What works in genomics education: outcomes of an evidenced-based instructional model for community-based physicians.

PubMed

Reed, E Kate; Johansen Taber, Katherine A; Ingram Nissen, Therese; Schott, Suzanna; Dowling, Lynn O; O'Leary, James C; Scott, Joan A

2016-07-01

Education of practicing health professionals is likely to be one factor that will speed appropriate integration of genomics into routine clinical practice. Yet many health professionals, including physicians, find it difficult to keep up with the rapid pace of clinical genomic advances and are often uncomfortable using genomic information in practice. Having identified the genomics educational needs of physicians in a Silicon Valley-area community hospital, we developed, implemented, and evaluated an educational course entitled Medicine's Future: Genomics for Practicing Doctors. The course structure and approach were based on best practices in adult learning, including interactivity, case-based learning, skill-focused objectives, and sequential monthly modules. Approximately 20-30 physicians attended each module. They demonstrated significant gains in genomics knowledge and confidence in practice skills that were sustained throughout and following the course. Six months following the course, the majority of participants reported that they had changed their practice to incorporate skills learned during the course. We believe the adult-learning principles underlying the development and delivery of Medicine's Future were responsible for participants' outcomes. These principles form a model for the development and delivery of other genomics educational programs for health professionals.Genet Med 18 7, 737-745.

Implicit Theories, Expectancies, and Values Predict Mathematics Motivation and Behavior across High School and College.

PubMed

Priess-Groben, Heather A; Hyde, Janet Shibley

2017-06-01

Mathematics motivation declines for many adolescents, which limits future educational and career options. The present study sought to identify predictors of this decline by examining whether implicit theories assessed in ninth grade (incremental/entity) predicted course-taking behaviors and utility value in college. The study integrated implicit theory with variables from expectancy-value theory to examine potential moderators and mediators of the association of implicit theories with college mathematics outcomes. Implicit theories and expectancy-value variables were assessed in 165 American high school students (47 % female; 92 % White), who were then followed into their college years, at which time mathematics courses taken, course-taking intentions, and utility value were assessed. Implicit theories predicted course-taking intentions and utility value, but only self-concept of ability predicted courses taken, course-taking intentions, and utility value after controlling for prior mathematics achievement and baseline values. Expectancy for success in mathematics mediated associations between self-concept of ability and college outcomes. This research identifies self-concept of ability as a stronger predictor than implicit theories of mathematics motivation and behavior across several years: math self-concept is critical to sustained engagement in mathematics.

Using blended and guided technologies in a university course for scientist-practitioners: teaching applied behaviour analysis to autism professionals.

PubMed

Roll-Pettersson, Lise; Ala'i-Rosales, Shahla

2009-06-01

Although the incidence of autism spectrum disorders is increasing worldwide, there is a shortage of professionals trained to provide effective interventions. The article describes an advanced university course in Applied Behaviour Analysis (ABA) and autism tailored to meet the needs of Swedish professionals from multiple disciplines. The course implemented both blended-learning technologies (web, telecommunication, and in vivo) and guided-design (problem-solving) exercises to promote the scientist-practitioner model. Overall, students advanced their skills related to identifying extant scientific literature, choosing appropriate single-subject design evaluation methods, and critically analysing the effects of attempted interventions. Students rated the course as having high social validity and predicted the course content would positively affect their professional practice. The relevance of the course and future directions are discussed in the context of meeting the global need for effective autism intervention professionals.

Interaction matters: Strategies to promote engaged learning in an online introductory nutrition course

PubMed Central

Banna, Jinan; Grace Lin, Meng-Fen; Stewart, Maria; Fialkowski, Marie K.

2016-01-01

Fostering interaction in the online classroom is an important consideration in ensuring that students actively create their own knowledge and reach a high level of achievement in science courses. This study focuses on fostering interaction in an online introductory nutrition course offered in a public institution of higher education in Hawai‘i, USA. Interactive features included synchronous discussions and polls in scheduled sessions, and social media tools for sharing of information and resources. Qualitative student feedback was solicited regarding the new course features. Findings indicated that students who attended monthly synchronous sessions valued live interaction with peers and the instructor. Issues identified included technical difficulties during synchronous sessions, lack of participation on the part of fellow students in discussion and inability to attend synchronous sessions due to scheduling conflicts. In addition, few students made use of the opportunity to interact via social media. While students indicated that the interactive components of the course were valuable, several areas in which improvement may be made remain. Future studies may explore potential solutions to issues identified with new features to further promote interaction and foster learning in the course. Recommendations for instructors who are interested in offering online science courses in higher education are provided. PMID:27441032

Survey of Irish general practitioners' preferences for continuing professional development.

PubMed

Maher, B; O'Neill, R; Faruqui, A; Bergin, C; Horgan, M; Bennett, D; O'Tuathaigh, C M P

2018-01-01

Doctors' continuing professional development (CPD) training needs are known to be strongly influenced by national and local contextual characteristics. Given the changing national demographic profile and government-mandated changes to primary care health care provision, this study aimed to investigate Irish General Practitioners' (GPs) perceptions of, and preferences for, current and future CPD programmes. A cross-sectional questionnaire, using closed- and open-ended questions, was administered to Irish GPs, focusing on training needs analysis; CPD course content; preferred format and the learning environment. The response rate was 719/1000 (71.9%). GPs identified doctor-patient communication as the most important and best-performed GP skill. Discrepancies between perceived importance (high) and current performance (low) emerged for time/workload management, practice finance and business skills. GPs identified clinically-relevant primary care topics and non-clinical topics (stress management, business skills, practice management) as preferences for future CPD. Flexible methods for CPD delivery were important. Gender and practice location (urban or rural) significantly influenced CPD participation and future course preference. The increasing diversity of services offered in the Irish primary care setting, in both clinical and non-clinical areas, should be tailored based to include GP practice location and structure.

Thoughts About Health Policy Content in Baccalaureate Nursing Programs.

PubMed

Waddell, Ashley; Adams, Jeffrey M; Fawcett, Jacqueline

2016-10-01

We describe a framework used to analyze health policy content in baccalaureate nursing program courses that combines the conceptual model for nursing and health policy and the Adams influence model to account for knowledge and skills needed for health policy work. Our analysis of health policy content in courses in one baccalaureate nursing program focused on what policies were emphasized and how educational content supported the development of personal influence. The analysis revealed course content focused on public sources of health policies and lack of overt course content about policies from organizational and professional sources. Additionally, we identified little course content about the development of personal influence skills except for communication and message articulation components. As the nursing profession continues to build influence in the policy arena, educators must continue to prepare future nurses for such work. © The Author(s) 2016.

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

PubMed

Docherty, Andrea; Sandhu, Harbinder

2006-01-01

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

Online course design for teaching critical thinking.

PubMed

Schaber, Patricia; Shanedling, Janet

2012-01-01

Teaching critical thinking (CT) skills, a goal in higher education, is seldom considered in the primary design of either classroom or online courses, and is even less frequently measured in student learning. In health professional education, CT along with clinical reasoning skills is essential for the development of clinical practitioners. This study, measuring CT skill development in an online theory course, supports using a cyclical course design to build higher level processes in student thinking. Eighty-six Masters of Occupational Therapy students in four sections of an occupation-based theory course were evaluated on elements in the Paul and Elder CT Model throughout the course and surveyed for their perceptions in their ability to think critically at course completion. Results of this study demonstrated that the online theory course design contributed to improving critical thinking skills and student's perceived CT skill development as applicable to their future professional practice. In a focus group, eight students identified four effective course design features that contributed to their CT skill development: highly structured learning, timely feedback from instructor, repetition of assignments, and active engagement with the material.

Using Eight Key Questions as an Inquiry-Based Framework for Ethical Reasoning Issues in a General Education Earth Systems and Climate Change Course

NASA Astrophysics Data System (ADS)

Johnson, E. A.; Ball, T. C.

2014-12-01

An important objective in general education geoscience courses is to help students evaluate social and ethical issues based upon scientific knowledge. It can be difficult for instructors trained in the physical sciences to design effective ways of including ethical issues in large lecture courses where whole-class discussions are not practical. The Quality Enhancement Plan for James Madison University, "The Madison Collaborative: Ethical Reasoning in Action," (http://www.jmu.edu/mc/index.shtml) has identified eight key questions to be used as a framework for developing ethical reasoning exercises and evaluating student learning. These eight questions are represented by the acronym FOR CLEAR and are represented by the concepts of Fairness, Outcomes, Responsibilities, Character, Liberty, Empathy, Authority, and Rights. In this study, we use the eight key questions as an inquiry-based framework for addressing ethical issues in a 100-student general education Earth systems and climate change course. Ethical reasoning exercises are presented throughout the course and range from questions of personal behavior to issues regarding potential future generations and global natural resources. In the first few exercises, key questions are identified for the students and calibrated responses are provided as examples. By the end of the semester, students are expected to identify key questions themselves and justify their own ethical and scientific reasoning. Evaluation rubrics are customized to this scaffolding approach to the exercises. Student feedback and course data will be presented to encourage discussion of this and other approaches to explicitly incorporating ethical reasoning in general education geoscience courses.

Mapping Remote and Multidisciplinary Learning Barriers: Lessons from "Challenge-Based Innovation" at CERN

ERIC Educational Resources Information Center

Jensen, Matilde Bisballe; Utriainen, Tuuli Maria; Steinert, Martin

2018-01-01

This paper presents the experienced difficulties of students participating in the multidisciplinary, remote collaborating engineering design course challenge-based innovation at CERN. This is with the aim to identify learning barriers and improve future learning experiences. We statistically analyse the rated differences between distinct design…

Learning Strategies and Learning-Related Emotions among Teacher Trainees

ERIC Educational Resources Information Center

Wittmann, Simone

2011-01-01

Teacher trainees are questioned about their strategic and emotional relationships with a key area of their future activity, learning. Characteristics of German teacher trainees are identified through comparisons with German students on a related course of study (educational science), and through comparisons with Swedish teacher trainees. N = 875…

Embracing the Future: Embedding Digital Repositories in the University of London. Technical Report

ERIC Educational Resources Information Center

Hoorens, Stijn; van Dijk, Lidia Villalba; van Stolk, Christian

2008-01-01

Digital repositories can help Higher Education Institutions (HEIs) to develop coherent and coordinated approaches to capture, identify, store and retrieve intellectual assets such as datasets, course material and research papers. With the advances of technology, an increasing number of Higher Education Institutions are implementing digital…

The Transition to High School: Current Knowledge, Future Directions

PubMed Central

2011-01-01

In the American educational system, school transitions are frequent and predictable, but they can disrupt student functioning across developmental domains. How students experience school transitions has been a focus of research for some time, but the high school transition has received less attention, and the limited research often focuses on a particular developmental domain (e.g., academics and socioemotional well-being) to the exclusion of a more integrated model. This review relies on life course theory to establish an organizational framework for interpreting and connecting the diffuse and sometimes disparate findings on the high school transition, including adolescent developmental trajectories and the influence of social ties, changing sociocultural contexts, and stratification systems. Conclusions identify aspects for future inquiry suggested by current knowledge and the tenets of the life course perspective. PMID:21966178

Introductory anatomy and physiology in an undergraduate nursing curriculum.

PubMed

Brown, S J; White, S; Power, N

2017-03-01

Using an educational data mining approach, first-year academic achievement of undergraduate nursing students, which included two compulsory courses in introductory human anatomy and physiology, was compared with achievement in a final semester course that transitioned students into the workplace. We hypothesized that students could be grouped according to their first-year academic achievement using a two-step cluster analysis method and that grades achieved in the human anatomy and physiology courses would be strong predictors of overall achievement. One cohort that graduated in 2014 (n = 105) and one that graduated in 2015 (n = 94) were analyzed separately, and for both cohorts, two groups were identified, these being "high achievers" (HIGH) and "low achievers" (LOW). Consistently, the anatomy and physiology courses were the strongest predictors of group assignment, such that a good grade in these was much more likely to put a student into a high-achieving group. Students in the HIGH groups also scored higher in the Transition to Nursing course when compared with students in the LOW groups. The higher predictor importance of the anatomy and physiology courses suggested that if a first-year grade-point average was calculated for students, an increased weighting should be attributed to these courses. Identifying high-achieving students based on first-year academic scores may be a useful method to predict future academic performance. Copyright © 2017 the American Physiological Society.

Evaluation of Role 2 (R2) Medical Resources in the Afghanistan Combat Theater: Past, Present and Future

DTIC Science & Technology

2017-10-01

casualty care using descriptive statistical analysis and modeling techniques. Aim 2: Identify the ideal provider training and competency assessment... Methodologies , Course  Type,  Course  Availability,  Assessment  Criteria,  Requirements,  Funding,  Alignment  with Clinical  Practice  Guidelines  (CPGs...Aim 1:  Descriptive study of all available information for combat casualties in Afghanistan.  Specific Tasks:  1) who – patients treated; clinician mix

Future United States Role in European Security

DTIC Science & Technology

1992-08-26

MONITORING ORGANIZATION REPORT NUMBER(S) 6a. NAME OF PERFORMING ORGANIZATION 6b. OFFICE SYMBOL 7a. NAME OF MONITORING ORGANIZATION US Army War College (if...necessary and identify by block number) FIELD GROUP SUB- GROUP 19, ABSTRACT (Continue on reverse if necessary and identify by block number) See reverse...concerning these forces: Of course, they used NATO rules of engagement and worked to NATO standards. They had trained together as NATO forces and

The association between students taking elective courses in chiropractic technique and their anticipated chiropractic technique choices in future practice.

PubMed

Wanlass, Paul W; Sikorski, David M; Kizhakkeveettil, Anupama; Tobias, Gene S

2018-03-12

To assess students' opinions of the potential influence of taking elective courses in chiropractic techniques and their future practice preferences. An anonymous, voluntary survey was conducted among graduating students from a doctor of chiropractic program. The survey included questions regarding the chiropractic technique elective courses they had completed and the potential influence of these courses on their chiropractic technique choices in future practice. Surveys were pretested for face validity, and data were analyzed using descriptive and inferential statistics. Of the 56 surveys distributed, 46 were completed, for a response rate of 82%. More than half of the students reported having taken at least 1 elective course in diversified technique (80%), Cox technique (76%), Activator Methods (70%), or sacro-occipital technique (63%). Less than half of the respondents reported taking technique elective courses in Gonstead or Thompson techniques. More than half of the students stated they were more likely to use Activator (72%), Thompson (68%), diversified (57%), or Cox (54%) techniques in their future practice after taking an elective course in that technique. Females stated that they were more likely to use Activator Methods ( p = .006) in future practice. Chiropractic technique elective courses in the doctor of chiropractic curriculum may influence students' choices of future practice chiropractic technique.

Applications of simulation technology in psychiatric mental health nursing education.

PubMed

Brown, J F

2008-10-01

The purpose of this paper is to review the use of simulation in education across the health professionals, to describe the development and implementation of innovative simulation techniques for an undergraduate psychiatric mental-health nursing course, and to identify lessons learned and future directions for successful simulation experiences in psychiatric nursing.

Teaching and Program Variations in International Business: Past, Present and Future.

ERIC Educational Resources Information Center

Kaynak, Erdener; Schermerhorn, John R., Jr.

1999-01-01

This introductory article in a theme issue identifies common themes in the included papers, such as the need for more "active learning" and "project-based learning," the use of computer technology to facilitate "virtual teamwork," the importance of support services for these initiatives, and reliance on need-oriented programs and courses in…

E-Learning versus Blended Learning in Accounting Courses

ERIC Educational Resources Information Center

Megeid, Nevine Sobhy Abdel

2014-01-01

E-learning provides opportunities for developing countries like Egypt that expect a promising future in its educational process from the use of modern information and communication technologies. The aim of this research is to investigate and identify factors that influence the use of e-learning in accounting education and to assess students'…

Developing Leadership Skills in "Introduction to Engineering Courses" through Multi-Media Case Studies

ERIC Educational Resources Information Center

Sankar, Chetan S.; Kawulich, Barbara; Clayton, Howard; Raju, P. K.

2010-01-01

A literature review identifies a partial list of leadership skills to include developing higher-order cognitive skills, team working skills, positive attitude, and ability to transfer these skills to future environment. This paper discusses the results of research conducted on the use of multiple instructional methodologies in two different…

Strengthening Environmental Engineering Education in Afghanistan through Cooperating Military Academies

NASA Astrophysics Data System (ADS)

Christ, J. A.; Mahbob, M.; Seely, G. E.; Ressler, S. J.

2007-12-01

Many developing countries suffer from substandard employment of environmental engineering and science principles, which leads to poor management of natural and cultural resources, increased public health concerns, and limitations on economic investment and growth. Thus, prior to the implementation of well-intentioned programs designed to promote development, methods for sustaining basic needs, which are the focus of most environmental engineering disciplines, must be designed into the social fabric of the developing culture. Education is a promising method for fostering this development across cultures. Recently, the US Air Force Academy (USAFA) partnered with the US Military Academy (USMA) to implement a Civil Engineering Program at the National Military Academy of Afghanistan (NMAA), Kabul, Afghanistan. This work will outline the process followed during course development, deployment, and implementation, paying particular attention to challenges and benefits at each stage in the process. This cooperation may serve as a model for future implementation of science, technology, engineering and mathematics education programs in developing countries. Consistent with US Civil Engineering programs, the NMAA Civil Engineering program introduces students to a broad range of introductory-level civil engineering subjects--environmental, hydraulic, geotechnical, structural, construction, and transportation engineering. Basic environmental engineering and science principles are addressed through the implementation of an introductory environmental engineering course. Course development followed a three-stage process: (1) course development by US faculty at their home institution, (2) imbedding of US Faculty at the NMAA, and (3) implementation of the course within the NMAA Civil Engineering curriculum using adjunct Afghan faculty hired from Kabul University. An existing environmental engineering course taught at USAFA was used as a model for course development. Although this existing course provided the necessary framework for the Afghan course, there were a number of challenges with tailoring the course material to the education level, experience, and needs of the Afghan students and faculty. These challenges were overcome, in part, during the imbedding process of US instructors within the NMAA faculty. On-site transfer of course material and knowledge proved a necessary step in the implementation of the course. The imbedding process enabled US instructors to discuss the course with current NMAA faculty and identify an implementation path that met the needs of the program while appreciating the uniqueness of the Afghan experience. Implementation of the course is on-going with reach-back capability for Afghan faculty to continue the mentoring relationship with their US colleagues. Challenges that arise during course implementation (e.g., wet lab deployments, field trip relevance) will be overcome and used as learning tools for future course offerings. Ultimately, this course will provide future leaders of Afghanistan with the educational tools to make informed environmental management decisions and will serve as a model for similar courses implemented throughout Afghanistan.

[Theoretical and methodological bases for formation of future drivers 'readiness to application of physical-rehabilitation technologies].

PubMed

Yemets, Anatoliy V; Donchenko, Viktoriya I; Scrinick, Eugenia O

2018-01-01

Introduction: Experimental work is aimed at introducing theoretical and methodological foundations for the professional training of the future doctor. The aim: Identify the dynamics of quantitative and qualitative indicators of the readiness of a specialist in medicine. Materials and methods: The article presents the course and results of the experimental work of the conditions of forming the readiness of future specialists in medicine. Results: Our methodical bases for studying the disciplines of the general practice and specialized professional stage of experimental training of future physicians have been worked out. Conclusions: It is developed taking into account the peculiarities of future physician training of materials for various stages of experimental implementation in the educational process of higher medical educational institutions.

Self-efficacy, mathematics' anxiety and perceived importance: an empirical study with Portuguese engineering students

NASA Astrophysics Data System (ADS)

Alves, Manuela; Rodrigues, Cristina S.; Rocha, Ana Maria A. C.; Coutinho, Clara

2016-01-01

The accomplishment in mathematics has gained attention from educators and arises as an emerging field of study, including in engineering education. However, in Portugal, there is still incipient research in the area; so it is high time to explore factors that might enlighten the gap in the study of the relationship between Portuguese engineering students and the learning of mathematics. The main purpose of this study is to explore three factors identified in the literature as influencing the learning of mathematical concepts - self-efficacy, anxiety towards mathematics and perceived importance of mathematics - and search for differences by gender and by type of engineering course, a dimension not much reported in the literature but which was revealed as important in the team's previous research. Based on a sample of 140 undergraduate students of different engineering courses from University of Minho, results only identify differences in the type of course and not in gender. These results constitute a contribution and open new paths for future research in the engineering education.

A Call to Develop Course-Based Undergraduate Research Experiences (CUREs) for Nonmajors Courses

PubMed Central

Ballen, Cissy J.; Blum, Jessamina E.; Brownell, Sara; Hebert, Sadie; Hewlett, James; Klein, Joanna R.; McDonald, Erik A.; Monti, Denise L.; Nold, Stephen C.; Slemmons, Krista E.; Soneral, Paula A. G.; Cotner, Sehoya

2017-01-01

Course-based undergraduate research experiences (CUREs) for non–science majors (nonmajors) are potentially distinct from CUREs for developing scientists in their goals, learning objectives, and assessment strategies. While national calls to improve science, technology, engineering, and mathematics education have led to an increase in research revealing the positive effects of CUREs for science majors, less work has specifically examined whether nonmajors are impacted in the same way. To address this gap in our understanding, a working group focused on nonmajors CUREs was convened to discuss the following questions: 1) What are our laboratory-learning goals for nonmajors? 2) What are our research priorities to determine best practices for nonmajors CUREs? 3) How can we collaborate to define and disseminate best practices for nonmajors in CUREs? We defined three broad student outcomes of prime importance to the nonmajors CURE: improvement of scientific literacy skills, proscience attitudes, and evidence-based decision making. We evaluated the state of knowledge of best practices for nonmajors, and identified research priorities for the future. The report that follows is a summary of the conclusions and future directions from our discussion. PMID:28450449

Targeted Courses in Inquiry Science for Future Elementary School Teachers

ERIC Educational Resources Information Center

Steinberg, Richard; Wyner, Yael; Borman, Greg; Salame, Issa I.

2015-01-01

This study reports on targeted science courses for undergraduate childhood education majors. We describe an inquiry-oriented, three-course sequence spanning physical, life, and environmental science. All three courses are hands-on and are designed to reflect the content and pedagogy most important to future elementary school teachers.

Predicting Outcomes to Optimize Disease Management in Inflammatory Bowel Diseases.

PubMed

Torres, Joana; Caprioli, Flavio; Katsanos, Konstantinos H; Lobatón, Triana; Micic, Dejan; Zerôncio, Marco; Van Assche, Gert; Lee, James C; Lindsay, James O; Rubin, David T; Panaccione, Remo; Colombel, Jean-Frédéric

2016-12-01

Efforts to slow or prevent the progressive course of inflammatory bowel diseases [IBD] include early and intensive monitoring and treatment of patients at higher risk for complications. It is therefore essential to identify high-risk patients - both at diagnosis and throughout disease course. As a part of an IBD Ahead initiative, we conducted a comprehensive literature review to identify predictors of long-term IBD prognosis and generate draft expert summary statements. Statements were refined at national meetings of IBD experts in 32 countries and were finalized at an international meeting in November 2014. Patients with Crohn's disease presenting at a young age or with extensive anatomical involvement, deep ulcerations, ileal/ileocolonic involvement, perianal and/or severe rectal disease or penetrating/stenosing behaviour should be regarded as high risk for complications. Patients with ulcerative colitis presenting at young age, with extensive colitis and frequent flare-ups needing steroids or hospitalization present increased risk for colectomy or future hospitalization. Smoking status, concurrent primary sclerosing cholangitis and concurrent infections may impact the course of disease. Current genetic and serological markers lack accuracy for clinical use. Simple demographic and clinical features can guide the clinician in identifying patients at higher risk for disease complications at diagnosis and throughout disease course. However, many of these risk factors have been identified retrospectively and lack validation. Appropriately powered prospective studies are required to inform algorithms that can truly predict the risk for disease progression in the individual patient. © European Crohn’s and Colitis Organisation 2016.

Parental Understanding of Hospital Course and Discharge Plan.

PubMed

Bhansali, Priti; Washofsky, Anne; Romrell, Evan; Birch, Sarah; Winer, Jeffrey C; Hoffner, Wendy

2016-08-01

Hospital discharge marks an important transition in care from the inpatient team to the family and primary care provider. Parents must know the hospital course and discharge plan to care for their child at home and provide background for future providers. Our study aimed to determine parental knowledge of key aspects of their child's hospital course and discharge plan and to identify markers of increased risk for incomplete or incorrect knowledge among participants. We conducted a descriptive prospective cohort study of parents within 24 hours of hospital discharge. The primary outcome was concordance of parent responses to verbal interview questions about their child's hospital treatment, laboratory testing, imaging, procedures and discharge plan with the medical record. Of 174 participants, 15% felt less than "completely prepared" to explain the hospital course to their primary care provider or to provide care after discharge. There was >83% overall concordance with interview responses and the medical record, with concordance higher for hospital course events than discharge plan. There were few significant differences in understanding between trainee-based teams and the attending physician-run unit. No patient or family characteristics were consistently associated with poor understanding of hospital course or discharge plan. Although parents were generally knowledgeable about hospital course and discharge plan, areas for improved communication were identified. Individualized counseling about hospital course and discharge plan should be initiated for all parents early during hospitalization. Methods that assess and bolster caregiver comprehension and minimize dependence on written instructions may help with transition to outpatient care. Copyright © 2016 by the American Academy of Pediatrics.

Adapting a MOOC for Research: Lessons Learned from the First Presentation of "Literature and Mental Health: Reading for Wellbeing"

ERIC Educational Resources Information Center

Hodge, Rachael

2016-01-01

The University of Warwick's FutureLearn MOOC "Literature and Mental Health: Reading for Wellbeing," which began its first presentation February 2016, was identified as an opportunity to conduct some research into the course subject area, "reading for wellbeing" or "bibliotherapy". Since 2013, a substantial body of…

Preservice Teachers' Reflections of Their Involvement in a Home-School Connection Project in Teacher Education

ERIC Educational Resources Information Center

Amaro-Jiménez, Carla

2016-01-01

Many future teachers have had little guidance on how to develop and foster home-school connections, especially when working with culturally and linguistically diverse families. This qualitative action research study aimed to identify what two different groups of preservice teachers enrolled in methods for teaching English learners courses (104…

Using Alumni Input as a Reality Check of Agronomy Teaching and Advising

ERIC Educational Resources Information Center

Graveel, John G.; Vorst, James J.

2007-01-01

As part of a systematic review of the undergraduate curricula and courses, the perceptions of Purdue agronomy alumni who graduated between 1960 and 2003 were obtained. A survey was administered to assess outcomes, identify gaps in the curriculum, measure how well the program addresses current and future needs, and provide a direction for change.…

Sources of Self-Efficacy in a Science Methods Course for Primary Teacher Education Students

ERIC Educational Resources Information Center

Palmer, D. H.

2006-01-01

Self-efficacy has been shown to be an issue of concern for primary teacher education students--many of them have low self-efficacy and this can negatively affect their future teaching of science. Previous research has identified four factors that may contribute towards self-efficacy: enactive mastery experiences, vicarious experiences, verbal…

Returning to Learning: Adults' Success in College is Key to America's Future. New Agenda Series

ERIC Educational Resources Information Center

Pusser, Brian; Breneman, David W.; Gansneder, Bruce M.; Kohl, Kay J.; Levin, John S.; Milam, John H.; Turner, Sarah E.

2007-01-01

This report presents a summary of findings from the Emerging Pathways project, which seeks to identify the diverse needs and characteristics of adult learners, understand patterns of enrollment in credit and non-credit-bearing courses and offer advice to postsecondary institutions and policymakers committed to adult learners' success. Among its…

Teamwork Training Needs Analysis for Long-Duration Exploration Missions

NASA Technical Reports Server (NTRS)

Smith-Jentsch, Kimberly A.; Sierra, Mary Jane

2016-01-01

The success of future long-duration exploration missions (LDEMs) will be determined largely by the extent to which mission-critical personnel possess and effectively exercise essential teamwork competencies throughout the entire mission lifecycle (e.g., Galarza & Holland, 1999; Hysong, Galarza, & Holland, 2007; Noe, Dachner, Saxton, & Keeton, 2011). To ensure that such personnel develop and exercise these necessary teamwork competencies prior to and over the full course of future LDEMs, it is essential that a teamwork training curriculum be developed and put into place at NASA that is both 1) comprehensive, in that it targets all teamwork competencies critical for mission success and 2) structured around empirically-based best practices for enhancing teamwork training effectiveness. In response to this demand, the current teamwork-oriented training needs analysis (TNA) was initiated to 1) identify the teamwork training needs (i.e., essential teamwork-related competencies) of future LDEM crews, 2) identify critical gaps within NASA’s current and future teamwork training curriculum (i.e., gaps in the competencies targeted and in the training practices utilized) that threaten to impact the success of future LDEMs, and to 3) identify a broad set of practical nonprescriptive recommendations for enhancing the effectiveness of NASA’s teamwork training curriculum in order to increase the probability of future LDEM success.

Introductory physics in biological context: An approach to improve introductory physics for life science students

NASA Astrophysics Data System (ADS)

Crouch, Catherine H.; Heller, Kenneth

2014-05-01

We describe restructuring the introductory physics for life science students (IPLS) course to better support these students in using physics to understand their chosen fields. Our courses teach physics using biologically rich contexts. Specifically, we use examples in which fundamental physics contributes significantly to understanding a biological system to make explicit the value of physics to the life sciences. This requires selecting the course content to reflect the topics most relevant to biology while maintaining the fundamental disciplinary structure of physics. In addition to stressing the importance of the fundamental principles of physics, an important goal is developing students' quantitative and problem solving skills. Our guiding pedagogical framework is the cognitive apprenticeship model, in which learning occurs most effectively when students can articulate why what they are learning matters to them. In this article, we describe our courses, summarize initial assessment data, and identify needs for future research.

An exploration of artists' perspectives of participatory arts and health projects for people with mental health needs.

PubMed

Margrove, K L; Pope, J; Mark, G M

2013-12-01

This study addresses the views and experiences of artists who run participatory arts and health courses for those with mental health or social problems. Qualitative research with 11 artists from three different organizations providing participatory arts and health courses. Semi-structured in-depth interviews were conducted. Participants provided oral contributions that were transcribed and then thematically analysed by the authors. Participants described perceived positive benefits of participatory arts and health courses, including developing friendships, self-expression and creativity, a non-judgmental environment, along with key issues arising, including managing challenging behaviours and provision of follow-on options. Results indicate that improvements in well-being can be identified by artists during courses, the activity can help develop friendships, courses can be well managed in community settings, and benefits of follow-on activities should be investigated in future. Copyright © 2013 The Royal Society for Public Health. Published by Elsevier Ltd. All rights reserved.

Who Are with Us: MOOC Learners on a FutureLearn Course

ERIC Educational Resources Information Center

Liyanagunawardena, Tharindu Rekha; Lundqvist, Karsten Øster; Williams, Shirley Ann

2015-01-01

Massive open online courses (MOOCs) attract learners with a variety of backgrounds. Engaging them using game development was trialled in a beginner's programming course, "Begin programming: build your first mobile game," on FutureLearn platform. The course has completed two iterations: first in autumn 2013 and second in spring 2014 with…

Video laboratories for the teaching and learning of professional ethics in exercise physiology curricula.

PubMed

Senchina, David S

2011-09-01

Student researchers in physiology courses often interact with human subjects in classroom research but may be unfamiliar with the professional ethics of experimenter-subject interactions. This communication describes experiences related to an interactive video used in exercise science and general biology courses to help students become aware of, sensitive to, and comfortable with implementing professional ethics into their own thinking and behavior as researchers before entering the laboratory. The activity consisted of a filmed exercise physiology experiment complemented with interactive question sheets followed by small- and large-group discussion and culminating with individual student reflections. Student written responses from multiple courses indicated that students were able to 1) identify and consider the ethics of experimenter-subject interactions from the movie, 2) generalize broader ideas of professional ethics from those observations, and 3) consider their observations in terms of future experiments they would be conducting personally and how they should interact with human subjects. A majority of students indicated a positive reaction to the video and identified specific aspects they appreciated. It is hoped that this report will encourage other instructors to consider the use of interactive videos in the teaching and learning of professional ethics related to their courses.

