authentic Task to Enhance Problem Solving and Self-Management for Physics College Students

NASA Astrophysics Data System (ADS)

Festiyed; Djamas, D.; Pilendia, D.

2018-04-01

The purpose of this study is to enhance the problem solving and self-management abilities of student teachers through individual and group authentic task. Preliminary results showed that the learning outcomes in high category, nevertheless problem solving and self-management abilities are still low and average categories (scattered at interval 40 ≤ N ≤ 65). Initiative to improve this condition is needed. Action research is the alternative solution for that condition through planning, acting, evaluating, and reflecting. This study is allowed in 4 cycles. The acting step result with integrated discuss method, case study, and presentation including self-assessment for individual and group. This method was effective to enhance problem solving and self-management abilities. The final learning outcomes seen from the correlation between student self-assessment and lecture-assessment (r=0.19). Its means there are unidirectional relationship between the result of self-assessment and lecture-assessment. The Conclusion of the research was effective to enhance problem solving and self-management ability.

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

PubMed Central

Gim, Suzanna

2013-01-01

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

Assessing the learning potential of an interactive digital game versus an interactive-style didactic lecture: the continued importance of didactic teaching in medical student education.

PubMed

Courtier, Jesse; Webb, Emily M; Phelps, Andrew S; Naeger, David M

2016-12-01

Games with educational intent offer a possible advantage of being more interactive and increasing learner satisfaction. We conducted a two-armed experiment to evaluate student satisfaction and content mastery for an introductory pediatric radiology topic, taught by either an interactive digital game or with a traditional didactic lecture. Medical students participating in a fourth-year radiology elective were invited to participate. Student cohorts were alternatively given a faculty-supervised 1h session playing a simple interactive digital Tic-tac-toe quiz module on pediatric gastrointestinal radiology or a 1h didactic introductory lecture on the same topic. Survey questions assessed the learners' perceived ability to recall the material as well as their satisfaction with the educational experience. Results of an end-of-rotation exam were reviewed to evaluate a quantitative measure of learning between groups. Survey responses were analyzed with a chi-squared test. Exam results for both groups were analyzed with a paired Student's t-test. Students in the lecture group had higher test scores compared to students in the game group (4.0/5 versus 3.6/5, P = 0.045). Students in the lecture group reported greater understanding and recall of the material than students in the game group (P < 0.001 and P = 0.004, respectively). Students in the lecture group perceived the lecture to be more enjoyable and a better use of their time compared to those in the game group (P = 0.04 and P < 0.001, respectively). There was no statistically significant difference between the lecture and game group in ability to maintain interest (P = 0.187). In comparison to pre-survey results, there was a statistically significant decrease in interest for further digital interactive materials reported by students in the game group (P = 0.146). Our experience supported the use of a traditional lecture over a digital game module. While these results might be affected by the specific lecture and digital content in any given comparison, a digital module is not always the superior option.

Mixed Methods Student Evaluation of an Online Systemic Human Anatomy Course with Laboratory

ERIC Educational Resources Information Center

Attardi, Stefanie M.; Choi, Suwhan; Barnett, John; Rogers, Kem A.

2016-01-01

A fully online section of an existing face-to-face (F2F) systemic human anatomy course with a prosection laboratory was offered for the first time in 2012-2013. Lectures for F2F students (N = 365) were broadcast in both live and archived format to online students (N = 40) using virtual classroom software. Laboratories were delivered online by a…

Evaluation of chest ultrasound integrated teaching of respiratory system physiology to medical students.

PubMed

Paganini, Matteo; Bondì, Michela; Rubini, Alessandro

2017-12-01

Ultrasound imaging is a widely used diagnostic technique, whose integration in medical education is constantly growing. The aim of this study was to evaluate chest ultrasound usefulness in teaching respiratory system physiology, students' perception of chest ultrasound integration into a traditional lecture in human physiology, and short-term concept retention. A lecture about respiratory physiology was integrated with ultrasound and delivered to third-year medical students. It included basic concepts of ultrasound imaging and the physiology of four anatomic sectors of the body of a male volunteer, shown with a portable ultrasound device (pleural sliding, diaphragmatic movement, inferior vena cava diameter variations, cardiac movements). Students' perceptions of the integrated lecture were assessed, and attendance recorded. After 4 mo, four multiple-choice questions about respiratory physiology were administered during the normal human physiology examinations, and the results of students who attended the lesson and those of who did not were compared. One hundred thirty-four students attended the lecture. Most of them showed encouragement for the study of the subject and considered the ultrasound integrated lecture more interesting than a traditional one and pertinent to the syllabus. Exposed students achieved a better score at the examination and committed less errors than did nonexposed students. The chest ultrasound integrated lecture was appreciated by students. A possible association between the exposure to the lecture and short-term concept retention is shown by better performances of the exposed cohort at the examination. A systematic introduction of ultrasound into physiology traditional teaching will be promoted by the Ultrasound-Based Medical Education movement. Copyright © 2017 the American Physiological Society.

Examining the Use of Lecture Capture Technology: Implications for Teaching and Learning

ERIC Educational Resources Information Center

Groen, Jovan F.; Quigley, Brenna; Herry, Yves

2016-01-01

This study sought to provide a better understanding of how lecture capture technology is used by students and how its use is related to student satisfaction, attendance, and academic performance. Using a mixed method design with both quantitative and qualitative methods to collect data, instruments included a student questionnaire, interviews and…

Encouraging College Student Active Engagement in Learning: The Influence of Response Methods

ERIC Educational Resources Information Center

Barr, Michele L.

2014-01-01

The purpose of this study was to examine the use of two student response methods within selected college lecture halls. Kinesiology majors from three universities were asked to respond to questions during two consecutive lectures, one using "clickers" and the other using hand-raising. Participation and comprehension rates were…

A mixed methods evaluation of team-based learning for applied pathophysiology in undergraduate nursing education.

PubMed

Branney, Jonathan; Priego-Hernández, Jacqueline

2018-02-01

It is important for nurses to have a thorough understanding of the biosciences such as pathophysiology that underpin nursing care. These courses include content that can be difficult to learn. Team-based learning is emerging as a strategy for enhancing learning in nurse education due to the promotion of individual learning as well as learning in teams. In this study we sought to evaluate the use of team-based learning in the teaching of applied pathophysiology to undergraduate student nurses. A mixed methods observational study. In a year two, undergraduate nursing applied pathophysiology module circulatory shock was taught using Team-based Learning while all remaining topics were taught using traditional lectures. After the Team-based Learning intervention the students were invited to complete the Team-based Learning Student Assessment Instrument, which measures accountability, preference and satisfaction with Team-based Learning. Students were also invited to focus group discussions to gain a more thorough understanding of their experience with Team-based Learning. Exam scores for answers to questions based on Team-based Learning-taught material were compared with those from lecture-taught material. Of the 197 students enrolled on the module, 167 (85% response rate) returned the instrument, the results from which indicated a favourable experience with Team-based Learning. Most students reported higher accountability (93%) and satisfaction (92%) with Team-based Learning. Lectures that promoted active learning were viewed as an important feature of the university experience which may explain the 76% exhibiting a preference for Team-based Learning. Most students wanted to make a meaningful contribution so as not to let down their team and they saw a clear relevance between the Team-based Learning activities and their own experiences of teamwork in clinical practice. Exam scores on the question related to Team-based Learning-taught material were comparable to those related to lecture-taught material. Most students had a preference for, and reported higher accountability and satisfaction with Team-based Learning. Through contextualisation and teamwork, Team-based Learning appears to be a strategy that confers strong pedagogical benefits for teaching applied pathophysiology (bioscience) to student nurses. Copyright © 2017 The Authors. Published by Elsevier Ltd.. All rights reserved.

Using paper presentation breaks during didactic lectures improves learning of physiology in undergraduate students.

PubMed

Ghorbani, Ahmad; Ghazvini, Kiarash

2016-03-01

Many studies have emphasized the incorporation of active learning into classrooms to reinforce didactic lectures for physiology courses. This work aimed to determine if presenting classic papers during didactic lectures improves the learning of physiology among undergraduate students. Twenty-two students of health information technology were randomly divided into the following two groups: 1) didactic lecture only (control group) and 2) didactic lecture plus paper presentation breaks (DLPP group). In the control group, main topics of gastrointestinal and endocrine physiology were taught using only the didactic lecture technique. In the DLPP group, some topics were presented by the didactic lecture method (similar to the control group) and some topics were taught by the DLPP technique (first, concepts were covered briefly in a didactic format and then reinforced with presentation of a related classic paper). The combination of didactic lecture and paper breaks significantly improved learning so that students in the DLPP group showed higher scores on related topics compared with those in the control group (P < 0.001). Comparison of the scores of topics taught by only the didactic lecture and those using both the didactic lecture and paper breaks showed significant improvement only in the DLPP group (P < 0.001). Data obtained from the final exam showed that in the DLPP group, the mean score of the topics taught by the combination of didactic lecture and paper breaks was significantly higher than those taught by only didactic lecture (P < 0.05). In conclusion, the combination of paper presentation breaks and didactic lectures improves the learning of physiology. Copyright © 2016 The American Physiological Society.

Comparing two instructional methods of role playing and lecture on primigravida females, decision about type of delivery.

PubMed

Abedian, Zahra; Navaee, Maryam; Sani, Hossein Jafari; Ebrahimzadeh, Saeed

2017-01-01

Each mother has the legal right to decide about her delivery, but this decision should be made based on scientific knowledge. Instructions during pregnancy help to choose the proper type of delivery. This study conducted aimed to compare two instructional methods of role playing and lecture on primigravida decision about type of delivery. In this single-blind clinical trial 67 primigravida, 34-36 week were selected using multi-stage sampling and assigned into two groups randomly. Decision-making (before, 2-week after, and at admission in maternity department) was tested by a questionnaire. In role-playing group, advantages and disadvantages of two type delivery were presented by role-playing in 90-min by three scenarios. In lecture group, it was also presented in a 90-min lecture. Data were analyzed by mean difference test, Fisher test, independent and paired t -test. Two groups showed a significant difference in terms of decision at admission to maternity department ( P = 0.000). 75% of lecture group and 100% of role-playing group selected normal delivery. Postintervention knowledge score in lecture group was 18 ± 5.3 and in role-playing group 17.1 ± 4.0. Percent of change in knowledge scores in two groups was significant ( P = 0.001). Participants' attitude, before and after the intervention, in both groups was significant ( P < 0.05). Mean difference of pre- and post-test in relation to two groups' knowledge and attitude scores was not significant ( P > 0.05). In this research, lecture was more effective in raising knowledge level, and role playing was more effective in raising decision to vaginal delivery and reducing elective caesarean section. It is therefore suggested to use both teaching methods altogether for pregnant women to decrease the rate of unnecessary cesarean.

[Flipped classroom as a strategy to enhance active learning].

PubMed

Wakabayashi, Noriyuki

2015-03-01

This paper reviews the introduction of a flipped class for fourth grade dentistry students, and analyzes the characteristics of the learning method. In fiscal 2013 and 2014, a series of ten three-hour units for removable partial prosthodontics were completed with the flipped class method; a lecture video of approximately 60 minutes was made by the teacher (author) and uploaded to the university's e-learning website one week before each class. Students were instructed to prepare for the class by watching the streaming video on their PC, tablet, or smartphone. In the flipped class, students were not given a lecture, but were asked to solve short questions displayed on screen, to make a short presentation about a part of the video lecture, and to discuss a critical question related to the main subject of the day. An additional team-based learning (TBL) session with individual and group answers was implemented. The average individual scores were considerably higher in the last two years, when the flipped method was implemented, than in the three previous years when conventional lectures were used. The following learning concepts were discussed: the role of the flipped method as an active learning strategy, the efficacy of lecture videos and short questions, students' participation in the class discussion, present-day value of the method, cooperation with TBL, the significance of active learning in relation with the students' learning ability, and the potential increase in the preparation time and workload for students.

Comparing two instructional methods of role playing and lecture on primigravida females, decision about type of delivery

PubMed Central

Abedian, Zahra; Navaee, Maryam; Sani, Hossein Jafari; Ebrahimzadeh, Saeed

2017-01-01

INTRODUCTION: Each mother has the legal right to decide about her delivery, but this decision should be made based on scientific knowledge. Instructions during pregnancy help to choose the proper type of delivery. This study conducted aimed to compare two instructional methods of role playing and lecture on primigravida decision about type of delivery. SUBJECTS AND METHODS: In this single-blind clinical trial 67 primigravida, 34–36 week were selected using multi-stage sampling and assigned into two groups randomly. Decision-making (before, 2-week after, and at admission in maternity department) was tested by a questionnaire. In role-playing group, advantages and disadvantages of two type delivery were presented by role-playing in 90-min by three scenarios. In lecture group, it was also presented in a 90-min lecture. Data were analyzed by mean difference test, Fisher test, independent and paired t-test. RESULTS: Two groups showed a significant difference in terms of decision at admission to maternity department (P = 0.000). 75% of lecture group and 100% of role-playing group selected normal delivery. Postintervention knowledge score in lecture group was 18 ± 5.3 and in role-playing group 17.1 ± 4.0. Percent of change in knowledge scores in two groups was significant (P = 0.001). Participants’ attitude, before and after the intervention, in both groups was significant (P < 0.05). Mean difference of pre- and post-test in relation to two groups’ knowledge and attitude scores was not significant (P > 0.05). CONCLUSION: In this research, lecture was more effective in raising knowledge level, and role playing was more effective in raising decision to vaginal delivery and reducing elective caesarean section. It is therefore suggested to use both teaching methods altogether for pregnant women to decrease the rate of unnecessary cesarean. PMID:28584829

Creating Interactive Teaching Methods for ASTRO 101 That Really Work

NASA Astrophysics Data System (ADS)

Prather, E. E.; Adams, J. P.; Bailey, J. M.; Huggins, D.; Jones, L. V.; Slater, T. F.

2004-05-01

Acknowledging that lecture-based teaching methods are insufficient at promoting significant conceptual gains for students in the introductory astronomy course for non-science majors (ASTRO 101) is only the first step. But then, what can you do besides lecture? The Conceptual Astronomy and Physics Education Research (CAPER) Team at the University of Arizona has been developing and conducting research on the effectiveness of learner-centered instructional materials that put students in an active role in the classroom. With the support of an NSF CCLI (9952232) and NSF Geosciences Education (9907755) awards, we have designed and field-tested a set of innovative instructional materials called Lecture Tutorials. These Lecture Tutorial activities are intended for use with collaborative student learning groups and are designed specifically to be easily integrated into existing conventional lecture-based courses. As such, these instructional materials directly address the needs of heavily loaded teaching faculty in that they offer effective, learner-centered, classroom-ready activities that do not require any outside equipment/staffing or a drastic course revision for implementation. Each 15-minute Lecture-Tutorial poses a carefully crafted sequence of conceptually challenging, Socratic-dialogue driven questions, along with graphs and data tables, all designed to encourage students to reason critically about conceptually challenging and commonly taught topics in astronomy. The materials are based on research into student beliefs and reasoning difficulties and make use of a conceptual change instructional framework that promotes the intellectual engagement of students. Our research into the effectiveness of the Lecture Tutorials illustrates that traditional lectures alone make unsatisfactory gains on student understanding; however, supplementing traditional instruction with the lecture tutorials helps students make impressive conceptual gains over traditional instruction. In addition to the Lecture Tutorials we will discuss our current development of another set of engaging conceptual exercises that may have special benefit in the ASTRO 101 classroom known as Ranking Tasks.

A comparison of students' achievement and attitude as a function of lecture/lab sequencing in a non-science majors introductory biology course

NASA Astrophysics Data System (ADS)

Hurst March, Robin Denise

This investigation compared student achievement and attitudes toward science from three different sequencing approaches used in teaching biology to nonscience students. The three sequencing approaches were the lecture course only, lecture/laboratory courses taken together, and laboratory with previously taken lecture approach. The purposes of this study were to determine if (1) a relationship exists between the Attitude Towards Science in School Assessment (ATSSA) scores (Germann, 1988) and biology achievement, (2) a difference exists among the ATSSA scores and sequencing, (3) a difference exists among the biology achievement scores and sequencing, and (4) the ATSSA is a reliable instrument of science attitude assessment for the undergraduate students in an introductory biology nonmajors laboratory and lecture courses at a research I institution during the fall semester 1996. Fifty-four students comprised the lecture only group, 90 students comprised the lecture and laboratory taken together approach, and 23 students comprised the laboratory only approach. Research questions addressed were (1) What are the differences in student biology achievement as a function of the three different methods of instruction? (2) What are the differences in student attitude towards science as a function of the three different methods of instruction? (3) What is the relationship between post-attitude (ATSSA) and biology achievement for each of the three methods of instruction? An analysis of variance utilized the mean posttest scores on the ATSSA and mean achievement scores as the dependent variables. The independent variables were the three different sequences of enrollment in introductory biology. At the.05 level of significance, it was found that no significant difference existed between the ATTS and laboratory/lecture sequence. At the.05 level of significance, it was found that no significant difference existed between achievement and laboratory/lecture sequence. A Pearson product moment correlation was used to see if a relationship existed between posttest ATSSA scores and achievement totals in each sequence. A significant relationship was noted between the ATSSA and achievement in each sequence that involved a laboratory component.

Active Learning in PhysicsTechnology and Research-based Techniques Emphasizing Interactive Lecture Demonstrations

NASA Astrophysics Data System (ADS)

Thornton, Ronald

2010-10-01

Physics education research has shown that learning environments that engage students and allow them to take an active part in their learning can lead to large conceptual gains compared to traditional instruction. Examples of successful curricula and methods include Peer Instruction, Just in Time Teaching, RealTime Physics, Workshop Physics, Scale-Up, and Interactive Lecture Demonstrations (ILDs). An active learning environment is often difficult to achieve in lecture sessions. This presentation will demonstrate the use of sequences of Interactive Lecture Demonstrations (ILDs) that use real experiments often involving real-time data collection and display combined with student interaction to create an active learning environment in large or small lecture classes. Interactive lecture demonstrations will be done in the area of mechanics using real-time motion probes and the Visualizer. A video tape of students involved in interactive lecture demonstrations will be shown. The results of a number of research studies at various institutions (including international) to measure the effectiveness of ILDs and guided inquiry conceptual laboratories will be presented.

PowerPoint or chalk and talk: Perceptions of medical students versus dental students in a medical college in India.

PubMed

Seth, Vikas; Upadhyaya, Prerna; Ahmad, Mushtaq; Moghe, Vijay

2010-01-01

To assess students' perceptions of the impact of PowerPoint (PPT) presentations in lectures in comparison to the traditional chalk and talk method and lectures using transparencies and overhead projector (TOHP). The study analyzes the preferences for teaching aids of medical students versus dental students. Second year medical and dental undergraduates were asked to fill in a nine-item questionnaire about their perceptions of the three lecture delivery methods. Following analysis of the questionnaire the students were interviewed further. The results were analyzed separately for medical and dental students to see if there was any difference in their perceptions. The majority of the medical students (65.33%) preferred PPT presentations, while 15.16% of students preferred the lectures using chalkboard, and 19.51% preferred TOHP for teaching (P < 0.001). Of the dental students: 41.84% preferred chalkboard, 31.21% preferred TOHP, and 25.85% students preferred PPT presentations in the lectures (P < 0.05). Some important comments of the students were also recorded on interview which could be valuable for the medical teachers. The medical students clearly preferred the use of PPT presentations while the dental students did not. The study does not bring out evidence based superiority of any lecture delivery method. It appears that in the hands of a trained teacher any teaching aid would be appropriate and effective. This highlights the need for formal training in teaching technologies to develop good presentation skills and thus motivate the students.

Taiwanese nurses' appraisal of a lecture on spiritual care for patients in critical care units.

PubMed

Shih, F J; Gau, M L; Mao, H C; Chen, C H

1999-04-01

The purpose of this study is to develop a lecture on spiritual care for adult critical care trainees, and to evaluate the trainees' appraisal of the effectiveness of this lecture in preparing them to provide spiritual care for their clients in a critical care setting. A between-method triangulation research design encompassing a questionnaire and descriptive qualitative content analysis was used. A convenience sample consisting of 64 registered nurses who attended an adult critical care nurse training programme in a leading medical centre in northern Taiwan were invited to participate in this study. A total of 64 female participants completed the questionnaire. Ninety-two per cent (59) of the subjects considered the lecture on spiritual care to be helpful in assisting them to provide holistic care for critically ill patients in the Intensive Care Unit (ICU). Three types of help were identified by the subjects: (1) help in clarifying the abstract concepts related to spiritual care (86%); (2) help in self-disclosing the nurses' personal beliefs and values regarding life goals, nursing, and spiritual needs (67%); (3) help in learning how to provide spiritual care to patients in a critical care setting (34%). Twenty per cent of the subjects thought that inclusion of the following content in the lecture would have been helpful to provide a more comprehensive picture of spiritual care: religious practices and rituals (11%); the culturally bonded nursing care plan (9%); the development of human spirituality (3%); patients' families' spiritual needs in the ICU (3%); and resources for nurses in providing spiritual care (2%). Thirteen per cent of the subjects suggested that the instructor might employ the following strategies to improve the quality of teaching: providing more empirical examples (5%); discussion with the students in classes of smaller size following the lecture or extending the instruction time (5%); and providing a syllabus with detailed information (3%).

Acceptance of technology-enhanced learning for a theoretical radiological science course: a randomized controlled trial

PubMed Central

2012-01-01

Background Technology-enhanced learning (TEL) gives a view to improved education. However, there is a need to clarify how TEL can be used effectively. The study compared students' attitudes and opinions towards a traditional face-to-face course on theoretical radiological science and a TEL course where students could combine face-to-face lectures and e-learning modules at their best convenience. Methods 42 third-year dental students were randomly assigned to the traditional face-to-face group and the TEL group. Both groups completed questionnaires before the beginning and after completion of the course on attitudes and opinions towards a traditional face-to-face lectures and technology-enhanced learning. After completion of the course both groups also filled in the validated German-language TRIL (Trierer Inventar zur Lehrevaluation) questionnaire for the evaluation of courses given at universities. Results Both groups had a positive attitude towards e-learning that did not change over time. The TEL group attended significantly less face-to-face lectures than the traditional group. However, both groups stated that face-to-face lectures were the basis for education in a theoretical radiological science course. The members of the TEL group rated e-mail reminders significantly more important when they filled in the questionnaire on attitudes and opinions towards a traditional face-to-face lectures and technology-enhanced learning for the second time after completion of the course. The members of the technology-enhanced learning group were significantly less confident in passing the exam compared to the members of the traditional group. However, examination results did not differ significantly for traditional and the TEL group. Conclusions It seems that technology-enhanced learning in a theoretical radiological science course has the potential to reduce the need for face-to-face lectures. At the same time examination results are not impaired. However, technology-enhanced learning cannot completely replace traditional face-to-face lectures, because students indicate that they consider traditional teaching as the basis of their education. PMID:22463757

Asynchronous Video Streaming vs. Synchronous Videoconferencing for Teaching a Pharmacogenetic Pharmacotherapy Course

PubMed Central

2007-01-01

Objectives To compare students' performance and course evaluations for a pharmacogenetic pharmacotherapy course taught by synchronous videoconferencing method via the Internet and for the same course taught via asynchronous video streaming via the Internet. Methods In spring 2005, a pharmacogenetic therapy course was taught to 73 students located on Amarillo, Lubbock, and Dallas campuses using synchronous videoconferencing, and in spring 2006, to 78 students located on the same 3 campuses using asynchronous video streaming. A course evaluation was administered to each group at the end of the courses. Results Students in the asynchronous setting had final course grades of 89% ± 7% compared to the mean final course grade of 87% ± 7% in the synchronous group (p = 0.05). Regardless of which technology was used, average course grades did not differ significantly among the 3 campus sites. Significantly more of the students in the asynchronous setting agreed (57%) with the statement that they could read the lecture notes and absorb the content on their own without attending the class than students in the synchronous class (23%; chi-square test; p < 0.001). Conclusions Students in both asynchronous and synchronous settings performed well. However, students taught using asynchronous videotaped lectures had lower satisfaction with the method of content delivery, and preferred live interactive sessions or a mix of interactive sessions and asynchronous videos over delivery of content using the synchronous or asynchronous method alone. PMID:17429516

The effect of learning via module versus lecture teaching methods on the knowledge and practice of oncology nurses about safety standards with cytotoxic drugs in Shiraz University of Medical Sciences.