Teaching about the Future: Tools, Topics, and Issues (Lessons for Grades 7-12).

ERIC Educational Resources Information Center

Haas, John D.; And Others

This document provides a set of lessons and other teaching aids for either a semester-length course on the future or to infuse a futures perspective into other secondary social studies courses. The lessons were designed to fit into many different courses but are particularly appropriate for U.S. history, government, civics, modern social problems,…

Tracking Success in Large Introductory Classes using Technology

NASA Astrophysics Data System (ADS)

Robertson, Thomas H.

2011-01-01

A common problem frequently encountered in large introductory classes is the anonymity experienced by students. An effort is underway at Ball State University to explore the impact of technology on reducing this anonymity and improving student performance and success. In preparation for this study, performance and success measures for students in a previous class have been examined to provide background for construction of a model for formal testing and a control group for comparison of future results. Student performance measures obtained early in the course and final course grades were examined to identify potential early warning indicators that might be used to plan interventions much earlier than the traditional midterm course reports used to alert freshmen at academic risk. Class participation scores were based on data obtained with a personal response system (i>clicker). The scores were scaled to reflect about 80% comprehension and 20% attendance. Homework scores were obtained using the LON-CAPA Course Management System and instructional materials created by the author. Substantial linear correlations exist between 1) Exam 1 Scores after Four Weeks and 2) Raw Class Participation Scores for the First Six Weeks and the Final Course Score. A more modest linear correlation was found between 3) Homework Scores for First Six Weeks and Final Course Score. Of these three measures, only Class Participation Scores identified all students who ultimately received course grades lower than C. Several students scored in the danger zone according to Homework and Class Participation Scores but earned course grades of C or better. It appears that an early warning plan based on Class Participation Scores would permit effective identification of at-risk students early in the course.

Student perception of relevance of biology content to everyday life: A study in higher education biology courses

NASA Astrophysics Data System (ADS)

Himschoot, Agnes Rose

The purpose of this mixed method case study was to examine the effects of methods of instruction on students' perception of relevance in higher education non-biology majors' courses. Nearly ninety percent of all students in a liberal arts college are required to take a general biology course. It is proposed that for many of those students, this is the last science course they will take for life. General biology courses are suspected of discouraging student interest in biology with large enrollment, didactic instruction, covering a huge amount of content in one semester, and are charged with promoting student disengagement with biology by the end of the course. Previous research has been aimed at increasing student motivation and interest in biology as measured by surveys and test results. Various methods of instruction have been tested and show evidence of improved learning gains. This study focused on students' perception of relevance of biology content to everyday life and the methods of instruction that increase it. A quantitative survey was administered to assess perception of relevance pre and post instruction over three topics typically taught in a general biology course. A second quantitative survey of student experiences during instruction was administered to identify methods of instruction used in the course lecture and lab. While perception of relevance dropped in the study, qualitative focus groups provided insight into the surprising results by identifying topics that are more relevant than the ones chosen for the study, conveying the affects of the instructor's personal and instructional skills on student engagement, explanation of how active engagement during instruction promotes understanding of relevance, the roll of laboratory in promoting students' understanding of relevance as well as identifying external factors that affect student engagement. The study also investigated the extent to which gender affected changes in students' perception of relevance. The results of this study will inform instructors' pedagogical and logistical choices in the design and implementation of higher education biology courses for non-biology majors. Recommendations for future research will include refining the study to train instructors in methods of instruction that promote student engagement as well as to identify biology topics that are more relevant to students enrolled in non-major biology courses.

Preparing nursing students for the future: Development and implementation of an Australian Bachelor of Nursing programme with a community health focus.

PubMed

Cooper, Simon; Cant, Robyn; Browning, Mark; Robinson, Eddie

2014-01-01

This paper focuses on changes in the educational preparation of undergraduate nurses in line with contemporary primary and preventative healthcare models. We evaluated a new Australian nursing and community care degree programme using focus groups with 38 students in their first years of study, and quantitative performance data (regarding entry, performance and course attrition). Four main themes were identified related to students' course experience: 'I think community health should be an elective'; 'Focus on relevance to practice'; 'Teaching by non-nursing academics' and 'Access to support during transition to university.' Overall pass rates were 94% (first year) and 97% (second year) with a low 11% attrition rate. We conclude that based on prior experiences and stereotypical views, students may be ambivalent about the inclusion of primary and preventative care models which nevertheless are essential to enhance practice and to prepare the future nursing workforce.

ANNETTE Project: Contributing to The Nuclearization of Fusion

NASA Astrophysics Data System (ADS)

Ambrosini, W.; Cizelj, L.; Dieguez Porras, P.; Jaspers, R.; Noterdaeme, J.; Scheffer, M.; Schoenfelder, C.

2018-01-01

The ANNETTE Project (Advanced Networking for Nuclear Education and Training and Transfer of Expertise) is well underway, and one of its work packages addresses the design, development and implementation of nuclear fusion training. A systematic approach is used that leads to the development of new training courses, based on identified nuclear competences needs of the work force of (future) fusion reactors and on the current availability of suitable training courses. From interaction with stakeholders involved in the ITER design and construction or the JET D-T campaign, it became clear that the lack of nuclear safety culture awareness already has an impact on current projects. Through the collaboration between the European education networks in fission (ENEN) and fusion (FuseNet) in the ANNETTE project, this project is well positioned to support the development of nuclear competences for ongoing and future fusion projects. Thereby it will make a clear contribution to the realization of fusion energy.

NSF-Sponsored Summit on the Future of Undergraduate Geoscience Education: outcomes

NASA Astrophysics Data System (ADS)

Mosher, S.

2014-12-01

The NSF-sponsored Summit on the Future of Undergraduate Geoscience Education made major progress toward developing a collective community vision for the geosciences. A broad spectrum of the geoscience education community, ~200 educators from research universities/four and two year colleges, focused on preparation of undergraduates for graduate school and future geoscience careers, pedagogy, use of technology, broadening participation/retention of underrepresented groups, and preparation of K-12 science teachers. Participants agreed that key concepts, competencies and skills learned throughout the curriculum were more important than specific courses. Concepts included understanding Earth as complex, dynamic system, deep time, evolution of life, natural resources, energy, hazards, hydrogeology, surface processes, Earth materials and structure, and climate change. Skills/competencies included ability to think spatially and temporally, reason inductively and deductively, make and use indirect observations, engage in complex open, coupled systems thinking, and work with uncertainty, non-uniqueness, and incompleteness, as well as critical thinking, problem solving, communication, and ability to think like a scientist and continue to learn. Successful ways of developing these include collaborative, integrative projects involving teams, interdisciplinary projects, fieldwork and research experiences, as well as flipped classrooms and integration and interactive use of technology, including visualization, simulation, modeling and analysis of real data. Wider adoption of proven, effective best practices is our communities' main pedagogical challenge, and we focused on identifying implementation barriers. Preparation of future teachers in introductory and general geoscience courses by incorporating Next Generation Science Standards and using other sciences/math to solve real world geoscience problems should help increase diversity and number of future geoscientists and geoscience literacy. We also identified key elements of successful programs that attract and retain underrepresented groups, including providing financial support, reaching out to students in their communities, involving community members, incorporating role models, and mentoring.

Leveraging Global Geo-Data and Information Technologies to Bring Authentic Research Experiences to Students in Introductory Geosciences Courses

NASA Astrophysics Data System (ADS)

Ryan, J. G.

2014-12-01

The 2012 PCAST report identified the improvement of "gateway" science courses as critical to increasing the number of STEM graduates to levels commensurate with national needs. The urgent need to recruit/ retain more STEM graduates is particularly acute in the geosciences, where growth in employment opportunities, an aging workforce and flat graduation rates are leading to substantial unmet demand for geoscience-trained STEM graduates. The need to increase the number of Bachelors-level geoscience graduates was an identified priority at the Summit on the Future of Undergraduate Geoscience Education (http://www.jsg.utexas.edu/events/future-of-geoscience-undergraduateeducation/), as was the necessity of focusing on 2-year colleges, where a growing number of students are being introduced to geosciences. Undergraduate research as an instructional tool can help engage and retain students, but has largely not been part of introductory geoscience courses because of the challenge of scaling such activities for large student numbers. However, burgeoning information technology resources, including publicly available earth and planetary data repositories and freely available, intuitive data visualization platforms makes structured, in-classroom investigations of geoscience questions tractable, and open-ended student inquiry possible. Examples include "MARGINS Mini-Lessons", instructional resources developed with the support of two NSF-DUE grant awards that involve investigations of marine geosciences data resources (overseen by the Integrated Earth Data Applications (IEDA) portal: www.iedadata.org) and data visualization using GeoMapApp (www.geomapapp.org); and the growing suite of Google-Earth based data visualization and exploration activities overseen by the Google Earth in Onsite and Distance Education project (geode.net). Sample-based investigations are also viable in introductory courses, thanks to remote instrument operations technologies that allow real student participation in instrument-based data collection and interpretation. It is thus possible to model for students nearly the entire scientific process in introductory geoscience courses, allowing them to experience the excitement of "doing" science and thereby enticing more of them into the field.

Assessment and comparison of student engagement in a variety of physiology courses.

PubMed

Hopper, Mari K

2016-03-01

Calls for reform in science education have promoted active learning as a means to improve student engagement (SENG). SENG is generally acknowledged to have a positive effect on student learning, satisfaction, and retention. A validated 14-question survey was used to assess SENG in a variety of upper- and lower-level physiology courses, including 100-level Anatomy and Physiology 1, 300-level Animal Physiology, 400-level Advanced Physiology, and 500-level Medical Physiology courses. The results indicated that SENG did not vary consistently by course level, format, or curriculum. The highest levels of SENG were found in the Advanced Physiology course, which included SENG as a primary objective of the course. Physiology student SENG scores were compared with National Survey of Student Engagement (NSSE) scores. The results demonstrated that physiology students enrolled in the Anatomy and Physiology 1 course reported lower levels of SENG than first-year students that completed the NSSE. Students enrolled in the Advanced Physiology course reported higher levels of SENG than fourth-year students that completed the NSSE. Assessment of SENG offers insights as to how engaged students are, identifies where efforts may best be applied to enhance SENG, and provides a baseline measure for future comparisons after targeted course modifications. Copyright © 2016 The American Physiological Society.

Assessing Medical Students' Moral Judgment over the Course of a Four-Year Professionalism and Humanism Curriculum

ERIC Educational Resources Information Center

Riegle, Sandra E.; Frye, Ann W.; Glenn, Jason; Smith, Kirk L.

2012-01-01

Teachers tasked with developing moral character in future physicians face an array of pedagogic challenges, among them identifying tools to measure progress in instilling the requisite skill set. One validated instrument for assessing moral judgment is the Defining Issues Test (DIT-2). Based on the work of Lawrence Kohlberg, the test's main…

Study of the Application of Separation Control by Unsteady Excitation to Civil Transport Aircraft

NASA Technical Reports Server (NTRS)

McLean, J. D.; Crouch, J. D.; Stoner, R. C.; Sakurai, S.; Seidel, G. E.; Feifel, W. M.; Rush, H. M.

1999-01-01

This study provides a preliminary assessment of the potential benefits of applying unsteady separation control to transport aircraft. Estimates are given for some of the costs associated with a specific application to high-lift systems. High-leverage areas for future research were identified during the course of the study. The study was conducted in three phases. Phase 1 consisted of a coarse screening of potential applications within the aerodynamics discipline. Potential benefits were identified and in some cases quantified in a preliminary way. Phase 2 concentrated on the application to the wing high-lift system, deemed to have the greatest potential benefit for commercial transports. A team of experts, including other disciplines (i.e. hydraulic, mechanical, and electrical systems, structures, configurations, manufacturing, and finance), assessed the feasibility, benefits, and costs to arrive at estimates of net benefits. In both phases of the study, areas of concern and areas for future research were identified. In phase 3 of this study, the high-leverage areas for future research were prioritized as a guide for future efforts aimed at the application of active flow control to commercial transport aircraft.

Factors related to student performance in statistics courses in Lebanon

NASA Astrophysics Data System (ADS)

Naccache, Hiba Salim

The purpose of the present study was to identify factors that may contribute to business students in Lebanese universities having difficulty in introductory and advanced statistics courses. Two statistics courses are required for business majors at Lebanese universities. Students are not obliged to be enrolled in any math courses prior to taking statistics courses. Drawing on recent educational research, this dissertation attempted to identify the relationship between (1) students’ scores on Lebanese university math admissions tests; (2) students’ scores on a test of very basic mathematical concepts; (3) students’ scores on the survey of attitude toward statistics (SATS); (4) course performance as measured by students’ final scores in the course; and (5) their scores on the final exam. Data were collected from 561 students enrolled in multiple sections of two courses: 307 students in the introductory statistics course and 260 in the advanced statistics course in seven campuses across Lebanon over one semester. The multiple regressions results revealed four significant relationships at the introductory level: between students’ scores on the math quiz with their (1) final exam scores; (2) their final averages; (3) the Cognitive subscale of the SATS with their final exam scores; and (4) their final averages. These four significant relationships were also found at the advanced level. In addition, two more significant relationships were found between students’ final average and the two subscales of Effort (5) and Affect (6). No relationship was found between students’ scores on the admission math tests and both their final exam scores and their final averages in both the introductory and advanced level courses. On the other hand, there was no relationship between students’ scores on Lebanese admissions tests and their final achievement. Although these results were consistent across course formats and instructors, they may encourage Lebanese universities to assess the effectiveness of prerequisite math courses. Moreover, these findings may lead the Lebanese Ministry of Education to make changes to the admissions exams, course prerequisites, and course content. Finally, to enhance the attitude of students, new learning techniques, such as group work during class meetings can be helpful, and future research should aim to test the effectiveness of these pedagogical techniques on students’ attitudes toward statistics.

Development, Implementation, and Assessment of a Lecture Course on Cancer for Undergraduates

PubMed Central

Peterson, Karen

2009-01-01

The war on cancer has been waged for nearly 40 years, yet the cancer burden remains high, especially among minority and underserved populations. One strategy to make strides in the war on cancer and its disparate impacts is to increase the diversity of the cancer research workforce. We describe an approach to recruit a diverse population of future cancer researchers from an undergraduate student population at a minority-serving land-grant institution. Specifically, we have addressed the following questions: Given the dearth of published reports of undergraduate cancer courses, is it possible for undergraduates at a land-grant institution (rather than a research or medical institution) to successfully learn cancer biology from a lecture-based course? Can we develop a template that has the potential to be used by others to develop and implement an undergraduate cancer course? Can such a course stimulate interest in careers in cancer research? Based on a learning gains analysis, students were able to learn cancer content and related skills, and based on student surveys, students' interest in cancer research was stimulated by course participation. We have identified aspects of our course development process that were critical for the successful development, implementation, and assessment of the course. PMID:19723814

Epigenetic Biomarkers of Preterm Birth and Its Risk Factors

PubMed Central

Knight, Anna K.; Smith, Alicia K.

2016-01-01

A biomarker is a biological measure predictive of a normal or pathogenic process or response. Biomarkers are often useful for making clinical decisions and determining treatment course. One area where such biomarkers would be particularly useful is in identifying women at risk for preterm delivery and related pregnancy complications. Neonates born preterm have significant morbidity and mortality, both in the perinatal period and throughout the life course, and identifying women at risk of delivering preterm may allow for targeted interventions to prevent or delay preterm birth (PTB). In addition to identifying those at increased risk for preterm birth, biomarkers may be able to distinguish neonates at particular risk for future complications due to modifiable environmental factors, such as maternal smoking or alcohol use during pregnancy. Currently, there are no such biomarkers available, though candidate gene and epigenome-wide association studies have identified DNA methylation differences associated with PTB, its risk factors and its long-term outcomes. Further biomarker development is crucial to reducing the health burden associated with adverse intrauterine conditions and preterm birth, and the results of recent DNA methylation studies may advance that goal. PMID:27089367

Using a pedagogical approach to integrate evidence-based teaching in an undergraduate women's health course.

PubMed

Dawley, Katy; Bloch, Joan Rosen; Suplee, Patricia Dunphy; McKeever, Amy; Scherzer, Gerri

2011-06-01

Evidence-based practice (EBP) is promoted as a foundation for nursing practice. However, the 2005 U.S. survey of nurses revealed that they do not have requisite skills for EBP. PURPOSE AND GOALS: To evaluate a pedagogical approach aimed at (1) fostering undergraduate nursing students EBP competencies, and (2) identifying gaps in the literature to direct future women's health research. A secondary analysis of data abstracted from required EBP clinical journals for an undergraduate women's health course in which students (n = 198) were asked to find evidence to answer their clinical questions. Content analysis was used to identify main themes of the topics of inquiry. Students identified 1,808 clinical questions and 30.3% (n = 547) of these could not be answered or supported by evidence in the literature. This assignment was an important teaching and assessment tool for EBP. Questions reflected critical thinking and quest for in-depth knowledge to support nursing practice. Some students lacked skills in searching databases and a significant number of knowledge gaps were identified that can direct women's health research. Copyright ©2010 Sigma Theta Tau International.

Ethical dilemmas in personality assessment courses: using the classroom for in vivo training.

PubMed

Yalof, J; Brabender, V

2001-10-01

In this article, we argue that the student's first lessons in ethical decision making in personality assessment are in those assessment courses that have a practice component. In these courses, the student has an opportunity to experience in vivo how ethical problems are identified, addressed, and resolved. The faculty member's demonstration of a process wherein the ethical principles activated are highlighted and explored, will enable students to internalize a model for addressing future dilemmas. Four particular ethical situations are considered: (a) the students' procurement of personal experience with personality testing, (b) the identification of assessment participants, (c) the development of informed consent procedures for assessment participants, and (d) classroom presentations. This discussion does not provide concrete solutions to ethical problems but offers a consideration of the relevant ethical principles that any adequate solution must encompass.

Integrating Computational Science Tools into a Thermodynamics Course

NASA Astrophysics Data System (ADS)

Vieira, Camilo; Magana, Alejandra J.; García, R. Edwin; Jana, Aniruddha; Krafcik, Matthew

2018-01-01

Computational tools and methods have permeated multiple science and engineering disciplines, because they enable scientists and engineers to process large amounts of data, represent abstract phenomena, and to model and simulate complex concepts. In order to prepare future engineers with the ability to use computational tools in the context of their disciplines, some universities have started to integrate these tools within core courses. This paper evaluates the effect of introducing three computational modules within a thermodynamics course on student disciplinary learning and self-beliefs about computation. The results suggest that using worked examples paired to computer simulations to implement these modules have a positive effect on (1) student disciplinary learning, (2) student perceived ability to do scientific computing, and (3) student perceived ability to do computer programming. These effects were identified regardless of the students' prior experiences with computer programming.

A Metro Network for Educational Futures: State of the Process.

ERIC Educational Resources Information Center

Bleedorn, Berenice D.

This paper presents a history and description of an introductory college level survey course on the future. The objective of the course is to help students recognize the importance of considering the future in every category of learning. A new futures study curriculum at Metropolitan State University, St. Paul, Minnesota, was introduced in 1975.…

Findings and differential diagnosis of fetal intracranial haemorrhage and fetal ischaemic brain injury: what is the role of fetal MRI?

PubMed Central

Kennedy, Anne

2017-01-01

Ventriculomegaly (VM) is a non-specific finding on fetal imaging. Identification of the specific aetiology is important, as it affects prognosis and may even change the course of current or future pregnancies. In this review, we will focus on the application of fetal MRI to demonstrate intracranial haemorrhage and ischaemic brain injury as opposed to other causes of VM. MRI is able to identify the specific aetiology of VM with much more sensitivity and specificity than ultrasound and should be considered whenever VM is identified on obstetric ultrasound. Advances in both fetal and neonatal MRI have the potential to shed further light on mechanisms of brain injury and the impact of chronic hypoxia; such information may guide future interventions. PMID:27734711

Longitudinal phenotypes for alcoholism: Heterogeneity of course, early identifiers, and life course correlates.

PubMed

Jester, Jennifer M; Buu, Anne; Zucker, Robert A

2016-11-01

Alcoholism is a heterogeneous disorder; however, characterization of life-course variations in symptomatology is almost nonexistent, and developmentally early predictors of variations are very poorly characterized. In this study, the course of alcoholic symptomatology over 32 years is differentiated, and predictors and covariates of trajectory class membership are identified. A community sample of alcoholic and neighborhood matched control families, 332 men and 336 women, was recruited based on alcoholism in the men. Symptoms were assessed retrospectively at baseline (mean age = 32) back to age 15 and prospectively from baseline every 3 years for 15 years. Trajectory classes were established using growth mixture modeling. Men and women had very similarly shaped trajectory classes: developmentally limited (men: 29%, women: 42%), developmentally cumulative (men: 26%, women: 38%), young adult onset (men: 31%, women: 21%), and early onset severe (men: 13%). Three factors at age 15 predicted class membership: family history of alcoholism, age 15 symptoms, and level of childhood antisocial behavior. Numerous measures of drinking and other psychopathology were also associated with class membership. The findings suggest that clinical assessments can be crafted where the profile of current and historical information can predict not only severity of prognosis but also future moderation of symptoms and/or remission over intervals as long as decades.

Why Choose Teaching? an International Review of Empirical Studies Exploring Student Teachers' Career Motivations and Levels of Commitment to Teaching

ERIC Educational Resources Information Center

Heinz, Manuela

2015-01-01

Why do individuals all over the world choose to become school teachers? What motivates them to become educators of young people, and how committed are they to this cause when they enter their teacher education courses? Considering that teacher motivation and commitment have been identified as crucial factors for the future success of education and…

Monitoring the Future: National Results on Adolescent Drug Use. Overview of Key Findings, 2003. NIH Publication No. 04-5506

ERIC Educational Resources Information Center

Johnston, Lloyd D.; O'Malley, Patrick M.; Bachman, Jerald G.; Schulenberg, John E.

2004-01-01

Substance use by American young people remains a major concern for the nation. Smoking, drinking, and illicit drug use are leading causes of morbidity and mortality, both during adolescence and across the life course. How vigorously the nation responds to teenage substance use, how accurately it identifies the substance abuse problems that are…

Common Battlefield Training for Airmen

DTIC Science & Technology

2007-01-01

Independent Evaluation Analysis We developed three model courses that satisfied the training requirements for CBAT,4 based primarily on training materials ...individual subject-matter experts identified in their sorting or that the material from the Lessons Learned Database suggested9 refer to and apply the...shared experience that might or might not materialize in future operations. Finally, there have been questions regarding the best location for CBAT or

Solar Energy: Non-Residential Applications and Future Technology: Student Material. First Edition.

ERIC Educational Resources Information Center

Takacs, Robert; Orsak, Charles G., Jr.

Student materials are presented for the course, Non-Residential Applications and Future Technology, one of seven core courses in Navarro College's two-year associate degree program for solar technicians. First, introductory material discusses the form and objectives of the course and ways of using the student materials. Next, readings, worksheets,…

An audit of the sedation activity of participants following their attendance on SAAD conscious sedation courses.

PubMed

Walker, Peter

2013-01-01

The aim of this study was to analyse the results of a questionnaire given directly to participants of SAAD courses in 2011, and posted to previous participants, on their own use of conscious sedation. Apart from general interest, such data will help the SAAD Faculty to tailor the courses in future better to meet the needs of participants by providing insights into the attitudes and level of experience in sedation of course participants. Questionnaires were distributed to participants on all the 2011 SAAD courses and to all members of the dental team. In addition, the same questionnaire was posted to dentists who had attended courses in 2010 and 2007. In total 71% of the 157 dentists who completed questionnaires were providing conscious sedation in their practices. The most common technique used was intravenous sedation. Only 3% carried out any advanced techniques. 14% (n = 81) of dentists who had completed a SAAD course previously did not go on to use conscious sedation, and possible reasons for this are discussed. Participants' overall confidence in specific areas of sedation training were rated from 'good' to 'excellent' after completion of a SAAD course. Participants completing SAAD courses believe they have gained in confidence and in knowledge, and obtained the skills required to provide conscious sedation although some identify barriers which prevent them from putting these new skills into practice.

Tomorrow is Today: A Plan for Implementing the Study of the Future in the English Classroom.

ERIC Educational Resources Information Center

Thompson, David

This course, designed to help students explore serious thoughts about the future of society, is intended for an English literature class at the advanced secondary level. The course consists of nine interrelated modules that deal with the following topics: current predictions about the future, with special attention to the film "Future Shock";…

A Theme-Based Course: Hydrogen as the Fuel of the Future

ERIC Educational Resources Information Center

Shultz, Mary Jane; Kelly, Matthew; Paritsky, Leonid; Wagner, Julia

2009-01-01

A theme-based course focusing on the potential role of hydrogen as a future fuel is described. Numerous topics included in typical introductory courses can be directly related to the issue of hydrogen energy. Beginning topics include Avogadro's number, the mole, atomic mass, gas laws, and the role of electrons in chemical transformations. Reaction…

Different behavioral patterns of success for men and women in an online introductory science course: Addressing the course grade gender gap

NASA Astrophysics Data System (ADS)

Mead, C.; Horodyskyj, L.; Buxner, S.; Semken, S. C.; Anbar, A. D.

2016-12-01

In this study, we explore how data provided by an online learning environment can provide fine-grained behavioral context for the performance gender gap commonly observed in introductory college science courses. Previous studies reported that women earn lower grades than men in such courses, often ascribed to reduced engagement and resilience driven by sociocultural causes, such as stereotype threat. This may be exacerbated in courses graded primarily based on high-stakes exams. Here, we use student data (n = 1121) from Habitable Worlds, an online laboratory science course, to identify behavioral differences between men and women. In Habitable Worlds, students earn points from 30 "trainings," which are scored on completion, and 30 "applications," which are scored on correctness. The lack of high-stakes cumulative exams represents a valuable contrast with typical science courses in which gender gaps have been reported. Our data indicate that a gender gap exists even for these low-stakes assessments. Results of a generalized linear model show that course success among women is much more strongly predicted by training scores than by application scores, while those factors have roughly equal predictive value among men. Predicted success among women is also modulated by the total number of attempts made on questions throughout the course, where more attempts implies lower success (holding other factors constant). This relationship is non-significant for men. Our interpretation of these model results is that obstacles such as stereotype threat represent a tax for women on effort and engagement, such that equivalent effort yields lesser success than for men. Thus, the women who do succeed differ sharply from lower performing women on indicators of effort. Future work should build on this result both as an indicator of conditions under which women are more likely to succeed and as a way to more quickly identify students who may struggle.

Predicting United States Medical Licensure Examination Step 2 clinical knowledge scores from previous academic indicators.

PubMed

Monteiro, Kristina A; George, Paul; Dollase, Richard; Dumenco, Luba

2017-01-01

The use of multiple academic indicators to identify students at risk of experiencing difficulty completing licensure requirements provides an opportunity to increase support services prior to high-stakes licensure examinations, including the United States Medical Licensure Examination (USMLE) Step 2 clinical knowledge (CK). Step 2 CK is becoming increasingly important in decision-making by residency directors because of increasing undergraduate medical enrollment and limited available residency vacancies. We created and validated a regression equation to predict students' Step 2 CK scores from previous academic indicators to identify students at risk, with sufficient time to intervene with additional support services as necessary. Data from three cohorts of students (N=218) with preclinical mean course exam score, National Board of Medical Examination subject examinations, and USMLE Step 1 and Step 2 CK between 2011 and 2013 were used in analyses. The authors created models capable of predicting Step 2 CK scores from academic indicators to identify at-risk students. In model 1, preclinical mean course exam score and Step 1 score accounted for 56% of the variance in Step 2 CK score. The second series of models included mean preclinical course exam score, Step 1 score, and scores on three NBME subject exams, and accounted for 67%-69% of the variance in Step 2 CK score. The authors validated the findings on the most recent cohort of graduating students (N=89) and predicted Step 2 CK score within a mean of four points (SD=8). The authors suggest using the first model as a needs assessment to gauge the level of future support required after completion of preclinical course requirements, and rescreening after three of six clerkships to identify students who might benefit from additional support before taking USMLE Step 2 CK.

Training as a Component of the Consulting Contract: A Report from the Conference on Environment and Development: The Future for Consulting Firms, December 7-8, 1982, Houston, Texas.

ERIC Educational Resources Information Center

Carpenter, Richard A.; Dixon, John A.

1984-01-01

Expatriate consultants are employed in developing countries to perform assessments of the consequences to natural resources and the environment of projects for economic development. In addition, a training component can be added during the course of consultancies. Some of the barriers to successful training are identified and explored. (Author/JN)

The Intramuscular Course of the Greater Occipital Nerve: Novel Findings with Potential Implications for Operative Interventions and Occipital Neuralgia

PubMed Central

Tubbs, R. Shane; Watanabe, Koichi; Loukas, Marios; Cohen-Gadol, Aaron A.

2014-01-01

Background: A better understanding of the etiologies of occipital neuralgia would help the clinician treat patients with this debilitating condition. Since few studies have examined the muscular course of the greater occipital nerve (GON), this study was performed. Methods: Thirty adult cadaveric sides underwent dissection of the posterior occiput with special attention to the intramuscular course of the GON. Nerves were typed based on their muscular course. Results: The GON traveled through the trapezius (type I; n = 5, 16.7%) or its aponeurosis (type II; n = 15, 83.3%) to become subcutaneous. Variations in the subtrapezius muscular course were found in 10 (33%) sides. In two (6.7%) sides, the GON traveled through the lower edge of the inferior capitis oblique muscle (subtype a). On five (16.7%) sides, the GON coursed through a tendinous band of the semispinalis capitis, not through its muscular fibers (subtype b). On three (10%) sides the GON bypassed the semispinalis capitis muscle to travel between its most medial fibers and the nuchal ligament (subtype c). For subtypes, eight were type II courses (through the aponeurosis of the trapezius), and two were type I courses (through the trapezius muscle). The authors identified two type IIa courses, four type IIb courses, and two type IIc courses. Type I courses included one type Ib and one type Ic courses. Conclusions: Variations in the muscular course of the GON were common. Future studies correlating these findings with the anatomy in patients with occipital neuralgia may elucidate nerve courses vulnerable to nerve compression. This enhanced classification scheme describes the morphology in this region and allows more specific communications about GON variations. PMID:25422783

Sources of Self-efficacy in a Science Methods Course for Primary Teacher Education Students

NASA Astrophysics Data System (ADS)

Palmer, D. H.

2006-12-01

Self-efficacy has been shown to be an issue of concern for primary teacher education students - many of them have low self-efficacy and this can negatively affect their future teaching of science. Previous research has identified four factors that may contribute towards self-efficacy: enactive mastery experiences, vicarious experiences, verbal persuasion and physiological/affective states. It could also be argued that there are additional sources of self-efficacy that apply to primary teacher education students, namely cognitive content mastery, cognitive pedagogical mastery and simulated modelling. The main purpose of the present paper was to investigate the relative importance of the various sources of self-efficacy in a primary science methods course. Data on changes in self-efficacy and sources of self-efficacy were collected throughout the course using formal and informal surveys. It was found that the main source of self-efficacy was cognitive pedagogical mastery.

Learning through loss: implementing lossography narratives in death education.

PubMed

Bolkan, Cory; Srinivasan, Erica; Dewar, Alexis R; Schubel, Stacey

2015-01-01

Students may have a greater willingness to discuss issues of death and loss through written assignments; however, there is little guidance for instructors regarding how to manage these sensitive assignments, nor how students benefit from them. The authors implemented and evaluated a "lossography" assignment in an undergraduate thanatology course in which students wrote about their losses and anonymously shared these narratives with their classmates. Although many themes of loss emerged, the most frequently reported significant loss was death of a grandparent. Additionally, most significant losses occurred in childhood/adolescence. Prominent themes related to student learning included gaining self-awareness, knowledge about grief responses, and compassion for others. Students (N = 64) also completed a survey reflecting on their course learning. Of all aspects of course delivery, 44% identified the lossography as the most beneficial, whereas 97% recommended this assignment for future students. The implications of the assignment for death education are also discussed.