PubMed

Abbasi, Khadijeh; Hazrati, Maryam; Mohamadi, Nasrin Pourali; Rajaeefard, Abdolreza

2013-11-01

Several studies have established that all nurses need continuing education, especially those who are working in oncology wards. In the current programs, there are just two general patterns for teaching: Teacher-centered and student-centered patterns. In this study, the effect of teacher-centered (lecture) and student-centered (module) teaching methods in relation to safety standards with cytotoxic drugs on the knowledge and practice of oncology nurses was compared. This research was a quasi-experimental study with two intervention groups (module and lecture) and a control group. In this study, 86 nurses in Shiraz, Fars province in 2011, who participated in the prescription of cytotoxic drugs to patients were selected and randomly divided into three groups. The module group used a self-directed module, the lecture group was taught by an experienced lecturer in the classroom and the control group did not receive any intervention. Data in relation to knowledge and practice of oncology nurses in the three groups were collected before and 8 weeks after the intervention by using a questionnaire and checklist. To analyze the data paired-samples t-test and one way ANOVA analysis were used. Knowledge and practice scores increased significantly from baseline in both intervention groups, but there was no significant difference between the scores of the two groups. No considerable changes were observed in the control group. Both module and lecture methods have similar effects on improving the knowledge and practice of nurses in oncology wards. Therefore, considering the advantages of student-centered educational methods, the work load of nurses and the sensitivity of their jobs, we suggest using module.

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

PubMed

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

2015-01-01

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

Blasting Rocks and Blasting Cars: Applied Engineering (LBNL Summer Lecture Series)

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

Hopkins, Deborah

2004-06-30

Summer Lecture Series 2004: Deb Hopkins works with industries like automobile, mining and paper to improve their evaluation and measuring techniques. For several years, she has coordinated a program at Berkeley Lab funded under the Partnership for a New Generation of Vehicles, a collaboration between the federal government and the U.S. Council for Automotive Research. Nondestructive evaluation techniques to test a car's structural integrity are being developed for auto assembly lines.

Blasting Rocks and Blasting Cars: Applied Engineering (LBNL Summer Lecture Series)

ScienceCinema

Hopkins, Deborah [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States). Engineering Division

2017-12-09

Summer Lecture Series 2004: Deb Hopkins works with industries like automobile, mining and paper to improve their evaluation and measuring techniques. For several years, she has coordinated a program at Berkeley Lab funded under the Partnership for a New Generation of Vehicles, a collaboration between the federal government and the U.S. Council for Automotive Research. Nondestructive evaluation techniques to test a car's structural integrity are being developed for auto assembly lines.

Classroom modules for nanotechnology undergraduate education: development, implementation and evaluation

NASA Astrophysics Data System (ADS)

Shabani, R.; Massi, L.; Zhai, L.; Seal, S.; Cho, H. J.

2011-05-01

In order to address the challenges and restrictions given by a traditional classroom lecture environment, the top-down and bottom-up nanotechnology teaching modules were developed, implemented and evaluated. Then based on the hypothesis that instructors could further develop students' interest in this emerging area through the introduction of the teaching modules and a career module, an early stage evaluation of the effectiveness of the modules in selected engineering courses was conducted. The data suggested that adoption of modular lectures in regular engineering courses influenced attitude towards nanotechnology - overall, the teaching modules did a better job of piquing student's interest (albeit in the short term) in the subject, but there were also positive gains in interest in nanotechnology as a career. There was some evidence that the hands-on demonstration teaching modules with visual elements and the career module were more effective than traditional lecture presentations in the classroom.

High-Fidelity Simulation for Advanced Cardiac Life Support Training

PubMed Central

Davis, Lindsay E.; Storjohann, Tara D.; Spiegel, Jacqueline J.; Beiber, Kellie M.

2013-01-01

Objective. To determine whether a high-fidelity simulation technique compared with lecture would produce greater improvement in advanced cardiac life support (ACLS) knowledge, confidence, and overall satisfaction with the training method. Design. This sequential, parallel-group, crossover trial randomized students into 2 groups distinguished by the sequence of teaching technique delivered for ACLS instruction (ie, classroom lecture vs high-fidelity simulation exercise). Assessment. Test scores on a written examination administered at baseline and after each teaching technique improved significantly from baseline in all groups but were highest when lecture was followed by simulation. Simulation was associated with a greater degree of overall student satisfaction compared with lecture. Participation in a simulation exercise did not improve pharmacy students’ knowledge of ACLS more than attending a lecture, but it was associated with improved student confidence in skills and satisfaction with learning and application. Conclusions. College curricula should incorporate simulation to complement but not replace lecture for ACLS education. PMID:23610477

High-fidelity simulation for advanced cardiac life support training.

PubMed

Davis, Lindsay E; Storjohann, Tara D; Spiegel, Jacqueline J; Beiber, Kellie M; Barletta, Jeffrey F

2013-04-12

OBJECTIVE. To determine whether a high-fidelity simulation technique compared with lecture would produce greater improvement in advanced cardiac life support (ACLS) knowledge, confidence, and overall satisfaction with the training method. DESIGN. This sequential, parallel-group, crossover trial randomized students into 2 groups distinguished by the sequence of teaching technique delivered for ACLS instruction (ie, classroom lecture vs high-fidelity simulation exercise). ASSESSMENT. Test scores on a written examination administered at baseline and after each teaching technique improved significantly from baseline in all groups but were highest when lecture was followed by simulation. Simulation was associated with a greater degree of overall student satisfaction compared with lecture. Participation in a simulation exercise did not improve pharmacy students' knowledge of ACLS more than attending a lecture, but it was associated with improved student confidence in skills and satisfaction with learning and application. CONCLUSIONS. College curricula should incorporate simulation to complement but not replace lecture for ACLS education.

The Use of Computer Simulation Gaming in Teaching Broadcast Economics.

ERIC Educational Resources Information Center

Mancuso, Louis C.

The purpose of this study was to develop a broadcast economic computer simulation and to ascertain how a lecture-computer simulation game compared as a teaching method with a more traditional lecture and case study instructional methods. In each of three sections of a broadcast economics course, a different teaching methodology was employed: (1)…

Lecture and Workshop Modes Comparison on Rangeland Developments: The Case of Iran

ERIC Educational Resources Information Center

Shahvali, M.; Poursaeed, A.; Sharifzadeh, M.

2009-01-01

This study investigated the effects of workshop and lecture methods on pastoralists' learning in Ilam Province, west of Iran. A quasi-experimental research method and non-equivalent control group design was used. Sixty pastoralists participated in this study. An open-ended questionnaire was used as the instrument of the study and found to have…

A Comparative Study on Power Point Presentation and Traditional Lecture Method in Material Understandability, Effectiveness and Attitude

ERIC Educational Resources Information Center

Sewasew, Daniel; Mengestle, Missaye; Abate, Gebeyehu

2015-01-01

The aim of this study was to compare PPT and traditional lecture method in material understandability, effectiveness and attitude among university students. Comparative descriptive survey research design was employed to answer the research questions raised. Four hundred and twenty nine participants were selected randomly using stratified sampling…

Flipping an Agricultural Education Teaching Methods Course

ERIC Educational Resources Information Center

Conner, Nathan W.; Stripling, Christopher T.; Blythe, Jessica M.; Roberts, T. Grady; Stedman, Nicole L. P.

2014-01-01

Flipping or inverting a course is a relatively new approach to structuring a course. Using this method, the lectures traditionally delivered during regularly scheduled class time are converted to a media for delivery online, often in the form of videos. Learners are expected to view the online lectures prior to class. Then in turn, in-class time…

Lecturing with a Virtual Whiteboard

NASA Astrophysics Data System (ADS)

Milanovic, Zoran

2006-09-01

Recent advances in computer technology, word processing software, and projection systems have made traditional whiteboard lecturing obsolete. Tablet personal computers connected to display projectors and running handwriting software have replaced the marker-on-whiteboard method of delivering a lecture. Since the notes can be saved into an electronic file, they can be uploaded to a class website to be perused by the students later. This paper will describe the author's experiences in using this new technology to deliver physics lectures at an engineering school. The benefits and problems discovered will be reviewed and results from a survey of student opinions will be discussed.

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

NASA Astrophysics Data System (ADS)

Dukes, Michael Dickey

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

Just do it: flipped lecture, determinants and debate

NASA Astrophysics Data System (ADS)

Kensington-Miller, Barbara; Novak, Julia; Evans, Tanya

2016-08-01

This paper describes a case study of two pure mathematicians who flipped their lecture to teach matrix determinants in two large mathematics service courses (one at Stage I and the other at Stage II). The purpose of the study was to transform the passive lecture into an active learning opportunity and to introduce valuable mathematical skills, such as debate, argument and disagreement. The students were told in advance to use the online material to prepare, which had a short handout on matrix determinants posted, as the lesson would be interactive and would rely on them having studied this. At the beginning of the lesson, the two mathematicians worked together to model the skill of professional disagreement, one arguing for the cofactor expansion method and the other for the row reduction method. After voting for their preferred method, the students worked in small groups on examples to defend their choice. Each group elected a spokesperson and a political style debate followed as the students argued the pros and cons of each technique. Although one lecture does not establish whether the flipped lecture model is preferable for student instruction, the paper presents a case study for pursuing this approach and for further research on incorporating this style of teaching in Science, Technology, Engineering and Mathematics subjects.

Science Education: An Experiment in Facilitating the Learning of Neurophysiology.

ERIC Educational Resources Information Center

Levitan, Herbert

1981-01-01

Summarizes the experiences of a zoology professor attempting to construct a student-centered course in neurophysiology. Various aspects of the organization and conduct of the course are described, including the beginning experience, topics of interest, lecture, laboratory, computer simulation, examinations, student lectures. Evaluation of the…

Search Strategy Development in a Flipped Library Classroom: A Student-Focused Assessment

ERIC Educational Resources Information Center

Goates, Michael C.; Nelson, Gregory M.; Frost, Megan

2017-01-01

Librarians at Brigham Young University compared search statement development between traditional lecture and flipped instruction sessions. Students in lecture sessions scored significantly higher on developing search statements than those in flipped sessions. However, student evaluations show a strong preference for pedagogies that incorporate…

The effectiveness of web-based, multimedia tutorials for teaching methods of human body composition analysis.

PubMed

Buzzell, Paul R; Chamberlain, Valerie M; Pintauro, Stephen J

2002-12-01

This study examined the effectiveness of a series of Web-based, multimedia tutorials on methods of human body composition analysis. Tutorials were developed around four body composition topics: hydrodensitometry (underwater weighing), dual-energy X-ray absorptiometry, bioelectrical impedance analysis, and total body electrical conductivity. Thirty-two students enrolled in the course were randomly assigned to learn the material through either the Web-based tutorials only ("Computer"), a traditional lecture format ("Lecture"), or lectures supplemented with Web-based tutorials ("Both"). All students were administered a validated pretest before randomization and an identical posttest at the completion of the course. The reliability of the test was 0.84. The mean score changes from pretest to posttest were not significantly different among the groups (65.4 plus minus 17.31, 78.82 plus minus 21.50, and 76 plus minus 21.22 for the Computer, Both, and Lecture groups, respectively). Additionally, a Likert-type assessment found equally positive attitudes toward all three formats. The results indicate that Web-based tutorials are as effective as the traditional lecture format for teaching these topics.

Modes of information delivery in radiologic anatomy education: Impact on student performance.

PubMed

Ketelsen, Dominik; Schrödl, Falk; Knickenberg, Inés; Heckemann, Rolf A; Hothorn, Torsten; Neuhuber, Winfried; Bautz, Werner A L; Grunewald, Markus

2007-01-01

This study provides a systematic assessment of different methods of delivering radiologic teaching content (lecture, printed text, and digital content delivery) under standard conditions, enabling comparison of the effectiveness of these methods. A printed atlas of sectional anatomy was used as a standard. Digital content was developed on the basis of the printed atlas. Lecturers used both the printed and the digital content to prepare lectures. Standardized teaching material thus created was presented to second-term undergraduate students who had attended the school's anatomy course, but had not received any radiology teaching. Multiple choice examinations were used to assess the students' ability to recognize anatomical structures in known as well as unknown images. In a survey, the students' subjective experience of the learning process was assessed. No difference was seen between the groups regarding examination results. Students preferred a combination of digital media and lectures by enthusiastic teachers. The shortage of teachers requires a compromise concerning the delivery of radiologic anatomy content in a medical school setting. Based on our results, we recommend a combined approach of lecture and digital content delivery.

Single- and Multiple-Objective Optimization with Differential Evolution and Neural Networks

NASA Technical Reports Server (NTRS)

Rai, Man Mohan

2006-01-01

Genetic and evolutionary algorithms have been applied to solve numerous problems in engineering design where they have been used primarily as optimization procedures. These methods have an advantage over conventional gradient-based search procedures became they are capable of finding global optima of multi-modal functions and searching design spaces with disjoint feasible regions. They are also robust in the presence of noisy data. Another desirable feature of these methods is that they can efficiently use distributed and parallel computing resources since multiple function evaluations (flow simulations in aerodynamics design) can be performed simultaneously and independently on ultiple processors. For these reasons genetic and evolutionary algorithms are being used more frequently in design optimization. Examples include airfoil and wing design and compressor and turbine airfoil design. They are also finding increasing use in multiple-objective and multidisciplinary optimization. This lecture will focus on an evolutionary method that is a relatively new member to the general class of evolutionary methods called differential evolution (DE). This method is easy to use and program and it requires relatively few user-specified constants. These constants are easily determined for a wide class of problems. Fine-tuning the constants will off course yield the solution to the optimization problem at hand more rapidly. DE can be efficiently implemented on parallel computers and can be used for continuous, discrete and mixed discrete/continuous optimization problems. It does not require the objective function to be continuous and is noise tolerant. DE and applications to single and multiple-objective optimization will be included in the presentation and lecture notes. A method for aerodynamic design optimization that is based on neural networks will also be included as a part of this lecture. The method offers advantages over traditional optimization methods. It is more flexible than other methods in dealing with design in the context of both steady and unsteady flows, partial and complete data sets, combined experimental and numerical data, inclusion of various constraints and rules of thumb, and other issues that characterize the aerodynamic design process. Neural networks provide a natural framework within which a succession of numerical solutions of increasing fidelity, incorporating more realistic flow physics, can be represented and utilized for optimization. Neural networks also offer an excellent framework for multiple-objective and multi-disciplinary design optimization. Simulation tools from various disciplines can be integrated within this framework and rapid trade-off studies involving one or many disciplines can be performed. The prospect of combining neural network based optimization methods and evolutionary algorithms to obtain a hybrid method with the best properties of both methods will be included in this presentation. Achieving solution diversity and accurate convergence to the exact Pareto front in multiple objective optimization usually requires a significant computational effort with evolutionary algorithms. In this lecture we will also explore the possibility of using neural networks to obtain estimates of the Pareto optimal front using non-dominated solutions generated by DE as training data. Neural network estimators have the potential advantage of reducing the number of function evaluations required to obtain solution accuracy and diversity, thus reducing cost to design.

Evaluating the impact of a classroom response system in a microbiology course.

PubMed

Suchman, Erica; Uchiyama, Kay; Smith, Ralph; Bender, Kim

2006-05-01

The use of a Classroom Response System (CRS) was evaluated in two sections, A and B, of a large lecture microbiology course. In Section B the instructor used the CRS technology at the beginning of the class period posing a question on content from the previous class. Students could earn extra credit if they answered the question correctly. In Section A, the class also began with an extra credit CRS question. However, CRS questions were integrated into the lecture during the entire class period. We compared the two classes to see if augmenting lectures with this technology increased student learning, confidence, attendance, and the instructor's ability to respond to student's misconceptions, over simply using the CRS as a quizzing tool. Student performance was compared using shared examination questions. The questions were categorized by how the content had been presented in class. All questions came from instructors' common lecture content, some without CRS use, and some questions where Instructor A used both lecture and CRS questions. Although Section A students scored significantly better on both types of examination questions, there was no demonstrable difference in learning based on CRS question participation. However, student survey data showed that students in Section A expressed higher confidence levels in their learning and knowledge and indicated that they interacted more with other students than did the students in Section B. In addition, Instructor A recorded more modifications to lecture content and recorded more student interaction in the course than did Instructor B.

Evaluating the Impact of a Classroom Response System in a Microbiology Course

PubMed Central

SUCHMAN, ERICA; UCHIYAMA, KAY; SMITH, RALPH; BENDER, KIM

2006-01-01

The use of a Classroom Response System (CRS) was evaluated in two sections, A and B, of a large lecture microbiology course. In Section B the instructor used the CRS technology at the beginning of the class period posing a question on content from the previous class. Students could earn extra credit if they answered the question correctly. In Section A, the class also began with an extra credit CRS question. However, CRS questions were integrated into the lecture during the entire class period. We compared the two classes to see if augmenting lectures with this technology increased student learning, confidence, attendance, and the instructor’s ability to respond to student’s misconceptions, over simply using the CRS as a quizzing tool. Student performance was compared using shared examination questions. The questions were categorized by how the content had been presented in class. All questions came from instructors’ common lecture content, some without CRS use, and some questions where Instructor A used both lecture and CRS questions. Although Section A students scored significantly better on both types of examination questions, there was no demonstrable difference in learning based on CRS question participation. However, student survey data showed that students in Section A expressed higher confidence levels in their learning and knowledge and indicated that they interacted more with other students than did the students in Section B. In addition, Instructor A recorded more modifications to lecture content and recorded more student interaction in the course than did Instructor B. PMID:23653562

MED32/442: Internet Lectures: A five years experience at the University of Vienna

PubMed Central

Kritz, H; Najemnik, C; Sinzinger, H

1999-01-01

Introduction Internet lectures are a very useful specialized tool to distribute information to interested people. Our experience started 1994 and we want to give a survey. Methods We started with a special lecture on atherosclerosis and improved the method within the last years. We had a lot of problems with certification and identification procedures, but they are solved now. In the last years we added web casting tools. Results At this time we have 80- 140 student per term, which are participants of a lectures. These are students attending a certificate course. Additionally we distribute our content over two homepages which we have installed to improve our work http://www.lipidforum.at, http://www.billrothhaus.at (10000 hits/month). Discussion Internet will be the most important tool for future teaching. It is an interesting experience to teach students from all over the world and you learn a lot from these people by yourself.

Evaluation of an audience response system in a preclinical operative dentistry course.

PubMed

Elashvili, Ana; Denehy, Gerald E; Dawson, Deborah V; Cunningham, Marsha A

2008-11-01

Student performance was compared on written and psychomotor skill tests of freshman dental students receiving conventional lectures versus the same lectures containing interactive components using TurningPoint, a wireless audience response system (ARS). The research design was a controlled crossover study with seventy-seven freshman dental students conducted in a preclinical operative dentistry course. Two randomized groups alternated the two study lectures, one with ARS and the other without ARS. Student knowledge retention was measured through written examination using immediate posttest, as well as questions on the unit and final examinations. Psychomotor skill tests were given on both lecture topics. Statistically significant differences indicating superiority of ARS were identified for performance on the immediate posttest and psychomotor skill test only for the lecture "Principles of Dental Bonding." The other examinations/skill testing showed no significant difference. These results indicate that ARS is a promising teaching tool for dental education.

Genetic Algorithms to Optimizatize Lecturer Assessment's Criteria

NASA Astrophysics Data System (ADS)

Jollyta, Deny; Johan; Hajjah, Alyauma

2017-12-01

The lecturer assessment criteria is used as a measurement of the lecturer's performance in a college environment. To determine the value for a criteriais complicated and often leads to doubt. The absence of a standard valuefor each assessment criteria will affect the final results of the assessment and become less presentational data for the leader of college in taking various policies relate to reward and punishment. The Genetic Algorithm comes as an algorithm capable of solving non-linear problems. Using chromosomes in the random initial population, one of the presentations is binary, evaluates the fitness function and uses crossover genetic operator and mutation to obtain the desired crossbreed. It aims to obtain the most optimum criteria values in terms of the fitness function of each chromosome. The training results show that Genetic Algorithm able to produce the optimal values of lecturer assessment criteria so that can be usedby the college as a standard value for lecturer assessment criteria.

Hands-On Science, 680 Hands at a Time: Shrinking the Large Lecture with a Collapsing Can Experiment.

ERIC Educational Resources Information Center

Shipman, Harry L.

2001-01-01

Explains how hands-on science activities can be done in a class designed as a lecture setting. Uses the collapsing can activity to demonstrate the birth of a black hole. Evaluates student responses to the hands-on approach. (YDS)

Active Teaching Strategies for a Sense of Salience: End-of-Life Communication

ERIC Educational Resources Information Center

Kopp, Mary L.

2013-01-01

This study compared active teaching strategies with passive lecture by evaluating cognitive, affective, and psychomotor learning outcomes, while highlighting end-of-life communication in nursing education. The problem addressed was twofold: First, passive lecture prevents transfer to situational decision-making, or a sense of salience (Benner,…

Overcoming the Drawbacks of the Large Lecture Class.

ERIC Educational Resources Information Center

Geske, Joel

1992-01-01

Techniques developed to improve student participation and student evaluation in a large-group college course in advertising include role playing in talk-show-style discussions of controversial issues, breaks in lectures to play a trivia game, a three-minute writing assignment, teacher movement among students, and changes in testing policies and…

Evaluating the Effectiveness of the Lecture versus Independent Study.

ERIC Educational Resources Information Center

DaRosa, Debra A.; And Others

1991-01-01

The impacts of independent study and the lecture approach on student test scores and study time were compared for 205 medical students studying surgery. Learning objective, multiple-choice, and essay questions were developed for selected topics related to surgery. Findings support increased individual active learning strategies and decreased…

Interpersonal Influences in Large Lecture-Based Classes: A Socioinstructional Perspective

ERIC Educational Resources Information Center

Long, Holly E.; Coldren, Jeffrey T.

2006-01-01

The present research examines whether an interpersonal environment may exist in classrooms that are notoriously impersonal: large lecture-based freshman-level general psychology classes. The artificial categorization of teaching and learning styles, and the limits of those categories, is also addressed. Students evaluated the style of teaching in…

Student preparation time for traditional lecture versus team-based learning in a pharmacotherapy course.

PubMed

DeJongh, Beth; Lemoine, Nicia; Buckley, Elizabeth; Traynor, Laura

2018-03-01

Determine how much time students spent preparing for traditional lecture versus team-based learning (TBL) for a pharmacotherapy course and determine if time spent in each pedagogy was within stated expectations for the course. Instructors used a combination of traditional lecture and TBL to deliver material. Before each lecture, instructors recorded the amount of time students spent preparing for each method using a one-question clicker-response survey. Instructors delivered 16 hours of TBL, 32 hours of traditional lecture, and eight hours of a mix of TBL and traditional lecture. The median of students completing the survey each week was 89. A large percentage of the class (40.9%) did not prepare for traditional lecture while only 3.4% did not prepare for TBL. About 61% of students spent between 30 min and two hours preparing for a two-hour TBL session and only 10% spent more than three hours preparing. Results of this project show students spend little time preparing for traditional lectures without in-class accountability, which may give students the perception that TBL requires too much preparation time. Copyright © 2017. Published by Elsevier Inc.

A survey on the effectiveness of using GeoGebra software towards lecturers' conceptual knowledge and procedural mathematics

NASA Astrophysics Data System (ADS)

Wan Salleh, Masturah; Sulaiman, Hajar

2013-04-01

The use of technology in the teaching of mathematics at the university level has long been introduced; but many among the lecturers, especially those that have taught for many years, still opt for a traditional teaching method, that is, by lecture talk. One reason is that lecturers themselves were not exposed to the technologies available and how it can assist in the teaching and learning procedures (T&L) in mathematics. GeoGebra is a mathematical software which is open and free and has just recently been introduced in Malaysia. Compared with the software Cabri Geometry and Geometer's Sketchpad (GSP), which only focus on geometry, GeoGebra is able to connect geometry, algebra and numerical representation. Realizing this, the researchers have conducted a study to expose the university lecturers on the use of GeoGebra in T&L. The researchers chose to do the research on mathematics lecturers at the Department of Computer Science and Mathematics (JSKM), Universiti Teknologi Mara (UiTM), Penang. The objective of this study is to determine whether an exposure to GeoGebra software can affect the conceptual knowledge and procedural teaching of mathematics at the university level. This study is a combination of descriptive and qualitative. One session was conducted in an open workshop for all the 45 lecturers. From that total, four people were selected as a sample. The sample was selected by using a simple random sampling method. This study used materials in the form of modules during the workshop. In terms of conceptual knowledge, the results showed that the GeoGebra software is appropriate, relevant and highly effective for in-depth understanding of the selected topics. While the procedural aspects of teaching, it can be one of the teaching aids and considerably facilitate the lecturers.

Same Content, Different Methods: Comparing Lecture, Engaged Classroom, and Simulation.

PubMed

Raleigh, Meghan F; Wilson, Garland Anthony; Moss, David Alan; Reineke-Piper, Kristen A; Walden, Jeffrey; Fisher, Daniel J; Williams, Tracy; Alexander, Christienne; Niceler, Brock; Viera, Anthony J; Zakrajsek, Todd

2018-02-01

There is a push to use classroom technology and active teaching methods to replace didactic lectures as the most prevalent format for resident education. This multisite collaborative cohort study involving nine residency programs across the United States compared a standard slide-based didactic lecture, a facilitated group discussion via an engaged classroom, and a high-fidelity, hands-on simulation scenario for teaching the topic of acute dyspnea. The primary outcome was knowledge retention at 2 to 4 weeks. Each teaching method was assigned to three different residency programs in the collaborative according to local resources. Learning objectives were determined by faculty. Pre- and posttest questions were validated and utilized as a measurement of knowledge retention. Each site administered the pretest, taught the topic of acute dyspnea utilizing their assigned method, and administered a posttest 2 to 4 weeks later. Differences between the groups were compared using paired t-tests. A total of 146 residents completed the posttest, and scores increased from baseline across all groups. The average score increased 6% in the standard lecture group (n=47), 11% in the engaged classroom (n=53), and 9% in the simulation group (n=56). The differences in improvement between engaged classroom and simulation were not statistically significant. Compared to standard lecture, both engaged classroom and high-fidelity simulation were associated with a statistically significant improvement in knowledge retention. Knowledge retention after engaged classroom and high-fidelity simulation did not significantly differ. More research is necessary to determine if different teaching methods result in different levels of comfort and skill with actual patient care.

Effectiveness of pharmacovigilance training of general practitioners: a retrospective cohort study in the Netherlands comparing two methods.

PubMed

Gerritsen, Roald; Faddegon, Hans; Dijkers, Fred; van Grootheest, Kees; van Puijenbroek, Eugène

2011-09-01

Spontaneous reporting is a cornerstone of pharmacovigilance. Unfamiliarity with the reporting of suspected adverse drug reactions (ADRs) is a major factor leading to not reporting these events. Medical education may promote more effective reporting. Numerous changes have been implemented in medical education over the last decade, with a shift in training methods from those aimed predominantly at the transfer of knowledge towards those that are more practice based and skill oriented. It is conceivable that these changes have an impact on pharmacovigilance training in vocational training programmes. Therefore, this study compares the effectiveness of a skill-oriented, practice-based pharmacovigilance training method, with a traditional, lecture-based pharmacovigilance training method in the vocational training of general practitioners (GPs). The traditional, lecture-based method is common practice in the Netherlands. The purpose of this study was to establish whether the use of a practice-based, skill-oriented method in pharmacovigilance training during GP traineeship leads to an increase of reported ADRs after completion of this traineeship, compared with a lecture-based method. We also investigated whether the applied training method has an impact on the documentation level of the reports and on the number of unlabelled events reported. A retrospective cohort study. The number of ADR reports submitted to the Netherlands Pharmacovigilance Centre Lareb (between January 2006 and October 2010) after completion of GP vocational training was compared between the two groups. Documentation level of the reports and the number of labelled/unlabelled events reported were also compared. The practice-based cohort reported 32 times after completion of training (124 subjects, 6.8 reports per 1000 months of follow-up; total follow-up of 4704 months). The lecture-based cohort reported 12 times after training (135 subjects, 2.1 reports per 1000 months of follow-up; total follow-up of 5824 months) [odds ratio 2.9; 95% CI 1.4, 6.1]. Reports from GPs with practice-based training had a better documentation grade than those from GPs with lecture-based training, and more often concerned unlabelled events. The practice-based method resulted in significantly more and better-documented reports and more often concerned unlabelled events than the lecture-based method. This effect persisted and did not appear to diminish over time.

Gaining A Geological Perspective Through Active Learning in the Large Lecture Classroom

NASA Astrophysics Data System (ADS)

Kapp, J. L.; Richardson, R. M.; Slater, S. J.

2008-12-01

NATS 101 A Geological Perspective is a general education course taken by non science majors. We offer 600 seats per semester, with four large lecture sections taught by different faculty members. In the past we have offered optional once a week study groups taught by graduate teaching assistants. Students often feel overwhelmed by the science and associated jargon, and many are prone to skipping lectures altogether. Optional study groups are only attended by ~50% of the students. Faculty members find the class to be a lot of work, mainly due to the grading it generates. Activities given in lecture are often short multiple choice or true false assignments, limiting the depth of understanding we can evaluate. Our students often lack math and critical thinking skills, and we spend a lot of time in lecture reintroducing ideas students should have already gotten from the text. In summer 2007 we were funded to redesign the course. Our goals were to 1) cut the cost of running the course, and 2) improve student learning. Under our redesign optional study groups were replaced by once a week mandatory break out sessions where students complete activities that have been introduced in lecture. Break out sessions substitute for one hour of lecture, and are run by undergraduate preceptors and graduate teaching assistants (GTAs). During the lecture period, lectures themselves are brief with a large portion of the class devoted to active learning in small groups. Weekly reading quizzes are submitted via the online course management system. Break out sessions allow students to spend more time interacting with their fellow students, undergraduate preceptors, and GTAs. They get one on one help in break out sessions on assignments designed to enhance the lecture material. The active lecture format means less of their time is devoted to listening passively to a lecture, and more time is spent peer learning an interacting with the instructor. Completing quizzes online allows students more freedom in when and where they complete their work, and we provide instant feedback on their submitted work. The University of Wyoming Cognition in Astronomy, Physics and Earth sciences Research (CAPER) Team, who specialize in project evaluation, are leading the evaluation effort. We are comparing pre-test to post-test gains on the Geoscience Concept Inventory and Attitudes Toward Science surveys before and after the redesign, and inductive analysis of student interviews and reflective writing that describe student perceptions of the modified learning environment. The redesign has cut the cost of the class per student by more than half. This was achieved primarily in two ways: 1) by greatly reducing the number of hours spent by faculty and graduate teaching assistants on preparation, class time, and grading; and 2) reducing the number of graduate teaching assistants required for the class and replacing many of them with undergraduate preceptors. Undergraduate preceptors are not paid, but receive academic credit for their teaching service. The savings from the redesign is used to allow faculty more time to work on institutional priorities.

Use of the "Moodle" Platform to Promote an Ongoing Learning When Lecturing General Physics in the Physics, Mathematics and Electronic Engineering Programmes at the University of the Basque Country UPV/EHU

ERIC Educational Resources Information Center

López, Gabriel A.; Sáenz, Jon; Leonardo, Aritz; Gurtubay, Idoia G.

2016-01-01

The "Moodle" platform has been used to put into practice an ongoing evaluation of the students' Physics learning process. The evaluation has been done on the frame of the course General Physics, which is lectured during the first year of the Physics, Mathematics and Electronic Engineering Programmes at the Faculty of Science and…

Correlation of self-assessment with attendance in an evidence-based medicine course.

PubMed

Ramirez, Beatriz U

2015-12-01

In previous studies, correlations between attendance and grades in lectures have given variable results and, when statistically significant, the correlation has been weak. In some studies, a sex effect has been reported. Lectures are a teacher-centered learning activity. Therefore, it appeared interesting to evaluate if a stronger correlation between attendance and grades would occur in a face-to-face "evidence-based medicine" course with few lectures and more time dedicated to active learning methods. Small-group work and peer learning were used to foster deep learning and to engage students in their own learning process. Most of the time, students worked in small groups solving contextualized problems and critically analyzing the quality of published medical literature. Peer learning was also developed in collaborative evaluations, and constant feedback was provided. Therefore, it was hypothesized that high attenders would develop a higher self-perception of learning and obtain higher marks than low attenders. Student self-perceptions of their capacity to apply evidence-based medicine were measured by the application of an online self-assessment survey, and objective learning was measured as the grades obtained in a final accumulative individual test. It was found that male students obtained higher grades and were more confident in their achievements than their female peers, despite male and female student attendance being similar. In addition, attendance was correlated with the perceived capacity to apply evidence-based medicine only in male students and was not correlated with academic outcome. Copyright © 2015 The American Physiological Society.

Introduction of e-learning in dental radiology reveals significantly improved results in final examination.

PubMed

Meckfessel, Sandra; Stühmer, Constantin; Bormann, Kai-Hendrik; Kupka, Thomas; Behrends, Marianne; Matthies, Herbert; Vaske, Bernhard; Stiesch, Meike; Gellrich, Nils-Claudius; Rücker, Martin

2011-01-01

Because a traditionally instructed dental radiology lecture course is very time-consuming and labour-intensive, online courseware, including an interactive-learning module, was implemented to support the lectures. The purpose of this study was to evaluate the perceptions of students who have worked with web-based courseware as well as the effect on their results in final examinations. Users (n(3+4)=138) had access to the e-program from any networked computer at any time. Two groups (n(3)=71, n(4)=67) had to pass a final exam after using the e-course. Results were compared with two groups (n(1)=42, n(2)=48) who had studied the same content by attending traditional lectures. In addition a survey of the students was statistically evaluated. Most of the respondents reported a positive attitude towards e-learning and would have appreciated more access to computer-assisted instruction. Two years after initiating the e-course the failure rate in the final examination dropped significantly, from 40% to less than 2%. The very positive response to the e-program and improved test scores demonstrated the effectiveness of our e-course as a learning aid. Interactive modules in step with clinical practice provided learning that is not achieved by traditional teaching methods alone. To what extent staff savings are possible is part of a further study. Copyright © 2010 European Association for Cranio-Maxillo-Facial Surgery. Published by Elsevier Ltd. All rights reserved.

Effects of Lecture Method Supplemented with Music and Computer Animation on Senior Secondary School Students' Academic Achievement in Electrochemistry

ERIC Educational Resources Information Center

Akpoghol, T. V.; Ezeudu, F. O.; Adzape, J. N.; Otor, E. E.

2016-01-01

The study investigated the effects of Lecture Method Supplemented with Music (LMM) and Computer Animation (LMC) on senior secondary school students' academic achievement in electrochemistry in Makurdi metropolis. Six research questions and six hypotheses guided the study. The design of the study was quasi experimental, specifically the pre-test,…

Relative Effect of Lecture Method Supplemented with Music and Computer Animation on Senior Secondary School Students' Retention in Electrochemistry

ERIC Educational Resources Information Center

Akpoghol, T. V.; Ezeudu, F. O.; Adzape, J. N.; Otor, E. E.

2016-01-01

The study investigated the effects of Lecture Method Supplemented with Music (LMM) and Computer Animation (LMC) on senior secondary school students' retention in electrochemistry in Makurdi metropolis. Three research questions and three hypotheses guided the study. The design of the study was quasi experimental, specifically the pre-test,…

Effects of Method of Instruction and Frequency of Response on Criterion Performance

ERIC Educational Resources Information Center

Troost, Cornelius J.; Morris, Stanley

1971-01-01

Grade six students were taught Newton's Second Law of Motion by a linear program, a lecture, or a video-taped lecture, with three different response modes: written responses to all questions, to one-third of the questions, or to no questions. There was no significant difference between teaching method, but the higher the overt response rate, the…

A Survey of Beginning Crop Science Courses at 49 U.S. Universities. I. Lecture Format, Teaching Methods, and Topical Content.

ERIC Educational Resources Information Center

Karnok, Keith J.; Connors, Krista L.

1986-01-01

This paper is the first of a two-part series which discusses the findings related to lecture information in beginning crop science courses offered in Land Grant institutions. Survey results revealed considerable differences regarding course organization and teaching methods, but similarities in overall goals and topic areas. (ML)

How is the Inquiry Skills of Biology Preservice Teachers in Biotechnology Lecture?

NASA Astrophysics Data System (ADS)

Hayat, M. S.; Rustaman, N. Y.

2017-09-01

This study was to investigate the inquiry skills of biology pre-service teachers in one teachers college in Central Java in biotechnology lecture. The method used is a case study of 29 biology preservice teacher. Data were collected using observation sheets, questionnaires, and interview guidelines. Research findings collected through questionnaires show that most students are accustomed to asking questions and formulating biotechnology issues; Skilled in conducting experiments; Skilled in obtaining relevant information from various sources; As well as skilled at processing, analyzing and interpreting data. Based on observation: lectures are not dominated by lecturers, students are able to solve problems encountered and conduct investigations. Based on the interview towards lecturers: students are always actively involved in questioning, investigation, inquiry, problem solving and experimenting in lectures. Why do most students show good inquiry skills? Because students are accustomed to invited inquiry in biology lectures. The impact, the students become more ready to be invited to do more advanced inquiry, such as real-world application inquiry, because the skill of inquiry is essentially trained.

Comparison of Electronic Learning Versus Lecture-based Learning in Improving Emergency Medicine Residents' Knowledge About Mild Induced Hypothermia After Cardiac Arrest.

PubMed

Soleimanpour, Maryam; Rahmani, Farzad; Naghizadeh Golzari, Mehrad; Ala, Alireza; Morteza Bagi, Hamid Reza; Mehdizadeh Esfanjani, Robab; Soleimanpour, Hassan

2017-08-01

The process of medical education depends on several issues such as training materials, students, professors, educational fields, and the applied technologies. The current study aimed at comparing the impacts of e-learning and lecture-based learning of mild induced hypothermia (MIH) after cardiac arrest on the increase of knowledge among emergency medicine residents. In a pre- and post-intervention study, MIH after cardiac arrest was taught to 44 emergency medicine residents. Residents were randomly divided into 2 groups. The first group included 21 participants (lecture-based learning) and the second had 23 participants (e-learning). A 19-item questionnaire with approved validity and reliability was employed as the pretest and posttest. Then, data were analyzed with SPSS software version 17.0. There was no statistically significant difference in terms of the learning method between the test scores of the 2 groups (P = 0.977). E-learning and lecture-based learning methods was effective in augmentation of residents of emergency medicine knowledge about MIH after cardiac arrest; nevertheless, there was no significant difference between these mentioned methods.

The Dorothy I. Height Center for Health Equity and Evaluation Research (CHEER)

DTIC Science & Technology

2013-12-01

Building, Lecture Hall A-436, 4th Floor – One Main Street, Houston, TX 77002 2011 FALL SCHEDULE - REVISED 5:30 p.m. – 8:30 p.m., TUESDAY - WEEKLY...August 23, 2011 – December 6, 2011 August 23, 2011 - Tuesday , 5:30-6:30 p.m., Academic Bldg., Lecture Hall A-436 “Overview of Class Requirements...Center, Houston, TX. 6:30-6:45 - 15 Minute Break August 23, 2011 - Tuesday , 6:45-7:45 p.m., Academic Bldg., Lecture Hall A-436 “Health

Active learning of introductory optics: real-time physics labs, interactive lecture demonstrations and magic

NASA Astrophysics Data System (ADS)

Sokoloff, David R.

2005-10-01

Widespread physics education research has shown that most introductory physics students have difficulty learning essential optics concepts - even in the best of traditional courses, and that well-designed active learning approaches can remedy this problem. This mini-workshop and the associated poster session will provide direct experience with methods for promoting students' active involvement in the learning process in lecture and laboratory. Participants will have hands-on experience with activities from RealTime Physics labs and Interactive Lecture Demonstrations - a learning strategy for large (and small) lectures, including specially designed Optics Magic Tricks. The poster will provide more details on these highly effective curricula.

Education in Neurology Resident Documentation Using Payroll Simulation

PubMed Central

Liang, John W.

2017-01-01

Background Approaches for teaching neurology documentation include didactic lectures, workshops, and face-to-face meetings. Few studies have assessed their effectiveness. Objective To improve the quality of neurology resident documentation through payroll simulation. Methods A documentation checklist was created based on Medicaid and Medicare evaluation and management (E/M) guidelines. In the preintervention phase, neurology follow-up clinic charts were reviewed over a 16-week period by evaluators blinded to the notes' authors. Current E/M level, ideal E/M level, and financial loss were calculated by the evaluators. Ideal E/M level was defined as the highest billable level based on the documented problems, alongside a supporting history and examination. We implemented an educational intervention that consisted of a 1-hour didactic lecture, followed by e-mail feedback “paystubs” every 2 weeks detailing the number of patients seen, income generated, income loss, and areas for improvement. Follow-up charts were assessed in a similar fashion over a 16-week postintervention period. Results Ten of 11 residents (91%) participated. Of 214 charts that were reviewed preintervention, 114 (53%) had insufficient documentation to support the ideal E/M level, leading to a financial loss of 24% ($5,800). Inadequate documentation was seen in all 3 components: history (47%), examination (27%), and medical decision making (37%). Underdocumentation did not differ across residency years. Postintervention, underdocumentation was reduced to 14% of 273 visits (P < .001), with a reduction in the financial loss to 6% ($1,880). Conclusions Improved documentation and increased potential reimbursement was attained following a didactic lecture and a 16-week period in which individual, specific feedback to neurology residents was provided. PMID:28439359

Diabetes Training for Community Health Workers.

PubMed

Aponte, Judith

2015-12-01

A 2.5-month diabetes education training for community health workers (CHWs) was developed, implemented, and evaluated. Training methods used included case studies, role-playing, and lectures. Exams were used throughout the training for its evaluation. Teaching was delivered by different ways: a one day American Diabetes Association (ADA) course; a five day Diabetes Self-Management Program (DSMP); Conversation Maps; and a series of seven National Institute of Diabetes and Digestive and Kidney Diseases (NIDDK) diabetes education booklets. Qualitative and quantitative evaluative methods were used during and after the training. The CHWs' diabetes knowledge was evaluated by a pre- and post-test Diabetes Knowledge Questionnaire (DKQ). The post-test was conducted one week after completing the training. The findings showed that the diabetes knowledge of the CHWs increased. Diabetes competencies and evaluative tools need to be developed specific for CHWs as a way to standardize all CHW diabetes trainings.

Synchronous distance anesthesia education by Internet videoconference between Uganda and the United States.

PubMed

Kiwanuka, J K; Ttendo, S S; Eromo, E; Joseph, S E; Duan, M E; Haastrup, A A; Baker, K; Firth, P G

2015-09-01

We evaluated the effectiveness of anesthesia education delivered via Internet videoconferencing between the Massachusetts General Hospital, Boston, MA, and Mbarara Regional Referral Hospital, Uganda. This is a prospective educational study. The setting is the education in 2 hospitals in Uganda and the United States. The subjects are anesthesia residents. The interventions are anesthesia education lectures delivered in person and via Internet videoconferencing. The average pre-lecture and post-lecture scores of the local, remote, and combined audiences were compared. Post-lecture test scores improved over pre-lecture scores: local audience, 59% ± 22% to 81% ± 16%, P = .0002, g = 1.144; remote audience, 51% ± 19% to 81% ± 8%, P < .0001, g = 2.058; and combined scores, 56% ± 14% to 82% ± 8%, P < .0001, g = 2.069). Transfer of anesthetic knowledge occurs via small group lectures delivered both in person and remotely via synchronous Internet videoconferencing. This technique may be useful to expand educational capacity and international cooperation between academic institutions, a particular priority in the growing field of global health. Copyright © 2015 Elsevier Inc. All rights reserved.

Comparison between Simulation-based Training and Lecture-based Education in Teaching Situation Awareness. A Randomized Controlled Study.

PubMed

Lee Chang, Alfredo; Dym, Andrew A; Venegas-Borsellino, Carla; Bangar, Maneesha; Kazzi, Massoud; Lisenenkov, Dmitry; Qadir, Nida; Keene, Adam; Eisen, Lewis Ari

2017-04-01

Situation awareness has been defined as the perception of the elements in the environment within volumes of time and space, the comprehension of their meaning, and the projection of their status in the near future. Intensivists often make time-sensitive critical decisions, and loss of situation awareness can lead to errors. It has been shown that simulation-based training is superior to lecture-based training for some critical scenarios. Because the methods of training to improve situation awareness have not been well studied in the medical field, we compared the impact of simulation vs. lecture training using the Situation Awareness Global Assessment Technique (SAGAT) score. To identify an effective method for teaching situation awareness. We randomly assigned 17 critical care fellows to simulation vs. lecture training. Training consisted of eight cases on airway management, including topics such as elevated intracranial pressure, difficult airway, arrhythmia, and shock. During the testing scenario, at random times between 4 and 6 minutes into the simulation, the scenario was frozen, and the screens were blanked. Respondents then completed the 28 questions on the SAGAT scale. Sample items were categorized as Perception, Projection, and Comprehension of the situation. Results were analyzed using SPSS Version 21. Eight fellows from the simulation group and nine from the lecture group underwent simulation testing. Sixty-four SAGAT scores were recorded for the simulation group and 48 scores were recorded for the lecture group. The mean simulation vs. lecture group SAGAT score was 64.3 ± 10.1 (SD) vs. 59.7 ± 10.8 (SD) (P = 0.02). There was also a difference in the median Perception ability between the simulation vs. lecture groups (61.1 vs. 55.5, P = 0.01). There was no difference in the median Projection and Comprehension scores between the two groups (50.0 vs. 50.0, P = 0.92, and 83.3 vs. 83.3, P = 0.27). We found a significant, albeit modest, difference between simulation training and lecture training on the total SAGAT score of situation awareness mainly because of the improvement in perception ability. Simulation may be a superior method of teaching situation awareness.

Teaching macromolecular modeling.

PubMed Central

Harvey, S C; Tan, R K

1992-01-01

Training newcomers to the field of macromolecular modeling is as difficult as is training beginners in x-ray crystallography, nuclear magnetic resonance, or other methods in structural biology. In one or two lectures, the most that can be conveyed is a general sense of the relationship between modeling and other structural methods. If a full semester is available, then students can be taught how molecular structures are built, manipulated, refined, and analyzed on a computer. Here we describe a one-semester modeling course that combines lectures, discussions, and a laboratory using a commercial modeling package. In the laboratory, students carry out prescribed exercises that are coordinated to the lectures, and they complete a term project on a modeling problem of their choice. The goal is to give students an understanding of what kinds of problems can be attacked by molecular modeling methods and which problems are beyond the current capabilities of those methods. PMID:1489919

The Effectiveness of Lecture-Integrated, Web-Supported Case Studies in Large Group Teaching

ERIC Educational Resources Information Center

Azzawi, May; Dawson, Maureen M.

2007-01-01

The effectiveness of lecture-integrated and web-supported case studies in supporting a large and academically diverse group of undergraduate students was evaluated in the present study. Case studies and resource (web)-based learning were incorporated as two complementary interactive learning strategies into the traditional curriculum. A truncated…

Multi-Image or Lap-Dissolve Slide Techniques and Visual Images in the Large Lecture Section.

ERIC Educational Resources Information Center

Bodner, George M.; And Others

1984-01-01

Advantages and disadvantages of using multi-image or lap-dissolve (LD) slide techniques in large lecture sections are discussed. Production, use, and evaluation of LD programs are also discussed. Indicates that these programs are an effective way of improving instruction on visually oriented topics. (JN)

Evaluation of a Lecture Recording System in a Medical Curriculum

ERIC Educational Resources Information Center

Bacro, Thierry R. H.; Gebregziabher, Mulugeta; Fitzharris, Timothy P.