Identifying potential dropouts from college physics classes

NASA Astrophysics Data System (ADS)

Wollman, Warren; Lawrenz, Frances

Hudson and Rottman (1981) established that mathematics ability is probably a secondary factor influencing dropout from college physics courses. Other factors remain to be found for predicting who will drop out or at least have difficulty with the course. When mathematics ability is coupled with general indicators of performance (total GPA and ACT natural science), prediction of performance for those who complete the course is substantially improved. Moreover, discriminant analyses reveal who will have at least some difficulty, but not who will drop out. The problem of isolating specific weaknesses of students who have difficulty persists. Physics achievement appears to depend on mathematics ability only to the extent that students possess the ability to utilize mathematics knowledge for solving physics problems. Identification of the specific aspects of this ability as well as the specific deficiencies leading to dropout should be the object of future research. For the present, interviews might be more revealing than group testing methods.

Use of Future Scenarios as a Pedagogical Approach for Science Teacher Education

NASA Astrophysics Data System (ADS)

Paige, Kathryn; Lloyd, David

2016-04-01

Futures studies is usually a transdisciplinary study and as such embraces the physical world of the sciences and system sciences and the subjective world of individuals and cultures, as well as the time dimension—past, present and futures. Science education, where student interests, opportunities and challenges often manifest themselves, can provide a suitable entry point for futures work. In this paper, we describe how we have used futures themes, concepts and techniques both implicitly and explicitly in our undergraduate middle school teacher education courses and, in particular, science curriculum and general studies courses. Taking a critical orientation to the past and the present in these courses enables the future to be more than a mere reproduction of the status quo and opens up a range of possible futures in the areas of current interest. For example, having studied middle school teaching and learning in mathematics and science, students explore the past, present and possible future of a natural part of a university campus. In a general studies course on the science of the Earth's atmosphere, students construct a normative futures scenario on living in a changing climate. One way to gain insight into an uncertain future is to construct scenarios. This technique has been used since the 1970s to bring issues of environment and development—areas with strong science content—to the attention of both scientists and policymakers.

Characterizing, modeling, and addressing gender disparities in introductory college physics

NASA Astrophysics Data System (ADS)

Kost-Smith, Lauren Elizabeth

2011-12-01

The underrepresentation and underperformance of females in physics has been well documented and has long concerned policy-makers, educators, and the physics community. In this thesis, we focus on gender disparities in the first- and second-semester introductory, calculus-based physics courses at the University of Colorado. Success in these courses is critical for future study and careers in physics (and other sciences). Using data gathered from roughly 10,000 undergraduate students, we identify and model gender differences in the introductory physics courses in three areas: student performance, retention, and psychological factors. We observe gender differences on several measures in the introductory physics courses: females are less likely to take a high school physics course than males and have lower standardized mathematics test scores; males outscore females on both pre- and post-course conceptual physics surveys and in-class exams; and males have more expert-like attitudes and beliefs about physics than females. These background differences of males and females account for 60% to 70% of the gender gap that we observe on a post-course survey of conceptual physics understanding. In analyzing underlying psychological factors of learning, we find that female students report lower self-confidence related to succeeding in the introductory courses (self-efficacy) and are less likely to report seeing themselves as a "physics person". Students' self-efficacy beliefs are significant predictors of their performance, even when measures of physics and mathematics background are controlled, and account for an additional 10% of the gender gap. Informed by results from these studies, we implemented and tested a psychological, self-affirmation intervention aimed at enhancing female students' performance in Physics 1. Self-affirmation reduced the gender gap in performance on both in-class exams and the post-course conceptual physics survey. Further, the benefit of the self-affirmation was strongest for females who endorsed the stereotype that men do better than women in physics. The findings of this thesis suggest that there are multiple factors that contribute to the underperformance of females in physics. Establishing this model of gender differences is a first step towards increasing females' participation and performance in physics, and can be used to guide future interventions to address the disparities.

The Case of Web-Based Course on Taxation: Current Status, Problems and Future Improvement

NASA Astrophysics Data System (ADS)

Qin, Zhigang

This paper mainly introduces the case of the web-based course on taxation developed by Xiamen University. We analyze the current status, problems and future improvement of the web-based course. The web-based course has the basic contents and modules, but it has several problems including unclear object, lacking interaction, lacking examination module, lacking study management module, and the learning materials and the navigation are too simple. According to its problems, we put forward the measures to improve it.

Knowledge attainment, perceptions, and professionalism in participants completing the didactic phase of an Army reserve critical care nursing residency program.

PubMed

Wynd, C A; Gotschall, W

2000-04-01

Combat hospitals in today's Army demand nurses with critical care nursing "8A" additional skills identifiers. The intensity of future wars and operations other than war, together with highly technological weapons, forecast a large number of casualties evacuated rapidly from combat with wounds that require skillful and intensive nursing care. Many of the critical care nurses providing future care are positioned in the reserve components and require creative approaches to education and training concentrated into one weekend per month. An Army Reserve critical care nursing residency program was designed in one midwestern combat support hospital. The didactic course, phase I, was evaluated for effectiveness in achieving outcomes of increased knowledge attainment, enhanced perceptions of critical care nursing, and higher degrees of professionalism. Twenty-seven registered nurses completed the course, and 30 nurses from the same hospital served as controls. A repeated-measures analysis examined outcomes before intervention (time 1), at course completion (time 2), and at a 6-month follow-up (time 3). The course was effective at increasing scores on knowledge attainment and perceptions of critical care nursing; however; professionalism scores were initially high and remained so throughout the study. This research extends information about critical care nursing education and evaluates a training mechanism for meeting the unique requirements and time constraints of nurses in the reserve components who need to provide a high level of skill to soldiers in combat.

Assessment approaches in massive open online courses: Possibilities, challenges and future directions

NASA Astrophysics Data System (ADS)

Xiong, Yao; Suen, Hoi K.

2018-03-01

The development of massive open online courses (MOOCs) has launched an era of large-scale interactive participation in education. While massive open enrolment and the advances of learning technology are creating exciting potentials for lifelong learning in formal and informal ways, the implementation of efficient and effective assessment is still problematic. To ensure that genuine learning occurs, both assessments for learning (formative assessments), which evaluate students' current progress, and assessments of learning (summative assessments), which record students' cumulative progress, are needed. Providers' more recent shift towards the granting of certificates and digital badges for course accomplishments also indicates the need for proper, secure and accurate assessment results to ensure accountability. This article examines possible assessment approaches that fit open online education from formative and summative assessment perspectives. The authors discuss the importance of, and challenges to, implementing assessments of MOOC learners' progress for both purposes. Various formative and summative assessment approaches are then identified. The authors examine and analyse their respective advantages and disadvantages. They conclude that peer assessment is quite possibly the only universally applicable approach in massive open online education. They discuss the promises, practical and technical challenges, current developments in and recommendations for implementing peer assessment. They also suggest some possible future research directions.

Childhood and Adolescent Adversity and Cardiometabolic Outcomes: A Scientific Statement From the American Heart Association.

PubMed

Suglia, Shakira F; Koenen, Karestan C; Boynton-Jarrett, Renée; Chan, Paul S; Clark, Cari J; Danese, Andrea; Faith, Myles S; Goldstein, Benjamin I; Hayman, Laura L; Isasi, Carmen R; Pratt, Charlotte A; Slopen, Natalie; Sumner, Jennifer A; Turer, Aslan; Turer, Christy B; Zachariah, Justin P

2018-01-30

Adverse experiences in childhood and adolescence, defined as subjectively perceived threats to the safety or security of the child's bodily integrity, family, or social structures, are known to be associated with cardiometabolic outcomes over the life course into adulthood. This American Heart Association scientific statement reviews the scientific literature on the influence of childhood adversity on cardiometabolic outcomes that constitute the greatest public health burden in the United States, including obesity, hypertension, type 2 diabetes mellitus, and cardiovascular disease. This statement also conceptually outlines pathways linking adversity to cardiometabolic health, identifies evidence gaps, and provides suggestions for future research to inform practice and policy. We note that, despite a lack of objective agreement on what subjectively qualifies as exposure to childhood adversity and a dearth of prospective studies, substantial evidence documents an association between childhood adversity and cardiometabolic outcomes across the life course. Future studies that focus on mechanisms, resiliency, and vulnerability factors would further strengthen the evidence and provide much-needed information on targets for effective interventions. Given that childhood adversities affect cardiometabolic health and multiple health domains across the life course, interventions that ameliorate these initial upstream exposures may be more appropriate than interventions remediating downstream cardiovascular disease risk factor effects later in life. © 2017 American Heart Association, Inc.

Basic Communication Course Annual. Volume 2.

ERIC Educational Resources Information Center

Hugenberg, Lawrence W., Ed.

This annual collection contains essays relating to instruction in the basic communication course, grading in the basic communication course, evaluating the basic communication course, and the "state" of the basic communication course. Papers in the collection include: "The Future of the Basic Course" (Judy C. Pearson and Paul…

Blended learning in chemistry laboratory courses: Enhancing learning outcomes and aligning student needs with available resources

NASA Astrophysics Data System (ADS)

Burchett, Shayna Brianne

Freshman science courses are intended to prepare students for the rigor and expectations of subsequent college science. While secondary education aims to prepare students for the college curriculum, many incoming freshman lack the sense of responsibility for their own learning that is essential for success in a college-level course. The freshman general-chemistry laboratory course at Missouri University of Science and Technology (Missouri S&T) was identified as a bottleneck course with a demand beyond accommodation capacity. To address the bottleneck and develop a sense of learner responsibility, a decision was made to investigate laboratory course delivery strategies. As a result of the investigation into delivery strategies, a blended freshman general-chemistry laboratory course was designed and implemented at Missouri S&T, which increased student access to the bottleneck course and improved learner engagement while meeting American Chemical Society (ACS) guidelines. The implementation of the Missouri S&T project and its continued evolution at other institutions have a great potential to provide insight on the impact of blended teaching on learner success. This dissertation describes research and design of a blended laboratory course that economically improves capacity while intentionally focusing pedagogy to support learner success, meet industry expectations, and maintain ACS certification. To evaluate success, the project documented and analyzed student performance during the development of the transformation to a blended freshman chemistry laboratory course at Missouri S&T. The findings support the efficacy of the blended teaching model and offer a structure upon which future courses may build.

Exploring Future Teachers' Awareness, Competence, Confidence, and Attitudes Regarding Teaching Online: Incorporating Blended/Online Experience into the "Teaching and Learning in Higher Education" Course for Graduate Students

ERIC Educational Resources Information Center

Sheffield, Suzanne Le-May; McSweeney, Jill Marie; Panych, Aaron

2015-01-01

Dalhousie University's Centre for Learning and Teaching offers a Certificate in University Teaching and Learning, which includes a 12-week course entitled "Teaching and Learning in Higher Education." This course provides the certificate's theory component and has evolved to reflect the changing needs of future educators. One significant…

Progress feedback and the OQ-system: The past and the future.

PubMed

Lambert, Michael J

2015-12-01

A serious problem in routine clinical practice is clinician optimism about the benefit clients derive from the therapy that they offer compared to measured benefits. The consequence of seeing the silver lining is a failure to identify cases that, in the end, leave treatment worse-off than when they started or are simply unaffected. It has become clear that some methods of measuring, monitoring, and providing feedback to clinicians about client mental health status over the course of routine care improves treatment outcomes for clients at risk of treatment failure (Shimokawa, Lambert, & Smart, 2010) and thus is a remedy for therapist optimism by identifying cases at risk for poor outcomes. The current article presents research findings related to use of the Outcome Questionnaire-45 and Clinical Support Tools for this purpose. The necessary characteristics of feedback systems that work to benefit client's well-being are identified. In addition, suggestions for future research and use in routine care are presented. (c) 2015 APA, all rights reserved).

[Nursing education in Taiwan: the current situation and prospects for the future].

PubMed

Lu, Meei-Shiow

2004-08-01

Two factors which have a close bearing on nursing education are social and technological change. How nursing education meets social needs and how nursing students are best equipped with professional knowledge, attitudes, and skills in a rapidly changing society have become important issues. The purposes of this paper are to describe the current state of nursing education and to identify problems that need to be solved, including the complexity of the educational system, the quality and quantity of nursing manpower, the degree of compatibility between the aims of education and future social needs, the quality of nursing educators, courses and course delivery, and the clinical competence of nursing graduates. Based on the paradigm shifts of International Medical Care and higher education described by McBride, several suggestions for future educational reform are proposed, including simplifying the educational system, improving the development of both the quality and quantity of nursing manpower, matching educational aims with future social needs, bridging the gap between theory and clinical practice, promoting both instructional and clinical skills among nursing educators and enhancing the ability of graduates to deal with a contingency strain. It is expected that in order to meet the challenges presented by a rapidly changing society, nursing educators will have to develop a mixed role including clinical proficiency, outstanding research skills, and excellent leadership skills.

Epidemiology of Recurrent Acute and Chronic Pancreatitis: Similarities and Differences.

PubMed

Machicado, Jorge D; Yadav, Dhiraj

2017-07-01

Emerging data in the past few years suggest that acute, recurrent acute (RAP), and chronic pancreatitis (CP) represent a disease continuum. This review discusses the similarities and differences in the epidemiology of RAP and CP. RAP is a high-risk group, comprised of individuals at varying risk of progression. The premise is that RAP is an intermediary stage in the pathogenesis of CP, and a subset of RAP patients during their natural course transition to CP. Although many clinical factors have been identified, accurately predicting the probability of disease course in individual patients remains difficult. Future studies should focus on providing more precise estimates of the risk of disease transition in a cohort of patients, quantification of clinical events during the natural course of disease, and discovery of biomarkers of the different stages of the disease continuum. Availability of clinically relevant endpoints and linked biomarkers will allow more accurate prediction of the natural course of disease over intermediate- or long-term-based characteristics of an individual patient. These endpoints will also provide objective measures for use in clinical trials of interventions that aim to alter the natural course of disease.

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

PubMed

Whitesman, Simon; Mash, Robert

2016-11-09

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

Cost-Benefit Analysis of a Bridge to Integrate the Management of Technical Information for Producing Technical Manuals and Training Courses

DTIC Science & Technology

2010-11-01

Philadelphia, and all Computer-Based Training (CBT) courses delivered by Navy eLearning (NeL), a part of the Naval Education and Training Command (NETC...concentrated exclu- sively on the benefit side—whether the Bridge would save money in producing future technical manuals and training courses. It...of $78.1 million in 10-year costs: a savings of $86.8 million in producing future HM&E manuals and NeL-delivered courses less $8.7 million in

Assessment of Course-Based Undergraduate Research Experiences: A Meeting Report

PubMed Central

Auchincloss, Lisa Corwin; Laursen, Sandra L.; Branchaw, Janet L.; Eagan, Kevin; Graham, Mark; Hanauer, David I.; Lawrie, Gwendolyn; McLinn, Colleen M.; Pelaez, Nancy; Rowland, Susan; Towns, Marcy; Trautmann, Nancy M.; Varma-Nelson, Pratibha; Weston, Timothy J.; Dolan, Erin L.

2014-01-01

The Course-Based Undergraduate Research Experiences Network (CUREnet) was initiated in 2012 with funding from the National Science Foundation program for Research Coordination Networks in Undergraduate Biology Education. CUREnet aims to address topics, problems, and opportunities inherent to integrating research experiences into undergraduate courses. During CUREnet meetings and discussions, it became apparent that there is need for a clear definition of what constitutes a CURE and systematic exploration of what makes CUREs meaningful in terms of student learning. Thus, we assembled a small working group of people with expertise in CURE instruction and assessment to: 1) draft an operational definition of a CURE, with the aim of defining what makes a laboratory course or project a “research experience”; 2) summarize research on CUREs, as well as findings from studies of undergraduate research internships that would be useful for thinking about how students are influenced by participating in CUREs; and 3) identify areas of greatest need with respect to CURE assessment, and directions for future research on and evaluation of CUREs. This report summarizes the outcomes and recommendations of this meeting. PMID:24591501

A Qualitative Evaluation of an Online Expert-Facilitated Course on Tobacco Dependence Treatment.

PubMed

Ebn Ahmady, Arezoo; Barker, Megan; Dragonetti, Rosa; Fahim, Myra; Selby, Peter

2017-01-01

Qualitative evaluations of courses prove difficult due to low response rates. Online courses may permit the analysis of qualitative feedback provided by health care providers (HCPs) during and after the course is completed. This study describes the use of qualitative methods for an online continuing medical education (CME) course through the analysis of HCP feedback for the purpose of quality improvement. We used formative and summative feedback from HCPs about their self-reported experiences of completing an online expert-facilitated course on tobacco dependence treatment (the Training Enhancement in Applied Cessation Counselling and Health [TEACH] Project). Phenomenological, inductive, and deductive approaches were applied to develop themes. QSR NVivo 11 was used to analyze the themes derived from free-text comments and responses to open-ended questions. A total of 277 out of 287 participants (96.5%) completed the course evaluations and provided 690 comments focused on how to improve the program. Five themes emerged from the formative evaluations: overall quality, content, delivery method, support, and time. The majority of comments (22.6%) in the formative evaluation expressed satisfaction with overall course quality. Suggestions for improvement were mostly for course content and delivery method (20.4% and 17.8%, respectively). Five themes emerged from the summative evaluation: feedback related to learning objectives, interprofessional collaboration, future topics of relevance, overall modifications, and overall satisfaction. Comments on course content, website function, timing, and support were the identified areas for improvement. This study provides a model to evaluate the effectiveness of online educational interventions. Significantly, this constructive approach to evaluation allows CME providers to take rapid corrective action.

A Qualitative Evaluation of an Online Expert-Facilitated Course on Tobacco Dependence Treatment

PubMed Central

Ebn Ahmady, Arezoo; Barker, Megan; Dragonetti, Rosa; Fahim, Myra; Selby, Peter

2017-01-01

Qualitative evaluations of courses prove difficult due to low response rates. Online courses may permit the analysis of qualitative feedback provided by health care providers (HCPs) during and after the course is completed. This study describes the use of qualitative methods for an online continuing medical education (CME) course through the analysis of HCP feedback for the purpose of quality improvement. We used formative and summative feedback from HCPs about their self-reported experiences of completing an online expert-facilitated course on tobacco dependence treatment (the Training Enhancement in Applied Cessation Counselling and Health [TEACH] Project). Phenomenological, inductive, and deductive approaches were applied to develop themes. QSR NVivo 11 was used to analyze the themes derived from free-text comments and responses to open-ended questions. A total of 277 out of 287 participants (96.5%) completed the course evaluations and provided 690 comments focused on how to improve the program. Five themes emerged from the formative evaluations: overall quality, content, delivery method, support, and time. The majority of comments (22.6%) in the formative evaluation expressed satisfaction with overall course quality. Suggestions for improvement were mostly for course content and delivery method (20.4% and 17.8%, respectively). Five themes emerged from the summative evaluation: feedback related to learning objectives, interprofessional collaboration, future topics of relevance, overall modifications, and overall satisfaction. Comments on course content, website function, timing, and support were the identified areas for improvement. This study provides a model to evaluate the effectiveness of online educational interventions. Significantly, this constructive approach to evaluation allows CME providers to take rapid corrective action. PMID:28992759

Teacher candidates in an online post-baccalaureate science methods course: Implications for teaching science inquiry with technology

NASA Astrophysics Data System (ADS)

Colon, Erica L.

Online learning is becoming more prevalent in today's education and is changing the way students learn and instructors teach. This study proposed using an informative case study design within a multilevel conceptual framework as teacher candidates were learning to teach and use science inquiry while in an online post-baccalaureate science methods course. The purposes were to (a) explore whether the teacher candidates had a thorough understanding of scientific inquiry and how to implement higher-order thinking skills, (b) examine whether or not the teacher candidates used a variety of computer-based instructional technologies when choosing instructional objectives, and (c) identify barriers that impede teacher candidates from using science inquiry or technology singly, or the ability to incorporate technology into learning science inquiry. The findings indicate that an online approach in preparing science teachers holds great potential for using innovative technology to teach science inquiry. First, the teacher candidates did incorporate essential features of classroom inquiry, however it was limited and varied in the type of inquiry used. Second, of the 86 lesson plans submitted by the teacher candidates, less than twelve percent of the learning objectives involved higher-order skills that promoted science inquiry. Third, results supported that when using technology in their lesson planning, participants had widely varying backgrounds in reference to their familiarity with technology. However, even though each participant used some form or another, the technology used was fairly low level. Finally, when discussing implementing inquiry-based science in the lesson plans, this study identified time as a reason that participants may not be pushing for more inquiry-based lessons. The researcher also identifies that school placements were a huge factor in the amount of inquiry-based skills coded in the lesson plans. The study concludes that online teacher preparation programs hold promise for teacher candidates by providing them knowledge and strategies for implementing innovative technologies to teach science inquiry when designing curriculum. By identifying specific implications for methods course design and implementation, as well as future research, this study contributes to teacher education improvement efforts, and therefore supports changing learning styles of their future students, so-called the iGeneration.

Courses in Modern Physics for Non-science Majors, Future Science Teachers, and Biology Students

NASA Astrophysics Data System (ADS)

Zollman, Dean

2001-03-01

For the past 15 years Kansas State University has offered a course in modern physics for students who are not majoring in physics. This course carries a prerequisite of one physics course so that the students have a basic introduction in classical topics. The majors of students range from liberal arts to engineering. Future secondary science teachers whose first area of teaching is not physics can use the course as part of their study of science. The course has evolved from a lecture format to one which is highly interactive and uses a combination of hands-on activities, tutorials and visualizations, particularly the Visual Quantum Mechanics materials. Another course encourages biology students to continue their physics learning beyond the introductory course. Modern Miracle Medical Machines introduces the basic physics which underlie diagnosis techniques such as MRI and PET and laser surgical techniques. Additional information is available at http://www.phys.ksu.edu/perg/

Lessons learnt from a MOOC about social media for digital health literacy.

PubMed

Atique, Suleman; Hosueh, Mowafa; Fernandez-Luque, Luis; Gabarron, Elia; Wan, Marian; Singh, Onkar; Traver Salcedo, Vicente; Li, Yu-Chuan Jack; Shabbir, Syed-Abdul

2016-08-01

Nowadays, the Internet and social media represent prime channels for health information seeking and peer support. However, benefits of health social media can be reduced by low digital health literacy. We designed a massive open online course (MOOC) course about health social media to increase the students' digital health literacy. In this course, we wanted to explore the difficulties confronted by the MOOC users in relation to accessing quality online health information and to propose methods to overcome the issues. An online survey was carried out to assess the students' digital health literacy. This survey was one of the activities for the enrolled learners in an online course entitled "Social Media in Health Care" on "FutureLearn", one of the popular MOOC platforms. The course was hosted by Taipei Medical University, Taiwan. Data from a total of 300 respondents were collected through the online survey from 14 December 2015 to 10 January 2016. Most participants (61%) considered finding online health information is easy or very easy, while 39% were unsure or found it difficult to retrieve online health information. Most (63%) were not sure about judging whether available information can be used for making health decisions. This study indicates a demand for more training to increase skills to improve the capability of health consumers to identify trustworthy, useful health information. More research to understand the health information seeking process will be crucial in identifying the skillsets that need to be further developed. MOOCs about digital health can be a great source of knowledge when it comes to studying patients' needs.

Needs assessment final report

NASA Technical Reports Server (NTRS)

Sepulveda, Jose A.

1992-01-01

The stated purposes of the Management Science Faculty Fellowship Project were to: (1) provide a comprehensive analysis of KSC management training for engineers and other management professionals from project/program lead through executive levels; and (2) development of evaluation methodologies which can be used to perform ongoing program-wide course-to-course assessments. This report will focus primarily in the first stated purpose for the project. Ideally, the analysis of KSC management training will build in the current system and efficiently propose improvements to achieve existing goals and objectives while helping to identify new visions and new outcomes for the Center's Management Training Mission. Section 2 describes the objectives, approach, and specific tasks used to analyze KSC's Management training System. Section 3 discusses the main conclusions derived from an analysis of the available training data. Section 4 discusses the characteristics and benefits envisioned for a Management Training System. Section 5 proposes a Training System as identified by the results of a Needs Assessment exercise conducted at KSC this summer. Section 6 presents a number of recommendations for future work.

A survey of pedagogical approaches and quality mechanisms used in education programs for mental health professionals.

PubMed

McCann, Edward; Higgins, Agnes; Maguire, Gerry; Alexander, Jane; Watts, Mike; Creaner, Mary; Rani, Shobha

2012-09-01

The provision of high-quality education and training that is responsive, relevant, accessible and evidence based is critical if the vision for quality mental health services presented in recent policy initiatives in Ireland is to be fulfilled. This paper reports the findings related to pedagogical approaches and quality assurance mechanisms utilized within mental health education. The study involved canvassing all Higher Education Institutions in Ireland. A total of 227 courses in 31 educational institutes were identified and 149 questionnaires were returned from 129 Course Coordinators. Various quality processes were identified in existing programs; however, formal feedback from service providers, service users and carers was seldom reported. Ongoing evaluation and quality assurance strategies are a key element of governance and there is a need to develop strategies that explore the impact of education programs on mental health education and health outcomes. Recommendations are made in terms of future interprofessional mental health education and practice.

Profiles of Motivated Self-Regulation in College Computer Science Courses: Differences in Major versus Required Non-Major Courses

NASA Astrophysics Data System (ADS)

Shell, Duane F.; Soh, Leen-Kiat

2013-12-01

The goal of the present study was to utilize a profiling approach to understand differences in motivation and strategic self-regulation among post-secondary STEM students in major versus required non-major computer science courses. Participants were 233 students from required introductory computer science courses (194 men; 35 women; 4 unknown) at a large Midwestern state university. Cluster analysis identified five profiles: (1) a strategic profile of a highly motivated by-any-means good strategy user; (2) a knowledge-building profile of an intrinsically motivated autonomous, mastery-oriented student; (3) a surface learning profile of a utility motivated minimally engaged student; (4) an apathetic profile of an amotivational disengaged student; and (5) a learned helpless profile of a motivated but unable to effectively self-regulate student. Among CS majors and students in courses in their major field, the strategic and knowledge-building profiles were the most prevalent. Among non-CS majors and students in required non-major courses, the learned helpless, surface learning, and apathetic profiles were the most prevalent. Students in the strategic and knowledge-building profiles had significantly higher retention of computational thinking knowledge than students in other profiles. Students in the apathetic and surface learning profiles saw little instrumentality of the course for their future academic and career objectives. Findings show that students in STEM fields taking required computer science courses exhibit the same constellation of motivated strategic self-regulation profiles found in other post-secondary and K-12 settings.

Strengthening capacity to research the social determinants of health in low- and middle-income countries: lessons from the INTREC programme.

PubMed

Henschke, Nicholas; Mirny, Anna; Haafkens, Joke A; Ramroth, Heribert; Padmawati, Siwi; Bangha, Martin; Berkman, Lisa; Trisnantoro, Laksono; Blomstedt, Yulia; Becher, Heiko; Sankoh, Osman; Byass, Peter; Kinsman, John

2017-05-25

The INDEPTH Training & Research Centres of Excellence (INTREC) collaboration developed a training programme to strengthen social determinants of health (SDH) research in low- and middle-income countries (LMICs). It was piloted among health- and demographic researchers from 9 countries in Africa and Asia. The programme followed a blended learning approach and was split into three consecutive teaching blocks over a 12-month period: 1) an online course of 7 video lectures and assignments on the theory of SDH research; 2) a 2-week qualitative and quantitative methods workshop; and 3) a 1-week data analysis workshop. This report aims to summarise the student evaluations of the pilot and to suggest key lessons for future approaches to strengthen SDH research capacity in LMICs. Semi-structured interviews and questionnaires with 24 students from 9 countries in Africa and Asia were used to evaluate each teaching block. Information was collected about the students' motivation and interest in studying SDH, any challenges they faced during the consecutive teaching blocks, and suggestions they had for future courses on SDH. Of the 24 students who began the programme, 13 (54%) completed all training activities. The students recognised the need for such a course and its potential to improve their skills as health researchers. The main challenges with the online course were time management, prior knowledge and skills required to participate in the course, and the need to get feedback from teaching staff throughout the learning process. All students found the face-to-face workshops to be of high quality and value for their work, because they offered an opportunity to clarify SDH concepts taught during the online course and to gain practical research skills. After the final teaching block, students felt they had improved their data analysis skills and were better able to develop research proposals, scientific manuscripts, and policy briefs. The INTREC programme has trained a promising cadre of health researchers who live and work in LMICs, which is an essential component of efforts to identify and reduce national and local level health inequities. Time management and technological issues were the greatest challenges, which can inform future attempts to strengthen research capacity on SDH.

The Evolving Urban Community and Military Installations: A Dynamic Spatial Decision Support System for Sustainable Military Communities

DTIC Science & Technology

2007-01-01

focus on identifying growth by income and housing costs. These, and other models are focused on the city itself and deal with growth over the course...2. This model employs a set of econometric models to project future population, household, and employment. The landscape is gridded into one... model in LEAM (LEAMecon) forecasts changes in output, employment and income over time based on changes in the market, technology, productivity and

Online learning for faculty development: a review of the literature.

PubMed

Cook, David A; Steinert, Yvonne

2013-11-01

With the growing presence of computers and Internet technologies in personal and professional lives, it seems prudent to consider how online learning has been and could be harnessed to promote faculty development. Discuss advantages and disadvantages of online faculty development, synthesize what is known from studies involving health professions faculty members, and identify next steps for practice and future research. We searched MEDLINE for studies describing online instruction for developing teaching, leadership, and research skills among health professions faculty, and synthesized these in a narrative review. We found 20 articles describing online faculty development initiatives for health professionals, including seven quantitative comparative studies, four studies utilizing defined qualitative methods, and nine descriptive studies reporting anecdotal lessons learned. These programs addressed diverse topics including clinical teaching, educational assessment, business administration, financial planning, and research skills. Most studies enrolled geographically-distant learners located in different cities, provinces, or countries. Evidence suggests that online faculty development is at least comparable to traditional training, but learner engagement and participation is highly variable. It appears that success is more likely when the course addresses a relevant need, facilitates communication and social interaction, and provides time to complete course activities. Although we identified several practical recommendations for success, the evidence base for online faculty development is sparse and insubstantial. Future research should include rigorous, programmatic, qualitative and quantitative investigations to understand the principles that govern faculty member engagement and success.

Developmental Origins, Epigenetics, and Equity: Moving Upstream.

PubMed

Wallack, Lawrence; Thornburg, Kent

2016-05-01

The Developmental Origins of Health and Disease and the related science of epigenetics redefines the meaning of what constitutes upstream approaches to significant social and public health problems. An increasingly frequent concept being expressed is "When it comes to your health, your zip code may be more important than your genetic code". Epigenetics explains how the environment-our zip code-literally gets under our skin, creates biological changes that increase our vulnerability for disease, and even children's prospects for social success, over their life course and into future generations. This science requires us to rethink where disease comes from and the best way to promote health. It identifies the most fundamental social equity issue in our society: that initial social and biological disadvantage, established even prior to birth, and linked to the social experience of prior generations, is made worse by adverse environments throughout the life course. But at the same time, it provides hope because it tells us that a concerted focus on using public policy to improve our social, physical, and economic environments can ultimately change our biology and the trajectory of health and social success into future generations.

Cash in on the Composites Revolution.

ERIC Educational Resources Information Center

Sponseller, Michael

1988-01-01

Describes composite materials and related industries. Discusses the few courses at the undergraduate level, the few schools offering the courses, alternatives to these courses, job opportunities, and future trends. (YP)

Teaching School Finance Online: Promise or Problems?