2010-01-01

Recently, the Medical University of South Carolina adopted a lecture recording system (LRS). A retrospective study of LRS was implemented to document the students' perceptions, pattern of usage, and impact on the students' grades in three basic sciences courses (Cell Biology/Histology, Physiology, and Neurosciences). The number of accesses and…

Redesigning Professional Development: Reconceptualising Teaching Using Social Learning Technologies

ERIC Educational Resources Information Center

Cochrane, Thomas; Narayan, Vickel

2013-01-01

This article evaluates the use of a community of practice model for redesigning a lecturer professional development course investigating the impact of mobile web 2.0 technologies in higher education. The results show a significant change in lecturer conceptions of pedagogy were achieved by this approach. Drawing on our experience of two iterations…

Correlation of Self-Assessment with Attendance in an Evidence-Based Medicine Course

ERIC Educational Resources Information Center

Ramirez, Beatriz U.

2015-01-01

In previous studies, correlations between attendance and grades in lectures have given variable results and, when statistically significant, the correlation has been weak. In some studies, a sex effect has been reported. Lectures are a teacher-centered learning activity. Therefore, it appeared interesting to evaluate if a stronger correlation…

A New Perspective on Teamwork in Teaching: A Report on German Lectures in the Biological Sciences

ERIC Educational Resources Information Center

Brancaforte, Charlotte; And Others

1976-01-01

A university German department cooperated with the Zoology Department to offer a series of 13 lectures in biology, delivered in German by university scientists on their fields of research. This report discusses the background and atmosphere of the project, evaluates its effects and suggests improvements. (CHK)

College Students' Prejudicial Biases against Instructors Who Smoke Cigarettes

ERIC Educational Resources Information Center

Oberle, Crystal D.; Engeling, Stephanie J.; Ontiberos, Senecae P.

2010-01-01

In an investigation of students' prejudicial biases against instructors who smoke, 61 female and 16 male undergraduates watched and listened to a 20-min lecture about parasomnias, completed a survey asking for instructor evaluation ratings and ratings of perceived learning, and completed a lecture-retention test with multiple-choice questions to…

Relationship Among Dental Students' Class Lecture Attendance, Use of Online Resources, and Performance.

PubMed

Azab, Ehab; Saksena, Yun; Alghanem, Tofool; Midle, Jennifer Bassett; Molgaard, Kathleen; Albright, Susan; Karimbux, Nadeem

2016-04-01

This study aimed to evaluate the relationship among dental students' attendance at class lectures, use of online lecture materials, and performance in didactic courses. The study was conducted with second-year predoctoral students at Tufts University School of Dental Medicine during the fall semester of 2014. Three basic science and three preclinical dental courses were selected for evaluation. Online usage for each participant was collected, and a survey with questions about attendance and online behavior was conducted. The final grade for each participant in each selected course was obtained and matched with his or her online usage and attendance. Out of a total 190 students, 146 (77%) participated. The results showed no significant relationship between students' grades and their class attendance or online usage except for a weak negative relationship between class attendance and online usage for the Epidemiology course (p<0.001) and the overall preclinical dental courses (p=0.03). Although the results did not show strong relationships among class attendance, online usage, and course grades, most of the students reported that having the online resources in addition to the lectures was helpful.

Stereoscopic Three-Dimensional Neuroanatomy Lectures Enhance Neurosurgical Training: Prospective Comparison with Traditional Teaching.

PubMed

Clark, Anna D; Guilfoyle, Mathew R; Candy, Nicholas G; Budohoski, Karol P; Hofmann, Riikka; Barone, Damiano G; Santarius, Thomas; Kirollos, Ramez W; Trivedi, Rikin A

2017-12-01

Stereoscopic three-dimensional (3D) imaging is increasingly used in the teaching of neuroanatomy and although this is mainly aimed at undergraduate medical students, it has enormous potential for enhancing the training of neurosurgeons. This study aims to assess whether 3D lecturing is an effective method of enhancing the knowledge and confidence of neurosurgeons and how it compares with traditional two-dimensional (2D) lecturing and cadaveric training. Three separate teaching sessions for neurosurgical trainees were organized: 1) 2D course (2D lecture + cadaveric session), 2) 3D lecture alone, and 3) 3D course (3D lecture + cadaveric session). Before and after each session, delegates were asked to complete questionnaires containing questions relating to surgical experience, anatomic knowledge, confidence in performing procedures, and perceived value of 3D, 2D, and cadaveric teaching. Although both 2D and 3D lectures and courses were similarly effective at improving self-rated knowledge and understanding, the 3D lecture and course were associated with significantly greater gains in confidence reported by the delegates for performing a subfrontal approach and sylvian fissure dissection. Stereoscopic 3D lectures provide neurosurgical trainees with greater confidence for performing standard operative approaches and enhances the benefit of subsequent practical experience in developing technical skills in cadaveric dissection. Copyright © 2017. Published by Elsevier Inc.

An analysis of lecture video utilization in undergraduate medical education: associations with performance in the courses

PubMed Central

McNulty, John A; Hoyt, Amy; Gruener, Gregory; Chandrasekhar, Arcot; Espiritu, Baltazar; Price, Ron; Naheedy, Ross

2009-01-01

Background Increasing numbers of medical schools are providing videos of lectures to their students. This study sought to analyze utilization of lecture videos by medical students in their basic science courses and to determine if student utilization was associated with performance on exams. Methods Streaming videos of lectures (n = 149) to first year and second year medical students (n = 284) were made available through a password-protected server. Server logs were analyzed over a 10-week period for both classes. For each lecture, the logs recorded time and location from which students accessed the file. A survey was administered at the end of the courses to obtain additional information about student use of the videos. Results There was a wide disparity in the level of use of lecture videos by medical students with the majority of students accessing the lecture videos sparingly (60% of the students viewed less than 10% of the available videos. The anonymous student survey revealed that students tended to view the videos by themselves from home during weekends and prior to exams. Students who accessed lecture videos more frequently had significantly (p < 0.002) lower exam scores. Conclusion We conclude that videos of lectures are used by relatively few medical students and that individual use of videos is associated with the degree to which students are having difficulty with the subject matter. PMID:19173725

Computer versus lecture: a comparison of two methods of teaching oral medication administration in a nursing skills laboratory.

PubMed

Jeffries, P R

2001-10-01

The purpose of this study was to compare the effectiveness of both an interactive, multimedia CD-ROM and a traditional lecture for teaching oral medication administration to nursing students. A randomized pretest/posttest experimental design was used. Forty-two junior baccalaureate nursing students beginning their fundamentals nursing course were recruited for this study at a large university in the midwestern United States. The students ranged in age from 19 to 45. Seventy-three percent reported having average computer skills and experience, while 15% reported poor to below average skills. Two methods were compared for teaching oral medication administration--a scripted lecture with black and white overhead transparencies, in addition to an 18-minute videotape on medication administration, and an interactive, multimedia CD-ROM program, covering the same content. There were no significant (p < .05) baseline differences between the computer and lecture groups by education or computer skills. Results showed significant differences between the two groups in cognitive gains and student satisfaction (p = .01), with the computer group demonstrating higher student satisfaction and more cognitive gains than the lecture group. The groups were similar in their ability to demonstrate the skill correctly. Importantly, time on task using the CD-ROM was less, with 96% of the learners completing the program in 2 hours or less, compared to 3 hours of class time for the lecture group.

Blasting Rocks and Blasting Cars Applied Engineering

ScienceCinema

LBNL

2017-12-09

June 30, 2004 Berkeley Lab lecture: Deb Hopkins works with industries like automobile, mining and paper to improve their evaluation and measuring techniques. For several years, she has coordinated ... June 30, 2004 Berkeley Lab lecture: Deb Hopkins works with industries like automobile, mining and paper to improve their evaluation and measuring techniques. For several years, she has coordinated a program at Berkeley Lab funded under the Partnership for a New Generation of Vehicles, a collaboration between the federal government and the U.S. Council for Automotive Research. Nondestructive evaluation techniques to test a car's structural integrity are being developed for auto assembly lines.

Assessment of a Pharmaceutical Advertisement Analysis Module in a Drug Literature Evaluation Course.

PubMed

Amin, Mohamed Ezzat Khamis; Fattouh, Youssef

2017-08-01

Objective. To evaluate the impact of an educational module on students' self-efficacy when analyzing the content of promotional drug brochures (PDBs) and to assess the students' value of PDBs' as an educational tool. Methods. Third-year bachelor of pharmacy students participated in a one-hour lecture and a two-hour laboratory. Students completed a survey before and after participating in the module. Results. The module elicited a statistically significant change in students' self-efficacy beliefs regarding evaluating promotional drug brochures, while the average perceived value of promotional drug brochures did not change significantly after the module. Conclusion. A brief educational module can increase students' self-efficacy in evaluating the content of PDBs.

Comparison of Pharmaceutical Calculations Learning Outcomes Achieved Within a Traditional Lecture or Flipped Classroom Andragogy.

PubMed

Anderson, H Glenn; Frazier, Lisa; Anderson, Stephanie L; Stanton, Robert; Gillette, Chris; Broedel-Zaugg, Kim; Yingling, Kevin

2017-05-01

Objective. To compare learning outcomes achieved from a pharmaceutical calculations course taught in a traditional lecture (lecture model) and a flipped classroom (flipped model). Methods. Students were randomly assigned to the lecture model and the flipped model. Course instructors, content, assessments, and instructional time for both models were equivalent. Overall group performance and pass rates on a standardized assessment (Pcalc OSCE) were compared at six weeks and at six months post-course completion. Results. Student mean exam scores in the flipped model were higher than those in the lecture model at six weeks and six months later. Significantly more students passed the OSCE the first time in the flipped model at six weeks; however, this effect was not maintained at six months. Conclusion. Within a 6 week course of study, use of a flipped classroom improves student pharmacy calculation skill achievement relative to a traditional lecture andragogy. Further study is needed to determine if the effect is maintained over time.

Comparison of Pharmaceutical Calculations Learning Outcomes Achieved Within a Traditional Lecture or Flipped Classroom Andragogy

PubMed Central

Frazier, Lisa; Anderson, Stephanie L.; Stanton, Robert; Gillette, Chris; Broedel-Zaugg, Kim; Yingling, Kevin

2017-01-01

Objective. To compare learning outcomes achieved from a pharmaceutical calculations course taught in a traditional lecture (lecture model) and a flipped classroom (flipped model). Methods. Students were randomly assigned to the lecture model and the flipped model. Course instructors, content, assessments, and instructional time for both models were equivalent. Overall group performance and pass rates on a standardized assessment (Pcalc OSCE) were compared at six weeks and at six months post-course completion. Results. Student mean exam scores in the flipped model were higher than those in the lecture model at six weeks and six months later. Significantly more students passed the OSCE the first time in the flipped model at six weeks; however, this effect was not maintained at six months. Conclusion. Within a 6 week course of study, use of a flipped classroom improves student pharmacy calculation skill achievement relative to a traditional lecture andragogy. Further study is needed to determine if the effect is maintained over time. PMID:28630511

Student and Faculty Perceptions of Lecture Recording in a Doctor of Pharmacy Curriculum

PubMed Central

Barrickman, Ashleigh Landis; Stamatakis, Mary K.; Elliott, David P.

2013-01-01

Objective. To describe students’ and faculty members’ perceptions of the impact of lecture recording in a doctor of pharmacy (PharmD) curriculum. Methods. Second- and third-year pharmacy students and faculty members completed an anonymous survey instrument regarding their perceptions of lecture recording with 2 classroom lecture capture software programs, Camtasia Studio and Wimba Classroom. Results. Most students (82%) responded that Camtasia was very helpful and almost half (49%) responded that Wimba Classroom was helpful (p<0.001). Forty-six percent of the students reported being more likely to miss a class that was recorded; however, few students (10%) reported using recordings as a substitute for attending class. The most common concern of faculty members was decreased student attendance (27%). Conclusion. Pharmacy students consider lecture recordings beneficial, and they use the recordings primarily to review the lecture. While faculty members reported concerns with decreased attendance, few students reported using recordings as an alternative to class attendance. PMID:24159206

Classroom Activities: Simple Strategies to Incorporate Student-Centered Activities within Undergraduate Science Lectures

PubMed Central

Lom, Barbara

2012-01-01

The traditional science lecture, where an instructor delivers a carefully crafted monolog to a large audience of students who passively receive the information, has been a popular mode of instruction for centuries. Recent evidence on the science of teaching and learning indicates that learner-centered, active teaching strategies can be more effective learning tools than traditional lectures. Yet most colleges and universities retain lectures as their central instructional method. This article highlights several simple collaborative teaching techniques that can be readily deployed within traditional lecture frameworks to promote active learning. Specifically, this article briefly introduces the techniques of: reader’s theatre, think-pair-share, roundtable, jigsaw, in-class quizzes, and minute papers. Each technique is broadly applicable well beyond neuroscience courses and easily modifiable to serve an instructor’s specific pedagogical goals. The benefits of each technique are described along with specific examples of how each technique might be deployed within a traditional lecture to create more active learning experiences. PMID:23494568

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

PubMed

Ozgonul, Levent; Alimoglu, Mustafa Kemal

2017-01-01

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

Evaluating the Effectiveness of Game-Based Training: A Controlled Study with Dismounted Infantry Teams

DTIC Science & Technology

2013-01-01

commencing at DSTO she worked as a lecturer in Psychology and Human Factors at the University of Queensland and Queensland University of Technology...Army1 and conducted by scientists from the DSTO’s Land Operations Division working on the Training and Preparedness (ARM 07/163) task...comprehensive summary of published work in this area. In this review, studies examining the effectiveness of computer-based instruction methods

Supporting Interactive Teaching Methods at the New Faculty Workshop with Astronomy Lecture-Tutorials

NASA Astrophysics Data System (ADS)

Slater, T. F.; Brissenden, G.; Duestua, S.; Prather, E. E.

2004-05-01

Ongoing research by the Conceptual Astronomy and Physics Education Research (CAPER) Team at the University of Arizona Steward Observatory suggests that, although faculty realize that lecture-based instruction is ineffective for many students, they are not aware of what interactive teaching strategies are available, particularly for large enrollment courses. A major emphasis of the AAPT/AAS New Faculty Workshop was to introduce faculty to effective active-learning strategies based on an understanding of how people learn. Faculty were introduced to think-pair-share methods where students work together to explain difficult concepts to each other. Faculty were also introduced to authentic assessment strategies that go beyond using traditional multiple-choice tests. In particular, faculty were introduced to Lecture-Tutorials for Introductory Astronomy. The Lecture-Tutorials are instructional materials intended for use with collaborative student learning groups and are designed specifically to be easily integrated into existing courses centered on conventional lectures and do not require any outside equipment or a drastic course revision for implementation. The materials are based on research into student beliefs and reasoning difficulties and use effective instructional strategies that center on student learning. Each workshop presentation was complimented by a follow-up small group discussion session.

The comparison of the efficiency of traditional lectures to video-supported lectures within the training of the Emergency Medicine residents.

PubMed

Sarıhan, Aydın; Oray, Neşe Colak; Güllüpınar, Birdal; Yanturali, Sedat; Atilla, Ridvan; Musal, Berna

2016-09-01

Recent developments in computer and video technology, multimedia resources enter quickest way possible into medical education and have started to gain popularity. The aim of this study is to evaluate the impact of video-supported lectures on leaning, with comparison to traditional lectures. According to lecture techniques, two separate groups; one is the traditional lectures group (TLG) and the other is video-supported lectures group (VSLG), are formed. While the TLG is offered a traditional lecture the VSLG is offered a video-supported lecture with imbedded videos which are related to the topics in the traditional lecture. Both study groups take pretest and posttest with MCQs (multiple choice questions) and OSCEs (objective structured clinical examination). The study includes 30 volunteer residents in Dokuz Eylul University School of Medicine Department of Emergency Medicine. No difference is observed between TGL and VSLG in pretest and posttest scores (p = 0.949, p = 0.580). And additionally, comparing the scores of both groups, we cannot observe any difference between the pretest OSCE scores of each group (p = 0.300), however posttest OSCE scores shows a dramatic odd in-between (p = 0.010). When pretest MCQs and posttest MCQs mean scores are compared, both tests (TLG, VSLG) has not any significant difference (p=0.949, p = 0.580). Nevertheless, after comparing OSCEs pretest and posttest mean scores, we can see significant difference in mean scores of both (TLG, VSLG), (p = 0.011, p = 0.001). Taken into consideration, the findings of this study shows possibility of improving educational techniques to acquire clinical skills by using local resources and low-cost technology.

Use of World Wide Web server and browser software to support a first-year medical physiology course.

PubMed

Davis, M J; Wythe, J; Rozum, J S; Gore, R W

1997-06-01

We describe the use of a World Wide Web (Web) server to support a team-taught physiology course for first-year medical students. Our objectives were to reduce the number of formal lecture hours and enhance student enthusiasm by using more multimedia materials and creating opportunities for interactive learning. On-line course materials, consisting of administrative documents, lecture notes, animations, digital movies, practice tests, and grade reports, were placed on a departmental computer with an Internet connection. Students used Web browsers to access on-line materials from a variety of computing platforms on campus, at home, and at remote sites. To assess use of the materials and their effectiveness, we analyzed 1) log files from the server, and 2) the results of a written course evaluation completed by all students. Lecture notes and practice tests were the most-used documents. The students' evaluations indicated that computer use in class made the lecture material more interesting, while the on-line documents helped reinforce lecture materials and the textbook. We conclude that the effectiveness of on-line materials depends on several different factors, including 1) the number of instructors that provide materials; 2) the quantity of other materials handed out; 3) the degree to which computer use is demonstrated in class and integrated into lectures; and 4) the ease with which students can access the materials. Finally, we propose that additional implementation of Internet-based resources beyond what we have described would further enhance a physiology course for first-year medical students.

Evaluation of a faculty development program aimed at increasing residents' active learning in lectures.

PubMed

Desselle, Bonnie C; English, Robin; Hescock, George; Hauser, Andrea; Roy, Melissa; Yang, Tong; Chauvin, Sheila W

2012-12-01

Active engagement in the learning process is important to enhance learners' knowledge acquisition and retention and the development of their thinking skills. This study evaluated whether a 1-hour faculty development workshop increased the use of active teaching strategies and enhanced residents' active learning and thinking. Faculty teaching in a pediatrics residency participated in a 1-hour workshop (intervention) approximately 1 month before a scheduled lecture. Participants' responses to a preworkshop/postworkshop questionnaire targeted self-efficacy (confidence) for facilitating active learning and thinking and providing feedback about workshop quality. Trained observers assessed each lecture (3-month baseline phase and 3-month intervention phase) using an 8-item scale for use of active learning strategies and a 7-item scale for residents' engagement in active learning. Observers also assessed lecturer-resident interactions and the extent to which residents were asked to justify their answers. Responses to the workshop questionnaire (n  =  32/34; 94%) demonstrated effectiveness and increased confidence. Faculty in the intervention phase demonstrated increased use of interactive teaching strategies for 6 items, with 5 reaching statistical significance (P ≤ .01). Residents' active learning behaviors in lectures were higher in the intervention arm for all 7 items, with 5 reaching statistical significance. Faculty in the intervention group demonstrated increased use of higher-order questioning (P  =  .02) and solicited justifications for answers (P  =  .01). A 1-hour faculty development program increased faculty use of active learning strategies and residents' engagement in active learning during resident core curriculum lectures.

Do-It-Yourself Whiteboard-Style Physics Video Lectures

NASA Astrophysics Data System (ADS)

Douglas, Scott Samuel; Aiken, John Mark; Greco, Edwin; Schatz, Michael; Lin, Shih-Yin

2017-01-01

Video lectures are increasingly being used in physics instruction. For example, video lectures can be used to "flip" the classroom, i.e., to deliver, via the Internet, content that is traditionally transmitted by in-class lectures (e.g., presenting concepts, working examples, etc.), thereby freeing up classroom time for more interactive instruction. To date, most video lectures are live lecture recordings or screencasts. The hand-animated "whiteboard" video is an alternative to these more common styles and affords unique creative opportunities such as stop-motion animation or visual "demonstrations" of phenomena that would be difficult to demo in a classroom. In the spring of 2013, a series of whiteboard-style videos were produced to provide video lecture content for Georgia Tech introductory physics instruction, including flipped courses and a MOOC. This set of videos (which also includes screencasts and live recordings) can be found on the "Your World is Your Lab" YouTube channel. In this article, we describe this method of video production, which is suitable for an instructor working solo or in collaboration with students; we explore students' engagement with these videos in a separate work. A prominent example of whiteboard animation is the "Minute Physics" video series by Henry Reich, whose considerable popularity and accessible, cartoony style were the original inspiration for our own video lectures.

Online Lectures in Undergraduate Medical Education: Scoping Review

PubMed Central

Tang, Brandon; Coret, Alon; Qureshi, Aatif; Barron, Henry; Ayala, Ana Patricia

2018-01-01

Background The adoption of the flipped classroom in undergraduate medical education calls on students to learn from various self-paced tools—including online lectures—before attending in-class sessions. Hence, the design of online lectures merits special attention, given that applying multimedia design principles has been shown to enhance learning outcomes. Objective The aim of this study was to understand how online lectures have been integrated into medical school curricula, and whether published literature employs well-accepted principles of multimedia design. Methods This scoping review followed the methodology outlined by Arksey and O'Malley (2005). Databases, including MEDLINE, PsycINFO, Education Source, FRANCIS, ERIC, and ProQuest, were searched to find articles from 2006 to 2016 related to online lecture use in undergraduate medical education. Results In total, 45 articles met our inclusion criteria. Online lectures were used in preclinical and clinical years, covering basic sciences, clinical medicine, and clinical skills. The use of multimedia design principles was seldom reported. Almost all studies described high student satisfaction and improvement on knowledge tests following online lecture use. Conclusions Integration of online lectures into undergraduate medical education is well-received by students and appears to improve learning outcomes. Future studies should apply established multimedia design principles to the development of online lectures to maximize their educational potential. PMID:29636322

A comparison of two methods of teaching. Computer managed instruction and keypad questions versus traditional classroom lecture.

PubMed

Halloran, L

1995-01-01

Computers increasingly are being integrated into nursing education. One method of integration is through computer managed instruction (CMI). Recently, technology has become available that allows the integration of keypad questions into CMI. This brings a new type of interactivity between students and teachers into the classroom. The purpose of this study was to evaluate differences in achievement between a control group taught by traditional classroom lecture (TCL) and an experimental group taught using CMI and keypad questions. Both control and experimental groups consisted of convenience samples of junior nursing students in a baccalaureate program taking a medical/surgical nursing course. Achievement was measured by three instructor-developed multiple choice examinations. Findings demonstrated that although the experimental group demonstrated increasingly higher test scores as the semester progressed, no statistical difference was found in achievement between the two groups. One reason for this may be phenomenon of vampire video. Initially, the method of presentation overshadowed the content. As students became desensitized to the method, they were able to focus and absorb more content. This study suggests that CMI and keypads are a viable teaching option for nursing education. It is equal to TCL in student achievement and provides a new level of interaction in the classroom setting.

Computer Simulation for Pain Management Education: A Pilot Study.

PubMed

Allred, Kelly; Gerardi, Nicole

2017-10-01

Effective pain management is an elusive concept in acute care. Inadequate knowledge has been identified as a barrier to providing optimal pain management. This study aimed to determine student perceptions of an interactive computer simulation as a potential method for learning pain management, as a motivator to read and learn more about pain management, preference over traditional lecture, and its potential to change nursing practice. A post-computer simulation survey with a mixed-methods descriptive design was used in this study. A college of nursing in a large metropolitan university in the Southeast United States. A convenience sample of 30 nursing students in a Bachelor of Science nursing program. An interactive computer simulation was developed as a potential alternative method of teaching pain management to nursing students. Increases in educational gain as well as its potential to change practice were explored. Each participant was asked to complete a survey consisting of 10 standard 5-point Likert scale items and 5 open-ended questions. The survey was used to evaluate the students' perception of the simulation, specifically related to educational benefit, preference compared with traditional teaching methods, and perceived potential to change nursing practice. Data provided descriptive statistics for initial evaluation of the computer simulation. The responses on the survey suggest nursing students perceive the computer simulation to be entertaining, fun, educational, occasionally preferred over regular lecture, and with potential to change practice. Preliminary data support the use of computer simulation in educating nursing students about pain management. Copyright © 2017 American Society for Pain Management Nursing. Published by Elsevier Inc. All rights reserved.