ERIC Educational Resources Information Center

DeLuca, Barbara M.; Wiesenauer, Kathy; Hinshaw, Steven

2002-01-01

Uses course evaluations and email messages between students and instructors to investigate opinions of online school-finance courses compared with other online courses in a principal-preparation program. Recommends more opportunity for student discussion in future online school-finance courses. (PKP)

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

NASA Astrophysics Data System (ADS)

Shah, Ashima Mathur

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

Investigating Changes in Students’ Attitudes Towards Science During an Adaptive Online Astrobiology Course

NASA Astrophysics Data System (ADS)

Perera, Viranga; Buxner, Sanlyn R.; Horodyskyj, Lev; Anbar, Ariel; Semken, Steven; Mead, Chris; Lopatto, David

2015-11-01

Online education is an emergent sector of formal education and Arizona State University (ASU) is a leader in offering online courses. One that garners very strong positive feedback on student surveys is Habitable Worlds, which is an interdisciplinary online science course offered every semester since Fall 2011. Primary goals of this course are to teach understanding of scientific reasoning and practices by using principles from trans-disciplinary research in astrobiology. To examine course outcomes we administered the Classroom Undergraduate Research Experience (CURE) survey, which has been previously developed to measure student experiences. Here we use the survey for the first time for an online course. The survey was taken before and after completing the course during the Fall 2014 and Spring 2015 semesters (N = 544). Here, we present students’ views of science represented by 22 questions on the survey. For the questions, students responded either "not applicable," "strongly disagree," "disagree," "neutral," "agree," or "strongly agree." In order to interpret the data, we divided the questions into three broader categories for analysis: students’ understanding of the scientific process, students’ scientific self-efficacy and students’ views on science teaching. We study how the sample of students changed their responses to each of the questions as a group by using a paired-samples sign test to gauge the statistical significance of the difference between pre and post responses. We further analyze how individual students changed their responses. For example, we designated a change from “strongly disagree” to “disagree” differently than a change from “agree” to “disagree” since the latter indicated a notable change in the student’s opinion. We found statistically significant changes on 12 of the 22 questions. These early results indicate that there are measurable changes on several identified course objectives. By measuring changes that occurred to the whole group of students as well as identifying in detail what type of changes occurred from student to student for each question, we will be able to improve future offerings of the course as well as to make broader conclusions about online science education.

Trajectories of suicidal ideation over 6 months among 482 outpatients with bipolar disorder.

PubMed

Köhler-Forsberg, Ole; Madsen, Trine; Behrendt-Møller, Ida; Sylvia, Louisa; Bowden, Charles L; Gao, Keming; Bobo, William V; Trivedi, Madhukar H; Calabrese, Joseph R; Thase, Michael; Shelton, Richard C; McInnis, Melvin; Tohen, Mauricio; Ketter, Terence A; Friedman, Edward S; Deckersbach, Thilo; McElroy, Susan L; Reilly-Harrington, Noreen A; Nierenberg, Andrew A

2017-12-01

Suicidal ideation occurs frequently among individuals with bipolar disorder; however, its course and persistence over time remains unclear. We aimed to investigate 6-months trajectories of suicidal ideation among adults with bipolar disorder. The Bipolar CHOICE study randomized 482 outpatients with bipolar disorder to 6 months of lithium- or quetiapine-based treatment including other psychotropic medications as clinically indicated. Participants were asked at 9 visits about suicidal ideation using the Concise Health Risk Tracking scale. We performed latent Growth Mixture Modelling analysis to empirically identify trajectories of suicidal ideation. Multinomial logistic regression analyses were applied to estimate associations between trajectories and potential predictors. We identified four distinct trajectories. The Moderate-Stable group represented 11.1% and was characterized by constant suicidal ideation. The Moderate-Unstable group included 2.9% with persistent thoughts about suicide with a more fluctuating course. The third (Persistent-low, 20.8%) and fourth group (Persistent-very-low, 65.1%) were characterized by low levels of suicidal ideation. Higher depression scores and previous suicide attempts (non-significant trend) predicted membership of the Moderate-Stable group, whereas randomized treatment did not. No specific treatments against suicidal ideation were included and suicidal thoughts may persist for several years. More than one in ten adult outpatients with bipolar disorder had moderately increased suicidal ideation throughout 6 months of pharmacotherapy. The identified predictors may help clinicians to identify those with additional need for treatment against suicidal thoughts and future studies need to investigate whether targeted treatment (pharmacological and non-pharmacological) may improve the course of persistent suicidal ideation. Copyright © 2017 Elsevier B.V. All rights reserved.

Professional Training of Future Teacher in Cross-Cultural Dialogue

ERIC Educational Resources Information Center

Semenog, Olena

2014-01-01

On the example of propaedeutic educational course "Introduction to Slavic Philology" features of future teachers' professional training of cross-cultural dialogue are considered. Among the main objectives of the course, attention is focused on native language and other languages admirer's tolerance education, students' skills formation…

Understanding and improving patient experience: a national survey of training courses provided by higher education providers and healthcare organizations in England.

PubMed

Robert, Glenn; Waite, Richard; Cornwell, Jocelyn; Morrow, Elizabeth; Maben, Jill

2014-01-01

Understanding and improving 'patient experience' is essential to delivering high quality healthcare. However, little is known about the provision of education and training to healthcare staff in this increasingly important area. This study aims to ascertain the extent and nature of such provision in England and to identify how it might be developed in the future. An on-line survey was designed to explore training provision relating to patient experiences. To ensure that respondents thought about patient experience in the same way we defined patient experience training as that which aims to teach staff: 'How to measure or monitor the experience, preferences and priorities of patients and use that knowledge to improve their experience'. Survey questions (n=15) were devised to cover nine consistently reported key aspects of patient experience; identified from the research literature and recommendations put forward by professional bodies. The survey was administered to (i) all 180 providers of Higher Education (HE) to student/qualified doctors, nurses and allied health professionals, and (ii) all 390 National Health Service (NHS) trusts in England. In addition, we added a single question to the NHS 2010 Staff Survey (n=306,000) relating to the training staff had received to deliver a good patient experience. Two hundred and sixty-five individuals responded to the on-line survey representing a total of 159 different organizations from the HE and healthcare sectors. Respondents most commonly identified 'relationships' as an 'essential' aspect of patient experience education and training. The biggest perceived gaps in current provision related to the 'physical' and 'measurement' aspects of our conceptualization of patient experience. Of the 148,657 staff who responded to the Staff Survey 41% said they had not received patient experience training and 22% said it was not applicable to them. While some relevant education courses are in place in England, the results suggest that specific training with regard to the physical needs and comfort of patients, and how patient experiences can be measured and used to improve services, should be introduced. Future developments should also focus, firstly, on involving a wider range of patients in planning and delivering courses and, secondly, evaluating whether courses impact on the attitudes and behaviors of different professional groups and might therefore contribute to improved patient experiences. Copyright © 2012 Elsevier Ltd. All rights reserved.

Bridging the gap between the technological singularity and mainstream medicine: highlighting a course on technology and the future of medicine.

PubMed

Solez, Kim; Bernier, Ashlyn; Crichton, Joel; Graves, Heather; Kuttikat, Preeti; Lockwood, Ross; Marovitz, William F; Monroe, Damon; Pallen, Mark; Pandya, Shawna; Pearce, David; Saleh, Abdullah; Sandhu, Neelam; Sergi, Consolato; Tuszynski, Jack; Waugh, Earle; White, Jonathan; Woodside, Michael; Wyndham, Roger; Zaiane, Osmar; Zakus, David

2013-09-09

The "technological singularity" is defined as that putative point in time forecasted to occur in the mid twenty-first century when machines will become smarter than humans, leading humans and machines to merge. It is hypothesized that this event will have a profound influence on medicine and population health. This work describes a new course on Technology and the Future of Medicine developed by a diverse, multi-disciplinary group of faculty members at a Canadian university. The course began as a continuous professional learning course and was later established as a recognized graduate course. We describe the philosophy of the course, the barriers encountered in course development, and some of the idiosyncratic solutions that were developed to overcome these, including the use of YouTube audience retention analytics. We hope that this report might provide a useful template for other institutions attempting to set up similar programs.

Experiences and Future Expectations towards Online Courses--An Empirical Study of the B2C-and B2B-Segments

ERIC Educational Resources Information Center

Krämer, Andreas; Böhrs, Sandra

2016-01-01

This article explores the future potential for the development of online courses. The findings are based on an empirical study with 3 sample groups: (1) B2C segment in Germany, (2) B2C segment in the United States, and (3) B2B segment (international). In the first step the status quo of the use of e-learning in general and online courses in…

Student Perceptions of an Online Medical Dosimetry Program

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

Lenards, Nishele, E-mail: lenards.nish@uwlax.ed

2011-07-01

The University of Wisconsin-La Crosse offers the first online medical dosimetry program in the nation. There is no data to research a program of this type. This research consisted of the evaluation of other distance education programs including health profession programs in addition to face-to-face medical dosimetry programs. There was a need to collect and analyze student perceptions of online learning in medical dosimetry. This research provided a guide for future implementation by other programs as well as validated the University of Wisconsin-La Crosse program. Methodology used consisted of an electronic survey sent to all previous and currently enrolled studentsmore » in the University of Wisconsin-La Crosse medical dosimetry program. The survey was both quantitative and qualitative in demonstrating attitudinal perceptions of students in the program. Quantitative data was collected and analyzed using a 5-point Likert scale. Qualitative data was gathered based on the open-ended responses and the identifying themes from the responses. The results demonstrated an overall satisfaction with this program, the instructor, and the online courses. Students felt a sense of belonging to the courses and the program. Considering that a majority of the students had never taken an online course previously, the students felt there were no technology issues. Future research should include an evaluation of board exam statistics for students enrolled in the online and face-to-face medical dosimetry programs.« less

Elderly Learners and Massive Open Online Courses: A Review

PubMed Central

Williams, Shirley Ann

2016-01-01

Background Massive open online courses (MOOCs) have become commonplace in the e-learning landscape. Thousands of elderly learners are participating in courses offered by various institutions on a multitude of platforms in many different languages. However, there is very little research into understanding elderly learners in MOOCs. Objective We aim to show that a considerable proportion of elderly learners are participating in MOOCs and that there is a lack of research in this area. We hope this assertion of the wide gap in research on elderly learners in MOOCs will pave the way for more research in this area. Methods Pre-course survey data for 10 University of Reading courses on the FutureLearn platform were analyzed to show the level of participation of elderly learners in MOOCs. Two MOOC aggregator sites (Class Central and MOOC List) were consulted to gather data on MOOC offerings that include topics relating to aging. In parallel, a selected set of MOOC platform catalogues, along with a recently published review on health and medicine-related MOOCs, were searched to find courses relating to aging. A systematic literature search was then employed to identify research articles on elderly learners in MOOCs. Results The 10 courses reviewed had a considerable proportion of elderly learners participating in them. For the over-66 age group, this varied from 0.5% (on the course “Managing people”) to 16.3% (on the course “Our changing climate”), while for the over-56 age group it ranged from 3.0% (on “A beginners guide to writing in English”) to 39.5% (on “Heart health”). Only six MOOCs were found to include topics related to aging: three were on the Coursera platform, two on the FutureLearn platform, and one on the Open2Study platform. Just three scholarly articles relating to MOOCs and elderly learners were retrieved from the literature search. Conclusions This review presents evidence to suggest that elderly learners are already participating in MOOCs. Despite this, there has been very little research into their engagement with MOOCs. Similarly, there has been little research into exploiting the scope of MOOCs for delivering topics that would be of interest to elderly learners. We believe there is potential to use MOOCs as a way of tackling the issue of loneliness among older adults by engaging them as either resource personnel or learners. PMID:26742809

Elderly Learners and Massive Open Online Courses: A Review.

PubMed

Liyanagunawardena, Tharindu Rekha; Williams, Shirley Ann

2016-01-07

Massive open online courses (MOOCs) have become commonplace in the e-learning landscape. Thousands of elderly learners are participating in courses offered by various institutions on a multitude of platforms in many different languages. However, there is very little research into understanding elderly learners in MOOCs. We aim to show that a considerable proportion of elderly learners are participating in MOOCs and that there is a lack of research in this area. We hope this assertion of the wide gap in research on elderly learners in MOOCs will pave the way for more research in this area. Pre-course survey data for 10 University of Reading courses on the FutureLearn platform were analyzed to show the level of participation of elderly learners in MOOCs. Two MOOC aggregator sites (Class Central and MOOC List) were consulted to gather data on MOOC offerings that include topics relating to aging. In parallel, a selected set of MOOC platform catalogues, along with a recently published review on health and medicine-related MOOCs, were searched to find courses relating to aging. A systematic literature search was then employed to identify research articles on elderly learners in MOOCs. The 10 courses reviewed had a considerable proportion of elderly learners participating in them. For the over-66 age group, this varied from 0.5% (on the course "Managing people") to 16.3% (on the course "Our changing climate"), while for the over-56 age group it ranged from 3.0% (on "A beginners guide to writing in English") to 39.5% (on "Heart health"). Only six MOOCs were found to include topics related to aging: three were on the Coursera platform, two on the FutureLearn platform, and one on the Open2Study platform. Just three scholarly articles relating to MOOCs and elderly learners were retrieved from the literature search. This review presents evidence to suggest that elderly learners are already participating in MOOCs. Despite this, there has been very little research into their engagement with MOOCs. Similarly, there has been little research into exploiting the scope of MOOCs for delivering topics that would be of interest to elderly learners. We believe there is potential to use MOOCs as a way of tackling the issue of loneliness among older adults by engaging them as either resource personnel or learners.

Use of neurosurgical decision-making and damage-control neurosurgery courses in the Iraq and Afghanistan conflicts: a surgeon's experience.

PubMed

Teff, Richard J

2010-05-01

A shortage of Coalition neurological surgeons in the Iraq conflict prompted a creative approach to standardized neurosurgical care in 2007. After formulation of theater-wide clinical pathway guidelines, a need for standardized triage and neurological resuscitation was identified. The object was to establish a simple, reproducible course for medics, forward surgical and emergency room personnel, and other critical care providers to quickly standardize the ability of all deployed health care personnel to provide state-of-the-art neurosurgical triage and damage-control interventions. The methods applied were Microsoft PowerPoint presentations and hands-on learning. The year-long project resulted in more than 100 individuals being trained in neurosurgical decision making and in more than 15 surgeons being trained in damage-control neurosurgery. At the year's conclusion, hundreds of individuals received exceptional neurosurgical care from nonneurosurgical providers and a legacy course was left for future deployed providers to receive ongoing education at their own pace.

Electronics lab instructors' approaches to troubleshooting instruction

NASA Astrophysics Data System (ADS)

Dounas-Frazer, Dimitri R.; Lewandowski, H. J.

2017-06-01

In this exploratory qualitative study, we describe instructors' self-reported practices for teaching and assessing students' ability to troubleshoot in electronics lab courses. We collected audio data from interviews with 20 electronics instructors from 18 institutions that varied by size, selectivity, and other factors. In addition to describing participants' instructional practices, we characterize their perceptions about the role of troubleshooting in electronics, the importance of the ability to troubleshoot more generally, and what it means for students to be competent troubleshooters. One major finding of this work is that, while almost all instructors in our study said that troubleshooting is an important learning outcome for students in electronics lab courses, only half of instructors said they directly assessed students' ability to troubleshoot. Based on our findings, we argue that there is a need for research-based instructional materials that attend to both cognitive and noncognitive aspects of troubleshooting proficiency. We also identify several areas for future investigation related to troubleshooting instruction in electronics lab courses.

Futures in Business. Interim Guide.

ERIC Educational Resources Information Center

Manitoba Dept. of Education and Training, Winnipeg.

This guide is designed for use by instructors teaching a six-unit course on futures in business. Presented first is a diagram illustrating the place of the course in Manitoba's business education curriculum. The academic, personal management, and teamwork skills that have been deemed critical employability skills required of the Canadian work…

Course 2010. The Future of Work in Europe.

ERIC Educational Resources Information Center

Lehari, Elga; Stehr, Christoph; Lemmer, Ruth

1999-01-01

These three articles come from the series "Course 2010--A Decade in View" published in the Handelsblatt (Duesseldorf and Frankfurt/Main), an influential German business newspaper. "The Labor Market: With Flexibility into the Service Society" (Elga Lehari) states that the key to more employment in future is a service society…

Bridging the Gap between the Technological Singularity and Medicine: Highlighting a Course on Technology and the Future of Medicine

PubMed Central

Solez, Kim; Bernier, Ashlyn; Crichton, Joel; Graves, Heather; Kuttikat, Preeti; Lockwood, Ross; Marovitz, William F.; Monroe, Damon; Pallen, Mark; Pandya, Shawna; Pearce, David; Saleh, Abdullah; Sandhu, Neelam; Sergi, Consolato; Tuszynski, Jack; Waugh, Earle; White, Jonathan; Wong, Julielynn; Woodside, Michael; Wyndham, Roger; Zaiane, Osmar; Zakus, David

2013-01-01

The “technological singularity” is forecasted to occur in the mid-21st century and is defined as the point when machines will become smarter than humans and thus trigger the merging of humans and machines. It is hypothesized that this will have a profound influence on medicine and population health. This paper describes a new course entitled “Technology and the Future of Medicine” developed by a multi-disciplinary group of experts. The course began as a continuing medical education course and then transitioned to an accredited graduate-level course. We describe the philosophy of the course and the innovative solutions to the barriers that were encountered, with a focus on YouTube audience retention analytics. Our experience may provide a useful template for others. PMID:24171879

Life course perspectives on the epidemiology of depression.

PubMed

Colman, Ian; Ataullahjan, Anushka

2010-10-01

Life course epidemiology seeks to understand how determinants of health and disease interact across the span of a human life, and has made significant contributions to understanding etiological mechanisms in many chronic diseases, including schizophrenia. The life course approach is ideal for understanding depression: causation in depression appears to be multifactorial, including interactions between genes and stressful events, or between early life trauma and later stress in life; timing of onset and remission of depression varies widely, indicating differing trajectories of symptoms over long periods of time, with possible differing causes and differing outcomes; and early life events and development appear to be important risk factors for depression, including exposure to acute and chronic stress in the first years of life. To better understand etiology and outcome of depression, future research must move beyond basic epidemiologic techniques that link specific exposures to specific outcomes and embrace life course principles and methods. Time-sensitive modelling techniques that are able to incorporate multiple interacting factors across long periods of time, such as structural equation models, will be critical in understanding the complexity of causal and influencing factors from early development to the end stages of life. Using these models to identify key pathways that influence trajectories of depression across the life course will help guide prevention and intervention.

Identifying management competencies for health care executives: review of a series of Delphi studies.

PubMed

Hudak, R P; Brooke, P P; Finstuen, K

2000-01-01

This analysis reviews a selected body of research that identifies the essential areas of management expertise required of future health care executives. To ensure consistency, six studies are analyzed, utilizing the Delphi technique, to query a broad spectrum of experts in different fields and sites of health care management. The analysis identifies a number of management competencies, i.e., managerial capabilities, which current and aspiring health care executives, in various settings and with differing educational backgrounds, should possess to enhance the probability of their success in current and future positions of responsibility. In addition, this review identifies the skills (technical expertise), knowledge (facts and principles) and abilities (physical, mental or legal power) required to support achievement of these competencies. Leadership and resource management, including cost and finance dimensions, are the highest-rated requisite management competencies. The dominant skills, knowledge and abilities (SKAs) are related to interpersonal skills. The lowest-rated SKAs are related to job-specific, technical skills. Recommendations include the review of this research by formal and continuing education programs to determine the content of their courses and areas for future research. Similarly, current health care executives should assess this research to assist in identifying competency gaps. Lastly, this analysis recommends that the Delphi technique, as a valid and replicable methodology, be applied toward the study of non-executive health care managers, e.g., students, clinicians, mid-level managers and integrated systems administrators, to determine their requisite management competencies and SKAs.

NCLEX-RN performance: predicting success on the computerized examination.

PubMed

Beeman, P B; Waterhouse, J K

2001-01-01

Since the adoption of the Computerized Adaptive Testing (CAT) format of the National Certification Licensure Examination for Registered Nurses (NCLEX-RN), no studies have been reported in the literature on predictors of successful performance by baccalaureate nursing graduates on the licensure examination. In this study, a discriminant analysis was used to identify which of 21 variables can be significant predictors of success on the CAT NCLEX-RN. The convenience sample consisted of 289 individuals who graduated from a baccalaureate nursing program between 1995 and 1998. Seven significant predictor variables were identified. The total number of C+ or lower grades earned in nursing theory courses was the best predictor, followed by grades in several individual nursing courses. More than 93 per cent of graduates were correctly classified. Ninety-four per cent of NCLEX "passes" were correctly classified, as were 92 per cent of NCLEX failures. This degree of accuracy in classifying CAT NCLEX-RN failures represents a marked improvement over results reported in previous studies of licensure examinations, and suggests the discriminant function will be helpful in identifying future students in danger of failure. J Prof Nurs 17:158-165, 2001. Copyright 2001 by W.B. Saunders Company

Innovative experimental particle physics through technological advances: Past, present and future

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

Cheung, Harry W.K.; /Fermilab

This mini-course gives an introduction to the techniques used in experimental particle physics with an emphasis on the impact of technological advances. The basic detector types and particle accelerator facilities will be briefly covered with examples of their use and with comparisons. The mini-course ends with what can be expected in the near future from current technology advances. The mini-course is intended for graduate students and post-docs and as an introduction to experimental techniques for theorists.

Shuttle Ground Operations Efficiencies/Technologies (SGOE/T) study. Volume 2: Ground Operations evaluation

NASA Technical Reports Server (NTRS)

Scholz, A. L.; Hart, M. T.; Lowry, D. J.

1987-01-01

The Ground Operations Evaluation describes the breath and depth of the various study elements selected as a result of an operational analysis conducted during the early part of the study. Analysis techniques used for the evaluation are described in detail. Elements selected for further evaluation are identified; the results of the analysis documented; and a follow-on course of action recommended. The background and rationale for developing recommendations for the current Shuttle or for future programs is presented.

National Civil Applications Program: strategic plan vision for 2005

USGS Publications Warehouse

,

2004-01-01

The National Mapping Division (NMD) has developed this comprehensive strategic plan to chart the course of the National Civil Applications Program (NCAP) over the next 5 years. To meet the challenges of the future, the NCAP is changing its program emphases, methods of responding to customer needs, and business practices. The NCAP Strategic Plan identifies the new direction for the program through a series of strategic thrusts and goals for managers to use in formulating plans, establishing program emphases, and determining resource needs and allocations.

Characterizing the course of back pain after osteoporotic vertebral fracture: a hierarchical cluster analysis of a prospective cohort study.

PubMed

Toyoda, Hiromitsu; Takahashi, Shinji; Hoshino, Masatoshi; Takayama, Kazushi; Iseki, Kazumichi; Sasaoka, Ryuichi; Tsujio, Tadao; Yasuda, Hiroyuki; Sasaki, Takeharu; Kanematsu, Fumiaki; Kono, Hiroshi; Nakamura, Hiroaki

2017-09-23

This study demonstrated four distinct patterns in the course of back pain after osteoporotic vertebral fracture (OVF). Greater angular instability in the first 6 months after the baseline was one factor affecting back pain after OVF. Understanding the natural course of symptomatic acute OVF is important in deciding the optimal treatment strategy. We used latent class analysis to classify the course of back pain after OVF and identify the risk factors associated with persistent pain. This multicenter cohort study included 218 consecutive patients with ≤ 2-week-old OVFs who were enrolled at 11 institutions. Dynamic x-rays and back pain assessment with a visual analog scale (VAS) were obtained at enrollment and at 1-, 3-, and 6-month follow-ups. The VAS scores were used to characterize patient groups, using hierarchical cluster analysis. VAS for 128 patients was used for hierarchical cluster analysis. Analysis yielded four clusters representing different patterns of back pain progression. Cluster 1 patients (50.8%) had stable, mild pain. Cluster 2 patients (21.1%) started with moderate pain and progressed quickly to very low pain. Patients in cluster 3 (10.9%) had moderate pain that initially improved but worsened after 3 months. Cluster 4 patients (17.2%) had persistent severe pain. Patients in cluster 4 showed significant high baseline pain intensity, higher degree of angular instability, and higher number of previous OVFs, and tended to lack regular exercise. In contrast, patients in cluster 2 had significantly lower baseline VAS and less angular instability. We identified four distinct groups of OVF patients with different patterns of back pain progression. Understanding the course of back pain after OVF may help in its management and contribute to future treatment trials.

Psychosocial outcomes of an inclusive adapted sport and adventurous training course for military personnel.

PubMed

Carless, David; Peacock, Suzanne; McKenna, Jim; Cooke, Carlton

2013-01-01

To explore the psychosocial outcomes of an inclusive adapted sport and adventurous training course that aims to support the rehabilitation and personal development of military personnel who have sustained physical and/or psychological disability. Narrative life story interviews were conducted with 11 men aged 20-43 taking part in one of the 5-day courses. A thematic narrative analysis was conducted, focusing on accounts that provided insights into personally meaningful psychosocial outcomes of the course. We identified six themes, falling into two distinct clusters. "Bringing me back to myself" was achieved through the themes of (1) returning to activity, (2) rediscovering a sense of purpose, and (3) reconnecting to others. "New rooms to explore" was realised through (4) experiencing new activities, (5) being valued/respected/cared for and (6) being inspired by other people. Involvement in the course stimulated a balance of present- and future-oriented psychosocial outcomes through which participants both recreated aspects of themselves that had been lost through injury/trauma and moved forward with their lives as a result of new horizons of possibility. This 5-day inclusive adapted sport and adventurous training course offered meaningful psychosocial outcomes among military personnel who had experienced physical and/or psychological disability. The course helped participants recover aspects of their previous life and self through becoming physically active again, rediscovering a sense of purpose and reconnecting to others. Participants describe a broadening of life horizons as a result of the course, through new activities, being valued/respected/cared for, and being inspired by other people.

Training in Small Business Retailing: Testing Human Capital Theory.

ERIC Educational Resources Information Center

Barcala, Marta Fernandez; Perez, Maria Jose Sanzo; Gutierrez, Juan Antonio Trespalacios

1999-01-01

Looks at four models of training demand: (1) probability of attending training in the near future; (2) probability of having attended training in the past; (3) probability of being willing to follow multimedia and correspondence courses; and (4) probability of repeating the experience of attending another training course in the near future.…

[Establishment and Evaluation of a Microsurgery Course for Medical Students].

PubMed

Beier, J P; Horch, R E; Boos, A M; Taeger, C D; Breuer, G; Arkudas, A

2015-12-01

Very few microsurgical courses have been offered for medical students in Germany to date. To raise early interest in this technique, which is essential for plastic and reconstructive surgery, and to guide eligible medical students to choose plastic surgery as their specialist field, the Department of Plastic and Hand Surgery, supported by the Faculty of Medicine of the Friedrich-Alexander-University of Erlangen-Nuremberg, implemented a microsurgical course for students in 2011. This study describes the implementation of that course and evaluates its impact on the subsequent choice of the participants' specialist fields. Since the summer of 2011, the microsurgery course for medical students has taken place regularly 3 times per term. It is free of charge for participants and is guided by senior physicians of the Department of Plastic and Hand Surgery together with student tutors from the Faculty of Medicine. The arterial end-to-end anastomosis in the fresh chicken leg is used as a training model. Based on a questionnaire survey the participants were evaluated and statistically analysed regarding their course satisfaction, self-assessment of their own eligibility before and after the course, the anticipated future choice of their medical specialist field and how their choice was influenced by this course. After the successful implementation of the microsurgical course in 2011, a significant number of students were interested in microsurgery. According to the questionnaire, the level of enthusiasm was high among all participants. The self-assessment of microsurgical skills improved significantly after the course compared with the pre-course assessment. In 82% of the participants, the course had a strong positive influence on the future choice of their specialist field. The regular implementation of a microsurgical course for students in the form described here is practicable and possible without undue personnel and cost of materials. The ongoing interest among students in such an offer is enormous and the satisfaction of the participants is very high. This might be a way to recruit future plastic surgeons by raising early enthusiasm for microsurgery. These future plastic surgeons, in turn, would be given the chance to experience a very fascinating aspect of plastic surgery, which might help them to decide on their specialisation within that field at a later point in their career. © Georg Thieme Verlag KG Stuttgart · New York.

Nutrition and Food Science. Teacher's Instructional Guide.

ERIC Educational Resources Information Center

Hays, Tricia

This teaching, guide for a high school nutrition and food science course, includes introductory information about the course, course design, facilities and equipment, Future Homemakers of America, and use of the guide. The course addresses nutrition and food science from the perspective of food habits and wellness; menu planning; special dietary…

Library Instruction That's Out of this World! Information Literacy in Fort Lewis College.

ERIC Educational Resources Information Center

Greenwood, Tina Evans; Frisbie, Jeffrey

1998-01-01

Describes a one-credit, theme-based library instruction course for freshmen and sophomores at Fort Lewis College (Durango, Colorado). Discusses benefits of theme-based instruction; assigned work; skills students should acquire during the course; course assessment and development; and future changes in the course. (AEF)

Educating speech-language pathologists for the 21st century: course design considerations for a distance education Master of Speech Pathology program.

PubMed

McCormack, Jane; Easton, Catherine; Morkel-Kingsbury, Lenni

2014-01-01

The landscape of tertiary education is changing. Developments in information and communications technology have created new ways of engaging with subject material and supporting students on their learning journeys. Therefore, it is timely to reconsider and re-imagine the education of speech-language pathology (SLP) students within this new learning space. In this paper, we outline the design of a new Master of Speech Pathology course being offered by distance education at Charles Sturt University (CSU) in Australia. We discuss the catalyst for the course and the commitments of the SLP team at CSU, then describe the curriculum design process, focusing on the pedagogical approach and the learning and teaching strategies utilised in the course delivery. We explain how the learning and teaching strategies have been selected to support students' online learning experience and enable greater interaction between students and the subject material, with students and subject experts, and among student groups. Finally, we highlight some of the challenges in designing and delivering a distance education SLP program and identify future directions for educating students in an online world. © 2015 S. Karger AG, Basel.

Situating Second-Year Success: Understanding Second-Year STEM Experiences at a Liberal Arts College

PubMed Central

Gregg-Jolly, Leslie; Swartz, Jim; Iverson, Ellen; Stern, Joyce; Brown, Narren; Lopatto, David

2016-01-01

Challenges particular to second-year students have been identified that can impact persistence in science, technology, engineering, and mathematics (STEM) fields. We implemented a program to improve student success in intermediate-level science courses by helping students to feel they belonged and could succeed in STEM. We used survey measures of perceptions and attitudes and then qualitative measures to characterize the impact of support strategies, including peer mentoring, a second-year science student retreat, learning and advising support resources, and department-specific activities. Analysis of registration and transcript information revealed underperformance by students of color (SOC) and first-generation (FG) students in 200-level science courses. Comparison of these data before and during programming revealed significant improvement in success rates of these students in 200-level biology and chemistry courses, but success rates of SOC and FG students remain lower than the overall rate for 200-level science courses. Contemporaneous with the program, qualitative and quantitative measures of student attitudes revealed a high level of belongingness and support. The results suggest that a focus on students’ metacognition about their own abilities and strategic knowledge of how to succeed may be a fruitful direction for future research. PMID:27587855

Do physical therapists change their beliefs, attitudes, knowledge, skills and behaviour after a biopsychosocially orientated university course?

PubMed

Overmeer, Thomas; Boersma, Katja; Main, Chris J; Linton, Steven J

2009-08-01

The aim of this study is to examine the effects of an 8-day university-based training course, aimed at identifying and addressing psychosocial prognostic factors during physiotherapy treatment, in shifting therapists towards a more biopsychosocial orientation as measured by changes in beliefs/attitudes, knowledge, skills and behaviour. We combined a randomized controlled trail with a pre-post design. Forty-two physiotherapists applied for a university-accredited training course designed to enhance knowledge and management of psychosocial factors in their practice with patients suffering from musculoskeletal pain. The course participants were randomized either to receiving the course or to a waiting list for training. Attitudes and beliefs towards, and knowledge of psychosocial factors, patient vignettes and a video of an imaginary patient were tested before and after training. The patients of the course participants were asked to fill out a questionnaire with background questions at treatment start. The patients also received a questionnaire about the physical therapists' behaviour and patient satisfaction 6 weeks after treatment start. The results show that physical therapists' attitudes and believes became more biopsychosocially and less biomedically orientated, they were less convinced that pain justifies disability and limitation of activities, and their knowledge and skills on psychosocial risk factors increased after a university-accredited training course. Yet despite these changes their patients perceived their practice behaviour before and after the course as similar and were equally satisfied with their treatment and treatment result. A course, which enhanced biopsychosocial attitudes and beliefs, as well as increased such knowledge and skills did not change the way patients perceived their physical therapists. A future question is whether it improves patient outcome.

A novel phased-concept course for the delivery of anatomy and orthopedics training in medical education.

PubMed

Klima, Stefan; Hepp, Pierre; Löffler, Sabine; Cornwall, Jon; Hammer, Niels

2017-07-01

Integration of anatomy and clinical teaching is a theoretical ideal, yet there is a worldwide paucity of such amalgamation. These teaching models provide support for medical trainees, an important element in Germany where orthopedic intern numbers have declined and anecdotal evidence suggests disinterest in orthopedics. The aim of the study was to develop an integrated anatomy-surgical course for undergraduate medical training, assess the model developed, and explore how medical students perceive orthopedics as a career. The course was to deliver medical anatomy and clinical orthopedic training, focusing on interdisciplinary teaching and learning, vertical integration of clinical knowledge and skills, and professional interaction. Survey evaluation of the course and students' perceptions of orthopedic careers was performed, including Likert-type responses rating variables of interest. A phased-concept program of five courses, each optional and under one-week in duration, was developed parallel to the undergraduate medical program. Delivered by anatomists and surgeons, courses included biomechanics, advanced dissection, surgical approaches, casts and implants, and sports medicine. Course data indicate positive support for course format, stimulation of interest, and high clinical relevance. Students are generally interested in surgery, and identify hierarchy, lawsuits, bureaucracy and physical stress as barriers to orthopedic careers. This novel phased-concept successfully delivers combined anatomy and surgery training in a vertically-integrated format while addressing students' clinical and professional skills. The format facilitates an appreciation of potential career options in orthopedics, while fostering professional skills during medical training. Barriers to careers in orthopedics can now be addressed in future courses. Anat Sci Educ 10: 372-382. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

Content vs. Learning: An Old Dichotomy in Science Courses

ERIC Educational Resources Information Center

Bergtrom, Gerald

2011-01-01

The principles of course redesign that were applied to a gateway Cell Biology course at the University of Wisconsin-Milwaukee are applicable to courses large and small, and to institutions of any size. The challenge was to design a content-rich science course that kept pace with present and future content and at the same time use principles of…

Earth Futures: a General Education Sustainability Course at the Pennsylvania State University

NASA Astrophysics Data System (ADS)

Bralower, T. J.; Bice, D. M.; Barron, E. J.

2012-12-01

Earth in the Future: Predicting Climate Change and Its Impacts Over the Next Century has been taught at The Pennsylvania State University since 2000. The course is a general education course designed to give a broad survey of the science underlying climate change as well as the impacts on natural and human systems. The course has three major goals: (1) to provide an understanding of climate science and of the possible scenarios of how climate may change in the future; (2) to analyze the linkages between climate and major human and natural systems, including agriculture, water, ocean circulation, and coastal ecosystems, necessary to assess the potential impacts of climate change; and (3) to understand the potential responses to climate change, including both adaptation to, and mitigation of change. The general education course is the entry point for a new BS-degree program, Earth System Science and Policy (ESSP). Initially the course was taught face to face on a yearly basis. Recently we have developed an on-line version of the course, and, in Fall semester, 2012, we are teaching a revised version of the course face-to-face and on-line. Both versions of the course are being assessed using survey instruments developed for InTeGrate courses. The simultaneous instruction provides a unique opportunity to compare the strengths and weaknesses of the two different modes of education. From its beginning, the course has included laboratory exercises designed to enhance the student's understanding of climate science. The revised course includes laboratory exercises in every module, including STELLA-based model experiments. These exercises form an essential part of the on-line version of the course, however, the identical exercises are involved in the face-to-face version. In our presentation, we provide preliminary comparison of the two instructional modes as well as their effectiveness in recruiting students to the ESSP major.

Connecting Minds: Emergence of a Future Bent, Writing/Thinking Intensive Psychology Course. Occasional Paper #10

ERIC Educational Resources Information Center

Fluellen, J. E., Jr.

2011-01-01

How might students engage mindful learning? How might the professor engage mindful teaching? Both questions derived from fieldnotes a participant observer had created for the Future of Learning 2010 Summer Institute (Harvard Graduate School of Education) and the Tests and Measurements course, fall 2010 at Edward Waters College (EWC). Additionally,…

A Computational Method for Enabling Teaching-Learning Process in Huge Online Courses and Communities

ERIC Educational Resources Information Center

Mora, Higinio; Ferrández, Antonio; Gil, David; Peral, Jesús

2017-01-01

Massive Open Online Courses and e-learning represent the future of the teaching-learning processes through the development of Information and Communication Technologies. They are the response to the new education needs of society. However, this future also presents many challenges such as the processing of online forums when a huge number of…

Making Changes: A Futures-Oriented Course in Inventive Problem Solving. Lesson Book.

ERIC Educational Resources Information Center

Thomas, John W.

This textbook/workbook for secondary school students is designed to stimulate inventive problem solving of future world problems. It is organized into four units and contains 23 lessons. Unit I defines the nature of the course and provides methods for stating and defining problems, brainstorming, working in groups, and judging ideas. Unit II…

Engaging Future Teachers in Problem-Based Learning with the Park City Mathematics Institute Problems

ERIC Educational Resources Information Center

Pilgrim, Mary E.

2014-01-01

Problem-based learning (PBL) is a pedagogical technique recommended for K-12 mathematics classrooms. However, the mathematics courses in future teachers' degree programs are often lecture based. Students typically learn about problem-based learning in theory, but rarely get to experience it first-hand in their mathematics courses. The premise…

Serving two purposes: Plans for a MOOC and a World Campus course called Energy, the Environment, and Our Future (Invited)

NASA Astrophysics Data System (ADS)

Bralower, T. J.; Alley, R. B.; Blumsack, S.; Keller, K.; Feineman, M. D.

2013-12-01

We are in the final stages of developing a Massive Open Online Course entitled Energy, the Environment, and Our Future. The course is a broad overview of the implications of the current energy options on Earth's climate and the choices for more sustainable energy sources in the future. The course is founded in concepts explored in the book and PBS series Earth: The Operators' Manual, but it includes more in-depth treatment of renewable energy as well as the ethical issues surrounding energy choices. One of the key aspects of the course is that it is being designed to be taught in two formats, the first, an eight week MOOC through Coursera in Fall semester 2013, and the second, a 16 week online course developed as part of the NSF Geo-STEP InTeGrate program and offered through the Penn State World Campus. The advantage of the MOOC format is the ability to reach out to thousands of students worldwide, exposing them to the science behind important issues that may have a direct impact on the lifestyle decisions they make, while the World Campus course allows us to explore deeper levels of cognition through application of carefully designed pedagogies. The principal difference between the two versions of the course will be assessment. The MOOC will have embedded assessment between pages and end of module quizzes. The InTeGrate course will have a range of assessments that are directly linked to the goals and objectives of the course. These will include active learning exercises built around energy and climate data. Both of the versions are works in progress and we anticipate modifying them regularly based on student feedback.

The Emergence of Undergraduate Majors in Global Health: Systematic Review of Programs and Recommendations for Future Directions

PubMed Central

Drain, Paul K.; Mock, Charles; Toole, David; Rosenwald, Anne; Jehn, Megan; Csordas, Thomas; Ferguson, Laura; Waggett, Caryl; Obidoa, Chinekwu; Wasserheit, Judith N.

2017-01-01

Global health education has been expanding rapidly and several universities have created an undergraduate major degree (bachelor's degree) in global heath or global health studies. Because there are currently no national guidelines for undergraduate degrees in global health, each of these programs was developed along individual lines. To guide the development of future global health majors, we conducted a systematic review of undergraduate majors in global health. We identified eight programs and invited program directors or representatives to a symposium at the Consortium of Universities for Global Health 2016 conference to review their existing undergraduate major in global health and to discuss lessons learned and recommendations for other colleges and universities seeking to develop undergraduate degrees in global health. We noted significant diversity among the existing programs in terms of required courses, international field experiences, and thesis research projects. In this review, we describe these global health programs, their student characteristics, as well as the key educational competencies, program requirements, and core global health courses. Based on program reviews and discussions, we identify seven recommendations for the development and expansion of an undergraduate major in global health and discuss issues that have arisen in the curricular development of these programs that warrant further exploration. As the field of global health education continues to expand, following these students after graduation will be essential to ensure that the degree programs in global health both meet student needs and launch students on viable career pathways. PMID:28077739

Mathematics preparation for medical school: do all premedical students need calculus?

PubMed

Nusbaum, Neil J

2006-01-01

The premedical student confronts a disparate set of required and recommended courses from the various medical schools to which the student might apply. Students may feel compelled to take courses such as calculus even though most medical schools do not require it and even though it may not be related to either undergraduate academic plans or the core academic needs of the typical future physician. Basic mathematical knowledge--a knowledge of algebra, statistics, and overall numeracy--are each more important for most future physicians than is the traditional calculus course.

Evaluation of an innovative hands-on anatomy-centered ultrasound curriculum to supplement graduate gross anatomy education.

PubMed

Royer, Danielle F; Kessler, Ross; Stowell, Jeffrey R

2017-07-01

Ultrasound (US) can enhance anatomy education, yet is incorporated into few non-medical anatomy programs. This study is the first to evaluate the impact of US training in gross anatomy for non-medical students in the United States. All 32 master's students enrolled in gross anatomy with the anatomy-centered ultrasound (ACUS) curriculum were recruited. Mean Likert ratings on pre- and post-course surveys (100% response rates) were compared to evaluate the effectiveness of the ACUS curriculum in developing US confidence, and gauge its impact on views of US. Post-course, students reported significantly higher (P < 0.001) mean confidence ratings in five US skills (pre-course versus post-course mean): obtaining scans (3.13 ±1.04 versus 4.03 ±0.78), optimizing images (2.78 ±1.07 versus 3.75 ±0.92), recognizing artifacts (2.94 ±0.95 versus 3.97 ±0.69), distinguishing tissue types (2.88 ±0.98 versus 4.09 ±0.69), and identifying structures (2.97 ±0.86 versus 4.03 ±0.59), demonstrating the success of the ACUS curriculum in students with limited prior experience. Views on the value of US to anatomy education and to students' future careers remained positive after the course. End-of-semester quiz performance (91% response rate) provided data on educational outcomes. The average score was 79%, with a 90% average on questions about distinguishing tissues/artifacts, demonstrating positive learning outcomes and retention. The anatomy-centered ultrasound curriculum significantly increased confidence with and knowledge of US among non-medical anatomy students with limited prior training. Non-medical students greatly value the contributions that US makes to anatomy education and to their future careers. It is feasible to enhance anatomy education outside of medical training by incorporating US. Anat Sci Educ 10: 348-362. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

Incorporating Nurse-Midwifery Students into Graduate Medical Education: Lessons Learned in Interprofessional Education.

PubMed

Kaplan, Rebekah; Shaw-Battista, Jenna; Stotland, Naomi Ellen

2015-01-01

There is a current emphasis on interprofessional education in health care with the aim to improve teamwork and ultimately the quality and safety of care. As part of a Health Resources and Services Administration Advanced Nursing Education project, an interprofessional faculty and student team planned and implemented the first didactic coursework for nurse-midwifery and medical students at the University of California, San Francisco and responded to formative feedback in order to create a more meaningful educational experience for future combined cohorts. This article describes the process of including advanced nurse-midwifery students into 2 classes previously offered solely to medical students: 1) an elective in which students are matched with a pregnant woman to observe care that she receives before, during, and after giving birth; and 2) a required course on basic clinical care across the human lifespan. The development of these interprofessional courses, obstacles to success, feedback from students, and responses to course evaluations are reviewed. Themes identified in student course evaluations included uncertainty about interprofessional roles, disparity in clinical knowledge among learners, scheduling difficulties, and desire for more interprofessional education opportunities and additional time for facilitated interprofessional discussion. As a result of this feedback, more class time was designated for interprofessional exchange; less experienced rather than advanced midwifery students were included in both classes; and more interdisciplinary panel presentations were provided, along with clearer communication about student and clinician roles. Early project activities indicated nurse-midwifery students can be effectively included in existing medical student courses with revised curriculum and highlighted challenges that should be considered in the planning phase of similar projects in the future. This article is part of a special series of articles that address midwifery innovations in clinical practice, education, interprofessional collaboration, health policy, and global health. © 2015 by the American College of Nurse-Midwives.

Measuring Student Success from a Developmental Mathematics Course at an Elite Public Institution

ERIC Educational Resources Information Center

Hsu, Julian; Gehring, William J.

2016-01-01

This paper asks whether placement recommendations for a developmental math course at an elite public institution impact students' future academic performance, course-taking, and college outcomes. Researchers use these specific outcomes to measure whether developmental courses help students develop the skills necessary to succeed in college,…

Using Text Analytics of AJPE Article Titles to Reveal Trends In Pharmacy Education Over the Past Two Decades.

PubMed

Pedrami, Farnoush; Asenso, Pamela; Devi, Sachin

2016-08-25

Objective. To identify trends in pharmacy education during last two decades using text mining. Methods. Articles published in the American Journal of Pharmaceutical Education (AJPE) in the past two decades were compiled in a database. Custom text analytics software was written using Visual Basic programming language in the Visual Basic for Applications (VBA) editor of Excel 2007. Frequency of words appearing in article titles was calculated using the custom VBA software. Data were analyzed to identify the emerging trends in pharmacy education. Results. Three educational trends emerged: active learning, interprofessional, and cultural competency. Conclusion. The text analytics program successfully identified trends in article topics and may be a useful compass to predict the future course of pharmacy education.

A systematic approach to training: A training needs assessment

NASA Technical Reports Server (NTRS)

Manning, Margaret H.

1989-01-01

In an effort to determine the gap between the actual performance and the necessary performance of employees for the effective and efficient accomplishment of an organization's mission and goals, an organization-wide Training Needs Assessment must be conducted. The purpose of this work was to conduct a training needs analysis and prepare a NASA Langley Catalog of On-Site Training programs. The work included developing a Training Needs Assessment Survey, implementing the survey, analyzing and researching the training needs, identifying the courses to meet the needs, and preparing and designing an On-Site Training Catalog. This needs analysis attempted to identify performance weaknesses and deficits; seek out and provide opportunities for improved performance; anticipate and avoid future problems; enhance and create new strengths. The end product is a user-friendly catalog of on-site training available. The results include: top-down approach to needs assessment; improved communication with training coordinators; 98 percent return rate of the Training Needs Assessment survey; complete, newly designed, user-friendly catalog; 167 catalog descriptions advertised; 82 new courses advertised; training logo; and request for the training application form.

Clinical skills education for graduate-entry nursing students: enhancing learning using a multimodal approach.

PubMed

Bloomfield, Jacqueline G; Cornish, Jocelyn C; Parry, Angela M; Pegram, Anne; Moore, Jaqualyn S

2013-03-01

This paper discusses the development of a new clinical skills course at a school of nursing and midwifery in London. The course, part of a two year pre-registration programme for graduates in other disciplines, adopted an innovative multimodal approach. This comprised a range of teaching, learning and assessment strategies designed to maximise comprehensiveness, complementarity and flexibility. The background to the development is discussed and each component is described in detail. A brief summary of relevant feedback generated from anonymous student evaluations is included. This provides important insights into the perceived strengths and weakness of the module from a learner perspective. The paper concludes by identifying proposed future developments and recommending wider applications of the multimodal approach within nursing and healthcare education on an international level. Copyright © 2011 Elsevier Ltd. All rights reserved.

Knowledge, attitude and perception of medical and dental undergraduates about antimicrobial stewardship

PubMed Central

Sharma, Kopal; Jain, Pushpawati; Sharma, Amit

2015-01-01

Objectives: This study aimed to identify the current knowledge, attitude, and perception (KAP) of the future prescribers about antimicrobial (AM) education so that the identified lacunae in the training curriculum can be effectively addressed. Materials and Methods: A questionnaire-based survey was carried out in the 2nd year students of medical and the dental undergraduate (UG) courses at a tertiary care teaching center in Jaipur. Each respondent completed the given questionnaire independently in the allocated time. A scoring system was used to rate the KAP of the respondents as poor, average, or good. Results: Statistically significant differences were found in the KAP of the medical and dental future prescribers (P = 0.0086, 0.0002, and <0.0001 for the KAP, respectively). Conclusion: The attitude of the UG students towards AM education is good, but the deficiencies in the knowledge and perception need to be improved further. Suitable interventions to address these lacunae must be planned. PMID:26729963

Development and Application of a Stepwise Assessment Process for Rational Redesign of Sequential Skills-Based Courses.

PubMed

Gallimore, Casey E; Porter, Andrea L; Barnett, Susanne G

2016-10-25

Objective. To develop and apply a stepwise process to assess achievement of course learning objectives related to advanced pharmacy practice experiences (APPEs) preparedness and inform redesign of sequential skills-based courses. Design. Four steps comprised the assessment and redesign process: (1) identify skills critical for APPE preparedness; (2) utilize focus groups and course evaluations to determine student competence in skill performance; (3) apply course mapping to identify course deficits contributing to suboptimal skill performance; and (4) initiate course redesign to target exposed deficits. Assessment. Focus group participants perceived students were least prepared for skills within the Accreditation Council for Pharmacy Education's pre-APPE core domains of Identification and Assessment of Drug-related Problems and General Communication Abilities. Course mapping identified gaps in instruction, performance, and assessment of skills within aforementioned domains. Conclusions. A stepwise process that identified strengths and weaknesses of a course, was used to facilitate structured course redesign. Strengths of the process included input and corroboration from both preceptors and students. Limitations included feedback from a small number of pharmacy preceptors and increased workload on course coordinators.

How Do We Train Our Future Faculty to Teach? A Multidisciplinary Comparison of Graduate-Level Pedagogy Courses Offered at A Large Midwestern University

ERIC Educational Resources Information Center

O'Loughlin, Valerie Dean; Kearns, Katherine; Sherwood-Laughlin, Catherine; Robinson, Jennifer Meta

2017-01-01

This study examines and documents graduate pedagogy courses offered at a large Midwestern research university. Thirty-three graduate pedagogy course instructors from 32 departments (a majority of those offering courses) completed an online survey. We report on enrollment demographics, preparation of faculty to teach such a course, and how a…

Teaching Climate Change to Future Teachers Using 'Real' Data: Challenges and Opportunities (Invited)

NASA Astrophysics Data System (ADS)

Petcovic, H. L.; Barone, S.; Fulford, J.

2013-12-01

A climate-literate public is essential to resolving pressing problems related to global change. Future elementary teachers are a critical audience in climate and climate change education, as they will introduce children in early grades (USA grades K-8, children ages 5-14) to fundamentals of the climate system, natural and anthropogenic drivers of climate change, and impacts of global change on human and natural systems. Here we describe challenges we have encountered in teaching topics of the carbon cycle, greenhouse gases, past climate, recent anthropogenic change, and carbon footprints to future elementary teachers. We also describe how we have met (to varying degrees of success) these challenges in an introductory earth science course that is specifically designed for this audience. Two prominent challenges we have encountered are: the complex nature of the scientific content of climate change, and robust misconceptions held by our students about these topics. To address the first challenge, we attempt to adjust the scientific content to a level appropriate for future K-8 teachers, without sacrificing too much accuracy or critical detail. To address the second challenge, we explicitly discuss alternate conceptions of each topic. The use of authentic data sets can also address both of these challenges. Yet incorporating 'real' climate and paleoclimate data into the classroom poses still an additional challenge of instructional design. We use a variety of teaching approaches in our laboratory-based course including student-designed experiments, computer simulations, physical models, and authentic data sets. We have found that students strongly prefer the physical models and experiments, because these are 'hands-on' and perceived as easily adaptable to the K-8 classroom. Students often express dislike for activities that use authentic data sets (for example, an activity using graphs of CO2 and methane concentrations in Vostok ice cores), in particular because they have difficulty interpreting graphs. To respond to this concern, we couple physical models/experiments with data sets in a guided inquiry teaching format in order to satisfy those students who prefer 'hands-on' learning yet tie the models to the real world. Pre/post testing of students shows that this method is effective in most topics, yet future teachers still struggle with identifying natural versus anthropogenic drivers of climate change. We continue to address these challenges in future course modifications.

Youth mental health first aid: a description of the program and an initial evaluation

PubMed Central

2011-01-01

Background Adolescence is the peak age of onset for mental illness, with half of all people who will ever have a mental illness experiencing their first episode prior to 18 years of age. Early onset of mental illness is a significant predictor for future episodes. However, adolescents and young adults are less likely than the population as a whole to either seek or receive treatment for a mental illness. The knowledge and attitudes of the adults in an adolescent's life may affect whether or not help is sought, and how quickly. In 2007, the Youth Mental Health First Aid Program was launched in Australia with the aim to teach adults, who work with or care for adolescents, the skills needed to recognise the early signs of mental illness, identify potential mental health-related crises, and assist adolescents to get the help they need as early as possible. This paper provides a description of the program, some initial evaluation and an outline of future directions. Methods The program was evaluated in two ways. The first was an uncontrolled trial with 246 adult members of the Australian public, who completed questionnaires immediately before attending the 14 hour course, one month later and six months later. Outcome measures were: recognition of schizophrenia or depression; intention to offer and confidence in offering assistance; stigmatising attitudes; knowledge about adolescent mental health problems and also about the Mental Health First Aid action plan. The second method of evaluation was to track the uptake of the program, including the number of instructors trained across Australia to deliver the course, the number of courses they delivered, and the uptake of the YMHFA Program in other countries. Results The uncontrolled trial found improvements in: recognition of schizophrenia; confidence in offering help; stigmatising attitudes; knowledge about adolescent mental health problems and application of the Mental Health First Aid action plan. Most results were maintained at follow-up. Over the first 3 years of this program, a total of 318 instructors were trained to deliver the course and these instructors have delivered courses to 10,686 people across all states and territories in Australia. The program has also spread to Canada, Singapore and England, and will spread to Hong Kong, Sweden and China in the near future. Conclusions Initial evaluation suggests that the Youth Mental Health First Aid course improves participants' knowledge, attitudes and helping behaviour. The program has spread successfully both nationally and internationally. Trial registration ACTRN12609000033246 PMID:21272345

Preparing mental health nurses for the future workforce: an exploration of postgraduate education in Victoria, Australia.

PubMed

Happell, Brenda; Gough, Karla

2009-10-01

Problems with recruitment and retention in the mental health nursing workforce have been consistently acknowledged in the Australian literature. An Australian workforce scoping study conducted in 1999 revealed a significant shortfall between the number of nurses completing postgraduate mental health nursing programmes and both current and future workforce demands. Despite this, there has been no systematic analysis of these programmes to explain why they are not meeting workforce expectations. The primary aim of the current study was to elicit information about the number of applicants, enrolments, and completions during the 5-year period, 2000-2004. This information was obtained through structured interviews with representatives from Victorian universities (n = 6) who offered postgraduate mental health nursing programmes. Supplementary information, such as approaches to course advertising and student demographics, was also collected. The findings showed an overall increase in the number of students applying to and completing these degrees, although changes in the level of programmes students undertook were evident during this period. Despite revealing important insights regarding postgraduate mental health nursing courses within Victorian universities, the lack of systematic and comprehensive data collection was identified as a problem that limits the extent to which university data can inform recruitment strategies.

A Call to Develop Course-Based Undergraduate Research Experiences (CUREs) for Nonmajors Courses.

PubMed

Ballen, Cissy J; Blum, Jessamina E; Brownell, Sara; Hebert, Sadie; Hewlett, James; Klein, Joanna R; McDonald, Erik A; Monti, Denise L; Nold, Stephen C; Slemmons, Krista E; Soneral, Paula A G; Cotner, Sehoya

2017-01-01

Course-based undergraduate research experiences (CUREs) for non-science majors (nonmajors) are potentially distinct from CUREs for developing scientists in their goals, learning objectives, and assessment strategies. While national calls to improve science, technology, engineering, and mathematics education have led to an increase in research revealing the positive effects of CUREs for science majors, less work has specifically examined whether nonmajors are impacted in the same way. To address this gap in our understanding, a working group focused on nonmajors CUREs was convened to discuss the following questions: 1) What are our laboratory-learning goals for nonmajors? 2) What are our research priorities to determine best practices for nonmajors CUREs? 3) How can we collaborate to define and disseminate best practices for nonmajors in CUREs? We defined three broad student outcomes of prime importance to the nonmajors CURE: improvement of scientific literacy skills, proscience attitudes, and evidence-based decision making. We evaluated the state of knowledge of best practices for nonmajors, and identified research priorities for the future. The report that follows is a summary of the conclusions and future directions from our discussion. © 2017 C. J. Ballen et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Human Research Program Human Health Countermeasures Element Nutrition Risk Standing Review Panel

NASA Technical Reports Server (NTRS)

Bistrian, Bruce

2009-01-01

The Nutrition Risk Standing Review Panel (SRP) reviewed and discussed the specific gaps and tasks for the Human Health Countermeasures (HHC) Element related to nutrition identified in the Human Research Program (HRP) Integrated Research Plan. There was general consensus that the described gaps and proposed tasks were critical to future NASA mission success. The SRP acknowledged the high scientific quality of the work currently being undertaken by the Nutritional Biochemistry group under the direction of Dr. Scott Smith. In review of the entire HRP, four new gaps were identified that complement the Element's existing research activities. Given the limitations of ground-based analogs for many of the unique physiological and metabolic alterations in space, future studies are needed to quantify nutritional factors that change during actual space flight. In addition, future tasks should seek to better evaluate the time course of physiological and metabolic alterations during flight to better predict alterations during longer duration missions. Finally, given the recent data suggesting a potential role for increased inflammatory responses during space flight, the role of inflammation needs to be explored in detail, including the development of potential countermeasures and new ground based analogs, if this possibility is confirmed.

Correlation of preadmission organic chemistry courses and academic performance in biochemistry at a midwest chiropractic doctoral program.

PubMed

McRae, Marc P

2010-01-01

Organic chemistry has been shown to correlate with academic success in the preclinical years of medicine, dentistry, and graduate physiology. The purpose of this study is to examine the relationship between undergraduate organic chemistry grades and first-semester biochemistry grades at a Midwest chiropractic doctoral program. Students enrolled in a first-semester biochemistry course who had completed the prerequisite courses in organic chemistry offered at this same institution were entered into the study. The total grade for each of the three courses was calculated using the midterm and final exam raw scores with a weighting of 50% each. Analysis consisted of obtaining correlation coefficients between the total grades of organic 1 with biochemistry and organic 2 with biochemistry. Using the biochemistry total grade, the students were divided into quartiles and course grades for both organic chemistry 1 and 2 were calculated. For the 109 students in the study, the correlation coefficient between the biochemistry and organic chemistry 1 and biochemistry and organic chemistry 2 courses was r = 0.744 and r = 0.725, respectively. The difference in organic chemistry grades between those in the first and fourth quartiles was 63.2% and 86.9% for organic chemistry 1 (p < .001) and 60.9% and 79.4% for organic chemistry 2 (p < .001). This study shows that organic chemistry can be used as an indicator of future academic success in a chiropractic biochemistry course. Knowledge of such a relationship could prove useful to identify students who may potentially run into academic difficulty with first-year biochemistry.

Future directions in inflammatory bowel disease management.

PubMed

D'Haens, Geert R; Sartor, R Balfour; Silverberg, Mark S; Petersson, Joel; Rutgeerts, Paul

2014-08-01

Clinical management of inflammatory bowel diseases (IBD), new treatment modalities and the potential impact of personalised medicine remain topics of intense interest as our understanding of the pathophysiology of IBD expands. Potential future strategies for IBD management are discussed, based on recent preclinical and clinical research. A top-down approach to medical therapy is increasingly being adopted for patients with risk factors for severe inflammation or an unfavourable disease course in an attempt to halt the inflammatory process as early as possible, prevent complications and induce mucosal healing. In the future, biological therapies for IBD are likely to be used more selectively based on personalised benefit/risk assessment, determined through reliable biomarkers and tissue signatures, and will probably be optimised throughout the course of treatment. Biologics with different mechanisms of action will be available; when one drug fails, patients will be able to switch to another and even combination biologics may become a reality. The role of biotherapeutic products that are similar to currently licensed biologics in terms of quality, safety and efficacy - i.e. biosimilars - is at an early stage and requires further experience. Other therapeutic strategies may involve manipulation of the microbiome using antibiotics, probiotics, prebiotics, diet and combinations of all these approaches. Faecal microbiota transplantation is also a potential option in IBD although controlled data are lacking. The future of classifying, prognosticating and managing IBD involves an outcomes-based approach to identify biomarkers reflecting various biological processes that can be matched with clinically important endpoints. Copyright © 2014 European Crohn's and Colitis Organisation. Published by Elsevier B.V. All rights reserved.

Preparing Future Teachers to Anticipate Student Difficulties in Physics in a Graduate-Level Course in Physics, Pedagogy, and Education Research

ERIC Educational Resources Information Center

Thompson, John R.; Christensen, Warren M.; Wittmann, Michael C.

2011-01-01

We describe courses designed to help future teachers reflect on and discuss both physics content and student knowledge thereof. We use three kinds of activities: reading and discussing the literature, experiencing research-based curricular materials, and learning to use the basic research methods of physics education research. We present a general…

Use of Tablet PCs to Enhance Instruction and Promote Group Collaboration in a Course to Prepare Future Mathematics Specialists

ERIC Educational Resources Information Center

Ellington, Aimee J.; Wilson, Jill H.; Nugent, Jeffrey S.

2011-01-01

This article details the use of tablet PCs in a mathematics content course for future Mathematics Specialists. Instructors used tablet PCs instead of a traditional whiteboard to capture demonstration and discussion. Students were grouped for collaborative problem solving and exploration exercises. Each group was provided with a tablet PC for…

Engaging undergradate students in interdisciplinary courses in nanotechnology

NASA Astrophysics Data System (ADS)

Goodchild, Fiona

2008-03-01

Two new courses at UCSB engage both undergraduate and graduate students in situated learning so that they can acquire the knowledge and skills they will need for future academic courses and career development. These courses are designed and taught by research faculty and education staff at the California Nanosystems Institute (CNSI) at UC Santa Barbara. The speaker, Dr. Goodchild, Education Director at CNSI, collaborated in the course design and is advisor on assessment and pedagogy for both courses. The first course, entitled INSCITES, is aimed at first and second year students who are interested in the impacts of science and technology in society. This general education course is team taught by three Graduate Teaching Scholars from across engineering, science and social sciences. They collaborate with lead faculty from Materials Science and History to design both the curriculum and instructional format for the 10 week course that is supported by the National Science Foundation. INSCITES was taught for the first time in Spring 2007 and feedback indicated that the course had convinced the undergraduate students that they would like to take further courses outside their majors. The second course, entitled the Practice of Science is open to all majors in science and engineering, especially those in second and third year who are interested in scientific research and related career opportunities. The course has been taught for the past 4 years as a two quarter course by two research faculty who focus on the nature of scientific discovery, the role of graduate researchers and faculty, the challenges of collaboration across disciplines and the mechanisms for funding research in academia and industry. In the first quarter each students is expected to identify a mentor and a research group in which they can pursue an individual research project, to be completed during the second quarter when the classes are designed to operate like research group meetings. Evaluation indicates that both courses attract students from underrepresented groups in science who value gaining a broader perspective about nanotechnology and the career opportunities that it offers to undergraduate students.

Teaching Physics to Future Presidents

NASA Astrophysics Data System (ADS)

Jacobsen, Bob

2015-03-01

We present Berkeley's ``Physics for Future Presidents'' course. Created by Prof. Richard Muller, this is an introductory course aimed at preparing our students to make decisions in a physical, technological world. Organized around large topical areas like ``Energy,'' ``Gravity and Force,'' ``Nuclei and Radioactivity,'' and ``Invisible Light,'' we can cover in some depth the scientific issues involved in large-scale energy production via renewable and non-renewable resources, satellites including capabilities and limitations, nuclear power production including risk and waste, UV exposure including discussion of the ozone layer and cancer risk, etc. Although only a small bit of algebra is used, it's a deeply quantitative course. The class is structured around (1) traditional text readings and homework for basic material (2) demo- and discussion-based lectures and (3) readings and essays based on current articles and events. This third component raises student engagement and improves their reasoning & skeptical skills. It also makes the course challenging for both STEM and non-STEM students, and for future teachers.