Departing from PowerPoint default mode: Applying Mayer's multimedia principles for enhanced learning of parasitology.

PubMed

Nagmoti, Jyoti Mahantesh

2017-01-01

PowerPoint (PPT™) presentation has become an integral part of day-to-day teaching in medicine. Most often, PPT™ is used in its default mode which in fact, is known to cause boredom and ineffective learning. Research has shown improved short-term memory by applying multimedia principles for designing and delivering lectures. However, such evidence in medical education is scarce. Therefore, we attempted to evaluate the effect of multimedia principles on enhanced learning of parasitology. Second-year medical students received a series of lectures, half of the lectures used traditionally designed PPT™ and the rest used slides designed by Mayer's multimedia principles. Students answered pre and post-tests at the end of each lecture (test-I) and an essay test after six months (test-II) which assessed their short and long term knowledge retention respectively. Students' feedback on quality and content of lectures were collected. Statistically significant difference was found between post test scores of traditional and modified lectures (P = 0.019) indicating, improved short-term memory after modified lectures. Similarly, students scored better in test II on the contents learnt through modified lectures indicating, enhanced comprehension and improved long-term memory (P < 0.001). Many students appreciated learning through multimedia designed PPT™ and suggested for their continued use. It is time to depart from default PPT™ and adopt multimedia principles to enhance comprehension and improve short and long term knowledge retention. Further, medical educators may be trained and encouraged to apply multimedia principles for designing and delivering effective lectures.

Impact of utilisation of uncompleted handouts on power point presentations (PPT) in rural Indian medical institute.

PubMed

Bhaisare, Roshan; Kamble, Bhavna

2016-07-01

Note taking while attending a PPT requires high activity of memory and writing process which ultimately leads to what is called "death by power point" referring to boredom and fatigue.  To overcome this we planned to evaluate the impact of utilisation of uncompleted handouts given prior to PPT presentations. Final year MBBS students were divided in 2 batches, batch A and batch B.  For a set of lectures one batch was provided with handouts before lecture while the other batch was given lectures only. Crossover was done to avoid bias, all the lectures being given by the same presenter.  At the end of each lecture, a short questionnaire of 10 Multiple Choice Question (MCQ) was provided to the students. Mean scores were calculated for lectures with handouts and without handouts. For a set of lectures, when batch A was provided with handouts, the mean score was 28.2; for batch B to which no handouts were given the mean score was 23.4. Similarly, for batch B when provided with handouts the mean score was 29.1, for batch A which was not provided with handouts the mean score was 24. There was an average increase of 4.2 marks. Actual gain when handouts were provided was 1.2 marks per lecture.  It was more for the batch comprising of repeater students as compared to the batch of fresher students. Increase in attendance was also noted. Providing uncompleted handouts before a didactic lecture definitely results in increase in knowledge gain; repeater students benefit more with uncompleted handouts.

New Learning Method of a Lecture of ‘Machine Fabrication’ by Self-study with Investigation and Presentation Incorporated

NASA Astrophysics Data System (ADS)

Kasuga, Yukio

A new teaching method was developed in learning ‘machine fabrication’ for the undergraduate students. This consists of a few times of lectures, grouping, decision of industrial products which each group wants to investigate, investigation work by library books and internet, arrangement of data containing characteristics of the products, employed materials and processing methods, presentation, discussions and revision followed by another presentation. This new method is derived from one of the Finland‧s way of primary school education. Their way of education is believed to have boosted up to the top ranking in PISA tests by OECD. After starting the new way of learning, students have fresh impressions on this lesson, especially for self-study, the way of investigation, collaborate work and presentation. Also, after four years of implementation, some improvements have been made including less use of internet, and determination of products and fabricating methods in advance which should be investigated. By this, students‧ lecture assessment shows further encouraging results.

Is the Sun Setting on Lecture-based Education?

PubMed Central

Lowe, Whitney

2011-01-01

Lecture-based instructional models have been the mainstay of education for centuries. They excel primarily at delivering information from the one to the many. Educators refer to this model as “the sage on the stage”. Clearly there are educators who relish this role and are strongly opposed to moving away from it. Yet, educational research and new innovative technologies are suggesting that lecture-based classes may no longer be the most effective teaching method for many situations, especially clinical practice. PMID:22211152

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

PubMed Central

2013-01-01

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

[Educative strategy evaluation to improve critical reading skills on clinical research texts in second year gyneco-obstetrics residents].

PubMed

Carranza Lira, Sebastián; Arce Herrera, Rosa María; González González, Patricia

2007-11-01

The educative models and strategies to achieve a significant learning have a wide variety. The development of clinical aptitude for clinical research papers lecture has an important place to maintain the physician actualized and for resident formation. To evaluate the degree of development of the aptitude for the reading of clinical research articles in 2nd grade residents of the gynecology and obstetrics speciality alter an educative strategy. In 16 2nd year gynecology and obstetrics residents, a previously validated instrument was applied for the evaluation of critical lecture of clinical research articles in general medicine previous and after and educative strategy. Statistical analysis was with Kruskal-Wallis analysis of variance. Also Wilcoxon test was used to assess the differences between baseline and final results. The median of age was 27 (24-31) years, gender 56.3% women and 43.8% men. A statistically significant increase in global score was observed after the educative strategy. After it only there was a significant increase in the indicator to interpret. After evaluating the domain degrees according to the indicator to interpret, in baseline evaluation it predominated the very low level and at the final evaluation the very low and low levels. In the indicator to judge at baseline the majority were in the very low level, and at the end in very low and low levels. According to the indicator to propose at baseline all were in the level expected by hazard, and at the end a minimal proportion was at very low level. These results traduce a discrete improvement in critical lecture process, which makes to consider the educative strategy that was used, since the objective to improve critical lecture capacity was not achieved.

Comparing lecture and e-learning as pedagogies for new and experienced professionals in dentistry.

PubMed

Browne, L; Mehra, S; Rattan, R; Thomas, G

2004-07-24

To evaluate the relative effectiveness of e-learning versus lecture learning in VDPs and trainers. Experimental comparison of two groups' learning retention. VDPs and trainers from two regions were assessed by independent researchers. One region's VDPs and trainers received e-learning; another's received a traditional one hour lecture. Retention and understanding were tested and compared. Personal preference was assessed in group interviews. Significantly greater retention for the trainees occurred from lecturing rather than e-learning, and for the trainers e-learning was significantly more successful than lecturing. Small numbers in this study preclude wide generalisation. However, the results point to the benefits of face-to-face interaction for inexperienced staff, and the benefits of the speed and manageability of e-learning for busy, more experienced staff. The need for a discussion facility to be incorporated into ICT innovations to CPD (via, for example, online 'chatrooms') is also highlighted, with the potential of greatly enhancing e-learning efficacy.

For the Love of the Game: Game- Versus Lecture-Based Learning With Generation Z Patients.

PubMed

Adamson, Mary A; Chen, Hengyi; Kackley, Russell; Micheal, Alicia

2018-02-01

The current study evaluated adolescent patients' enjoyment of and knowledge gained from game-based learning compared with an interactive lecture format on the topic of mood disorders. It was hypothesized that game-based learning would be statistically more effective than a lecture in knowledge acquisition and satisfaction scores. A pre-post design was implemented in which a convenience sample of 160 adolescent patients were randomized to either a lecture (n = 80) or game-based (n = 80) group. Both groups completed a pretest/posttest and satisfaction survey. Results showed that both groups had significant improvement in knowledge from pretest compared to posttest. Game-based learning was statistically more effective than the interactive lecture in knowledge achievement and satisfaction scores. This finding supports the contention that game-based learning is an active technique that may be used with patient education. [Journal of Psychosocial Nursing and Mental Health Services, 56(2), 29-36.]. Copyright 2018, SLACK Incorporated.

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

ERIC Educational Resources Information Center

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

2017-01-01

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

Effects of the Use of Lecture Method and Wordle on the Performance of Students Taught Curriculum Studies 1: EDU222

ERIC Educational Resources Information Center

Afurobi, Ada; Izuagba, Angela; Obiefuna, Carol; Ifegbo, Perpetua

2015-01-01

The study sought to determine the effects of the use of Wordle and lecture method in teaching Curriculum Studies 1 EDU: 222 on students' performance. 100 students were purposively selected and to ensure homogeneity and consistency, the WRub was given to the 100 students and they were then grouped based on their performance--above average, average…

Using Optimal Combination of Teaching-Learning Methods (Open Book Assignment and Group Tutorials) as Revision Exercises to Improve Learning Outcome in Low Achievers in Biochemistry

ERIC Educational Resources Information Center

Rajappa, Medha; Bobby, Zachariah; Nandeesha, H.; Suryapriya, R.; Ragul, Anithasri; Yuvaraj, B.; Revathy, G.; Priyadarssini, M.

2016-01-01

Graduate medical students of India are taught Biochemistry by didactic lectures and they hardly get any opportunity to clarify their doubts and reinforce the concepts which they learn in these lectures. We used a combination of teaching-learning (T-L) methods (open book assignment followed by group tutorials) to study their efficacy in improving…

A comparison of in-class learner engagement across lecture, problem-based learning, and team learning using the STROBE classroom observation tool.

PubMed

Kelly, P Adam; Haidet, Paul; Schneider, Virginia; Searle, Nancy; Seidel, Charles L; Richards, Boyd F

2005-01-01

Having recently introduced team learning into the preclinical medical curriculum, evidence of the relative impact of this instructional method on in-class learner engagement was sought. To compare patterns of engagement behaviors among learners in class sessions across 3 distinct instructional methods: lecture, problem-based learning (PBL), and team learning. Trained observers used the STROBE classroom observation tool to measure learner engagement in 7 lecture, 4 PBL, and 3 team learning classrooms over a 12-month period. Proportions of different types of engagement behaviors were compared using chi-square. In PBL and team learning, the amount of learner-to-learner engagement was similar and much greater than in lecture, where most engagement was of the learner-to-instructor and self-engagement types. Also, learner-to-instructor engagement appeared greater in team learning than in PBL. Observed engagement behaviors confirm the potential of team learning to foster engagement similar to PBL, but with greater faculty input.

Full Flip, Half Flip and No Flip: Evaluation of Flipping an Introductory Programming Course

ERIC Educational Resources Information Center

Fryling, Meg; Yoder, Robert; Breimer, Eric

2016-01-01

While some research has suggested that video lectures are just as effective as in-person lectures to convey basic information to students, not everyone agrees that the flipped classroom model is an effective way of educating students. This research explores traditional, semi-flipped and fully-flipped classroom models by comparing three sections of…

Evaluating the Impact of Technology Integration in Teaching and Learning

ERIC Educational Resources Information Center

Adedokun-Shittu, Nafisat Afolake; Shittu, Abdul Jaleel Kehinde

2014-01-01

This article reports the impacts of technology integration on teaching and learning from a study that examines the impact of ICT deployment in teaching and learning at a University in Nigeria. The survey data were drawn from 593 respondents (students and lecturers) and the survey instrument employed for both the students and the lecturers is a…

A Quantitative Evaluation of the Flipped Classroom in a Large Lecture Principles of Economics Course

ERIC Educational Resources Information Center

Balaban, Rita A.; Gilleskie, Donna B.; Tran, Uyen

2016-01-01

This research provides evidence that the flipped classroom instructional format increases student final exam performance, relative to the traditional instructional format, in a large lecture principles of economics course. The authors find that the flipped classroom directly improves performance by 0.2 to 0.7 standardized deviations, depending on…

Appraisal of Marist Education in the Light of Patristic Education

ERIC Educational Resources Information Center

Osuji, Gregory Ekene; Oluoch-Suleh, Everlyn

2015-01-01

The Study evaluated the Marist Brother Lecturer and the Marist Student in Marist International University College, Karen, Nairobi in the light of the Education founded on Christian principles by Jesus Christ and expounded by the early Church Fathers. The Researchers tried to find out the attitude of both Marist Brother Lecturer and Marist Student…

The World Wars through Tabletop Wargaming: An Innovative Approach to University History Teaching

ERIC Educational Resources Information Center

Reynaud, Daniel; Northcote, Maria

2015-01-01

This article explores the experiences of a lecturer and students in a class on the World Wars, where wargaming is used alongside traditional lecturing as a learning experience. It outlines the processes used and then evaluates the various kinds of learning, historical and other, that occur. Drawing on literature associated with history education…

What makes a great radiology review course lecture: the Ottawa radiology resident review course experience.

PubMed

Cao, Lilly; McInnes, Matthew D F; Ryan, John O

2014-02-01

Little objective evidence exists regarding what makes a good lecture. Our purpose was to determine qualities of radiology review course lectures that are associated with positive audience evaluation. 57 presentations from the Ottawa Resident Review Course (2012) were analyzed by a PGY4 radiology resident blinded to the result of audience evaluation. Objective data extracted were: slides per minute, lines of text per text slide, words per text slide, cases per minute, images per minute, images per case, number of audience laughs, number of questions posed to the audience, number of summaries, inclusion of learning objectives, ending on time, use of pre/post-test and use of special effects. Mean audience evaluation scores for each talk from daily audience evaluations (up to 60 per talk) were standardized out of 100. Correlation coefficient was calculated between continuous variables and audience evaluation scores. Student T test was performed on categorical variables and audience evaluation scores. Strongest positive association with audience evaluation scores was for image quality (r = 0.57) and number of times the audience laughed (r = 0.3). Strongest negative association was between images per case and audience scores (r = -0.25). Talks with special effects were rated better (mean score 94.3 vs. 87.1, p < 0.001). Talks with the highest image quality were rated better (mean score 94.1 vs. 87.5, p < 0.001). Talks which contained a pre/post-test were rated better (mean score 92 vs. 87.8, p = 0.004). Many factors go into making a great review course lecture. At the University of Ottawa Resident Review Course, high quality images, use of special effects, use of pre/post-test and humor were most strongly associated with high audience evaluation scores. High image volume per case may be negatively associated with audience evaluation scores.

Students' Perceptions of Blended Learning and its Effectiveness As a Part of Second Year Dental Curriculum

NASA Astrophysics Data System (ADS)

Varthis, Spyridon

The field of dental medical education is one of the most rapidly evolving fields in education. Newer teaching methods are being evaluated and incorporated in dental institutions. One of the promising new methods is the blended learning approach that may involve a "flipped" instructional sequencing, where online instruction precedes the group meeting, allowing for more sophisticated learning through discussion and critical thinking. The author conducted a mixed method, experimental study that focused on second year dental students' perceptions of blended learning and its effectiveness. A sample size of 40 dental students in their second year from a Northeastern Regional Dental School were invited to participate in this study to evaluate a blended learning approach in comparison to a more traditional lecture format. Students who participated in the study, participated in group problem-solving, responded to Likert-type surveys, completed content exams, and were interviewed individually. Based on Likert survey data and interview responses, the participants in the blended learning treatment reported very positive opinions including positive perceptions of the organization, support of meaningful learning and potential merits for use in dental education. There also was evidence that the blended learning group achieved at least as well as the traditional lecture group, and excelled on certain content test items. The results of this study support the conclusion that blended instruction promotes active, in-depth and self-regulated learning. During blended learning, students set standards or goals regarding their learning, evaluate their progress toward these goals, and then adapt and regulate their cognition, motivation, and behavior in order to accomplish their goals. Overall, the results of this research on blended learning, including the use of problem-based learning in group discussions, supports the merits of incorporating blended earning in dental education curricula.

Pilot study comparing simulation-based and didactic lecture-based critical care teaching for final-year medical students.

PubMed

Solymos, Orsolya; O'Kelly, Patrick; Walshe, Criona M

2015-10-21

Simulation-based medical education has rapidly evolved over the past two decades, despite this, there are few published reports of its use in critical care teaching. We hypothesised that simulation-based teaching of a critical care topic to final-year medical students is superior to lecture-based teaching. Thirty-nine final-year medical students were randomly assigned to either simulation-based or lecture-based teaching in the chosen critical care topic. The study was conducted over a 6-week period. Efficacy of each teaching method was compared through use of multiple choice questionnaires (MCQ) - baseline, post-teaching and 2 week follow-up. Student satisfaction was evaluated by means of a questionnaire. Feasibility and resource requirements were documented by teachers. Eighteen students were randomised to simulation-based, and 21 to lecture-based teaching. There were no differences in age and gender between groups (p > 0.05). Simulation proved more resource intensive requiring specialised equipment, two instructors, and increased duration of teaching sessions (126.7 min (SD = 4.71) vs 68.3 min (SD = 2.36)). Students ranked simulation-based teaching higher with regard to enjoyment (p = 0.0044), interest (p = 0.0068), relevance to taught subject (p = 0.0313), ease of understanding (p = 0.0476) and accessibility to posing questions (p = 0.001). Both groups demonstrated improvement in post-teaching MCQ from baseline (p = 0.0002), with greater improvement seen among the simulation group (p = 0.0387), however, baseline scores were higher among the lecture group. The results of the 2-week follow-up MCQ and post-teaching MCQ were not statistically significant when each modality were compared. Simulation was perceived as more enjoyable by students. Although there was a greater improvement in post-teaching MCQ among the simulator group, baseline scores were higher among lecture group which limits interpretation of efficacy. Simulation is more resource intensive, as demonstrated by increased duration and personnel required, and this may have affected our results. The current pilot may be of use in informing future studies in this area.

Assessing the Impact of Voice-Over Screen-Captured Presentations Delivered Online on Dental Students' Learning.

PubMed

Schönwetter, Dieter J; Gareau-Wilson, Nicole; Cunha, Rodrigo Sanches; Mello, Isabel

2016-02-01

The traditional lecturing method is still one of the most common forms of delivering content to students in dental education, but innovative learning technologies have the potential to improve the effectiveness and quality of teaching dental students. What challenges instructors is the extent to which these learning tools have a direct impact on student learning outcomes. The aim of this study was to assess the impact of a voice-over screen-captured learning tool by identifying a positive, nil, or negative impact on student learning as well as student engagement (affective, behavioral, and cognitive) when compared to the traditional face-to-face lecture. Extraneous variables thought to impact student learning were controlled by the use of baseline measures as well as random assignment of second-year dental students to one of two teaching conditions: voice-over screen-captured presentation delivered online and the traditional classroom lecture. A total of 28 students enrolled in the preclinical course in endodontics at a Canadian dental school participated in the study, 14 in each of the two teaching conditions. The results showed that, in most cases, the students who experienced the online lecture had somewhat higher posttest scores and perceived satisfaction levels than those in the face-to-face lecture group, but the differences did not achieve statistical significance except for their long-term recognition test scores. This study found that the students had comparable learning outcomes whether they experienced the face-to-face or the online lecture, but that the online lecture had a more positive impact on their long-term learning. The controls for extraneous variables used in this study suggest ways to improve research into the comparative impact of traditional and innovative teaching methods on student learning outcomes.

Amount and distribution of study in a personalized instruction course and in a lecture course1

PubMed Central

Born, David G.; Davis, Michael L.

1974-01-01

The rapid proliferation of courses based on Keller's Personalized System of Instruction (PSI) calls for a prompt evaluation of the relative costs involved in PSI and more traditional forms of college instruction. To determine the cost in student time required by a course taught with PSI relative to lecture, students did their studying in a special Study Center where course materials could be used but not removed. Students in the PSI section spent an average of about 50% more time in the Study Center (46 hr) than did students in the lecture section (30 hr), but that difference was made up by the lecture students spending an average of 20 hr attending lectures. Thus, total preparation time was about the same. PSI students scored slightly higher on common course exams, and while college entrance exam scores correlated highly with course exam scores, Study Center time was reliably related to course exam score only for PSI students. An analysis of the study records of individual students revealed that PSI produced fairly regular patterns of study by all students, while lecture students varied greatly in their patterns. PMID:16795469

A Comparison of Collaborative and Traditional Instruction in Higher Education

ERIC Educational Resources Information Center

Gubera, Chip; Aruguete, Mara S.

2013-01-01

Although collaborative instructional techniques have become popular in college courses, it is unclear whether collaborative techniques can replace more traditional instructional methods. We examined the efficacy of collaborative courses (in-class, collaborative activities with no lectures) compared to traditional lecture courses (in-class,…

The Colloqution Module: Remedy for Somnifacient Lectures.

ERIC Educational Resources Information Center

Pultorak, Robert W.

1985-01-01

A "colloqution module" (an instructional unit/strategy used in a conversation) consists of a reading assignment and a series of questions/activities. The strategy is suggested as an alternative to the lecture method. A sample module on insecticides (together with design information and advantages/disadvantages) is included. (DH)

E-Learning and Joomla

ERIC Educational Resources Information Center

Merino, S.; Martinez, J.; Gutierrez, G.; Galan, J. L.; Rodriguez, P.; Munoz, M. L.; Gonzalez, J. M.; Cordero, P.; Padilla, Y.; Mora, A.; Merida, E.; Rodriguez, F.

2011-01-01

For many years, university teaching was based mainly on lectures, but critics point out that lecturing is mainly a one-way method of communication that does not involve significant audience participation. Nowadays e-learning has become a distance learning paradigm using information technology as the Internet, intranets, emails and multimedia…

Comparison of didactic lectures and open-group discussions in surgical teaching.

PubMed

Sirikumpiboon, Siripong

2014-11-01

The teaching of medicine has varied and has continued to develop until today. Most courses rely on the lecture although it may bring less benefit to students. Another teaching technique, the open group discussion, may not be the most effective, but is widely accepted as a teaching development especially for its overall improvement of student skills. Basically, the teaching of surgery has more limitations than other subjects because patients with critical conditions are required. The present study was designed to compare the effectiveness of these two teaching methods, the lecture and the open group discussion, in the Department of Surgery, Rajavithi Hospital. Fifth year medical students enrolled from 2554-2555 BE (AD 2011-2012) were recruited in the study and randomly divided in groups by the Office of Administration, College of Medicine, Rangsit University. A colorectal surgeon taught the subject, common anorectal disease, throughout the study year. The drawing method was used to randomize the members grouped by teaching methods. The assessment comprised multiple choice questions (MCQ) and multiple essay questions (MEQ). Seventy-three students (39 females, 34 males) were recruited. Students' basic characteristic showed no association between groups of teaching methods. Higher mean MEQ scores were found in the open discussion group (55.83%) compared with those taught by lecture (31.23%), exhibiting significant difference (p<0.001). With respect to MCQ1 and MCQ4, students in the open discussion group had higher scores than those in the lecture group), was also with statistical significance (p = 0.02). Teaching medicine differs from other disciplines. To achieve the most effective teaching performance, teaching methods may be limited in some subjects. This study was a partial project for teaching in the Department of Surgery. It was shown that students in the open discussion group had better MCQ and MEQ scores than those in the lecture group. In developing student skills, giving open discussion provided greater interaction between instructors and students. Importantly, the instructor should manage and facilitate questioning techniques to more effectively transfer course content.

Lecture capture: enhancing learning through technology at the Kent State University College of Podiatric Medicine.

PubMed

DiBacco, Priscilla M; Hetherington, Vincent J; Putman, David

2012-01-01

The intent of this research was to evaluate the Mediasite lecture capture system at the Kent State University College of Podiatric Medicine (formerly the Ohio College of Podiatric Medicine) to determine the acceptance, use and benefits to both students and faculty and to identify any concerns, limitations, and suggestions for expansion. There is extreme debate on the effect of lecture capture on student attendance included in the research. Two surveys were compiled, one each for students and faculty. These were distributed by email to the entire student body and all full-time and part-time faculty. Responses were voluntary. The questions sought to identify the priorities of the participant, reasons for viewing lectures compiled by course, to assess any effect on class attendance and to evaluate the ease and use of the technical function. There was also a section for subjective responses and suggestions. The tabulations proved a very high use of the program with the most important reason being to prepare for exams. The question of class attendance is still open to interpretation. Technically, the Mediasite system was ranked easy to use by both groups. The results of this survey confirm the concept of lecture capture as an integral segment of advanced education. Though this system should not replace class attendance, it is a vital supplement to course work and study. By reviewing all of the components of the survey those who may have concerns on its effectiveness are also aware of the advantages. The results of this study met all the objectives to evaluate use and obtain viewpoints to improve and expand the program.