Core competencies for pharmaceutical physicians and drug development scientists

PubMed Central

Silva, Honorio; Stonier, Peter; Buhler, Fritz; Deslypere, Jean-Paul; Criscuolo, Domenico; Nell, Gerfried; Massud, Joao; Geary, Stewart; Schenk, Johanna; Kerpel-Fronius, Sandor; Koski, Greg; Clemens, Norbert; Klingmann, Ingrid; Kesselring, Gustavo; van Olden, Rudolf; Dubois, Dominique

2013-01-01

Professional groups, such as IFAPP (International Federation of Pharmaceutical Physicians and Pharmaceutical Medicine), are expected to produce the defined core competencies to orient the discipline and the academic programs for the development of future competent professionals and to advance the profession. On the other hand, PharmaTrain, an Innovative Medicines Initiative project, has become the largest public-private partnership in biomedicine in the European Continent and aims to provide postgraduate courses that are designed to meet the needs of professionals working in medicines development. A working group was formed within IFAPP including representatives from PharmaTrain, academic institutions and national member associations, with special interest and experience on Quality Improvement through education. The objectives were: to define a set of core competencies for pharmaceutical physicians and drug development scientists, to be summarized in a Statement of Competence and to benchmark and align these identified core competencies with the Learning Outcomes (LO) of the PharmaTrain Base Course. The objectives were successfully achieved. Seven domains and 60 core competencies were identified and aligned accordingly. The effective implementation of training programs using the competencies or the PharmaTrain LO anywhere in the world may transform the drug development process to an efficient and integrated process for better and safer medicines. The PharmaTrain Base Course might provide the cognitive framework to achieve the desired Statement of Competence for Pharmaceutical Physicians and Drug Development Scientists worldwide. PMID:23986704

Preparing Teachers of Statistics: A Graduate Course for Future Teachers

ERIC Educational Resources Information Center

Garfield, Joan; Everson, Michelle

2009-01-01

This paper describes a unique graduate-level course that prepares teachers of introductory statistics at the college and high school levels. The course was developed as part of a graduate degree program in statistics education. Although originally taught in a face-to-face setting, the class has been converted to an online course to be accessible…

Distance Learning in Advanced Military Education: Analysis of Joint Operations Course in the Taiwan Military

ERIC Educational Resources Information Center

Tung, Ming-Chih; Huang, Jiung-yao; Keh, Huan-Chao; Wai, Shu-shen

2009-01-01

High-ranking officers require advanced military education in war tactics for future combat. However, line officers rarely have time to take such courses on campus. The conventional solution to this problem used to take the inefficient correspondence courses. Whereas Internet technologies progress, online course is the current trend for military…

Evaluation of the impact of a nationwide massive online open course on the appropriate use of antimicrobials.

PubMed

Pérez-Moreno, María Antonia; Peñalva-Moreno, Germán; Praena, Julia; González-González, Ana; Martínez-Cañavate, María Teresa; Rodríguez-Baño, Jesús; Cisneros, José Miguel

2018-04-25

To evaluate the impact of a massive online open course (MOOC) design on the appropriate use of antimicrobial agents, to determine specific study areas with better learning outcomes and to identify weak points. A pre- and post-intervention study in the context of a training course on infectious diseases aimed at health professionals. We designed a questionnaire with 30 questions related to the management of infectious diseases in different clinical situations. Participants had to answer the questions based on their competencies and training for these situations. We analysed the scores obtained before and after the course and the resulting progress. In addition, an open response section was provided to enable a qualitative evaluation. Two thousand one hundred and forty-eight health professionals were enrolled in the course. The questionnaire was completed before and after the course by 606 participants, mainly physicians (81.2%) and pharmacists (15.4%). The mean overall scores for the pre- and post-course questionnaires were 6.2 (SD 1.38) and 7.9 (SD 0.88), respectively (overall score increase = 1.8, SD 1.21, P < 0.001). A significant increase in self-assessment was detected (P < 0.001) for all the questions. Qualitative assessments were provided by 218 participants with 225 comments, most of which were very positive. The course with a MOOC design showed a great teaching capacity in the infectious diseases area for all the clinical situations analysed, notably in the management of severe infections with higher mortality. For future editions of this training activity, the need to include other infectious diseases, especially infections in primary care, was highlighted.

The Keys to Success in Doctoral Studies: A Preimmersion Course.

PubMed

Salani, Deborah; Albuja, Laura Dean; Azaiza, Khitam

2016-01-01

This article will review an innovative on-line preimmersion course for a hybrid doctor of nursing practice (DNP) program and a traditional face-to-face doctor of philosophy nursing program. The doctoral candidates include both postbaccalaureate and postmaster's students. The authors of the preimmersion course developed and initiated the course in order to address various issues that have surfaced in discussions between students and faculty. Examples of common themes identified include writing skills, statistics, life-work-school balance, and navigating instructional technology. Doctoral studies may pose challenges to students studying nursing, in regard to academic rigor and experiencing on-line education for the first time, especially for students who have been out of school for an extended amount of time or are not accustomed to a nontraditional classroom; thus, having a preimmersion course established may facilitate a smooth transition to rigorous academic studies in a hybrid program. The course, which was developed and delivered through Blackboard, a learning management system, includes the following 9 preimmersion modules: academic strategies (learning styles, creating an effective PowerPoint presentation), library support (introduction to the university library, literature review tutorial, and citation styles), mindfulness, wellness, statistics essentials, writing express, DNP capstone, netiquette, and DNP/doctor of philosophy mentorship. Each module consists of various tools that may promote student success in specific courses and the programs in general. The purpose of designing the preimmersion course is to decrease attrition rates and increase success of the students. While the majority of students have succeeded in their coursework and been graduated from the program, the authors of this article found that many students struggled with the work, life, and school balance. Future work will include the evaluation of results from graduate students enrolled in the program. Copyright © 2016 Elsevier Inc. All rights reserved.

Connections Between Future Time Perspectives and Self-Regulated Learning for Mid-Year Engineering Students: A Multiple Case Study

NASA Astrophysics Data System (ADS)

Chasmar, Justine

This dissertation presents multiple studies with the purpose of understanding the connections between undergraduate engineering students' motivations, specifically students' Future Time Perspectives (FTPs) and Self-Regulated Learning (SRL). FTP refers to the views students hold about the future and how their perceptions of current tasks are affected by these views. SRL connects the behaviors, metacognition, and motivation of students in their learning. The goals of this research project were to 1) qualitatively describe and document engineering students' SRL strategies, 2) examine interactions between engineering students' FTPs and SRL strategy use, and 3) explore goal-setting as a bridge between FTP and SRL. In an exploratory qualitative study with mid-year industrial engineering students to examine the SRL strategies used before and after an SRL intervention, results showed that students intended to use more SRL strategies than they attempted. However, students self-reported using new SRL strategies from the intervention. Students in this population also completed a survey and a single interview about FTP and SRL. Results showed perceptions of instrumentality of coursework and skills as motivation for using SRL strategies, and a varied use of SRL strategies for students with different FTPs. Overall, three types of student FTP were seen: students with a single realistic view of the future, conflicting ideal and realistic future views, or open views of the future. A sequential explanatory mixed methods study was conducted with mid-year students from multiple engineering majors. First a cluster analysis of survey results of FTP items compared to FTP interview responses was used for participant selection. Then a multiple case study was conducted with data collected through surveys, journal entries, course performance, and two interviews. Results showed that students with a well-defined FTP self-regulated in the present based on their varied perceptions of instrumentality for their present tasks and evaluated and adapted their SRL strategies based on grades. Students with conflicting perceptions of the future used a high level of SRL in courses related to both conflicting future paths or related to their short-term goals. Students with open views had high SRL in most of their courses due to a high perception of instrumentality for their present courses. Implications for practice include use of a context-based SRL intervention to teach effective learning strategies, a shift of key general education courses to earlier in the engineering curriculum, and utilization of career-focused problems to support student FTP development and stress the importance of course content in future engineering careers.

General or Vocational English Courses for Taiwanese Students in Vocational High Schools? Students' Perceptions of Their English Courses and Their Relevance to Their Future Career

ERIC Educational Resources Information Center

Hua, Tzu-Ling; Beverton, Sue

2013-01-01

Taiwanese vocational high schools (VHSs) deliver general English courses. This paper explores the extent to which these courses are perceived to be appropriately vocationally orientated. This focus gives rise to two main research questions: what are VHS students' expectations from their English courses, and to what extent are they being met? The…

Entomopathogenic Nematodes Are Not an Alternative to Fenamiphos for Management of Plant-Parasitic Nematodes on Golf Courses in Florida

PubMed Central

Crow, WT; Porazinska, DL; Giblin-Davis, RM; Grewal, PS

2006-01-01

With the cancellation of fenamiphos in the near future, alternative nematode management tactics for plant-parasitic nematodes (PPN) on golf courses need to be identified. The use of entomopathogenic nematodes (EPN) has been suggested as one possible alternative. This paper presents the results of 10 experiments evaluating the efficacy of EPN at managing PPN on turfgrasses and improving turf performance. These experiments were conducted at various locations throughout Florida over the course of a decade. In different experiments, different EPN species were tested against different species of PPN. Separate experiments evaluated multiple rates and applications of EPN, compared different EPN species, and compared single EPN species against multiple species of PPN. In a few trials, EPN were associated with reductions in certain plant-parasite species, but in other trials were associated with increases. In most trials, EPN had no effect on plant parasites. Because EPN were so inconsistent in their results, we conclude that EPN are not acceptable alternatives to fenamiphos by most turf managers in Florida at this time. PMID:19259430

Physicians who keep lax records put careers in danger, college course warns.

PubMed Central

Kramer, D

1996-01-01

During a recent workshop sponsored by the College of Physicians and Surgeons of Ontario, Dr. Paul Caulford identified the most common problems with medical records: they are much too brief, don't tell the patient's story and are missing important details. He warned that physicians must pay more attention to their records because "the way things are moving, the scrutiny of records in the past in nothing in comparison to what it will be like in the future." Images p1470-a PMID:8943936

Attracting Future Geographers: The Introductory Course.

ERIC Educational Resources Information Center

Trindell, Roger

The organization and content of an introductory human geography course instituted at Mansfield State University (Pennsylvania) to interest students in a geography major and possible geography career is described. Organized around basic geography "co-traditions," the course begins by examining geography's origin, purpose, and relation to other…

Teaching Business Management at the Secondary Level

ERIC Educational Resources Information Center

Brown, Betty J.

1978-01-01

A suggested secondary business curriculum for future entrepreneurs should include a foundations course in the private enterprise system and courses in accounting, distributive education, data processing, and perhaps business law, leading to a capstone course in small business management. Some career possibilities are also noted. (MF)

Laboratory Experiences in an Introduction to Natural Science Course.

ERIC Educational Resources Information Center

Barnard, Sister Marquita

1984-01-01

Describes a two-semester course designed to meet the needs of future elementary teachers, home economists, and occupational therapists. Laboratory work includes homemade calorimeters, inclined planes, and computing. Content areas of the course include measurement, physics, chemistry, astronomy, biology, geology, and meteorology. (JN)

[A self-improvement and participatory career development education program involving internships and volunteer training experience for pharmacy students: results verified in a follow-up survey three years after participation].

PubMed

Kurio, Wasako; Konishi, Motomi; Okuno, Tomofumi; Nakao, Teruyuki; Kimura, Tomoki; Tsuji, Takumi; Yamamuro, Akiko; Yamamoto, Yumi; Nishikawa, Tomoe; Yanada, Kazuo; Yasuhara, Tomohisa; Kohno, Takeyuki; Ogita, Kiyokazu; Sone, Tomomichi

2014-01-01

The Faculty of Pharmaceutical Sciences, Setsunan University, offers the Self-improvement and Participatory Career Development Education Program: Internship and Volunteer Training Experience for Pharmacy Students to third-year students. We previously reported that the training experience was effective in cultivating important attributes among students, such as a willingness to learn the aims of pharmacists, an awareness of their own role as healthcare workers, and a desire to reflect on their future careers and lives. A follow-up survey of the participants was carried out three years after the training experience. The questionnaire verified that the training experience affected attendance at subsequent lectures and course determination after graduation. We confirmed the relationship between the participants' degree of satisfaction with the training experience and increased motivation for attending subsequent lectures. Through the training experience, participants discovered future targets and subjects of study. In addition, they became more interested in subsequent classroom lessons and their future. The greater the participants' degree of satisfaction with their training experience, the more interest they took in practical training and future courses. The present study clarified that the training experience was effective in cultivating important attributes such as a willingness to learn and an interest in future courses. Moreover, the training positively affected the course determination after graduation.

Life course approach in social epidemiology: an overview, application and future implications.

PubMed

Cable, Noriko

2014-01-01

The application of the life course approach to social epidemiology has helped epidemiologists theoretically examine social gradients in population health. Longitudinal data with rich contextual information collected repeatedly and advanced statistical approaches have made this challenging task easier. This review paper provides an overview of the life course approach in epidemiology, its research application, and future challenges. In summary, a systematic approach to methods, including theoretically guided measurement of socioeconomic position, would assist researchers in gathering evidence for reducing social gradients in health, and collaboration across individual disciplines will make this task achievable.

An investigation of the joint longitudinal trajectories of low body weight, binge eating, and purging in women with anorexia nervosa and bulimia nervosa

PubMed Central

Lavender, Jason M.; De Young, Kyle P.; Franko, Debra L.; Eddy, Kamryn T.; Kass, Andrea E.; Sears, Meredith S.; Herzog, David B.

2015-01-01

Objectives To describe the longitudinal course of three core eating disorder symptoms – low body weight, binge eating, and purging – in women with anorexia nervosa (AN) and bulimia nervosa (BN) using a novel statistical approach. Method Treatment-seeking women with AN (n=136) or BN (n=110) completed the Eating Disorders Longitudinal Interval Follow-Up Evaluation interview every six months, yielding weekly eating disorder symptom data for a five-year period. Semi-parametric mixture modeling was used to identify longitudinal trajectories for the three core symptoms. Results Four individual trajectories were identified for each eating disorder symptom. The number and general shape of the individual trajectories was similar across symptoms, with each model including trajectories depicting stable absence and stable presence of symptoms as well as one or more trajectories depicting the declining presence of symptoms. Unique trajectories were found for low body weight (fluctuating presence) and purging (increasing presence). Conjunction analyses yielded the following joint trajectories: low body weight and binge eating, low body weight and purging, and binge eating and purging. Conclusions The course of individual eating disorder symptoms among patients with AN and BN is highly variable. Future research identifying clinical predictors of trajectory membership may inform treatment and nosological research. PMID:22072404

An investigation of the joint longitudinal trajectories of low body weight, binge eating, and purging in women with anorexia nervosa and bulimia nervosa.

PubMed

Lavender, Jason M; De Young, Kyle P; Franko, Debra L; Eddy, Kamryn T; Kass, Andrea E; Sears, Meredith S; Herzog, David B

2011-12-01

To describe the longitudinal course of three core eating disorder symptoms-low body weight, binge eating, and purging-in women with anorexia nervosa (AN) and bulimia nervosa (BN) using a novel statistical approach. Treatment-seeking women with AN (n = 136) or BN (n = 110) completed the Eating Disorders Longitudinal Interval Follow-Up Evaluation interview every 6 months, yielding weekly eating disorder symptom data for a 5-year period. Semiparametric mixture modeling was used to identify longitudinal trajectories for the three core symptoms. Four individual trajectories were identified for each eating disorder symptom. The number and general shape of the individual trajectories was similar across symptoms, with each model including trajectories depicting stable absence and stable presence of symptoms as well as one or more trajectories depicting the declining presence of symptoms. Unique trajectories were found for low body weight (fluctuating presence) and purging (increasing presence). Conjunction analyses yielded the following joint trajectories: low body weight and binge eating, low body weight and purging, and binge eating and purging. The course of individual eating disorder symptoms among patients with AN and BN is highly variable. Future research identifying clinical predictors of trajectory membership may inform treatment and nosological research. Copyright © 2010 Wiley Periodicals, Inc.

Intentions of young students to enroll in science courses in the future: An examination of gender differences

NASA Astrophysics Data System (ADS)

Farenga, Stephen J.; Joyce, Beverly A.

1999-01-01

This study examined young students' perceptions of gender-appropriate science courses. The sample consisted of 427 students in grades 4, 5, and 6, between the ages of 9 and 13. Students completed the Course Selection Sheet (CSS) to choose courses for themselves and members of the opposite gender. A psychosocial framework was offered to explain the differential course selection patterns between young boys and girls. The study reveals a strong gender effect pointing toward stereotypical perceptions of selected science courses for oneself (p 0.01). When students selected science courses for the opposite gender, the evidence of gender-role stereotypes was even greater (p < 0.000). Course selection profiles imply that a reciprocal relationship exists in the number and kind of courses selected by girls and boys. A detailed analysis suggests that both boys and girls perceive physical science and technology-related courses as appropriate subjects for boys to study and life sciences as appropriate subjects for girls to study. Surprisingly, students' future science course selections resemble current enrollment data of master's and doctoral candidates. The students' perceptions of science are seen years prior to the actual encounter with the science courses listed on the course selection menu. These findings question the auspiciousness of programs designed to ameliorate gender differences in science during junior or senior high school years. Suggestions for school curriculum development and the importance of informal science experiences were examined.

The Effect of Enrollment in Middle School Challenge Courses on Advanced Placement Exams in Social Studies and Science

ERIC Educational Resources Information Center

Glaude-Bolte, Katherine

2010-01-01

Educators seek to guide students through appropriate programs and courses that prepare them for future success, in more advanced coursework and in other challenges of life. Some middle schools offer Challenge, or honors, courses for students who have demonstrated high ability. High schools often offer Advanced Placement (AP) courses, which are…

Finding ways to grow skills, knowledge, and voice in the next generation of interdisciplinary sustainability scientists

NASA Astrophysics Data System (ADS)

Roy, S. G.; de Souza, S. P.; McGreavy, B.; Gardner, K.; Hart, D.; Druschke, C. G.

2017-12-01

The need to train early-career interdisciplinary, solutions-driven sustainability researchers has never been more apparent than today. To meet this challenge, educators at the Universities of Maine, New Hampshire, and Rhode Island have collaborated with their students to design and assess an interdisciplinary, multi-university course meant to develop the skills, content knowledge, and voice that are seen as critical for training the next generation of interdisciplinary sustainability researchers. We developed a rubric and conducted a mixed methods analysis of sustainability science learning outcomes identified as central to successful sustainability research. We used these targeted outcomes as a guide to design and implement several activities that build these skills and competencies and advance the identified outcomes. These course learning outcomes focus on three major sustainability science competencies: (1) systems thinking, which focuses on improving students' abilities to build a deep understanding of dynamic social-ecological systems; (2) problem definition, which focuses on the skills necessary to identify and communicate sustainability problems by combining systems knowledge with multiple stakeholder perspectives; and (3) decision making, which focuses on the abilities required to create and communicate adaptable decisions to mitigate sustainability problems. Students were frequently asked to help co-create class meetings based on their own educational experiences and objectives.Based on a quantitative assessment of survey results taken before and after the course, several students tended to initially overestimate their capacity for undertaking interdisciplinary sustainability research, possibly because of a previously narrow exposure to these concepts from the perspective of a single discipline. Qualitative results indicate that students gained substantial experience and confidence in communication, and especially in collaboration, stakeholder engagement, and conflict. Based on our empirical approach we recommend focusing on three key factors when training future interdisciplinary sustainability scientists: diverse and nested communication, building voice by co-creating the course, and early engagement with stakeholders.

Design of a Dynamic Undergraduate Green Chemistry Course

ERIC Educational Resources Information Center

Kennedy, Sarah A.

2016-01-01

The green chemistry course taught at Westminster College (PA) incorporates nontraditional teaching techniques and texts to educate future chemists about the importance of using green chemistry principles. The course is designed to introduce green chemistry concepts and demonstrate their inherent necessity by discussing historical missteps by the…

Information fluency for undergraduate biology majors: applications of inquiry-based learning in a developmental biology course.

PubMed

Gehring, Kathleen M; Eastman, Deborah A

2008-01-01

Many initiatives for the improvement of undergraduate science education call for inquiry-based learning that emphasizes investigative projects and reading of the primary literature. These approaches give students an understanding of science as a process and help them integrate content presented in courses. At the same time, general initiatives to promote information fluency are being promoted on many college and university campuses. Information fluency refers to discipline-specific processing of information, and it involves integration of gathered information with specific ideas to form logical conclusions. We have implemented the use of inquiry-based learning to enhance and study discipline-specific information fluency skills in an upper-level undergraduate Developmental Biology course. In this study, an information literacy tutorial and a set of linked assignments using primary literature analysis were integrated with two inquiry-based laboratory research projects. Quantitative analysis of student responses suggests that the abilities of students to identify and apply valid sources of information were enhanced. Qualitative assessment revealed a set of patterns by which students gather and apply information. Self-assessment responses indicated that students recognized the impact of the assignments on their abilities to gather and apply information and that they were more confident about these abilities for future biology courses and beyond.

Agency and Social Forces in the Life Course: The Case of Gender Transitions in Later Life

PubMed Central

2017-01-01

Abstract Objectives: In order to bolster gerontology’s knowledge base about transgender issues and advance conceptualizations of agency and social forces in life course scholarship, this study explores the conditions under which people contemplate or pursue a gender transition in later life. Methods: In-depth interviews were conducted with male-to-female identified persons (N = 22) who have seriously contemplated or pursued a gender transition after the age of 50 years. Participant observation was also carried out at three national transgender conferences (N = 170 hours). Interpretive analyses utilized open and focused coding, analytical memo writing, and an iterative process of theory development. Results: Participants in this study faced unrelenting social pressures to conform to normative gender expectations throughout their lives, which were often internalized and experienced as part of themselves. Confronting these internalized forces often took the form of a “dam bursting,” an intense emotional process through which participants asserted agency in the face of constraining social forces in order to pursue a gender transition in later life. Discussion: The findings in this paper are used to extend the life course concept of agency within structure, which has implications for future life course research in aging, especially with respect to socially marginalized and oppressed minority groups. PMID:27582504

Views of the United States healthcare system: Findings from documentary analysis of an interprofessional education course.

PubMed

Bultas, Margaret W; Ruebling, Irma; Breitbach, Anthony; Carlson, Judy

2016-11-01

As the healthcare system of the United States becomes more complex, collaboration among health professionals is becoming an essential aspect in improving the health of individuals and populations. An interprofessional education course entitled "Health Care System and Health Promotion" was developed to allow health profession students to work and learn together about issues related to healthcare delivery, health promotion, and the effect of policy issues on key stakeholders in the system. A qualitative document analysis research design was used to evaluate the effect of this interprofessional course on students' views of the current healthcare system of the United States. Fifty-nine student articles were analysed using document analysis. Health professions represented in the sample included occupational therapy, physical therapy, athletic training, nursing, and radiation therapy, nuclear medicine technology, and magnetic resonance imaging. Eight themes were identified including: increased personal awareness, the need for a system change, concern for access, affordability of healthcare, vision for future practice role, need for quality care, the value of interprofessional collaboration (IPC), and the importance of disease prevention. The results of the study suggest that healthcare education can benefit from the integration of Interprofessional Education (IPE) courses into their curriculum especially when teaching content common to all healthcare professions such as healthcare systems and health promotion.

Information Fluency for Undergraduate Biology Majors: Applications of Inquiry-based Learning in a Developmental Biology Course

PubMed Central

Gehring, Kathleen M.

2008-01-01

Many initiatives for the improvement of undergraduate science education call for inquiry-based learning that emphasizes investigative projects and reading of the primary literature. These approaches give students an understanding of science as a process and help them integrate content presented in courses. At the same time, general initiatives to promote information fluency are being promoted on many college and university campuses. Information fluency refers to discipline-specific processing of information, and it involves integration of gathered information with specific ideas to form logical conclusions. We have implemented the use of inquiry-based learning to enhance and study discipline-specific information fluency skills in an upper-level undergraduate Developmental Biology course. In this study, an information literacy tutorial and a set of linked assignments using primary literature analysis were integrated with two inquiry-based laboratory research projects. Quantitaitve analysis of student responses suggests that the abilities of students to identify and apply valid sources of information were enhanced. Qualitative assessment revealed a set of patterns by which students gather and apply information. Self-assessment responses indicated that students recognized the impact of the assignments on their abilities to gather and apply information and that they were more confident about these abilities for future biology courses and beyond. PMID:18316808

Music for All: Including young people with intellectual disability in a university environment.

PubMed

Rickson, Daphne; Warren, Penny

2017-01-01

We investigated a continuing education course in creative music making, initiated to promote the inclusion of young people with intellectual disability in a university setting. Despite organizers' attempts to foster diversity within the student cohort, enrolments were almost exclusively from students who had intellectual disability. Being in the university environment, and in a place of higher learning, seemed to be valued by some. However, students' main focus was on group musicking in a dedicated music room rather than interacting with the wider university community. Those who did not identify as disabled believed it was important to continue to address the barriers to wider inclusion. While acknowledging the risks around mediating the social interactions of young people with intellectual disability, we argue that future courses should include activities specifically designed to bring them to classes with typical students and to the wider activities of the university.

Education: A Core Value

NASA Astrophysics Data System (ADS)

Carroll, William F., Jr.

2001-09-01

1. Teaching our Children. ACS should develop an intensive course in modern teaching methods, challenges and responsibilities, and press for streamlined teacher certification procedures for advanced degree or life experience chemists.
2. Teaching our Future Colleagues. As President I will encourage companies to make scientists with special skills available to universities, and will encourage universities to utilize these scientists to round out areas of study not covered by their existing faculty.
3. Teaching our Members. ACS should develop functional and management-related courses for scientists to facilitate career advancement from the bench to research management or from science to business.
4. Teaching the Public. The President is the most visible representative of the Society, and should devote significant time to communication with lay audiences.

Transition and Adaptation to the Continuing Care Retirement Community From a Life Course Perspective: Something Old, Something New, and Something Borrowed.

PubMed

Ayalon, Liat

2018-03-01

The study examined the accounts of older adults and their adult children concerning the transition to the continuing care retirement community (CCRC) and the adjustment to it, using a life course perspective. Up to three waves of interviews, consisting of a total of 187 interviews with older adults and their adult children, were conducted between 6 months and 6 years from the transition to the CCRC. Thematic analysis was employed using comparisons across groups of interviewees (older adults and adult children) and waves of interviews (up to three waves) to identify core categories of meaning. Time perception was an organizing principle across interviews. Both older adults and their adult children perceived themselves as moving forward and backward in time following the transition to the CCRC and future expectations for deterioration. The study emphasizes the linked-lives of older adults and their adult children.

Defining the clinical course of multiple sclerosis

PubMed Central

Reingold, Stephen C.; Cohen, Jeffrey A.; Cutter, Gary R.; Sørensen, Per Soelberg; Thompson, Alan J.; Wolinsky, Jerry S.; Balcer, Laura J.; Banwell, Brenda; Barkhof, Frederik; Bebo, Bruce; Calabresi, Peter A.; Clanet, Michel; Comi, Giancarlo; Fox, Robert J.; Freedman, Mark S.; Goodman, Andrew D.; Inglese, Matilde; Kappos, Ludwig; Kieseier, Bernd C.; Lincoln, John A.; Lubetzki, Catherine; Miller, Aaron E.; Montalban, Xavier; O'Connor, Paul W.; Petkau, John; Pozzilli, Carlo; Rudick, Richard A.; Sormani, Maria Pia; Stüve, Olaf; Waubant, Emmanuelle; Polman, Chris H.

2014-01-01

Accurate clinical course descriptions (phenotypes) of multiple sclerosis (MS) are important for communication, prognostication, design and recruitment of clinical trials, and treatment decision-making. Standardized descriptions published in 1996 based on a survey of international MS experts provided purely clinical phenotypes based on data and consensus at that time, but imaging and biological correlates were lacking. Increased understanding of MS and its pathology, coupled with general concern that the original descriptors may not adequately reflect more recently identified clinical aspects of the disease, prompted a re-examination of MS disease phenotypes by the International Advisory Committee on Clinical Trials of MS. While imaging and biological markers that might provide objective criteria for separating clinical phenotypes are lacking, we propose refined descriptors that include consideration of disease activity (based on clinical relapse rate and imaging findings) and disease progression. Strategies for future research to better define phenotypes are also outlined. PMID:24871874

Social aggression and resource conflict across the female life-course in the Bolivian Amazon.

PubMed

Rucas, Stacey L; Gurven, Michael; Winking, Jeffrey; Kaplan, Hillard

2012-01-01

This work explores sources of conflict among forager-horticulturalist women in Amazonian Bolivia, and applies life history theory as a tool for understanding competitive and cooperative social networking behaviors among women. In this study, 121 Tsimane women and girls were interviewed regarding current and past disagreements with others in their community to identify categories of contested resources that instigate interpersonal conflicts, often resulting in incidences of social aggression. Analysis of frequency data on quarrels (N = 334) reveals that women target several diverse categories of resources, with social types appearing as frequently as food and mates. It was also found that the focus of women's competition changes throughout the life-course, consistent with the notion that current vs. future reproduction and quantity-quality trade-offs might have different influences on competition and social conflict over resources within women's social networks across different age groups. © 2012 Wiley Periodicals, Inc.

Behavioral outcomes for substance-exposed adopted children: fourteen years postadoption.

PubMed

Crea, Thomas M; Barth, Richard P; Guo, Shenyang; Brooks, Devon

2008-01-01

From a life course perspective, studies of cumulative disadvantage often identify early risk factors as predictors of poor outcomes. This study examined the influence of prenatal substance exposure on children's externalizing behaviors at 14 years postadoption. Using Wave 4 data from the California Long-Range Adoption Study, the authors employed growth curve modeling to examine behavioral trajectories of 275 children as influenced by foster care status, age at adoption, and gender. Outcomes are measured using a shortened Behavioral Problem Index. Prenatal exposure predicted elevated behavior problems that increased normatively compared with nonexposed children, and were not found to trigger the negative behavior sequelae once feared. Foster children tended to fare better over the life course than those adopted through other means, except for children adopted at older ages. Adopted children's problem behaviors may be directly associated with the success of their placements. The authors discuss implications for practice and future research. (c) 2008 APA, all rights reserved

Preparing future teachers to anticipate student difficulties in physics in a graduate-level course in physics, pedagogy, and education research

NASA Astrophysics Data System (ADS)

Thompson, John R.; Christensen, Warren M.; Wittmann, Michael C.

2011-06-01

We describe courses designed to help future teachers reflect on and discuss both physics content and student knowledge thereof. We use three kinds of activities: reading and discussing the literature, experiencing research-based curricular materials, and learning to use the basic research methods of physics education research. We present a general overview of the two courses we have designed as well as a framework for assessing student performance on physics content knowledge and one aspect of pedagogical content knowledge—knowledge of student ideas—about one particular content area: electric circuits. We find that the quality of future teachers’ responses, especially on questions dealing with knowledge of student ideas, can be successfully categorized and may be higher for those with a nonphysics background than those with a physics background.

A study of Web-based instructional strategies in post-secondary sciences

NASA Astrophysics Data System (ADS)

Stanley, Scott A.

There is a large demand for web-based instruction offered by post secondary institutions (U.S. Department of Education, 2003), but only recently have post secondary science faculty begun to develop courses for this medium (Carr, 2000). Research evaluating the effectiveness of this type of instruction suggests that there is no significant difference in the grades between students in traditional and online courses (Russell, 1999; Spooner, Jordan, Agozzine, & Spooner, 1999; Verduin & Clark, 1991; Wideman & Owston, 1999). It is important to note that while grades may be similar in face-to-face (FTF) and web-based science courses, it cannot be implied that student learning is identical in both environments. Experts in web-based instruction claim that teaching practices for web-based instruction are similar to those used in a FTF environment (Bronack & Riedl, 1998; Ragan, 1999). This is troublesome when viewed in context with the data on instructional strategies used in FTF post-secondary science courses. It is well documented that undergraduate students perceive science pedagogy as ineffective (NSF, 1996; Seymour & Hewitt, 1997; Tobias, 1990). This research examined web-based instructional strategies in post secondary science courses. Using a web-based questionnaire, this study collected data in order to examine the frequency of use of previously identified effective FTF instructional strategies, and the difference in use of instructional strategies in the different fields of science. One hundred and thirty respondents completed the web-based questionnaire. Data from faculty (N=122) who teach more than 75% of their course online were analyzed. Data analyses revealed the frequency of use of effective face-to-face instructional strategies is variable. Science faculty do not regularly assess students' conceptual understandings prior to the presentation of new concepts. Faculty frequently made connections to the real-world and incorporated problem solving using real-life problems. Emphasis on discovering things and devising an investigation tended to be conducted individually and not as part of a collaborative group. Instructor-student interaction tended to be asynchronous in nature. Course discussions frequently centered on course concepts and conceptual problems. There was no significant difference in the use of instructional strategies in online science courses for the different fields of science. The results of this study indicate post secondary science faculty utilization of previously identified effective face-to-face instructional strategies in online science courses was variable. Specific recommendations for faculty development and future research are included in the study.