"Pulse pair technique in high resolution NMR" a reprint of the historical 1971 lecture notes on two-dimensional spectroscopy.

PubMed

Jeener, Jean; Alewaeters, Gerrit

2016-05-01

The review articles published in "Progress in NMR Spectroscopy" are usually invited treatments of topics of current interest, but occasionally the Editorial Board may take an initiative to publish important historical material that is not widely available. The present article represents just such a case. Jean Jeener gave a lecture in 1971 at a summer school in Basko Polje, in what was then called Yugoslavia. As is now widely known, Jean Jeener laid down the foundations in that lecture of two - and higher - dimensional NMR spectroscopy by proposing the homonuclear COSY experiment. Jeener realized that the new proposal would open the door towards protein NMR and molecular structure determinations, but he felt that useful versions of such experiments could not be achieved with the NMR, computer and electronics technology available at that time, so that copies of the lecture notes were circulated (the Basko Polje lecture notes by J. Jeener and G. Alewaeters), but no formal publication followed. Fortunately, Ernst, Freeman, Griffin, and many others were more far-sighted and optimistic. An early useful extension was Ernst's proposal to replace the original projection/reconstruction technique of MRI by the widely adopted Fourier transform method inspired by the Basko Polje lecture. Later, the pulse method spread over many fields of spectroscopy as soon as the required technology became available. Jean Jeener, Emeritus professor, Université Libre de Bruxelles. Geoffrey Bodenhausen, Ecole Normale Supérieure, Paris. Copyright © 2016 Elsevier B.V. All rights reserved.

Faculty and second-year medical student perceptions of active learning in an integrated curriculum.

PubMed

Tsang, Alexander; Harris, David M

2016-12-01

Patients expect physicians to be lifelong learners who are able to interpret and evaluate diagnostic tests, and most medical schools list the development of lifelong learning in their program objectives. However, lecture is the most often utilized form of teaching in the first two years and is considered passive learning. The current generation of medical students has many characteristics that should support active learning pedagogies. The purpose of this study was to analyze student and faculty perceptions of active learning in an integrated medical curriculum at the second-year mark, where students have been exposed to multiple educational pedagogies. The first hypothesis of the study was that faculty would favor active learning methods. The second hypothesis was that Millennial medical students would favor active learning due to their characteristics. Primary faculty for years 1 and 2 and second-year medical students were recruited for an e-mail survey consisting of 12 questions about active learning and lecture. Students perceived that lecture and passive pedagogies were more effective for learning, whereas faculty felt active and collaborative learning was more effective. Students believed that more content should be covered by lecture than faculty. There were also significant differences in perceptions of what makes a good teacher. Students and faculty both felt that lack of time in the curriculum and preparation time were barriers for faculty. The data suggest that students are not familiar with the process of learning and that more time may be needed to help students develop lifelong learning skills. Copyright © 2016 The American Physiological Society.

Piloting case-based instruction in a didactic clinical immunology course.

PubMed

Hoag, Kathleen; Lillie, Janet; Hoppe, Ruth

2005-01-01

To assess (1) the effect of case-based instructional modules on student critical thinking, class attendance, and satisfaction and (2) student opinion of case formats. University-based upper division course in clinical immunology and serology. The course was taught by the same instructor for two consecutive semesters with the intervention introduced in the second semester. Sixty-seven students experienced the intervention and 56 students were in the baseline cohort. Nine cases were interspersed between lectures during the semester. Each case took one 50-minute class in which students worked in groups of five or six. Student performance on five critical thinking multiple-choice examination questions and percent student attendance on case days versus lecture days were analyzed using the Mann-Whitney test. Student ratings on course evaluations were analyzed using t-test comparing semesters with and without intervention. Student opinion of cases was obtained through surveys and a focus group. Student performance on critical thinking exam questions was similar in the two groups. Student attendance was significantly higher on case days (95.6%) versus lecture days (80.3%; p < 0.0001). Only composite ratings for instructor involvement, student-instructor interaction, and course organization were significantly improved in the semester with cases compared to the semester with lecture only (p < 0.0001 for all indices). Although case studies did not significantly improve student performance on critical thinking questions, they still proved to be a valuable instructional method. Student attendance, student-instructor interaction, and instructor involvement in the course were all positively affected by incorporation of case studies. Discussion of cases also helped to uncover student misconceptions of course material.

1991 Urey Prize Lecture: Physical evolution in the solar system - Present observations as a key to the past

NASA Technical Reports Server (NTRS)

Binzel, Richard P.

1992-01-01

The present evaluation of the use of new observational methods for exploring solar system evolutionary processes gives attention to illustrative cases from the constraining of near-earth asteroid sources and the discovery of main-belt asteroid fragments which indicate Vesta to be a source of basaltic achondrite meteorites. The coupling of observational constraints with numerical models clarifies cratering and collisional evolution for both main-belt and Trojan asteroids.

Novel Strategies for the Removal of Toxic Metals from Soils and Waters

NASA Astrophysics Data System (ADS)

Roundhill, D. Max

2004-02-01

This article surveys the toxicities of mercury, cadmium, lead, copper, cadmium, and the actinides. Strategies for the removal of these metals include surfactants, aqueous biphasic systems, and liquid membranes. For soils, both in situ stabilization and detection are discussed. For extraction from soils, electrokinetic extraction, phytoremediation, and bioremediation methods are critically evaluated. This article provides an educator with the resources to set up a series of lectures on inorganic aspects of environmental chemistry.

Functional Capacity Evaluation Research: Report from the Third International Functional Capacity Evaluation Research Meeting.

PubMed

Edelaar, M J A; Gross, D P; James, C L; Reneman, M F

2018-03-01

Purpose Based on the success of the first two conferences the Third International FCE Research Conference was held in The Netherlands on September 29, 2016. The aim was to provide ongoing opportunity to share and recent FCE research and discuss its implications. Methods Invitations and call for abstracts were sent to previous attendees, researchers, practicing FCE clinicians and professionals. Fifteen abstracts were selected for presentation. The FCE research conference contained two keynote lectures. Results 54 participants from 12 countries attended the conference where 15 research projects and 2 keynote lectures were presented. The conference provided an opportunity to present and discuss recent FCE research, and provided a forum for discourse related to FCE use. Conference presentations covered aspects of practical issues in administration and interpretation; protocol reliability and validity; consideration of specific injury populations; and a focused discussion on proposed inclusion of work physiology principles in FCE testing with the Heart Rate Reserve Method. Details of this Third International FCE Research Conference are available from http://repro.rcnheliomare.nl/FCE.pdf . Conclusions Researchers, clinicians, and other professionals in the FCE area have a common desire to further improve the content and quality of FCE research and to collaborate to further develop research across systems, cultures and countries. A fourth, 2-day, International FCE research conference will be held in Valens, Switzerland in August or September 2018. A 'FCE research Society' will be developed.

Blasting Rocks and Blasting Cars Applied Engineering

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

LBNL

2008-07-02

June 30, 2004 Berkeley Lab lecture: Deb Hopkins works with industries like automobile, mining and paper to improve their evaluation and measuring techniques. For several years, she has coordinated ... June 30, 2004 Berkeley Lab lecture: Deb Hopkins works with industries like automobile, mining and paper to improve their evaluation and measuring techniques. For several years, she has coordinated a program at Berkeley Lab funded under the Partnership for a New Generation of Vehicles, a collaboration between the federal government and the U.S. Council for Automotive Research. Nondestructive evaluation techniques to test a car's structural integrity are being developed formore » auto assembly lines.« less

Effectiveness of an audience response system in teaching pharmacology to baccalaureate nursing students.

PubMed

Vana, Kimberly D; Silva, Graciela E; Muzyka, Diann; Hirani, Lorraine M

2011-06-01

It has been proposed that students' use of an audience response system, commonly called clickers, may promote comprehension and retention of didactic material. Whether this method actually improves students' grades, however, is still not determined. The purpose of this study was to evaluate whether a lecture format utilizing multiple-choice PowerPoint slides and an audience response system was more effective than a lecture format using only multiple-choice PowerPoint slides in the comprehension and retention of pharmacological knowledge in baccalaureate nursing students. The study also assessed whether the additional use of clickers positively affected students' satisfaction with their learning. Results from 78 students who attended lecture classes with multiple-choice PowerPoint slides plus clickers were compared with those of 55 students who utilized multiple-choice PowerPoint slides only. Test scores between these two groups were not significantly different. A satisfaction questionnaire showed that 72.2% of the control students did not desire the opportunity to use clickers. Of the group utilizing the clickers, 92.3% recommend the use of this system in future courses. The use of multiple-choice PowerPoint slides and an audience response system did not seem to improve the students' comprehension or retention of pharmacological knowledge as compared with those who used solely multiple-choice PowerPoint slides.

Student Perceptions of Team-based Learning vs Traditional Lecture-based Learning

PubMed Central

Frame, Tracy R.; Cailor, Stephanie M.; Chen, Aleda M.; Kiersma, Mary E.; Sheppard, Lorin

2015-01-01

Objective. To evaluate pharmacy student perceptions of team-based learning (TBL) vs traditional lecture-based learning formats. Methods. First professional year pharmacy students (N=111) at two universities used TBL in different courses during different semesters (fall vs spring). Students completed a 22-item team perceptions instrument before and after the fall semester. A 14-item teaching style preference instrument was completed at the end of the spring semester. Data were analyzed using Wilcoxon signed rank test and Mann-Whitney U test. Results. Students who experienced TBL in the fall and went back to traditional format in the spring reported improved perceptions of teams and preferred TBL format over a traditional format more than students who experienced a traditional format followed by TBL. Students at both universities agreed that the TBL format assists with critical-thinking, problem-solving, and examination preparation. Students also agreed that teams should consist of individuals with different personalities and learning styles. Conclusion. When building teams, faculty members should consider ways to diversify teams by considering different views, perspectives, and strengths. Offering TBL early in the curriculum prior to traditional lecture-based formats is better received by students, as evidenced by anecdotal reports from students possibly because it allows students time to realize the benefits and assist them in building teamwork-related skills. PMID:26089560

Interactive instruction in otolaryngology resident education.

PubMed

Schweinfurth, John M

2007-12-01

Today's academic faculty was typically trained under an education system based entirely on didactic lectures. However, if the aim is to teach thinking or change attitudes beyond the simple transmission of factual knowledge, then lectures alone, without active involvement of the students, are not the most effective method of teaching. If the goals of teaching are to arouse and keep students' interest, give facts and details, to make students think critically about the subject, and to prepare for independent studies by demonstration of problem solving and professional reasoning, then only two of these purposes are suited to didactic lectures. The problem then is how to organize lecture material so that individual student's learning needs are better addressed. The education literature suggests that instruction include a variety of activities designed to stimulate individual thought. These activities include small group discussion, working problems during lecture time, questions included in the lecture, and quizzes at the end of lecture, among others. The current study was undertaken to examine the feasibility of using these types of interactive learning techniques in an otolaryngology residency program. Possibilities considered in the current study include standard interactive lecturing, facilitated discussion, brainstorming, small group activities, problem solving, competitive large group exercises, and the use of illustrative cliff hanger and incident cases. The feasibility of these methodologies being effectively incorporated into a residency curriculum is discussed.

New Media Learning: Student Podcasting and Blogging in an Intro to Meteorology Course

NASA Astrophysics Data System (ADS)

Small, J. D.

2013-12-01

Current weather events and climate change are hot media topics discussed on television, the internet, and through social media. In this world of 'Tweets', 'Texts' and constant multi-media bombardment it is becoming increasingly difficult to engage students in the learning process by simply standing at a podium and lecturing in a darkened classroom. Educational research has found that lectures place students in a passive role, preventing them from actively engaging in the learning process. Through the innovative use of multi-media platforms this study assesses the potential to create active learning opportunities (podcasting and blogging) that connect theoretical 'textbook' atmospheric science with the 'real world.' This work focuses on students enrolled in the Introduction to Meteorology course (MET 101) at the University of Hawaii at Manoa. This study summarizes the impact of the 'course-casting' technique which utilizes podcasts of lectures and supplemental material. Lecture Podcasts are used mainly as a revision tool for students by providing on-demand portable (MP3) course content that supports independent student learning. Students also produced their own podcasts (research projects) to share with classmates throughout the course relating atmospheric science content to personal 'real world' experiences. Along with podcasting, students blogged about designated topics related to weather and climate, making their knowledge and understanding accessible to other students in the course and the general internet community. Student surveys, journals, and final exit interviews are used to assess the impact of the blogging and podcasting exercises on the student learning experience. The number of times each lecture podcast was downloaded is recorded to determine the interest level in using audio lectures as a review tool. Student blogs and podcasts are evaluated based on science content accuracy and student survey evaluations of the learning experience.

Research on teaching methods.

PubMed

Oermann, M H

1990-01-01

Research on teaching methods in nursing education was categorized into studies on media, CAI, and other nontraditional instructional strategies. While the research differed, some generalizations may be made from the findings. Multimedia, whether it is used for individual or group instruction, is at least as effective as traditional instruction (lecture and lecture-discussion) in promoting cognitive learning, retention of knowledge, and performance. Further study is needed to identify variables that may influence learning and retention. While learner attitudes toward mediated instruction tended to be positive, investigators failed to control for the effect of novelty. Control over intervening variables was lacking in the majority of studies as well. Research indicated that CAI is as effective as other teaching methods in terms of knowledge gain and retention. Attitudes toward CAI tended to be favorable, with similar problems in measurement as those evidenced in studies of media. Chang (1986) also recommends that future research examine the impact of computer-video interactive instruction on students, faculty, and settings. Research is needed on experimental teaching methods, strategies for teaching problem solving and clinical judgment, and ways of improving the traditional lecture and discussion. Limited research in these areas makes generalizations impossible. There is a particular need for research on how to teach students the diagnostic reasoning process and encourage critical thinking, both in terms of appropriate teaching methods and the way in which those strategies should be used. It is interesting that few researchers studied lecture and lecture-discussion except as comparable teaching methods for research on other strategies. Additional research questions may be generated on lecture and discussion in relation to promoting concept learning, an understanding of nursing and other theories, transfer of knowledge, and development of cognitive skills. Few studies attempted to identify variables that may influence learning, particularly characteristics of the learner. Only six investigators addressed learning styles and their interactions with the teaching method and outcomes (Gillies, 1984; Goldsmith, 1984; Kirchhoff & Holzemer, 1979; Kissinger & Munjas, 1981; Norris, 1986; Stein et al., 1972). Research in the future needs to focus on the relationship of different learner characteristics, attributes of the teaching method, and learning outcomes. In addition, initial learning, retention, transfer to practice, and instructional time should be studied. Characteristics of the teacher and setting and relationship to the methodologies used and outcomes of instruction need investigation. Research should attempt to identify optimal conditions for learning and ways in which methods should be used for particular students, subject matter, and points in the nursing curriculum...

The reverse classroom: lectures on your own and homework with faculty.

PubMed

Sherbino, Jonathan; Chan, Teresa; Schiff, Karen

2013-05-01

With the arrival of a technologically proficient generation of learners (often described with the moniker "digital natives") into Canadian medical schools and residency programs, there is an increasing trend toward harnessing technology to enhance education and increase teaching efficiency. We present an instructional method that allows medical educators to "reverse" the traditional classroom paradigm. Imagine that prior to an academic half-day session, learners watch an e-lecture on their own time; then during class, they do "homework" with tailored consultations from a content expert. The reverse classroom uses simple, readily accessible technology to allow faculty members to engage learners in high-order learning such as information analysis and synthesis. With this instructional method, the inefficient, repetitious delivery of recurring core lectures is no longer required. The reverse classroom is an effective instructional method. Using this technique, learners engage in high-order learning and interaction with teachers, and teachers are able to optimally share their expertise.

Integrating simulated teaching/learning strategies in undergraduate nursing education.

PubMed

Sinclair, Barbara; Ferguson, Karen

2009-01-01

In this article, the results of a mixed-methods study integrating the use of simulations in a nursing theory course in order to assess students' perceptions of self-efficacy for nursing practice are presented. Nursing students in an intervention group were exposed to a combination of lecture and simulation, and then asked to rate their perceptions of self-efficacy, satisfaction and effectiveness of this combined teaching and learning strategy. Based on Bandura's (1977, 1986) theory of self-efficacy, this study provides data to suggest that students' self-confidence for nursing practice may be increased through the use of simulation as a method of teaching and learning. Students also reported higher levels of satisfaction, effectiveness and consistency with their learning style when exposed to the combination of lecture and simulation than the control group, who were exposed to lecture as the only method of teaching and learning.

Use of iPod™ technology in medical-surgical nursing courses: effect on grades.

PubMed

Johnston, Robert; Hepworth, Joseph; Goldsmith, Melissa; Lacasse, Cheryl

2010-01-01

Advances in computer technology, such as the portable and affordable iPod™, allow students to view lectures anywhere at any time. iPods™ are of special interest for nurse educators who strive to meet demands posed by a critical nursing shortage. A mixed-methods pilot study was conducted to assess whether iPod™ could be an effective teaching tool for medical-surgical nursing lectures. In a randomized study with 35 participants, together with eight students having their own iPods™, grades of students given pre-recorded class lectures on iPods™ were compared with grades of those who attended lectures without iPods™. Learning styles, amount and use of students devoted to iPod™ lectures were considered as well as grades. Most results were not significant, but there was some evidence that the control groups who attended classroom lectures received better grades than iPod™ users, and individuals who used iPod™ more frequently before the final exam received lower grades. These somewhat surprising results suggest the need for further research in the use of this technology as a resource for nursing education delivery.

The Structure and Intensity of Emotional Experiences: Method and Context Convergence.

ERIC Educational Resources Information Center

Mano, Haim

1991-01-01

Structure and intensity of naturally occurring and induced affect were studied with 244 university students and 1 employee in 2 studies using 2 methodological paradigms (dimensionality and classification) and 2 everyday contexts (lecture and television advertising). A circular structure of feeling was experienced during the lecture (naturally…

Marking Importance in Lectures: Interactive and Textual Orientation

ERIC Educational Resources Information Center

Deroey, Katrien L. B.

2015-01-01

This paper provides a comprehensive overview of lexicogrammatical markers of important lecture points and proposes a classification in terms of their interactive and textual orientation. The importance markers were extracted from the British Academic Spoken English corpus using corpus-driven and corpus-based methods. The classification is based on…

An Empirical Analysis of Negotiation Teaching Methodologies Using a Negotiation Support System

ERIC Educational Resources Information Center

Jones, Beth H.; Jones, Gary H.; Banerjee, Debasish

2005-01-01

This article describes an experiment that compared different methods of teaching undergraduates the fundamentals of negotiation analysis. Using student subjects, we compared three conditions: reading, lecture-only, and lecture accompanied by student use of a computerized negotiation support system (NSS). The authors examined two facets of…

Lecture 3: Some Suggestions and Remarks upon Observing Children

ERIC Educational Resources Information Center

Montessori, Maria

2016-01-01

These next two lectures succinctly discuss the necessary preparation and methods for observation. Using the naturalist Fabre as an example of scientific training of the faculties for sharp observation, Montessori compares the observer to a researcher and gives many suggestions for conducting thorough yet unobtrusive observation. Self-awareness of…

Is Queen Victoria Lecturing Today? Teaching Human Sexuality Using Famous Personalities.

ERIC Educational Resources Information Center

Parrot, Andrea

1987-01-01

Describes a technique for teaching human sexuality in the undergraduate classroom in which the teacher portrays a famous person presenting sexuality topics from his or her perspective. Describes the content of several of these "guest lecturers." Explains the benefits and potential problems of the method. (AEM)

Interteaching and Lecture: A Comparison of Long-Term Recognition Memory

ERIC Educational Resources Information Center

Saville, Bryan K.; Bureau, Alex; Eckenrode, Claire; Fullerton, Alison; Herbert, Reanna; Maley, Michelle; Porter, Allen; Zombakis, Julie

2014-01-01

Although a number of studies suggest that interteaching is an effective alternative to traditional teaching methods, no studies have systematically examined whether interteaching improves long-term memory. In this study, we assigned students to different teaching conditions--interteaching, lecture, or control--and then gave them a multiple-choice…

412th Brookhaven Lecture

ScienceCinema

Peter Vanier

2017-12-09

With new radiation detectors, finding smuggled nuclear materials in a huge container among thousands of others in a busy port becomes possible. To learn about these new detectors from a specialist who has spent several years developing these technologies, watch the 412th Brookhaven Lecture, "Advanced Neutron Detection Methods: New Tools for Countering Nuclear Terrorism."

Comparing Individual Instruction & Lecture Formats in Human Anatomy & Physiology.

ERIC Educational Resources Information Center

Schindler, Fred H.

1989-01-01

Provides a description of and information about an individualized program in science at Central Community College. Reports on a study which compares lecture with individualized instruction. Concludes that there were no significant differences between heterogeneous groups, and there are advantages and disadvantages to each method. Diagrams and…

Intersecting Epistemologies: First-Year Students' Knowledge Discourses in a Political Science Module

ERIC Educational Resources Information Center

Niven, Penelope

2011-01-01

This paper identifies the epistemological values of novice students and their lecturers in terms of a "farming" metaphor. It argues that each occupy essentially different kinds of epistemological "farms", involving different "crops" and "methods", and lecturers often fail to provide effective access to their…

Teaching Financial Accounting via a Worksheet Approach.

ERIC Educational Resources Information Center

Vincent, Vern C.; Dietz, Elizabeth M.

A classroom research study investigated the effectiveness of an approach to financial accounting instruction that uses worksheets to bring together the conceptual and practical aspects of the field. Students were divided into two groups, one taught by traditional lecture method and the other taught with worksheet exercises and lectures stressing…

Virtual Lecture Hall for In-Class and Online Sections: A Comparison of Utilization, Perceptions, and Benefits

ERIC Educational Resources Information Center

Cramer, Kenneth M.; Collins, Kandice R.; Snider, Don; Fawcett, Graham

2006-01-01

We further evaluated the Virtual Lecture Hall (VLH) (Cramer, Collins, Snider, & Fawcett, in press), an instructional computer-based platform to deliver PowerPoint slides threaded with audio clips for later review. Students from either an in-class or online section (ns = 810 and 74 respectively) of introductory psychology had access to live…

Evaluating the Advantages and Disadvantages of Providing Lecture Notes: The Role of Internet Technology as a Delivery System and Research Tool

ERIC Educational Resources Information Center

Grabe, Mark; Christopherson, Kimberly

2005-01-01

Relationships among patterns of access to online notes, examination performance, and student absenteeism were examined. Students who made more frequent use of online notes performed at a higher level on course examinations. Students most frequently accessed online notes while corresponding lecture content was being presented in class, but this…

Evaluating Computer-Based Simulations, Multimedia and Animations that Help Integrate Blended Learning with Lectures in First Year Statistics

ERIC Educational Resources Information Center

Neumann, David L.; Neumann, Michelle M.; Hood, Michelle

2011-01-01

The discipline of statistics seems well suited to the integration of technology in a lecture as a means to enhance student learning and engagement. Technology can be used to simulate statistical concepts, create interactive learning exercises, and illustrate real world applications of statistics. The present study aimed to better understand the…

Use of World Wide Web Server and Browser Software To Support a First-Year Medical Physiology Course.

ERIC Educational Resources Information Center

Davis, Michael J.; And Others

1997-01-01

Describes the use of a World Wide Web server to support a team-taught physiology course for first-year medical students. The students' evaluations indicate that computer use in class made lecture material more interesting, while the online documents helped reinforce lecture materials and textbooks. Lists factors which contribute to the…

Active Learning and Cooperative Learning in the Organic Chemistry Lecture Class

NASA Astrophysics Data System (ADS)

Paulson, Donald R.

1999-08-01

Faculty in the physical sciences are one of the academic groups least receptive to the use of active learning strategies and cooperative learning in their classrooms. This is particularly so in traditional lecture classes. It is the objective of this paper to show how effective these techniques can be in improving student performance in classes. The use of active learning strategies and cooperative learning groups in my organic chemistry lecture classes has increased the overall pass rate in my classes by an astounding 20-30% over the traditional lecture mode. This has been accomplished without any reduction in "standards". The actual methods employed are presented as well as a discussion of how I came to radically change the way I teach my classes.

The flipped classroom stimulates greater learning and is a modern 21st century approach to teaching today's undergraduates.

PubMed

Mortensen, C J; Nicholson, A M

2015-07-01

Many classrooms in higher education still rely on a transformative approach to teaching where students attend lectures and earn course grades through examination. In the modern age, traditional lectures are argued by some as obsolete and do not address the learning needs of today’s students. An emerging pedagogical approach is the concept of the flipped classroom. The flipped classroom can simply be described as students viewing asynchronous video lectures on their own and then engaging in active learning during scheduled class times. In this study, we examined the flipped classroom teaching environment on student learning gains in an Introduction to Equine Science course. Students (n = 130) were asked to view 7.5 h of recorded lectures divided into 8 learning modules, take online quizzes to enforce lecture viewing, take 3 in-class exams, and prepare to participate in active learning during scheduled class times. Active learning approaches included individual activities, paired activities, informal small groups, and large group activities. When compared to students in the traditional lecture format in earlier years, students in the flipped format scored higher on all 3 exams (P < 0.05), with both formats taught by the same instructor. Analysis of ACT scores demonstrated no intellectual capacity differences between the student populations. To evaluate any gains in critical thinking, flipped format students were asked to take the Cornell Critical Thinking Exam (version X). Scores improved from the pretest (50.8 ± 0.57) to the posttest (54.4 ± 0.58; P < 0.01). In the flipped course, no correlations were found with student performance and interactions with online content. Students were asked in class to evaluate their experiences based on a 5-point Likert scale: 1 (strongly disagree) to 5 (strongly agree). The flipped classroom was ranked as an enjoyable learning experience with a mean of 4.4 ± 0.10, while students responded positively to other pointed questions. In formal course evaluations, flipped format students ranked the following higher (P < 0.05): instructor availability to assist students; encouragement of independent, creative, and critical thinking; and amount learned. Overall, the flipped classroom proved to be a positive learning experience for students. As the classroom continues to modernize, pedagogical approaches such as the flipped classroom should be considered for many lecture-style courses taught in the animal sciences.

Emotionalized learning experiences: Tapping into the affective domain.

PubMed

Green, Zane Asher; Batool, Sadia

2017-06-01

The experimental study was undertaken to examine the effect of emotionalized learning experiences on the academic achievement of students at Preston University. The major objectives of the study were to identify the effect of teaching methods on students' academic achievement and to evaluate the relationship between affective learning conditions and students' academic achievement. Based on four intact semesters, the population of the study comprised 140 students from the Bachelors of Business Administration Program. The whole population was considered as the sample. The control group (28 students) was taught through the interactive lecture method, whereas, the experimental group 1 (35 students), experimental group 2 (46 students) and experimental group 3 (31 students) were taught through the activity method, reflective learning method and cooperative learning method respectively. Results indicated a significant difference between the pretest and posttest scores obtained in the achievement test as a result of the effect of teaching methods used for offering the emotionalized learning experiences. There was also a significant relationship between affective leaning conditions and students' academic achievement. Furthermore, it was found that students' academic achievement in the affective domain was highest with regard to workshops 1, 2 and 3. It was concluded that the emotionalized learning experiences offered to the students via the four teaching methods helped students in enhancing their knowledge, changing their attitudes and developing their skills with regard to living a happy, healthy and meaningful life. However, the reflective learning method proved to be the most suitable followed by the interactive lecture method, the cooperative learning method and the activity method. Copyright © 2017 Elsevier Ltd. All rights reserved.

Students distracted by electronic devices perform at the same level as those who are focused on the lecture.

PubMed

Nalliah, Romesh P; Allareddy, Veerasathpurush

2014-01-01

Background. Little is known about the characteristics of internet distractions that students may engage in during lecture. The objective of this pilot study is to identify some of the internet-based distractions students engage in during in-person lectures. The findings will help identify what activities most commonly cause students to be distracted from the lecture and if these activities impact student learning. Methods. This study is a quasi-experimental pilot study of 26 students from a single institution. In the current study, one class of third-year students were surveyed after a lecture on special needs dentistry. The survey identified self-reported utilization patterns of "smart" devices during the lecture. Additionally, twelve quiz-type questions were given to assess the students' recall of important points in the lecture material that had just been covered. Results. The sample was comprised of 26 students. Of these, 17 were distracted in some form (either checking email, sending email, checking Facebook, or sending texts). The overall mean score on the test was 9.85 (9.53 for distracted students and 10.44 for non-distracted students). There were no significant differences in test scores between distracted and non-distracted students (p = 0.652). Gender and types of distractions were not significantly associated with test scores (p > 0.05). All students believed that they understood all the important points from the lecture. Conclusions. Every class member felt that they acquired the important learning points during the lecture. Those who were distracted by electronic devices during the lecture performed similarly to those who were not. However, results should be interpreted with caution as this study was a small quasi-experimental design and further research should examine the influence of different types of distraction on different types of learning.

Using an ACTIVE teaching format versus a standard lecture format for increasing resident interaction and knowledge achievement during noon conference: a prospective, controlled study

PubMed Central

2014-01-01

Background The traditional lecture is used by many residency programs to fulfill the mandate for regular didactic sessions, despite limited evidence to demonstrate its effectiveness. Active teaching strategies have shown promise in improving medical knowledge but have been challenging to implement within the constraints of residency training. We developed and evaluated an innovative structured format for interactive teaching within the residency noon conference. Methods We developed an ACTIVE teaching format structured around the following steps: assemble (A) into groups, convey (C) learning objectives, teach (T) background information, inquire (I) through cases and questions, verify (V) understanding, and explain (E) answer choices and educate on the learning points. We conducted a prospective, controlled study of the ACTIVE teaching format versus the standard lecture format, comparing resident satisfaction, immediate knowledge achievement and long-term knowledge retention. We qualitatively assessed participating faculty members’ perspectives on the faculty development efforts and the feasibility of teaching using the ACTIVE format. Results Sixty-nine internal medicine residents participated in the study. Overall, there was an improvement in perceived engagement using the ACTIVE teaching format (4.78 vs. 3.80, P < 0.01), with no increase in stress or decrement in break time. There was an improvement in initial knowledge achievement with the ACTIVE teaching format (overall absolute score increase of 11%, P = 0.04) and a trend toward improvement in long-term knowledge retention. Faculty members felt adequately prepared to use the ACTIVE teaching format, and enjoyed teaching with the ACTIVE teaching format more than the standard lecture. Conclusions A structured ACTIVE teaching format improved resident engagement and initial knowledge, and required minimal resources. The ACTIVE teaching format offers an exciting alternative to the standard lecture for resident noon conference and is easy to implement. PMID:24985781

CFD Methods and Tools for Multi-Element Airfoil Analysis

NASA Technical Reports Server (NTRS)

Rogers, Stuart E.; George, Michael W. (Technical Monitor)

1995-01-01

This lecture will discuss the computational tools currently available for high-lift multi-element airfoil analysis. It will present an overview of a number of different numerical approaches, their current capabilities, short-comings, and computational costs. The lecture will be limited to viscous methods, including inviscid/boundary layer coupling methods, and incompressible and compressible Reynolds-averaged Navier-Stokes methods. Both structured and unstructured grid generation approaches will be presented. Two different structured grid procedures are outlined, one which uses multi-block patched grids, the other uses overset chimera grids. Turbulence and transition modeling will be discussed.

Comparison of effectiveness of class lecture versus workshop-based teaching of basic life support on acquiring practice skills among the health care providers.

PubMed

Karim, Habib Md Reazaul; Yunus, Md; Bhattacharyya, Prithwis; Ahmed, Ghazal

2016-01-01

Basic life support (BLS) is an integral part of emergency medical care. Studies have shown poor knowledge of it among health care providers who are usually taught BLS by lecture-based teachings in classes. This study is designed to assess the effectiveness of class lecture versus workshop-based teaching of BLS on acquiring the practice skills on mannequin. After ethical approval and informed consent from the participants, the present study was conducted among the health care providers. Participants were grouped in lecture-based class teaching and workshop-based teaching. They were then asked to practice BLS on mannequin (Resusci Anne with QCPR) and evaluated as per performance parameters based on American Heart Association BLS. Statistical analyses are done by Fisher's exact t-test using GraphPad INSTAT software and P < 0.05 is taken as significant. There were 55 participants in lecture-based teaching and 50 in workshop-based teaching group. There is no statistical difference in recognition of arrest, checking pulse, and starting chest compression (P > 0.05). Though more than 83% of lecture-based teaching group has started chest compression as compared 96% of workshop group; only 49% of the participants of lecture-based group performed quality chest compression as compared to 82% of other group (P = 0.0005). The workshop group also performed better bag mask ventilation and defibrillation (P < 0.0001). Workshop-based BLS teaching is more effective and lecture-based class teaching better is replaced in medical education curriculum.

Multiple intelligences and alternative teaching strategies: The effects on student academic achievement, conceptual understanding, and attitude

NASA Astrophysics Data System (ADS)

Baragona, Michelle

The purpose of this study was to investigate the interactions between multiple intelligence strengths and alternative teaching methods on student academic achievement, conceptual understanding and attitudes. The design was a quasi-experimental study, in which students enrolled in Principles of Anatomy and Physiology, a developmental biology course, received lecture only, problem-based learning with lecture, or peer teaching with lecture. These students completed the Multiple Intelligence Inventory to determine their intelligence strengths, the Students' Motivation Toward Science Learning questionnaire to determine student attitudes towards learning in science, multiple choice tests to determine academic achievement, and open-ended questions to determine conceptual understanding. Effects of intelligence types and teaching methods on academic achievement and conceptual understanding were determined statistically by repeated measures ANOVAs. No significance occurred in academic achievement scores due to lab group or due to teaching method used; however, significant interactions between group and teaching method did occur in students with strengths in logical-mathematical, interpersonal, kinesthetic, and intrapersonal intelligences. Post-hoc analysis using Tukey HSD tests revealed students with strengths in logical-mathematical intelligence and enrolled in Group Three scored significantly higher when taught by problem-based learning (PBL) as compared to peer teaching (PT). No significance occurred in conceptual understanding scores due to lab group or due to teaching method used; however, significant interactions between group and teaching method did occur in students with strengths in musical, kinesthetic, intrapersonal, and spatial intelligences. Post-hoc analysis using Tukey HSD tests revealed students with strengths in logical-mathematical intelligence and enrolled in Group Three scored significantly higher when taught by lecture as compared to PBL. Students with strengths in intrapersonal intelligence and enrolled in Group One scored significantly lower when taught by lecture as compared to PBL. Results of a repeated measures ANOVA for student attitudes showed significant increases in positive student attitudes toward science learning for all three types of teaching method between pretest and posttest; but there were no significant differences in posttest attitude scores by type of teaching method.

Development of a Peer Teaching-Assessment Program and a Peer Observation and Evaluation Tool

PubMed Central

Trujillo, Jennifer M.; Barr, Judith; Gonyeau, Michael; Van Amburgh, Jenny A.; Matthews, S. James; Qualters, Donna

2008-01-01

Objectives To develop a formalized, comprehensive, peer-driven teaching assessment program and a valid and reliable assessment tool. Methods A volunteer taskforce was formed and a peer-assessment program was developed using a multistep, sequential approach and the Peer Observation and Evaluation Tool (POET). A pilot study was conducted to evaluate the efficiency and practicality of the process and to establish interrater reliability of the tool. Intra-class correlation coefficients (ICC) were calculated. Results ICCs for 8 separate lectures evaluated by 2-3 observers ranged from 0.66 to 0.97, indicating good interrater reliability of the tool. Conclusion Our peer assessment program for large classroom teaching, which includes a valid and reliable evaluation tool, is comprehensive, feasible, and can be adopted by other schools of pharmacy. PMID:19325963

An evaluation of nursing and midwifery sign off mentors, new mentors and nurse lecturers' understanding of the sign off mentor role.

PubMed

Rooke, Nickey

2014-01-01

This paper presents the findings of a small scale evaluation examining nursing and midwifery mentors and nursing lecturers perceptions of the Nursing and Midwifery Council 'sign off' mentor role (NMC, 2008). For this evaluation 114 new sign off mentors, 37 preparation for mentorship students and 13 nursing and midwifery lecturers within a Higher Education Institute (HEI) in the United Kingdom participated in the evaluation project. Nursing and midwifery students were not included in this initial evaluation. The initial findings suggested that all participants viewed the introduction of sign off mentors positively; offering a more robust mechanism for ensuring students were competent, helped to protect the public, and offered an increased level of support for students themselves. Concerns were raised about varying levels of support available for sign off mentors and some Stage 2 mentors' abilities to assess competence. Several participants felt the 1 h protected time per week per final placement student would be difficult to implement, whilst anxieties were also expressed about levels of responsibility for ensuring fitness to practice alongside concern that some mentors may leave sign off mentors to manage and identify under-achieving students. Copyright © 2013 Elsevier Ltd. All rights reserved.

The virtual child: evaluation of an internet-based pediatric behavior management simulation.

PubMed

Boynton, James R; Green, Thomas G; Johnson, Lynn A; Nainar, S M Hashim; Straffon, Lloyd H

2007-09-01

This article describes an Internet-based instructional tool designed to give predoctoral dental students a virtual simulation of clinical pediatric dentistry to develop their pediatric behavior management knowledge. Effectiveness of this tool was evaluated using two consecutive classes of junior dental students. The control group was exposed to the traditional behavior management curriculum (two lectures) in a spring term course. The next class of dental students was exposed to the two lectures and, in addition, completed the behavior management simulation during the following spring term. Both groups completed a two-part examination (objective section=18 questions; open-ended section=responses to a clinical situation) designed to test their behavior management knowledge. The simulation group performed significantly better in both parts of the examination (objective section: p=.028; open-ended section: p=.012). The simulation was evaluated by students and perceived by most to be an effective addition to the curriculum. It was concluded that the experimental behavior management simulation, when added to the traditional lecture curriculum, improved pediatric behavior management knowledge in predoctoral dental students.

The effect of distance learning via SMS on academic achievement and satisfaction of medical students.

PubMed

Sichani, Mehrdad Mohammadi; Mobarakeh, Shadi Reissizadeh; Omid, Athar

2018-01-01

Recently, medical education has made significant progress, and medical teachers are trying to find methods that have most impressive effects on learning. One of the useful learning methods is student active participation. One of the helpful teaching aids in this method is mobile technology. The present study aimed to determine the effect of sending educational questions through short message service (SMS) on academic achievement and satisfaction of medical students and compare that with lecture teaching. In an semi-experimental, two chapters of urology reference book, Smiths General Urology 17 th edition, were taught to 47 medical students of Isfahan University of Medical Sciences in urology course in 2013 academic year. Kidney tumors chapter was educated by sending questions through SMS, and bladder tumors part was taught in a lecture session. For each method, pretest and posttest were held, each consisting of thirty multiple choice questions. To examine the knowledge retention, a test session was held on the same terms for each chapter, 1 month later. At the end, survey forms were distributed to assess student's satisfaction with SMS learning method. Data were analyzed through using SPSS 20. The findings demonstrated a statistically significant difference between the two learning methods in the medication test scores. Evaluation of the satisfaction showed 78.72% of participants were not satisfied. The results of the study showed that distance learning through SMS in medical students could lead to increase knowledge, however, it was not effective on their satisfaction.

Problem-based learning in comparison with lecture-based learning among medical students.

PubMed

Faisal, Rizwan; Bahadur, Sher; Shinwari, Laiyla

2016-06-01

To compare performance of medical students exposed to problem-based learning and lecture-based learning. The descriptive study was conducted at Rehman Medical College, Peshawar, Pakistan from May 20 to September 20, 2014, and comprised 146 students of 3rd year MBBS who were randomised into two equal groups. One group was taught by the traditional lecture based learning, while problem-based learning was conducted for the other group on the same topic. At the end of sessions, the performance of the two groups was evaluated by one-best type of 50 multiple choice questions. Total marks were 100, with each question carrying 2 marks. SPSS 15 was used for statistical analysis. There were 146 students who were divided into two equal groups of 73(50%) each. The mean score in the group exposed to problem-based learning was 3.2 ± 0.8 while those attending lecture-based learning was 2.7±0.8 (p= 0.0001). Problem-based learning was more effective than lecture based learning in the academic performance of medical students.

"Careful, Now You Are Both the Learner and the Teacher!": Student Teachers' Evaluation of Inquiry-Based Peer Lecturing as a Tool in Teacher Training

ERIC Educational Resources Information Center

Seroussi, Dominique-Esther; Yaffe, Yossi; Sharon, Rakefet

2017-01-01

Linking between pedagogical content knowledge and high-level subject-matter knowledge in science teacher training remains a challenge. This paper analyses the reaction of beginning student teachers to an activity designed for this purpose, "peer lecturing." This activity was a part of the requirements of an introductory zoology course,…

Impact of Serials Management, Access and Use on Publication Output of Lecturers in Nigerian Universities

ERIC Educational Resources Information Center

Akinbode, Rahmon O. Onaolapo; Nwalo, Kenneth Ivo Ngozi

2017-01-01

This study investigates serials management in university libraries, determines the extent to which serials are accessed and used and appraises the influence of availability, accessibility and use of serials on publications output of lecturers in federal universities in Nigeria. Questionnaire administration method was adopted to accumulate data for…

Thinking Strategically to Record Notes in Content Classes

ERIC Educational Resources Information Center

Boyle, Joseph R.

2011-01-01

Although teachers today use a variety of teaching methods in content-area classrooms, lecture learning and note-taking still comprise a considerable portion of time in these classes. Unfortunately, most students are poor note-takers, typically recording only about one quarter of lecture notes. Strategic note-taking was developed to assist students…

Don't Dump the Didactic Lecture; Fix It

ERIC Educational Resources Information Center

Richardson, Daniel

2008-01-01

Numerous articles have been published on the merits of active learning, and collectively they present a body of compelling evidence that these methods do enhance learning. In presenting arguments for active learning, it is often suggested that the traditional didactic lecture is more passive in nature and less effective as a teaching tool.…

An Empirical Consideration of a Balanced Amalgamation of Learning Strategies in Graduate Introductory Statistics Classes

ERIC Educational Resources Information Center

Vaughn, Brandon K.

2009-01-01

This study considers the effectiveness of a "balanced amalgamated" approach to teaching graduate level introductory statistics. Although some research stresses replacing traditional lectures with more active learning methods, the approach of this study is to combine effective lecturing with active learning and team projects. The results of this…

THE LECTURE, AN ANALYSIS AND REVIEW OF RESEARCH.

ERIC Educational Resources Information Center

DICKENSON, GARY; VERNER, COOLIE

RESEARCH ON THE LECTURE TECHNIQUE CONDUCTED WITH ADULT GROUPS HAS BEEN FAR MORE VARIED THAN PREADULT RESEARCH, WHICH HAS BEEN DONE WITHIN THE LIMITATIONS OF THE CLASSROOM METHOD IN AN INSTITUTIONAL SETTING. STUDIES HAVE BEEN MADE OF IMMEDIATE OR DELAYED RECALL OF FACTUAL INFORMATION, OF MODIFICATION OF ATTITUDES OR BEHAVIOR, OF DELIVERY OVER RADIO…

Syrians' Acceptance of Digital Lectures: A Case Study

ERIC Educational Resources Information Center

Ramadan, Reem

2016-01-01

Technology-based learning modules are mostly challenged by their acceptance. A single-case study and mixed research method are used to explore a unique situation of applying digital lectures at the postgraduate Programmes at the Faculty of Tourism at Damascus University as a solution for brain drain in the Syrian higher education system. Results…

40 CFR 745.225 - Accreditation of training programs: target housing and child-occupied facilities.

Code of Federal Regulations, 2010 CFR

2010-07-01

... equipment to be used for lecture and hands-on training. (B) A copy of the course test blueprint for each..., the delivery of the lecture, course test, hands-on training, and assessment activities. This includes... containment and cleanup methods, and post-renovation cleaning verification. (vii) The dust sampling technician...

40 CFR 745.225 - Accreditation of training programs: target housing and child-occupied facilities.

Code of Federal Regulations, 2011 CFR

2011-07-01

... equipment to be used for lecture and hands-on training. (B) A copy of the course test blueprint for each..., the delivery of the lecture, course test, hands-on training, and assessment activities. This includes... containment and cleanup methods, and post-renovation cleaning verification. (vii) The dust sampling technician...

Developing Graduate Students' Self-Efficacy with Learner-Centred Lecturing

ERIC Educational Resources Information Center

Troop, Meagan; Wallar, Lauren; Aspenlieder, Erin

2015-01-01

This paper presents the findings of a mixed-method case study conducted at the University of Guelph on the relationship between practice lecturing and graduate student self-efficacy. Building on the work of Boman (2013), and using surveys and individual interviews, we measured and characterized the perceived changes in graduate students'…

Impact of Class Lecture Webcasting on Attendance and Learning

ERIC Educational Resources Information Center

Traphagan, Tomoko; Kucsera, John V.; Kishi, Kyoko

2010-01-01

The present study investigated the impact of class lecture webcasts on students' attendance and learning. The research design employed four data collection methods in two class sections--one with webcast access and another without--of the same course taught by the same instructors. Results indicated the following four major findings. (1) The…

Infrared Absorption Spectroscopy of Acetylene in the Lecture

ERIC Educational Resources Information Center

Briggs, Thomas E.; Sanders, Scott T.

2006-01-01

Lecture-based experimental methods that include topics ranging from basic signal processing to the proper use of thermocouples to advanced optical techniques such as laser-induced fluorescence are described. The data obtained from this demonstration could be provided to the students in digital form to obtain useful engineering results such as an…

Moving Knowledge Acquisition From the Lecture Hall to the Student Home: A Prospective Intervention Study

PubMed Central

Grefe, Clemens; Brown, Jamie; Meyer, Katharina; Schuelper, Nikolai; Anders, Sven

2015-01-01

Background Podcasts are popular with medical students, but the impact of podcast use on learning outcomes in undergraduate medical education has not been studied in detail. Objective Our aim was to assess the impact of podcasts accompanied by quiz questions and lecture attendance on short- and medium-term knowledge retention. Methods Students enrolled for a cardio-respiratory teaching module were asked to prepare for 10 specific lectures by watching podcasts and submitting answers to related quiz questions before attending live lectures. Performance on the same questions was assessed in a surprise test and a retention test. Results Watching podcasts and submitting answers to quiz questions (versus no podcast/quiz use) was associated with significantly better test performance in all items in the surprise test and 7 items in the retention test. Lecture attendance (versus no attendance) was associated with higher test performance in 3 items and 1 item, respectively. In a linear regression analysis adjusted for age, gender, and overall performance levels, both podcast/quiz use and lecture attendance were significant predictors of student performance. However, the variance explained by podcast/quiz use was greater than the variance explained by lecture attendance in the surprise test (38.7% vs 2.2%) and retention test (19.1% vs 4.0%). Conclusions When used in conjunction with quiz questions, podcasts have the potential to foster knowledge acquisition and retention over and above the effect of live lectures. PMID:26416467

The effects of team-based learning techniques on nursing students' perception of the psycho-social climate of the classroom.

PubMed

Koohestani, Hamid Reza; Baghcheghi, Nayereh

2016-01-01

Background: Team-based learning is a structured type of cooperative learning that is becoming increasingly more popular in nursing education. This study compares levels of nursing students' perception of the psychosocial climate of the classroom between conventional lecture group and team-based learning group. Methods: In a quasi-experimental study with pretest-posttest design 38 nursing students of second year participated. One half of the 16 sessions of cardiovascular disease nursing course sessions was taught by lectures and the second half with team-based learning. The modified college and university classroom environment inventory (CUCEI) was used to measure the perception of classroom environment. This was completed after the final lecture and TBL sessions. Results: Results revealed a significant difference in the mean scores of psycho-social climate for the TBL method (Mean (SD): 179.8(8.27)) versus the mean score for the lecture method (Mean (SD): 154.213.44)). Also, the results showed significant differences between the two groups in the innovation (p<0.001), student cohesiveness (p=0.01), cooperation (p<0.001) and equity (p= 0.03) sub-scales scores (p<0.05). Conclusion: This study provides evidence that team-based learning does have a positive effect on nursing students' perceptions of their psycho-social climate of the classroom.