Evaluating Student Perceptions of Course Delivery Platforms

ERIC Educational Resources Information Center

Bramorski, Tom; Madan, Manu S.

2016-01-01

In this paper we evaluate effectiveness of course delivery mode on three dimensions: values, networking opportunities and learning. While students and their future employers are two important customers for the business program, we focus on the perception of students regarding the effectiveness of course delivery mode on program performance. The…

Embedded Information Literacy in the Basic Oral Communication Course: From Conception through Assessment

ERIC Educational Resources Information Center

Weaver, Kari D.; Pier, Penni M.

2010-01-01

This article explores the process of embedding information literacy into a basic oral communication course. Discussion includes student performance as an impetus for change, collaborative course design between the oral communication teaching team and instructional librarians, and assessment initiatives. Suggestions for future collaborative work…

Integrated Humanities: A Participatory Course for a Multi-Cultural Environment.

ERIC Educational Resources Information Center

Thomas, Timothy R.

A course description and syllabus are provided for "Integrated Humanities," a general education course taught at Northern New Mexico Community College to provide students with a solid, reliable knowledge base and framework upon which to build future educational experiences. Following introductory material, a syllabus for students is…

Standardized Curriculum for Enrichment Agriculture. Grades 7 and 8.

ERIC Educational Resources Information Center

Mississippi State Dept. of Education, Jackson. Office of Vocational, Technical and Adult Education.

Standardized vocational education course titles and core contents are provided for two courses in Mississippi: agriculture, grades seven and eight. The first course contains the following units: (1) agricultural careers; (2) leadership and Future Farmers of America (FFA); (3) public speaking; (4) parliamentary procedures; (5) introduction to…

Teaching Environmental Geology in the 21St Century: A Workshop Report

NASA Astrophysics Data System (ADS)

Mogk, D. W.; Wiese, K.; Castendyk, D.; McDaris, J. R.

2012-12-01

Environmental Geology encompasses a range of topics that include geohazards, natural resources, issues such as climate change, human health, and environmental policy. Instruction in Environmental Geology provides students the opportunity to address the grand challenges facing humanity regarding how to live sustainably and responsibly on Earth. Instruction in Environmental Geology ranges from dedicated introductory courses, instructional modules in upper division Earth Science "core" classes, to courses in related disciplines such as environmental science, ecology, and the social and political sciences. To explore the opportunities of teaching Environmental Geology in all these contexts, the On the Cutting Edge program convened a workshop in June 2012 to bring together instructors representing a diversity of instructional settings. The goals of the workshop were to: 1) Share innovative teaching methods, approaches, and activities for teaching Environmental Geology and share ideas on how to teach in various contexts. 2) Examine where and how environmental geology topics are taught in the geoscience curriculum from introductory courses for non-majors to "core" geoscience courses for majors. 3) Consider the ways that Environmental Geology courses and topical materials can contribute to public science literacy, particularly how to make personal and societal decisions about the range of issues facing humanity and to live responsibly and sustainably on this planet. 4) Develop a list of best practices for integrating emerging environmental issues, recent natural disasters, and issues related to natural resources into course work and identifying how scientific data and research outcomes can inform public discourse on topical issues. 5) Develop strategies to reach under-represented groups and expand the diversity of students who enroll in our courses. 6) Identify topics of high interest and need for future development as teaching modules and courses. The workshop program included keynote talks, small group discussion sessions, interactive demonstrations, and opportunities to network and develop ideas for new instructional resources. The participants also reviewed over 300 teaching activities, and contributed to additional online resources focused on Environmental Geology. Field trips demonstrated teaching activities about environmental issues in local contexts. All workshop presentations, discussion summaries, teaching activity collections and related on-line resources are available on the workshop website. Faculty are encouraged to submit additional examples of Environmental Geology instructional resources.

Puerto Rico: Statehood, Independence of Status Quo.

DTIC Science & Technology

The paper investigates factors which might influence the future status of Puerto Rico and speculates what this status might be. Discussion is devoted primarily to the development of political stability and improvement of economic conditions on the island. Three future courses exist and are the matter of varying degrees of sentiment. These courses are: Shall Puerto Rico become a state. Shall it become an independent country. Shall it remain a commonwealth.

Changing Course: navigating the future of the Lower Mississippi River

NASA Astrophysics Data System (ADS)

Cochran, S.

2016-02-01

Changing Course is a design competition to reimagine a more sustainable Lower Mississippi River Delta, bringing teams together from around the world to create innovative visions for one of America's greatest natural resources. Building off of Louisiana's Coastal Master Plan, and answering a key question from that plan, three winning teams (Baird & Associates, Moffatt & Nichol and Studio Misi-Ziibi) have generated designs for how the Mississippi River's water and sediment can be used to maximize rebuilding of delta wetlands while also continuing to meet the needs of navigation, flood protection, and coastal industries and communities. While each of the winning teams offered a different vision, all three identified the same key requirements as critical to sustaining the Mississippi River Delta today and into the future: Reconnecting the Mississippi River to its wetlands to help restore southeast Louisiana's first line of defense against powerful storms and rising sea levels. Planning for a more sustainable delta, including a gradual shift in population to create more protected and resilient communities. Protecting and maximizing the region's port and maritime activities, including a deeper more sustainable navigation channel upriver from Southwest Pass. Increasing economic opportunities in a future smaller delta through expanding shipping capacity, coastal restoration infrastructure, outdoor recreation and tourism and commercial fishing. This session will give a high level overview of the design competition process, results and common themes, similarities and differences in their designs, and how the ideas generated will inform coastal stakeholders and official government processes.

Redox Biology Course Evaluation Form | Center for Cancer Research

Cancer.gov

To improve the Redox Biology (RB) course in future years, we would appreciate your feedback by completing this course evaluation. Please score the course elements as poor, fair, average, good or excellent. Please type any comments that you have in response to the questions at the bottom of the form. Remember to include your name as you wish it to appear on the certificate.

The Design and Development of an Online, Case-Based Course in a Teacher Preparation Program

ERIC Educational Resources Information Center

Peña, Carmen M.

2004-01-01

The goals of this study were to: 1) design a web-based course using WebCT for future secondary school teachers at the University of Texas Pan American, 2) evaluate the effectiveness of the course, and 3) provide a set of guidelines for designing web-based courses for other teacher educators. The participants in this study consisted of junior- and…

A Trial for Curriculum Development: The Effect of Educational Philosophy Curriculum on the Attitudes Towards Course and Educational Views

ERIC Educational Resources Information Center

Kumral, Orhan

2016-01-01

In Turkey, Educational Philosophy is a compulsory course for the students of education faculties, which serve the purpose of training the teachers of future generations. Furthermore, in some other programs, students are able to take the course as an elective course. The continuous changes in culture, science, and technology force the curriculum of…

Does a 3-week critical research appraisal course affect how students perceive their appraisal skills and the relevance of research for clinical practice? A repeated cross-sectional survey.

PubMed

Jelsness-Jørgensen, Lars-Petter

2015-01-01

Research utilisation is essential in developing evidence-based practices; although many students may be generally able to adopt such skills, there are reports of barriers related to critical appraisal skills. To explore how students perceive the relevance of research to future clinical practice and patients, and to what extent they read research (including reading pattern). Additionally, the objective was to explore whether a three-week intensive course in critical appraisal of research could affect these variables. A cross-sectional survey design, with a pre- and post-test. One large university college in Southeastern Norway. 196 multidisciplinary healthcare students at baseline and 147 after three weeks. A purposely-designed 21 item questionnaire was used to quantify students' attitudes towards using research and critical thinking. The questionnaire was based on themes emerging from prior focus group interviews with 10 nursing and social educator students as well as from the existing literature. At baseline, 6.1% and 7.1% of respondents perceived the research to be of little or very little importance for their future work and patients, respectively. Furthermore, 83.2% reported that they seldom or very seldom read scientific papers. At baseline, 40 different patterns of reading a scientific paper were identified. Additionally, 7.1% of respondents reported to read the introduction, methods and conclusion in combination. Significantly improved scores were found after completing the three-week course related to a) relevance of research for future work (p<0.01), b) self-perceived skills in critical appraisal (p<0.001), c) ability to find scientific papers (p≤0.01), and d) relevance of research for patients and users (p≤0.001). Teaching students' practical critical appraisal skills improved their view of the relevance of research for patients, future work as well as their own critical appraisal skills. Prospective studies are warranted to explore the effects of such teaching modules in the long-term. Copyright © 2014 Elsevier Ltd. All rights reserved.

Making the Most of a Limited Opportunity: Empowering our Future Earth Science Educators by Engaging Them in Field-Based Inquiry.

NASA Astrophysics Data System (ADS)

Levy, R.; David, H.; Carlson, D.; Kunz, G.

2004-12-01

Geoscience courses that engage students in our K-12 learning environments represent a fundamental method to increase public awareness and understanding of Earth systems science. K-12 teachers are ultimately responsible for developing and teaching these courses. We recognize that it is our role as university instructors to ensure that our future K-12 teachers receive a high-quality and practical Earth science education; unfortunately many education majors at our institution receive no formal exposure to geoscience. Furthermore, for those students who choose to take a geoscience course, the experience is typically limited to a large introductory lecture-lab. While these courses are rich in content they neither provide opportunities for students to experience `real' Earth science nor address the skills required to teach Earth science to others. In 2002 we began to develop a field-based introductory geoscience course designed specifically for education students. Our major goal was to attract education majors and provide a field-based geoscience learning experience that was challenging, exciting, and directly applicable to their chosen career. Specific objectives of our project were to: (1) teach geoscience concepts and skills that K-12 teachers are expected to understand and teach to their students (outlined in national standards); (2) provide students with an opportunity to learn through scientific inquiry; (3) enhance student confidence in their ability to teach geoscience in the K-12 classroom. We piloted a two-week field course during summer 2004. The field excursion followed a route through Nebraska and Wyoming. Instructors focused on exposing students to the Earth systems concepts and content outlined in national education standards. The primary instructional approach was to engage students in inquiry-based learning. Students were provided many opportunities to utilize science process skills including: observation, documentation, classification, questioning, formulation of hypotheses and models, and interpretation and debate. Evening `classes' on effective teaching practices were conducted at camp. A mobile library, comprising a range of K-12 Earth science curricular materials and activities, was provided for students to utilize, examine, and critique. Students were given sample boxes so that they could collect and curate Earth materials to build their own `teaching set'. Digital cameras were used to record images of natural phenomena. Each student will receive a DVD of the images to use in their future classroom activities. Near the end of the course students were asked to generate a series of lesson plans to teach plate tectonics. Evaluation of our pilot project comprised a series of pre and post instruments to measure: geoscience content knowledge, science process skills, confidence for teaching science related courses, self-efficacy for self-regulation, and student perceptions of classroom knowledge-building. Results indicate significant gains in all measures. The course instructors have also spent time reflecting on instructional approach and associated activities and will use student feedback to modify and improve the course for the future. We are currently applying the evaluation instruments to education majors taking a large lecture-lab course in order to compare outcomes between the two course models. Results will help guide future geoscience education course development.

Provision of continued professional development for non-medical prescribers within a South of England Strategic Health Authority: a report on a training needs analysis.

PubMed

Green, Anita; Westwood, Olwyn; Smith, Pam; Peniston-Bird, Fiona; Holloway, David

2009-07-01

This paper reports on a Training Needs Analysis for Non-Medical Prescribers commissioned by a south of England Strategic Health Authority. The aim of the TNA was to inform future policy, educational provision and practice development and provide nurse managers with significant information on the perceived Continuing Professional Development (CPD) needs of the non-medical prescribers. Data were collected from a sample of 270 non-medical prescribers using an in-depth questionnaire, and telephone interviews with a purposive sample of 11 key stakeholders. The findings report: * The qualifications that non-medical prescribers possess. * The level of confidence described by the non-medical prescribers in their role. * What non-medical prescribers identify as their present and future CPD requirements in relation to prescribing. * What education and training provision non-medical prescribers have attended in relation to their prescribing role since qualifying. The findings suggest, first that short courses that were specific to the non-medical prescribers role were considered to be the most popular and useful. However, courses needed to be advertised well in advance. Second, training gaps were identified. Pharmacology and prescribing are rapidly changing and require regular CPD in order to keep up to date with the latest developments. Non-medical prescribing is a comparatively new innovation to the NHS, therefore those who are not medically qualified need mentorship from experienced prescribers, as well as the encouragement from nurse managers to be confident prescribers themselves and enhance patient care.

An exploration of the factors that contribute to learning satisfaction of first-year anatomy and physiology students.

PubMed

Eagleton, Saramarie

2015-09-01

Lecturers have reverted to using a "blended" approach when teaching anatomy and physiology. Student responses as to how this contributes to their learning satisfaction were investigated using a self-administered questionnaire. The questionnaire consisted of closed- and open-ended questions that were based on three determinants of learning satisfaction: perceived course learnability, learning community support, and perceived learning effectiveness. Regarding course learnability, students responded positively on questions regarding the relevance of the subject for their future careers. However, students identified a number of distractions that prevented them from paying full attention to their studies. As far as learning community support was concerned, respondents indicated that they were more comfortable asking a peer for support if they were unsure of concepts than approaching the lecturing staff. Most of the students study in their second language, and this was identified as a stumbling block for success. There was a difference in opinion among students regarding the use of technology for teaching and learning of anatomy and physiology. From students' perceptions regarding learning effectiveness, it became clear that students' expectations of anatomy and physiology were unrealistic; they did not expect the module to be so comprehensive. Many of the students were also "grade oriented" rather than "learning oriented" as they indicated that they were more concerned about results than "owning" the content of the module. Asking students to evaluate aspects of the teaching and learning process have provided valuable information to improve future offerings of anatomy and physiology. Copyright © 2015 The American Physiological Society.

Perceived Racial/Ethnic Discrimination and Mental Health: a Review and Future Directions for Social Epidemiology

PubMed Central

Vines, Anissa I.; Ward, Julia B.; Cordoba, Evette; Black, Kristin Z.

2017-01-01

Purpose of review Recent literature on racial or ethnic discrimination and mental health was reviewed to assess the current science and identify key areas of emphasis for social epidemiology. Objectives of this review were to: 1) Determine whether there have been advancements in the measurement and analysis of perceived discrimination; 2) Identify the use of theories and/or frameworks in perceived discrimination and mental health research; and 3) Assess the extent to which stress buffers are being considered and evaluated in the existing literature. Recent findings Metrics and analytic approaches used to assess discrimination remain largely unchanged. Theory and/or frameworks such as the stress and coping framework continue to be underused in majority of the studies. Adolescents and young adults experiencing racial/ethnic discrimination were at greater risk of adverse mental health outcomes, and the accumulation of stressors over the life course may have an aggregate impact on mental health. Some growth seems evident in studies examining the mediation and moderation of stress buffers and other key factors with the findings suggesting a reduction in the effects of discrimination on mental health. Summary Discrimination scales should consider the multiple social identities of a person, the context where the exposure occurs, how the stressor manifests specifically in adolescents, the historical traumas, and cumulative exposure. Life course theory and intersectionality may help guide future work. Despite existing research, gaps remain in in elucidating the effects of racial and ethnic discrimination on mental health, signaling an opportunity and a call to social epidemiologists to engage in interdisciplinary research to speed research progress. PMID:28920011

Perceived Racial/Ethnic Discrimination and Mental Health: a Review and Future Directions for Social Epidemiology.

PubMed

Vines, Anissa I; Ward, Julia B; Cordoba, Evette; Black, Kristin Z

2017-06-01

Recent literature on racial or ethnic discrimination and mental health was reviewed to assess the current science and identify key areas of emphasis for social epidemiology. Objectives of this review were to: 1) Determine whether there have been advancements in the measurement and analysis of perceived discrimination; 2) Identify the use of theories and/or frameworks in perceived discrimination and mental health research; and 3) Assess the extent to which stress buffers are being considered and evaluated in the existing literature. Metrics and analytic approaches used to assess discrimination remain largely unchanged. Theory and/or frameworks such as the stress and coping framework continue to be underused in majority of the studies. Adolescents and young adults experiencing racial/ethnic discrimination were at greater risk of adverse mental health outcomes, and the accumulation of stressors over the life course may have an aggregate impact on mental health. Some growth seems evident in studies examining the mediation and moderation of stress buffers and other key factors with the findings suggesting a reduction in the effects of discrimination on mental health. Discrimination scales should consider the multiple social identities of a person, the context where the exposure occurs, how the stressor manifests specifically in adolescents, the historical traumas, and cumulative exposure. Life course theory and intersectionality may help guide future work. Despite existing research, gaps remain in in elucidating the effects of racial and ethnic discrimination on mental health, signaling an opportunity and a call to social epidemiologists to engage in interdisciplinary research to speed research progress.

Map Your Hazards! - an Interdisciplinary, Place-Based Educational Approach to Assessing Natural Hazards, Social Vulnerability, Risk and Risk Perception.

NASA Astrophysics Data System (ADS)

Brand, B. D.; McMullin-Messier, P. A.; Schlegel, M. E.

2014-12-01

'Map your Hazards' is an educational module developed within the NSF Interdisciplinary Teaching about Earth for a Sustainable Future program (InTeGrate). The module engages students in place-based explorations of natural hazards, social vulnerability, and the perception of natural hazards and risk. Students integrate geoscience and social science methodologies to (1) identify and assess hazards, vulnerability and risk within their communities; (2) distribute, collect and evaluate survey data (designed by authors) on the knowledge, risk perception and preparedness within their social networks; and (3) deliver a PPT presentation to local stakeholders detailing their findings and recommendations for development of a prepared, resilient community. 'Map your Hazards' underwent four rigorous assessments by a team of geoscience educators and external review before being piloted in our classrooms. The module was piloted in a 300-level 'Volcanoes and Society' course at Boise State University, a 300-level 'Environmental Sociology' course at Central Washington University, and a 100-level 'Natural Disasters and Environmental Geology' course at the College of Western Idaho. In all courses students reported a fascination with learning about the hazards around them and identifying the high risk areas in their communities. They were also surprised at the low level of knowledge, inaccurate risk perception and lack of preparedness of their social networks. This successful approach to engaging students in an interdisciplinary, place-based learning environment also has the broad implications of raising awareness of natural hazards (survey participants are provided links to local hazard and preparedness information). The data and preparedness suggestions can be shared with local emergency managers, who are encouraged to attend the student's final presentations. All module materials are published at serc.carleton.edu/integrate/ and are appropriate to a wide range of classrooms.

Correlation of Preadmission Organic Chemistry Courses and Academic Performance in Biochemistry at a Midwest Chiropractic Doctoral Program*

PubMed Central

McRae, Marc P.

2010-01-01

Purpose: Organic chemistry has been shown to correlate with academic success in the preclinical years of medicine, dentistry, and graduate physiology. The purpose of this study is to examine the relationship between undergraduate organic chemistry grades and first-semester biochemistry grades at a Midwest chiropractic doctoral program. Methods: Students enrolled in a first-semester biochemistry course who had completed the prerequisite courses in organic chemistry offered at this same institution were entered into the study. The total grade for each of the three courses was calculated using the midterm and final exam raw scores with a weighting of 50% each. Analysis consisted of obtaining correlation coefficients between the total grades of organic 1 with biochemistry and organic 2 with biochemistry. Using the biochemistry total grade, the students were divided into quartiles and course grades for both organic chemistry 1 and 2 were calculated. Results: For the 109 students in the study, the correlation coefficient between the biochemistry and organic chemistry 1 and biochemistry and organic chemistry 2 courses was r = 0.744 and r = 0.725, respectively. The difference in organic chemistry grades between those in the first and fourth quartiles was 63.2% and 86.9% for organic chemistry 1 (p < .001) and 60.9% and 79.4% for organic chemistry 2 (p < .001). Conclusion: This study shows that organic chemistry can be used as an indicator of future academic success in a chiropractic biochemistry course. Knowledge of such a relationship could prove useful to identify students who may potentially run into academic difficulty with first-year biochemistry PMID:20480012

A Comprehensive Survey of Preclinical Microbiology Curricula Among US Medical Schools.

PubMed

Melber, Dora J; Teherani, Arianne; Schwartz, Brian S

2016-07-15

A strong foundational understanding of microbiology is crucial for the 21st century physician. Given recent major advances in medical microbiology, curricular changes will likely be needed. Before transforming curricula, we must first obtain a comprehensive understanding of contemporary medical student microbiology education. We disseminated a 38-question survey to microbiology course directors and curriculum deans at 142 US medical schools accredited by the Liason Committee on Medical Education. Survey questions focused on course leadership, curricular structure, course content, and educator perceptions about microbiology education locally and nationally. One hundred and four (73%) of 142 schools completed the survey. Ninety-four (90%) schools identified a course director. Of these, 48% were led by microbiologists alone, 23% co-led by a microbiologist and a clinician, 20% by a clinician alone, and 8% by a laboratory medicine physician with or without a co-director. At 55 (53%) schools, the curricula were organized in a single block or course and at 47 (45%) it was integrated into other curricula. Areas of emerging importance, such as antimicrobial stewardship, global health, infection control, and the microbiome, were addressed at 66%, 65%, 64%, and 47% of institutions, respectively. Respondents reported the following concerns: challenges integrating microbiology into other courses, reduced total teaching hours, and difficulty balancing basic and clinical science topics. Preclinical microbiology course directors report significant challenges in meeting the needs of changing curriculum structure and content. Enhanced local collaboration between microbiologists and clinicians, as well as national collaboration among relevant societies to design best practices and support research, may be strategies for future success. © The Author 2016. Published by Oxford University Press for the Infectious Diseases Society of America. All rights reserved. For permissions, e-mail journals.permissions@oup.com.

Using "Making Sense of Climate Science Denial" MOOC videos in a college course

NASA Astrophysics Data System (ADS)

Schuenemann, K. C.; Cook, J.

2015-12-01

The Massive Open Online Course (MOOC) "Denial101x: Making Sense of Climate Science Denial" teaches students to make sense of the science and respond to climate change denial. The course is made up of a series of short, myth-debunking lecture videos that can be strategically used in college courses. The videos and the visuals within have proven a great resource for an introductory college level climate change course. Methods for using the videos in both online and in-classroom courses will be presented, as well as student reactions and learning from the videos. The videos introduce and explain a climate science topic, then paraphrase a common climate change myth, explain why the myth is wrong by identifying the characteristic of climate denial used, and concludes by reinforcing the correct science. By focusing on common myths, the MOOC has made an archive of videos that can be used by anyone in need of a 5-minute response to debunk a myth. By also highlighting five characteristics of climate denial: fake experts, logical fallacies, impossible expectations, cherry picking, and conspiracy theories (FLICC), the videos also teach the viewer the skills they need to critically examine myths they may encounter in the real world on a variety of topics. The videos also include a series of expert scientist interviews that can be used to drive home points, as well as put some faces to the science. These videos are freely available outside of the MOOC and can be found under the relevant "Most used climate myths" section on the skepticalscience.com webpage, as well as directly on YouTube. Discover ideas for using videos in future courses, regardless of discipline.

Chronic disease self-management education courses: utilization by low-income, middle-aged participants.

PubMed

Horrell, Lindsey N; Kneipp, Shawn M; Ahn, SangNam; Towne, Samuel D; Mingo, Chivon A; Ory, Marcia G; Smith, Matthew Lee

2017-06-27

Individuals living in lower-income areas face an increased prevalence of chronic disease and, oftentimes, greater barriers to optimal self-management. Disparities in disease management are seen across the lifespan, but are particularly notable among middle-aged adults. Although evidence-based Chronic Disease Self-management Education courses are available to enhance self-management among members of this at-risk population, little information is available to determine the extent to which these courses are reaching those at greatest risk. The purpose of this study is to compare the extent to which middle-aged adults from lower- and higher-income areas have engaged in CDSME courses, and to identify the sociodemographic characteristics of lower-income, middle aged participants. The results of this study were produced through analysis of secondary data collected during the Communities Putting Prevention to Work: Chronic Disease Self-Management Program initiative. During this initiative, data was collected from 100,000 CDSME participants across 45 states within the United States, the District of Columbia, and Puerto Rico. Of the entire sample included in this analysis (19,365 participants), 55 people lived in the most impoverished counties. While these 55 participants represented just 0.3% of the total study sample, researchers found this group completed courses more frequently than participants from less impoverished counties once enrolled. These results signal a need to enhance participation of middle-aged adults from lower-income areas in CDSME courses. The results also provide evidence that can be used to inform future program delivery choices, including decisions regarding recruitment materials, program leaders, and program delivery sites, to better engage this population.

Advanced Management Communication: An Elective Course in Corporate Communication.

ERIC Educational Resources Information Center

Argenti, Paul A.

1986-01-01

Proposes a college-level elective course in advanced management communication that would teach future managers how to communicate with shareholders, the media, financial analysts, and the labor force. (SRT)

Student perceptions of reproductive health education in US medical schools: a qualitative analysis of students taking family planning electives.

PubMed

Veazey, Kathryn; Nieuwoudt, Claudia; Gavito, Christina; Tocce, Kristina

2015-01-01

Abortion services will be sought by an estimated one in three US women before they reach age 45. Despite the importance of family planning (FP) care, many medical schools do not currently offer formal education in this area, and students are unable to meet associated competency standards prior to graduation. The purpose of this study was to explore students' motivations in pursuing FP electives throughout the United States, their experiences during these courses, and any impact of these rotations on their plans for future practice. We conducted a qualitative study consisting of semi-structured interviews with medical students upon completing fourth-year FP electives at US medical schools. Thirty-seven LCME-accredited US medical schools offered fourth-year FP electives. Course directors at 21 of these institutions recruited study participants between June 2012 and June 2013. Interviews were transcribed, coded, and analyzed with ATLAS/ti software to identify salient themes. We interviewed 29 students representing 14 institutions from all regions of the United States (East Coast, Midwest, South, and West Coast). Five central themes emerged. Medical students are using FP electives to fill gaps in the standard curriculum. Elective participation did not change students' pre-elective stance on abortion. Many students intend to provide abortion in the future but identified possible limiting factors. Proficiency in contraception and options counseling were top competencies desired and gained. Students reported excellent satisfaction with FP electives and would recommend it to their peers, regardless of their personal beliefs. Interview data revealed that students are using FP electives to fill gaps within preclinical and clinical medical school curriculum. Future physicians will be unable to provide comprehensive care for their female patients if they are not provided with this education. Research should be directed at development and analysis of comprehensive FP curricula, which will allow students to obtain the knowledge necessary to best care for their patients.

Student perceptions of reproductive health education in US medical schools: a qualitative analysis of students taking family planning electives.

PubMed

Veazey, Kathryn; Nieuwoudt, Claudia; Gavito, Christina; Tocce, Kristina

2015-01-01

Background Abortion services will be sought by an estimated one in three US women before they reach age 45. Despite the importance of family planning (FP) care, many medical schools do not currently offer formal education in this area, and students are unable to meet associated competency standards prior to graduation. Purpose The purpose of this study was to explore students' motivations in pursuing FP electives throughout the United States, their experiences during these courses, and any impact of these rotations on their plans for future practice. Method We conducted a qualitative study consisting of semi-structured interviews with medical students upon completing fourth-year FP electives at US medical schools. Thirty-seven LCME-accredited US medical schools offered fourth-year FP electives. Course directors at 21 of these institutions recruited study participants between June 2012 and June 2013. Interviews were transcribed, coded, and analyzed with ATLAS/ti software to identify salient themes. Results We interviewed 29 students representing 14 institutions from all regions of the United States (East Coast, Midwest, South, and West Coast). Five central themes emerged. Medical students are using FP electives to fill gaps in the standard curriculum. Elective participation did not change students' pre-elective stance on abortion. Many students intend to provide abortion in the future but identified possible limiting factors. Proficiency in contraception and options counseling were top competencies desired and gained. Students reported excellent satisfaction with FP electives and would recommend it to their peers, regardless of their personal beliefs. Conclusions Interview data revealed that students are using FP electives to fill gaps within preclinical and clinical medical school curriculum. Future physicians will be unable to provide comprehensive care for their female patients if they are not provided with this education. Research should be directed at development and analysis of comprehensive FP curricula, which will allow students to obtain the knowledge necessary to best care for their patients.

Ongoing evolution of practice gaps in gastrointestinal and endoscopic surgery: 2014 report from the Society of American Gastrointestinal and Endoscopic Surgeons (SAGES) Continuing Education Committee.

PubMed

McLemore, Elisabeth C; Paige, John T; Bergman, Simon; Hori, Yumi; Schwarz, Erin; Farrell, Timothy M

2015-11-01

In an effort to fulfill the charge to develop and maintain a comprehensive educational program to serve the members of the Society of American Gastrointestinal and Endoscopic Surgeons (SAGES), the SAGES Continuing Education Committee reports a summary of findings related to the evaluation of the 2014 SAGES annual meeting. All attendees to the 2014 annual meeting had the opportunity to complete an immediate post-meeting questionnaire as part of their continuing medical education (CME) certification, and identify up to two learning themes, answer questions related to potential practice change items based on these learning themes, and complete a needs assessment for relevant learning topics for future meetings. In addition, participants in the postgraduate and hands-on courses were asked to complete questions about case volume and comfort level related to procedures/topics in those courses. All respondents to this initial survey were sent a 3-month follow-up questionnaire in which they were asked how successful they had been in the implementation of the targeted practice changes and what, if any, barriers were encountered. Descriptive statistical analysis of de-identified data was undertaken. SAGES University attendees respond to a post-test and post-activity evaluation. Response rates were 43 and 31 % for CME-eligible attendees/respondents for the immediate post-meeting and 3-month follow-up questionnaires, respectively. Top learning themes for respondents were foregut, hernia, bariatric, and colorectal. Improving minimally invasive surgical (MIS) technique and managing complications related to MIS procedures were top intended practice changes. Partial implementation was common with top barriers including lack of resources and lack of time. Desired topics for future meetings included management of complications, enhanced recovery after surgery, introduction of new procedures into clinical practice, and re-operative surgery. The SAGES 2014 annual meeting analysis provides insight into the educational needs among respondents, which is meaningful information for planning future meeting educational content.

Novel approach to characterising individuals with low back-related leg pain: cluster identification with latent class analysis and 12-month follow-up.

PubMed

Stynes, Siobhán; Konstantinou, Kika; Ogollah, Reuben; Hay, Elaine M; Dunn, Kate M

2018-04-01

Traditionally, low back-related leg pain (LBLP) is diagnosed clinically as referred leg pain or sciatica (nerve root involvement). However, within the spectrum of LBLP, we hypothesised that there may be other unrecognised patient subgroups. This study aimed to identify clusters of patients with LBLP using latent class analysis and describe their clinical course. The study population was 609 LBLP primary care consulters. Variables from clinical assessment were included in the latent class analysis. Characteristics of the statistically identified clusters were compared, and their clinical course over 1 year was described. A 5 cluster solution was optimal. Cluster 1 (n = 104) had mild leg pain severity and was considered to represent a referred leg pain group with no clinical signs, suggesting nerve root involvement (sciatica). Cluster 2 (n = 122), cluster 3 (n = 188), and cluster 4 (n = 69) had mild, moderate, and severe pain and disability, respectively, and response to clinical assessment items suggested categories of mild, moderate, and severe sciatica. Cluster 5 (n = 126) had high pain and disability, longer pain duration, and more comorbidities and was difficult to map to a clinical diagnosis. Most improvement for pain and disability was seen in the first 4 months for all clusters. At 12 months, the proportion of patients reporting recovery ranged from 27% for cluster 5 to 45% for cluster 2 (mild sciatica). This is the first study that empirically shows the variability in profile and clinical course of patients with LBLP including sciatica. More homogenous groups were identified, which could be considered in future clinical and research settings.