Enhancing learning: A comparison of lecture and gaming outcomes.

PubMed

Gipson, Mary; Bear, Mary

2013-01-01

Contrary to what we anticipated, our outcomes indicated that learning and satisfaction with learning were no different between the traditional lecture group and the educational gaming group. Learners in the gaming group scored on the examination just as well as, but no higher than, did those in the lecture group. Similarly, students in the gaming group were just as, but no more, satisfied with their learning than were students in the lecture group. Of note, both teaching/learning strategies were shown to be effective for learning with students earning a B average on the examination. Likewise, students in both groups were very satisfied with their respective teaching/learning strategies. Given that our assessment did not support gaming as a superior teaching/learning strategy over lecture, what remains now is the need for a longitudinal study to determine if there are differences in long-term learning. As we implement creative methods of instruction, it is also important to test their effectiveness to ensure that the teaching-learning process is evidence based.

Student and Faculty Member Perspectives on Lecture Capture in Pharmacy Education

PubMed Central

Pearson, Marion L.; Albon, Simon P.

2014-01-01

Objectives. To examine faculty members’ and students’ use and perceptions of lecture recordings in a previously implemented lecture-capture initiative. Methods. Patterns of using lecture recordings were determined from software analytics, and surveys were conducted to determine awareness and usage, effect on attendance and other behaviors, and learning impact. Results. Most students and faculty members were aware of and appreciated the recordings. Students’ patterns of use changed as the novelty wore off. Students felt that the recordings enhanced their learning, improved their in-class engagement, and had little effect on their attendance. Faculty members saw little difference in students’ grades or in-class engagement but noted increased absenteeism. Conclusion. Students made appropriate use of recordings to support their learning, but faculty members generally did not make active educational use of the recordings. Further investigation is needed to understand the effects of lecture recordings on attendance. Professional development activities for both students and faculty members would help maximize the learning benefits of the recordings. PMID:24850936

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

PubMed

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

2013-01-28

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

Student Analysis of Handout Development based on Guided Discovery Method in Process Evaluation and Learning Outcomes of Biology

NASA Astrophysics Data System (ADS)

Nerita, S.; Maizeli, A.; Afza, A.

2017-09-01

Process Evaluation and Learning Outcomes of Biology subjects discusses the evaluation process in learning and application of designed and processed learning outcomes. Some problems found during this subject was the student difficult to understand the subject and the subject unavailability of learning resources that can guide and make students independent study. So, it necessary to develop a learning resource that can make active students to think and to make decisions with the guidance of the lecturer. The purpose of this study is to produce handout based on guided discovery method that match the needs of students. The research was done by using 4-D models and limited to define phase that is student requirement analysis. Data obtained from the questionnaire and analyzed descriptively. The results showed that the average requirement of students was 91,43%. Can be concluded that students need a handout based on guided discovery method in the learning process.

Professionalism of Lecturers at Faculty of Education

NASA Astrophysics Data System (ADS)

Tangkere, T. F. S.; Langitan, F. W.; Maukar, S. M. D.; Roring, R. F.

2018-02-01

The main objective of this research was to get the picture pertaining to the professionalization of Lecturers at Faculty of Education in Manado State University, Indonesia. The research method was naturalistic inquiry with qualitative approach. The research techniques were: deep interview, participative observation and document study. The data were analyzed by: data reduction, data display and conclusions, while the validation of data was done by four criteria, namely: credibility, transferability, dependability and conformability. The collecting procedure and data recording were done through observation and interviews. From the findings and conclusions, it can be identified that professionalization of Lecturers at Faculty of Education in Manado State University has been well processed. This can be proved by fulfillment of the minimum academic standard Ninety-one out of the total l12 lecturers has been certified. Based on conclusions, the researcher recommends that the teacher always develop their capability through increasing their academic qualification, self-development through attending educational trainings, conducting more research and publishing those researches through accredited journals. Dean of every Faculty and also execute supporting activities which will support self-development of the lectures and increase the budget for research of the lecturers.

Comarison of Four Methods for Teaching Phases of the Moon

NASA Astrophysics Data System (ADS)

Upton, Brianna; Cid, Ximena; Lopez, Ramon

2008-03-01

Previous studies have shown that many students have misconceptions about basic concepts in astronomy. As a consequence, various interactive engagement methods have been developed for introductory astronomy. We will present the results of a study that compares four different teaching methods for the subject of the phases of the Moon, which is well known to produce student difficulties. We compare a fairly traditional didactic approach, the use of manipulatives (moonballs) in lecture, the University of Arizona Lecture Tutorials, and an interactive computer program used in a didactic fashion. We use pre- and post-testing with the Lunar Phase Concept Inventory to determine the relative effectiveness of these methods.

The reported preparedness and disposition by students in a Nigerian university towards the use of information technology for medical education.

PubMed

Fadeyi, A; Desalu, O O; Ameen, A; Adeboye, A N Muhammed

2010-01-01

The computer and information technology (IT) revolution have transformed modern health care systems in the areas of communication, storage, retrieval of medical information and teaching, but little is known about IT skill and use in most developing nations. The aim of this study has been to evaluate the reported preparedness and disposition by medical students in a Nigerian university toward the use of IT for medical education. A self-administered structured questionnaire containing 24 items was used to obtain information from medical students in the University of Ilorin, Nigeria on their level of computer usage, knowledge of computer software and hardware, availability and access to computer, possession of personal computer and e-mail address, preferred method of medical education and the use of computer as a supplement to medical education. Out of 479 medical students, 179 (37.4%) had basic computer skills, 209 (43.6%) had intermediate skills and 58(12.1%) had advanced computer skills. Three hundred and thirty (68.9%) have access to computer and 451(94.2%) have e-mail addresses. For medical teaching, majority (83.09%), preferred live lecture, 56.78% lecture videos, 35.1% lecture handout on web site and 410 (85.6%) wants computer as a supplement to live lectures. Less than half (39.5%) wants laptop acquisition to be mandatory. Students with advanced computer skills were well prepared and disposed to IT than those with basic computer skill. The findings revealed that the medical students with advanced computer skills were well prepared and disposed to IT based medical education. Therefore, high level of computer skill is required for them to be prepared and favorably disposed to IT based medical education.

Replacing Lectures with Small Groups: The Impact of Flipping the Residency Conference Day

PubMed Central

King, Andrew M.; Mayer, Chad; Barrie, Michael; Greenberger, Sarah; Way, David P.

2018-01-01

The flipped classroom, an educational alternative to the traditional lecture, has been widely adopted by educators at all levels of education and across many disciplines. In the flipped classroom, learners prepare in advance of the face-to-face meeting by learning content material on their own. Classroom time is reserved for application of the learned content to solving problems or discussing cases. Over the past year, we replaced most residency program lectures with small-group discussions using the flipped-classroom model, case-based learning, simulation and procedure labs. In the new model, residents prepared for conference by reviewing a patient case and studying suggested learning materials. Conference day was set aside for facilitated small-group discussions about the case. This is a cross-cohort study of emergency medicine residents who experienced the lecture-based curriculum to residents in the new flipped-classroom curriculum using paired comparisons (independent t-tests) on in-training exam scores while controlling for program year level. We also compared results of the evaluation of various program components. We observed no differences between cohorts on in-training examination scores. Small-group methods were rated the same across program years. Two program components in the new curriculum, an updated format of both adult and pediatric case conferences, were rated significantly higher on program quality. In preparation for didactics, residents in the new curriculum report spending more time on average with outside learning materials, including almost twice as much time reviewing textbooks. Residents found the new format of the case conferences to be of higher quality because of the inclusion of rapid-fire case discussions with targeted learning points. PMID:29383050

Task-based learning versus problem-oriented lecture in neurology continuing medical education.

PubMed

Vakani, Farhan; Jafri, Wasim; Ahmad, Amina; Sonawalla, Aziz; Sheerani, Mughis

2014-01-01

To determine whether general practitioners learned better with task-based learning or problem-oriented lecture in a Continuing Medical Education (CME) set-up. Quasi-experimental study. The Aga Khan University, Karachi campus, from April to June 2012. Fifty-nine physicians were given a choice to opt for either Task-based Learning (TBL) or Problem Oriented Lecture (PBL) in a continuing medical education set-up about headaches. The TBL group had 30 participants divided into 10 small groups, and were assigned case-based tasks. The lecture group had 29 participants. Both groups were given a pre and a post-test. Pre/post assessment was done using one-best MCQs. The reliability coefficient of scores for both the groups was estimated through Cronbach's alpha. An item analysis for difficulty and discriminatory indices was calculated for both the groups. Paired t-test was used to determine the difference between pre- and post-test scores of both groups. Independent t-test was used to compare the impact of the two teaching methods in terms of learning through scores produced by MCQ test. Cronbach's alpha was 0.672 for the lecture group and 0.881 for TBL group. Item analysis for difficulty (p) and discriminatory indexes (d) was obtained for both groups. The results for the lecture group showed pre-test (p) = 42% vs. post-test (p) = 43%; pre- test (d) = 0.60 vs. post-test (d) = 0.40. The TBL group showed pre -test (p) = 48% vs. post-test (p) = 70%; pre-test (d) = 0.69 vs. post-test (d) = 0.73. Lecture group pre-/post-test mean scores were (8.52 ± 2.95 vs. 12.41 ± 2.65; p < 0.001), where TBL group showed (9.70 ± 3.65 vs. 14 ± 3.99; p < 0.001). Independent t-test exhibited an insignificant difference at baseline (lecture 8.52 ± 2.95 vs. TBL 9.70 ± 3.65; p = 0.177). The post-scores were not statistically different lecture 12.41 ± 2.65 vs. TBL 14 ± 3.99; p = 0.07). Both delivery methods were found to be equally effective, showing statistically insignificant differences. However, TBL groups' post-test higher mean scores and radical increase in the post-test difficulty index demonstrated improved learning through TBL delivery and calls for further exploration of longitudinal studies in the context of CME.

eLearning techniques supporting problem based learning in clinical simulation.

PubMed

Docherty, Charles; Hoy, Derek; Topp, Helena; Trinder, Kathryn

2005-08-01

This paper details the results of the first phase of a project using eLearning to support students' learning within a simulated environment. The locus was a purpose built clinical simulation laboratory (CSL) where the School's philosophy of problem based learning (PBL) was challenged through lecturers using traditional teaching methods. a student-centred, problem based approach to the acquisition of clinical skills that used high quality learning objects embedded within web pages, substituting for lecturers providing instruction and demonstration. This encouraged student nurses to explore, analyse and make decisions within the safety of a clinical simulation. Learning was facilitated through network communications and reflection on video performances of self and others. Evaluations were positive, students demonstrating increased satisfaction with PBL, improved performance in exams, and increased self-efficacy in the performance of nursing activities. These results indicate that eLearning techniques can help students acquire clinical skills in the safety of a simulated environment within the context of a problem based learning curriculum.

Impact of Time Allocation Practices on Academic Outcomes for Students from a 2-Campus Pharmacy School

PubMed Central

Morgan, Jill A.; Lebovitz, Lisa

2014-01-01

Objective: To assess how students from 2 campuses spent their time during P1-P3 (first through third) years, and whether that time allocation impacted their APPE grades and NAPLEX performance. Methods: Data from 2 graduating classes were gathered, including baseline student demographics, academic performance, licensing examination scores and pass rates, and an annual internal student survey. For the survey, students were asked how much time they spent each week on class attendance, watching recorded lectures, studying and course-related activities, school-sponsored extracurricular activities, and work. Data was analyzed by campus for the 3 years (P1-P3) and then evaluated separately as individual academic years. Results: There were statistical differences between campuses in attending class, watching recorded lectures, and participating in school activities. However, there was no statistical difference between the 2 campuses in APPE grades, NAPLEX scores, or pass rates. Conclusion: How students from these 2 campuses spent their time during pharmacy school was not predictive of academic success. PMID:25657366

Faculty and student perceptions of effective study strategies and materials.

PubMed

Suda, Katie J; Bell, Gillian C; Franks, Andrea S

2011-12-15

To evaluate faculty members' and students' perceptions of study strategies and materials. Focus groups were conducted with course directors and first- and second-year students to generate ideas relating to use of course materials, technology, class attendance, and study strategies for mastering class concepts. Students and faculty members differed in their opinions about the utility of textbooks and supplemental resources. The main learning method recommended by students and faculty members was repeated review of course material. Students recommended viewing classroom lectures again online, if possible. Course directors reported believing that class attendance is important, but students based their opinions regarding the importance of attendance on their perceptions of lecture and handout quality. Results did not differ by campus or by student group (first-year vs. second-year students). Students and faculty members have differing opinions on the process that could influence learning and course design. Faculty members should understand the strategies students are using to learn course material and consider additional or alternative course design and delivery techniques based on student feedback.

"Look at what I am saying": Multimodal science teaching

NASA Astrophysics Data System (ADS)

Pozzer-Ardenghi, Lilian

Language constitutes the dominant representational mode in science teaching, and lectures are still the most prevalent of the teaching methods in school science. In this dissertation, I investigate lectures from a multimodal and communicative perspective to better understand how teaching as a cultural-historical and social activity unfolds; that is, I am concerned with teaching as a communicative event, where a variety of signs (or semiotic resources), expressed in diverse modalities (or modes of communication) are produced and reproduced while the teacher articulates very specific conceptual meanings for the students. Within a trans-disciplinary approach that merges theoretical and methodical frameworks of social and cultural studies of human activity and interaction, communicative and gestures studies, linguistics, semiotics, pragmatics, and studies on teaching and learning science, I investigate teaching as a communicative, dynamic, multimodal, and social activity. My research questions include: What are the resources produced and reproduced in the classroom when the teacher is lecturing? How do these resources interact with each other? What meanings do they carry and how are these associated to achieve the coherence necessary to accomplish the communication of complex and abstract scientific concepts, not only within one lecture, but also within an entire unit of the curricula encompassing various lectures? My results show that, when lecturing, the communication of scientific concepts occur along trajectories driven by the dialectical relation among the various semiotic resources a lecturer makes available that together constitute a unit---the idea. Speech, gestures, and other nonverbal resources are but one-sided expressions of a higher order communicative meaning unit. The iterable nature of the signs produced and reproduced during science lectures permits, supports, and encourages the repetition, variation, and translation of ideas, themes, and languages and therefore permits, supports, and encourages conceptual development at the boundary between the mundane and discipline-specific cultures that students (have to) traverse in learning. It is only within this multimodal and dialectical communicative meaning unit that we can understand and investigate science teaching and learning as these processes naturally occur.

Paediatric dentistry education of atraumatic restorative treatment (ART) in Brazilian dental schools.

PubMed

Camargo, L B; Fell, C; Bonini, G C; Marquezan, M; Imparato, J C P; Mendes, F M; Raggio, D P

2011-12-01

To evaluate the degree of knowledge, use and teaching of atraumatic restorative treatment (ART) of paediatric dentistry lecturers in dental schools throughout Brazil. A structured questionnaire was applied, containing questions regarding the use of ART, socio-demographic characteristics and academic degree background. Descriptive analysis and Poisson's regression were conducted in order to verify the association between exploratory variables and ART teaching (α=5%). Of the 721 questionnaires sent to dental schools, approximately 40% were returned (n=285). Some 98.2% of the participants teach ART. Concerning dental lecturers who teach ART, in multiple regression model, considering ART indication (emergency versus restorative treatment) the lecturers residents of the Mid-West (PR=1.66; CI:1.13-2.45) and Northeast region (PR=1.33; CI:1.02-1.72) and lecturers who use ART regularly (PR=3.73; CI:2.11-5.59) teach ART as restorative treatment. When the question was about reason for using ART (conservative technique versus other techniques failures/fast treatment), lecturers with a longer period of TG (time elapsed since graduation) (PR=1.30; CI:1.08- 1.56) and also lecturers who use ART regularly (PR=2.87; CI:1.95-4.22), teach it as being a conservative technique. Regarding the patients' age covered by ART (versus without limitation), women (PR=1.26; CI:1.06-1.50) and lecturers who use ART regularly (PR=1.28; CI:1.06-1.54), teach that there is no age restriction. ART has been widely taught in Brazilian dental schools, is regularly used in lecturer's clinical practices and has positively influenced the appropriate teaching of this technique.

Effectiveness of an e-learning tool for education on pressure ulcer evaluation.

PubMed

Morente, Laura; Morales-Asencio, José M; Veredas, Francisco J

2014-07-01

To evaluate the effectiveness of information and communication technologies in the undergraduate students' pressure ulcer training as a learning tool, compared with traditional teaching methods. Pressure ulcers constitute one of the great challenges faced by nursing professionals. Currently, pressure ulcer training is based on traditional on-campus teaching, involving lecture-style classes with frequent use of photographs of the wounds. This traditional training has some important weaknesses that can put the efficacy of the training at risk. A randomised controlled trial was developed including undergraduate nursing students. The intervention group used an adaptive self-learning e-learning tool developed by the research team (ePULab) for pressure ulcer assessment and treatment. The control group received a traditional on-campus class on the same topic. Pretest and post-test questionnaires were designed to assess the students' ability in pressure ulcer diagnosis and treatment. The educational intervention based on the use of the ePULab tool produced significantly better learning acquisition results than those obtained by traditional lecture-style classes: the total score improved in the control group from 8·23 (SD 1·23)-11·6 (SD 2·52) after the lecture, whereas in the intervention group, the knowledge score changed from 8·27 (SD 1·39)-15·83 (SD 2·52) (p = 0·01) with the use of ePULab. The results show a higher effectiveness of the devised e-learning approach for education on management of pressure ulcers. Our results reveal the suitability of the ePULab e-learning tool as an effective instrument for training on assessment of and treatment for pressure ulcers and its potential impact on clinical decision-making. © 2013 John Wiley & Sons Ltd.

SU-E-E-05: Initial Experience On Physics Rotation of Radiological Residents

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

Zhang, J; Williams, D; DiSantis, D

Purpose: The new ABR core exam integrates physics into clinical teaching, with an emphasis on understanding image quality, image artifacts, radiation dose and patient safety for each modality and/or sub-specialty. Accordingly, physics training of radiological residents faces a challenge. A traditional teaching of physics through didactic lectures may not fully fulfill this goal. It is also difficult to incorporate physics teaching in clinical practice due to time constraints. A dedicated physics rotation may be a solution. This study is to evaluate a full week physics workshop developed for the first year radiological residents. Methods: The physics rotation took a fullmore » week. It included three major parts, introduction lectures, hand-on experiences and observation of technologist operation. An introduction of basic concepts was given to each modality at the beginning. Hand-on experiments were emphasized and took most of time. During hand-on experiments, residents performed radiation measurements, studied the relationship between patient dose and practice (i.e., fluoroscopy), investigated influence of acquisition parameters (i.g., kV, mAs) on image quality, and evaluated image quality using phantoms A physics test before and after the workshop was also given but not for comparison purpose. Results: The evaluation shows that the physics rotation during the first week of residency in radiology is preferred by all residents. The length of a full week of physics workshop is appropriate. All residents think that the intensive workshop can significantly benefit their coming clinical rotations. Residents become more comfortable regarding the use of radiation and counseling relevant questions such as a pregnant patient risk from a CE PE examination. Conclusion: A dedicated physics rotation, assisting with didactic lectures, may fulfill the requirements of physics of the new ABR core exam. It helps radiologists deeply understand the physics concepts and more efficiently use the medical physics in practice.« less

Redesign of a large lecture course into a small-group learning course.

PubMed

Ferreri, Stefanie P; O'Connor, Shanna K

2013-02-12

Objective. To describe the redesign of a large self-care course previously delivered in a traditional lecture format to a small-group case-based course.Design. Prereadings and study guides were used to facilitate students' independent learning prior to class. Large lecture classes were replaced with smaller group-based learning classes. This change in delivery format allowed students to spend the majority of class time conducting small-group learning activities, such as case studies to promote communication, problem solving, and interpersonal skills.Assessment. Changes in course delivery were assessed over a 2-year period by comparing students' grades and satisfaction ratings on course evaluations. A comparison of course evaluations between the class formats revealed that students were provided more opportunities to develop verbal communication skills and tackle and resolve unfamiliar problems in the revised course. The activities resulted in better overall course grades.Conclusions. Redesigning to a small-group discussion format for a self-care course can be accomplished by increasing student accountability for acquiring factual content outside the classroom. Compared with student experiences in the previous large lecture-based class, students in the smaller-class format reported a preference for working in teams and achieved significantly better academic grades with the new course format.

Influence of caffeine ingestion on perceived mood states, concentration, and arousal levels during a 75-min university lecture.

PubMed

Peeling, Peter; Dawson, Brian

2007-12-01

This investigation aimed to assess the effect of a caffeine supplement on perceived mood state, concentration, and arousal during a 75-min university lecture. Methods. This randomized, blind, cross-over design investigation ran over a course of 2 consecutive weeks. During week 1, 10 third-year Human Movement and Exercise Science students were assigned to either a caffeine- or placebo-supplemented group and were subsequently required to attend a 75-min exercise rehabilitation lecture. Seven days later, students were assigned to the opposite supplementation group before attending a second follow-on lecture, equal in duration to that of week 1. At the conclusion of each lecture, students were required to complete a mood perception questionnaire to assess the perceived level of mood state, concentration, and arousal during the lecture. The results showed that after caffeine consumption, students perceived themselves to be significantly more awake, clear minded, energetic, alert, and anxious (P < 0.05). Additionally, students also felt they were better able to concentrate and had a greater level of arousal than when the placebo was consumed (P < 0.05). In conclusion, the results of this investigation show that university students report enhanced perceptual feelings of behavior and mood state when a low dose of caffeine is consumed 60 min prior to a 75-min academic lecture.

A Comparison of Asynchronous Online Text-Based Lectures and Synchronous Interactive Web Conferencing Lectures

ERIC Educational Resources Information Center

Skylar, Ashley Ann

2009-01-01

Online learning environments are more prevalent in teacher education than ever before. In 2009, many instructors are attempting to emulate traditional instructional methods in the online learning environment as much as possible. Online courses are separated into two categories, (1) asynchronous; and (2) synchronous, depending on the nature of the…

A Survey of Principles Instructors: Why Lecture Prevails

ERIC Educational Resources Information Center

Goffe, William L.; Kauper, David

2014-01-01

For many years, surveys have shown that lecture is the dominant method for teaching principles of economics (Watts and Schaur 2011; Watts and Becker 2008; Becker and Watts 1996, 2001a, b). The authors confirm this and augment it by asking why principles instructors teach the way they do. The respondents, 340 principles instructors at the 2012…

Assessing the Viability of Team Learning with Remedial Students in a Lecture Based Japanese Higher Education Culture

ERIC Educational Resources Information Center

Duncan, Brent

2013-01-01

Despite a culture with cooperation as a core value, (Nagao, Takashi, & Okuda, 2011) Japanese higher education generally uses rigid lecture-test teaching models that neither support nor condone small-group learning methods in the classroom. As a result, Japanese college students usually work outside the classroom to develop the collaborative…

Questions in English as a Medium of Instruction versus Non-English as a Medium of Instruction Lectures

ERIC Educational Resources Information Center

Maíz Arévalo, Carmen

2017-01-01

University lectures are by far the most common method of teaching at Spanish universities. More recently, however, this knowledge transmission has become increasingly interactive. Students' participation and verbal output becomes especially important in classes where the language of instruction is not the students' mother tongue but a second or…

Cinemeducation in Psychiatry: A Seminar in Undergraduate Medical Education Combining a Movie, Lecture, and Patient Interview

ERIC Educational Resources Information Center

Kuhnigk, Olaf; Schreiner, Julia; Reimer, Jens; Emami, Roya; Naber, Dieter; Harendza, Sigrid

2012-01-01

Objective: Psychiatric educators are often faced with students' negative attitudes toward psychiatry. A new type of seminar has been established in order to enable students to gain a deeper understanding of psychiatric illness. Method: A "cinemeducation seminar," combining a movie, a lecture, and a patient interview, has been established as part…