Long-Term Natural Course of Small Nonfunctional Pancreatic Neuroendocrine Tumors in MEN1-Results From the Dutch MEN1 Study Group.

PubMed

Pieterman, Carolina R C; de Laat, Joanne M; Twisk, Jos W R; van Leeuwaarde, Rachel S; de Herder, Wouter W; Dreijerink, Koen M A; Hermus, Ad R M M; Dekkers, Olaf M; van der Horst-Schrivers, Anouk N A; Drent, Madeleine L; Bisschop, Peter H; Havekes, Bastiaan; Borel Rinkes, Inne H M; Vriens, Menno R; Valk, Gerlof D

2017-10-01

Pancreatic neuroendocrine tumors (pNETs) are highly prevalent in patients with multiple endocrine neoplasia type 1 (MEN1), and metastatic disease is an important cause of MEN1-related mortality. Especially small nonfunctional (NF) pNETs pose a challenge to the treating physician and more information is needed regarding their natural course. We assessed long-term natural history of small NF-pNETs and its modifiers in the Dutch MEN1 population. Retrospective longitudinal observational cohort study of patients with small (<2 cm) NF-pNETs from the Dutch national MEN1 database, which includes >90% of the Dutch MEN1 population. Modifiers of long-term natural course were analyzed using linear mixed-models analysis. Growth rate of the 115 included small NF-pNETs from 99 patients was slow (0.4 mm/y; 95% confidence interval, 0.15 to 0.59). Seventy percent of the tumors was stable and a subgroup of 30% of the tumors was growing (1.6 mm/y; 95% confidence interval, 1.1 to 2.0). No differences in clinical characteristics were identified between growing and stable tumors. Within the subgroup of growing tumors, germline missense mutations were significantly associated with accelerated growth compared with nonsense and frameshift mutations. The majority of small NF-pNETs are stable at long-term follow-up, irrespective of the underlying MEN1 genotype. A subgroup of tumors is slowly growing but cannot be identified on clinical grounds. In this subgroup, tumors with missense mutations exhibited faster growth. Additional events appear necessary for pNETs to progress. Future studies should be aimed at identifying these molecular driving events, which could be used as potential biomarkers. Copyright © 2017 Endocrine Society

Examining Primary Pre-Service Teachers' Perspectives on Teaching Practice Courses

ERIC Educational Resources Information Center

Basturk, Savas

2016-01-01

The courses "school experience" and "teaching practice" are undoubtedly among the central courses to be received by pre-service teachers who will be future teachers. Through them, pre-service teachers obtain the realistic information about their profession. Therefore, the aim of this study was to examine pre-service teachers'…

Lessons Learned from Undergraduate Students in Designing a Science-Based Course in Bioethics

ERIC Educational Resources Information Center

Loike, John D.; Rush, Brittany S.; Schweber, Adam; Fischbach, Ruth L.

2013-01-01

Columbia University offers two innovative undergraduate science-based bioethics courses for student majoring in biosciences and pre-health studies. The goals of these courses are to introduce future scientists and healthcare professionals to the ethical questions they will confront in their professional lives, thus enabling them to strategically…

A Course in Literature about Illness and Disability.

ERIC Educational Resources Information Center

Dodson, Charles Brooks

A "special themes in literature" course about illness and disability was designed to help future nurses to understand the human, rather than the clinical, dimensions of impairment and its effects on the sufferer as well as the sufferer's family, associates, and community. The objectives of the course were to look at such matters as…

Theory and Practice in a Science Education Course for Elementary Teachers

ERIC Educational Resources Information Center

Lacueva, Aurora

2014-01-01

In this action research work, I analyze the theory-practice integration in teacher preparation within the context of a science and technology (S&T) education teaching methodology course aimed at future elementary teachers. The course was designed, developed and evaluated taking into account this relationship as one of its axes. The results…

The Development, Implementation of a Smoking and Health Course.

ERIC Educational Resources Information Center

Glover, E. D.

This document is an abstract of a speech delivered before the American School Health Association, and describes in an extended outline a two-credit-hour undergraduate pilot course for teacher trainees in "Smoking and Health." The pilot course was developed to help future teachers deal more effectively with the problems of smoking education.…

Online Psychology: Trial and Error in Course Development

ERIC Educational Resources Information Center

Harman, Marsha J.

2009-01-01

Online courses appear to be the future if colleges and universities choose to increase enrollments with students who need more flexibility in scheduling. The challenge has been to create a course that is rigorous with the limitations to physical presence of the instructor and the parameters inherent in technological delivery. This article relates…

English 308J: Organizational Report and Letter Writing.

ERIC Educational Resources Information Center

Pytlik, Betty P.

The organizational report and letter writing course at Ohio University (Athens) is an advanced composition course designed to help students who expect to do such writing in their future jobs, but for whom technical writing and business communication courses are either inappropriate or insufficient. Students work in groups of four, investigating a…

Redox Biology Course Evaluation Form | Center for Cancer Research

Cancer.gov

To improve the Redox Biology (RB) course in future years, we would appreciate your feedback by completing this course evaluation. Please score the course elements as poor, fair, average, good or excellent. Please type any comments that you have in response to the questions at the bottom of the form. Remember to include your name as you wish it to appear on the certificate. Thank you for your feedback.

Medical support during an Ironman 70.3 triathlon race

PubMed Central

Yang, Hae-Rang; Jeong, Jinwoo; Kim, Injoo; Kim, Ji Eun

2017-01-01

Background: The Ironman 70.3 race is also called a half Ironman, and consists of 1.9 km of swimming, 90.1 km of cycling, and 21.1 km of running. The authors provide practical insights that may be useful for medical support in future events by summarizing the process and results of on-scene medical care. Methods: The medical post was established at the transition area between the cycling and running courses, which was close to the finish line, and staffed with the headquarters team comprised of an emergency physician, an EMT, two nurses, and an ambulance with a driver. The other five ambulances were located throughout the course. The medical staff identified participants according to their numbers when providing medical support, and described complaints, treatment provided, and disposition. When treating non-participants, gender and age were recorded instead of numbers. The treatment records were analyzed after the race. Results: The medical team treated a total of 187 participants. One suffered cramps in the calf muscles during the swimming part of the course. Nineteen were treated for injuries suffered during the cycling race. A total of 159 were treated for injuries on the running course. Five casualties, all of which occurred during the cycling race, required transport to hospital. Conclusions: Medical directors preparing medical support during a triathlon event should expect severe injuries in the cycling course. In hot climates, staff may also suffer from heat injuries as well as runners, and proper attention should be paid to these risks. PMID:29026523

Using checklists in a gross anatomy laboratory improves learning outcomes and dissection quality.

PubMed

Hofer, Ryan Engebretson; Nikolaus, O Brant; Pawlina, Wojciech

2011-01-01

Checklists have been widely used in the aviation industry ever since aircraft operations became more complex than any single pilot could reasonably remember. More recently, checklists have found their way into medicine, where cognitive function can be compromised by stress and fatigue. The use of checklists in medical education has rarely been reported, especially in the basic sciences. We explored whether the use of a checklist in the gross anatomy laboratory would improve learning outcomes, dissection quality, and students' satisfaction in the first-year Human Structure didactic block at Mayo Medical School. During the second half of a seven-week anatomy course, dissection teams were each day given a hardcopy checklist of the structures to be identified during that day's dissection. The first half of the course was considered the control, as students did not receive any checklists to utilize during dissection. The measured outcomes were scored on four practice practical examinations and four dissection quality assessments, two each from the first half (control) and second half of the course. A student satisfaction survey was distributed at the end of the course. Examination and dissection scores were analyzed for correlations between practice practical examination score and checklist use. Our data suggest that a daily hardcopy list of anatomical structures for active use in the gross anatomy laboratory increases practice practical examination scores and dissection quality. Students recommend the use of these checklists in future anatomy courses. Copyright © 2011 American Association of Anatomists.

Unequal burdens of loss: examining the frequency and timing of homicide deaths experienced by young Black men across the life course.

PubMed

Smith, Jocelyn R

2015-07-01

I examined the frequency and developmental timing of traumatic loss resulting from the health disparity of homicide among young Black men in Baltimore, Maryland. Using a modified grounded theory approach, I conducted in-depth semistructured interviews with 40 Black men (aged 18-24 years) from January 2012 to June 2013. I also constructed adapted life history calendar tools using chronologies of loss, and (1) provided a comprehensive history of loss, (2) determined a specific frequency of homicide deaths, (3) indicated participants' relationship to the decedents, and (4) identified the developmental timing of deaths. On average, participants knew 3 homicide victims who were overwhelmingly peers. Participant experiences of homicide death started in early childhood, peaked in adolescence, and persisted into emerging adulthood. The traumatic loss of peer homicide was a significant developmental turning point and disrupted participants' social networks. The traumatic loss of peer homicide was a prevalent life course experience for young Black men and identified the need for trauma- and grief-informed interventions. Future research is needed to examine the physical and psychosocial consequences, coping resources and strategies, and developmental implications of traumatic loss for young Black men in urban contexts.

Teaching and assessing medical ethics: where are we now?

PubMed Central

Mattick, K; Bligh, J

2006-01-01

Objectives To characterise UK undergraduate medical ethics curricula and to identify opportunities and threats to teaching and learning. Design Postal questionnaire survey of UK medical schools enquiring about teaching and assessment, including future perspectives. Participants The lead for teaching and learning at each medical school was invited to complete a questionnaire. Results Completed responses were received from 22/28 schools (79%). Seventeen respondents deemed their aims for ethics teaching to be successful. Twenty felt ethics should be learnt throughout the course and 13 said ethics teaching and learning should be fully integrated horizontally. Twenty felt variety in assessment was important and three tools was the preferred number. A shortfall in ethics core competencies did not preclude graduation in 15 schools. The most successful aspects of courses were perceived to be their integrated nature and the small group teaching; weaknesses were described as a need for still greater integration and the heavily theoretical aspects of ethics. The major concerns about how ethics would be taught in the future related to staffing and staff development. Conclusions This study describes how ethics was taught and assessed in 2004. The findings show that, although ethics now has an accepted place in the curriculum, more can be done to ensure that the recommended content is taught and assessed optimally. PMID:16507668

Weight, socio-demographics, and health behaviour related correlates of academic performance in first year university students.

PubMed

Deliens, Tom; Clarys, Peter; De Bourdeaudhuij, Ilse; Deforche, Benedicte

2013-12-17

This study aimed to examine differences in socio-demographics and health behaviour between Belgian first year university students who attended all final course exams and those who did not. Secondly, this study aimed to identify weight and health behaviour related correlates of academic performance in those students who attended all course exams. Anthropometrics of 101 first year university students were measured at both the beginning of the first (T1) and second (T2) semester of the academic year. An on-line health behaviour questionnaire was filled out at T2. As a measure of academic performance student end-of-year Grade Point Averages (GPA) were obtained from the university's registration office. Independent samples t-tests and chi2-tests were executed to compare students who attended all course exams during the first year of university and students who did not carry through. Uni- and multivariate linear regression analyses were conducted to identify correlates of academic performance in students who attended all course exams during the first year of university. Students who did not attend all course exams were predominantly male, showed higher increases in waist circumference during the first semester and consumed more French fries than those who attended all final course exams. Being male, lower secondary school grades, increases in weight, Body Mass Index and waist circumference over the first semester, more gaming on weekdays, being on a diet, eating at the student restaurant more frequently, higher soda and French fries consumption, and higher frequency of alcohol use predicted lower GPA's in first year university students. When controlled for each other, being on a diet and higher frequency of alcohol use remained significant in the multivariate regression model, with frequency of alcohol use being the strongest correlate of GPA. This study, conducted in Belgian first year university students, showed that academic performance is associated with a wide range of weight and health related behaviours. Future studies should investigate whether interventions aiming at promoting healthy behaviours among students could also have a positive impact on academic performance.

Using concept mapping in the development of the EU-PAD framework (EUropean-Physical Activity Determinants across the life course): a DEDIPAC-study.

PubMed

Condello, Giancarlo; Ling, Fiona Chun Man; Bianco, Antonino; Chastin, Sebastien; Cardon, Greet; Ciarapica, Donatella; Conte, Daniele; Cortis, Cristina; De Craemer, Marieke; Di Blasio, Andrea; Gjaka, Masar; Hansen, Sylvia; Holdsworth, Michelle; Iacoviello, Licia; Izzicupo, Pascal; Jaeschke, Lina; Leone, Liliana; Manoni, Livia; Menescardi, Cristina; Migliaccio, Silvia; Nazare, Julie-Anne; Perchoux, Camille; Pesce, Caterina; Pierik, Frank; Pischon, Tobias; Polito, Angela; Puggina, Anna; Sannella, Alessandra; Schlicht, Wolfgang; Schulz, Holger; Simon, Chantal; Steinbrecher, Astrid; MacDonncha, Ciaran; Capranica, Laura

2016-11-09

A large proportion of European children, adults and older adults do not engage in sufficient physical activity (PA). Understanding individual and contextual factors associated with PA behaviours is essential for the identification and implementation of effective preventative environments, policies, and programmes that can promote an active lifestyle across life course and can potentially improve health. The current paper intends to provide 1) a multi-disciplinary, Pan-European and life course view of key determinants of PA behaviours and 2) a proposal of how these factors may cluster. After gathering a list of 183 potential PA behaviours-associated factors and a consensus meeting to unify/consolidate terminology, a concept mapping software was used to collate European experts' views of 106 identified factors for youth (<19 years), adults (19-64 years), and older adults (≥65 years). The analysis evaluated common trends in the clustering of factors and the ratings of the distinct factors' expected modifiability and population-level impact on PA behaviours across the life course. Priority for research was also assessed for each cluster. The concept mapping resulted in six distinct clusters, broadly merged in two themes: 1) the 'Person', which included clusters 'Intra-Personal Context and Wellbeing' and 'Family and Social Economic Status' (42 % of all factors) and 2) the 'Society', which included the remaining four clusters 'Policy and Provision', 'Cultural Context and Media', 'Social Support and Modelling', and 'Supportive Environment' (58 % of all factors). Overall, 25 factors were rated as the most impactful on PA behaviours across the life course and being the most modifiable. They were mostly situated in the 'Intra-Personal Context and Wellbeing' cluster. Furthermore, 16 of them were rated as top priority for research. The current framework provides a preliminary overview of factors which may account for PA behaviour across the life course and are most relevant to the European community. These insights could potentially be a foundation for future Pan-European research on how these factors might interact with each other, and assist policy makers to identify appropriate interventions to maximize PA behaviours and thus the health of European citizens.

Weight, socio-demographics, and health behaviour related correlates of academic performance in first year university students

PubMed Central

2013-01-01

Background This study aimed to examine differences in socio-demographics and health behaviour between Belgian first year university students who attended all final course exams and those who did not. Secondly, this study aimed to identify weight and health behaviour related correlates of academic performance in those students who attended all course exams. Methods Anthropometrics of 101 first year university students were measured at both the beginning of the first (T1) and second (T2) semester of the academic year. An on-line health behaviour questionnaire was filled out at T2. As a measure of academic performance student end-of-year Grade Point Averages (GPA) were obtained from the university’s registration office. Independent samples t-tests and chi 2 -tests were executed to compare students who attended all course exams during the first year of university and students who did not carry through. Uni- and multivariate linear regression analyses were conducted to identify correlates of academic performance in students who attended all course exams during the first year of university. Results Students who did not attend all course exams were predominantly male, showed higher increases in waist circumference during the first semester and consumed more French fries than those who attended all final course exams. Being male, lower secondary school grades, increases in weight, Body Mass Index and waist circumference over the first semester, more gaming on weekdays, being on a diet, eating at the student restaurant more frequently, higher soda and French fries consumption, and higher frequency of alcohol use predicted lower GPA’s in first year university students. When controlled for each other, being on a diet and higher frequency of alcohol use remained significant in the multivariate regression model, with frequency of alcohol use being the strongest correlate of GPA. Conclusions This study, conducted in Belgian first year university students, showed that academic performance is associated with a wide range of weight and health related behaviours. Future studies should investigate whether interventions aiming at promoting healthy behaviours among students could also have a positive impact on academic performance. PMID:24344995

A Cross-cultural Study of the Back Pain Beliefs of Female Undergraduate Healthcare Students.

PubMed

Burnett, Angus; Sze, Ching Ching; Tam, Suet May; Yeung, Ka Man; Leong, Michelle; Wang, Wendy Tj; Tan, B-K; O'sullivan, Peter

2009-01-01

To determine if country (Australia, Taiwan, Singapore), undergraduate healthcare course (physiotherapy, nursing), low back pain (LBP) history, and year of course influenced various back pain beliefs in undergraduate female healthcare students. Three hundred and 82 female undergraduate nursing and physiotherapy students completed questionnaires examining; the inevitability of future life with low back trouble, the LBP beliefs held by healthcare providers and fear avoidance beliefs related to physical activity. Also participants completed questionnaires to determine their LBP status. General linear models were used to determine whether differences existed for back beliefs scores. Differences were evident in the future consequence of LBP between countries (P<0.001), undergraduate course (P<0.001), and LBP status (P=0.021). Healthcare provider beliefs were found to be significantly influenced by course only (P<0.001). Fear avoidance beliefs related to physical activity were influenced by country (P=0.002) and undergraduate course (P<0.001). When compared with white Australians, Taiwanese and Singaporean Chinese displayed more negative back beliefs regarding the future consequence of LBP (P<0.001) and more fear avoidant beliefs toward physical activity (P=0.021 and P<0.001, respectively). Further, nursing students had more negative back pain beliefs than physiotherapy students (P<0.001) and, the experience of LBP was associated with more positive beliefs on the future consequence of back trouble (P=0.021). Findings of this study highlight the importance of country, education, and LBP experience on back pain beliefs. The more negative back pain beliefs found in Taiwan and Singapore may reflect current pain beliefs and management attitudes.

A Motivational Interviewing Course for Pharmacy Students

PubMed Central

Hawes, Starlyn M.; Duval, Elizabeth R.; Spresser, Carrie D.; Martínez, David A.; Lynam, Ian; Barnes, Amy; Hinton-Dampf, Amber M.; Murphy, Meghan E.; Marken, Patricia A.; Catley, Delwyn

2010-01-01

Objective To create, implement, and evaluate a pharmacy course on motivational interviewing. Design A 3-hour elective course was created to train doctor of pharmacy (PharmD) students in brief patient-centered motivational interviewing counseling strategies that have proven effective with the types of health issues most commonly addressed in pharmacy settings. Students were assisted in developing their skills through required readings, interactive lectures, in-class demonstrations and practice sessions, out of class skills practice, one-on-one supervision provided by doctoral level clinical health psychology students, and written reflections on each class session. Assessment Students demonstrated significant improvement in motivational interviewing skills and a high level of motivation for and confidence in using these skills in their future practice. Students overall assessment of the course and supervision process was highly positive. Conclusion This patient-centered counseling skills course was feasible and produced improvements in PharmD students' counseling skills and increased their motivation and confidence to use motivational interviewing skills in their future communications with patients. PMID:20585431

The new risk paradigm for chemical process security and safety.

PubMed

Moore, David A

2004-11-11

The world of safety and security in the chemical process industries has certainly changed since 11 September, but the biggest challenges may be yet to come. This paper will explain that there is a new risk management paradigm for chemical security, discuss the differences in interpreting this risk versus accidental risk, and identify the challenges we can anticipate will occur in the future on this issue. Companies need to be ready to manage the new chemical security responsibilities and to exceed the expectations of the public and regulators. This paper will outline the challenge and a suggested course of action.

Fifty Years of Research in ARDS. Is Acute Respiratory Distress Syndrome a Preventable Disease?

PubMed

Yadav, Hemang; Thompson, B Taylor; Gajic, Ognjen

2017-03-15

Despite significant advances in our understanding and management of patients with acute respiratory distress syndrome (ARDS), the morbidity and mortality from ARDS remains high. Given the limited number of effective treatments for established ARDS, the strategic focus of ARDS research has shifted toward identifying patients with or at high risk of ARDS early in the course of the underlying illness, when strategies to reduce the development and progression of ARDS and associated organ failures can be systematically evaluated. In this review, we summarize the rationale, current evidence, and future directions in ARDS prevention.

E-service learning: A pedagogic innovation for healthcare management education.

PubMed

Malvey, Donna M; Hamby, Eileen F; Fottler, Myron D

2006-01-01

This paper proposes an innovation in service learning that we identify as e-service learning. By adding the "e" to service learning, we create a service learning model that is dynamic, mediated by technology, and delivered online. This paper begins by examining service learning, which is a distinct learning concept. Service learning furnishes students with opportunities for applied learning through participation in projects and activities in community organizations. The authors then define and conceptualize e-service learning, including the anticipated outcomes of implementation such as enhanced access, quality, and cost effectiveness of healthcare management education. Because e-service learning is mediated by technology, we identify state of the art technologies that support e-service learning activities. In addition, possible e-service learning projects and activities that may be included in healthcare management courses such as finance, human resources, quality, service management/marketing and strategy are identified. Finally, opportunities for future research are suggested.

Flipping the classroom to teach systematic reviews: the development of a continuing education course for librarians*

PubMed Central

Conte, Marisa L.; MacEachern, Mark P.; Mani, Nandita S.; Townsend, Whitney A.; Smith, Judith E.; Masters, Chase; Kelley, Caitlin

2015-01-01

Objective: The researchers used the flipped classroom model to develop and conduct a systematic review course for librarians. Setting: The research took place at an academic health sciences library. Method: A team of informationists developed and conducted a pilot course. Assessment informed changes to both course components; a second course addressed gaps in the pilot. Main Results: Both the pilot and subsequent course received positive reviews. Changes based on assessment data will inform future iterations. Conclusion: The flipped classroom model can be successful in developing and implementing a course that is well rated by students. PMID:25918484

Designing for Deeper Learning in a Blended Computer Science Course for Middle School Students

ERIC Educational Resources Information Center

Grover, Shuchi; Pea, Roy; Cooper, Stephen

2015-01-01

The focus of this research was to create and test an introductory computer science course for middle school. Titled "Foundations for Advancing Computational Thinking" (FACT), the course aims to prepare and motivate middle school learners for future engagement with algorithmic problem solving. FACT was also piloted as a seven-week course…

Back to the Future

ERIC Educational Resources Information Center

D'Eon, Marcel

2004-01-01

I attended all 42 hours of classes in the Cardiovascular System Course in order to help the course coordinator set the examination. What makes this unusual is that I am not a physician. As a PhD educator supporting faculty and the educational programs at our medical school I became a learner as well as a co-course co-coordinator. Attending all the…

A Course to Promote Informed Selection of an Engineering Major Using a Partially Flipped Classroom Model

ERIC Educational Resources Information Center

Meyers, Kerry Lynn

2016-01-01

A 1 credit hour First-Year Engineering Course which provides background to students on the engineering disciplinary options available to them was redesigned to help inform the selection of their engineering major for future study. Initially, course administration was a large lecture class but was transformed into smaller classes that were…

Perspectives on the Development and Future of Advanced Placement® Human Geography

ERIC Educational Resources Information Center

Hildebrant, Barbara

2016-01-01

Advanced Placement (AP) Human Geography faced a number of hurdles that nearly derailed the course before it launched in 2000-2001. A dedicated cadre of geography professionals and high school teachers rose to the challenge and the course remains one of the fastest growing AP courses currently offered by College Board. Seventeen readers and leaders…

Digital Learning Hubs: Theoretical and Practical Ideas for Innovating Massive Open Online Courses

ERIC Educational Resources Information Center

Kucirkova, Natalia; Littleton, Karen

2017-01-01

Massive open online courses (MOOCs) are online courses aimed at global unlimited participation, originally conceptualised to carry no fee and offer no formal accreditation to the students (McAuley et al. 2010). Although their pedagogies vary, the most popular MOOC providers (e.g., Coursera, FutureLearn and EdX) are turning towards what Rodriguez…

An Approach to the Evaluation of EPA Training Course Effectiveness with Recommenoations for Improvement of Future Courses and Assessment Techniques.

ERIC Educational Resources Information Center

Lehnert, George R.

The United States Environmental Protection Agency (EPA) provided a program of training courses in the prevention, reduction, and control of water pollution for personnel of federal, state, and local governmental agencies, private industries, and universities. A triangulation approach was pursued in the instrumentation concept. That is, three…

A College-Level Foundational Mathematics Course: Evaluation, Challenges, and Future Directions

ERIC Educational Resources Information Center

Maciejewski, Wes

2012-01-01

Recently in Ontario, Canada, the College Math Project brought to light startling data on the achievement of students in Ontario's College of Applied Arts and Technology System related to their performance in first-year mathematics courses: one-third of the students had failed their first-year mathematics course or were at risk of not completing…

Exploring the Potential of the Massive, Open, Online Astronomy Course

NASA Astrophysics Data System (ADS)

Austin, Carmen; Impey, C. D.; Wenger, M.

2014-01-01

Astronomy: State of the Art is a massive, open, online course (MOOC) in astronomy. Course content was released weekly, over 7 weeks, in the spring of 2013. More than 10 hours of video lectures were produced and deployed along with supplementary readings, podcasts, and realtime Q&A sessions with professor Chris Impey. All content is still available online as a self-paced course. Over 5,000 students have enrolled in the course through the online course platform Udemy. This poster presents student engagement data, and a discussion of lessons learned and opportunities for future improvement.

Teaching Genetics: Past, Present, and Future

PubMed Central

Smith, Michelle K.; Wood, William B.

2016-01-01

Genetics teaching at the undergraduate level has changed in many ways over the past century. Compared to those of 100 years ago, contemporary genetics courses are broader in content and are taught increasingly differently, using instructional techniques based on educational research and constructed around the principles of active learning and backward design. Future courses can benefit from wider adoption of these approaches, more emphasis on the practice of genetics as a science, and new methods of assessing student learning. PMID:27601614

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

PubMed

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

2013-01-01

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

Obesity in IBD: epidemiology, pathogenesis, disease course and treatment outcomes

PubMed Central

Singh, Siddharth; Dulai, Parambir S.; Zarrinpar, Amir; Ramamoorthy, Sonia; Sandborn, William J.

2017-01-01

Incidence of IBD is rising in parallel with overweight and obesity. Contrary to conventional belief, about 15–40% of patients with IBD are obese, which might contribute to the development of IBD. Findings from cross-sectional and retrospective cohort studies are conflicting on the effect of obesity on natural history and course of IBD. Most studies are limited by small sample size, low event rates, non-validated assessment of disease activity and lack robust longitudinal follow-up and have incomplete adjustment for confounding factors. The effect of obesity on the efficacy of IBD-related therapy remains to be studied, though data from other autoimmune diseases suggests that obesity results in suboptimal response to therapy, potentially by promoting rapid clearance of biologic agents leading to low trough concentrations. These data provide a rationale for using weight loss interventions as adjunctive therapy in patients with IBD who are obese. Obesity also makes colorectal surgery technically challenging and might increase the risk of perioperative complications. In this Review, we highlight the existing literature on the epidemiology of obesity in IBD, discuss its plausible role in disease pathogenesis and effect on disease course and treatment response, and identify high-priority areas of future research. PMID:27899815

Obesity in IBD: epidemiology, pathogenesis, disease course and treatment outcomes.

PubMed

Singh, Siddharth; Dulai, Parambir S; Zarrinpar, Amir; Ramamoorthy, Sonia; Sandborn, William J

2017-02-01

Incidence of IBD is rising in parallel with overweight and obesity. Contrary to conventional belief, about 15-40% of patients with IBD are obese, which might contribute to the development of IBD. Findings from cross-sectional and retrospective cohort studies are conflicting on the effect of obesity on natural history and course of IBD. Most studies are limited by small sample size, low event rates, non-validated assessment of disease activity and lack robust longitudinal follow-up and have incomplete adjustment for confounding factors. The effect of obesity on the efficacy of IBD-related therapy remains to be studied, though data from other autoimmune diseases suggests that obesity results in suboptimal response to therapy, potentially by promoting rapid clearance of biologic agents leading to low trough concentrations. These data provide a rationale for using weight loss interventions as adjunctive therapy in patients with IBD who are obese. Obesity also makes colorectal surgery technically challenging and might increase the risk of perioperative complications. In this Review, we highlight the existing literature on the epidemiology of obesity in IBD, discuss its plausible role in disease pathogenesis and effect on disease course and treatment response, and identify high-priority areas of future research.

Adolescent cohorts assessing growth, cardiovascular and cognitive outcomes in low and middle-income countries

PubMed Central

Harrison, Katherine; Viner, Russell M.; Costello, Anthony; Heys, Michelle

2018-01-01

Introduction Life-course studies are needed to explore how exposures during adolescence, particularly puberty, contribute to later cardiovascular risk and cognitive health in low and middle-income countries (LMIC), where 90% of the world’s young people live. The extent of any existing cohorts investigating these outcomes in LMIC has not previously been described. Methods We performed a systematic literature review to identify population cohort studies of adolescents in LMIC that assessed anthropometry and any of cardiovascular risk (blood pressure, physical activity, plasma glucose/lipid profile and substance misuse), puberty (age at menarche, Tanner staging, or other form of pubertal staging) or cognitive outcomes. Studies that recruited participants on the basis of a pre-existing condition or involved less than 500 young people were excluded. Findings 1829 studies were identified, and 24 cohorts fulfilled inclusion criteria based in Asia (10), Africa (6) and South / Central America (8). 14 (58%) of cohorts identified were based in one of four countries; India, Brazil, Vietnam or Ethiopia. Only 2 cohorts included a comprehensive cardiovascular assessment, tanner pubertal staging, and cognitive outcomes. Conclusion Improved utilisation of existing datasets and additional cohort studies of adolescents in LMIC that collect contemporaneous measures of growth, cognition, cardiovascular risk and pubertal development are needed to better understand how this period of the life course influences future non-communicable disease morbidity and cognitive outcomes. PMID:29338025

An Evolutionary Examination of Telemedicine: A Health and Computer-Mediated Communication Perspective

PubMed Central

Breen, Gerald-Mark; Matusitz, Jonathan

2009-01-01

Telemedicine, the use of advanced communication technologies in the healthcare context, has a rich history and a clear evolutionary course. In this paper, the authors identify telemedicine as operationally defined, the services and technologies it comprises, the direction telemedicine has taken, along with its increased acceptance in the healthcare communities. The authors also describe some of the key pitfalls warred with by researchers and activists to advance telemedicine to its full potential and lead to an unobstructed team of technicians to identify telemedicine’s diverse utilities. A discussion and future directions section is included to provide fresh ideas to health communication and computer-mediated scholars wishing to delve into this area and make a difference to enhance public understanding of this field. PMID:20300559

Nuclear criticality safety: 5-day training course

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

Schlesser, J.A.

1992-11-01

This compilation of notes is presented as a source reference for the criticality safety course. It represents the contributions of many people, particularly Tom McLaughlin, the course's primary instructor. At the completion of this training course, the attendee will: be able to define terms commonly used in nuclear criticality safety; be able to appreciate the fundamentals of nuclear criticality safety; be able to identify factors which affect nuclear criticality safety; be able to identify examples of criticality controls as used at Los Alamos; be able to identify examples of circumstances present during criticality accidents; be able to identify examples ofmore » computer codes used by the nuclear criticality safety specialist; be able to identify examples of safety consciousness required in nuclear criticality safety.« less

Investigating the role of socially mediated metacognition during collaborative troubleshooting of electric circuits

NASA Astrophysics Data System (ADS)

Van De Bogart, Kevin L.; Dounas-Frazer, Dimitri R.; Lewandowski, H. J.; Stetzer, MacKenzie R.

2017-12-01

Developing students' ability to troubleshoot is an important learning outcome for many undergraduate physics lab courses, especially electronics courses. In other work, metacognition has been identified as an important feature of troubleshooting. However, that work has focused primarily on individual students' metacognitive processes or troubleshooting abilities. In contrast, electronics courses often require students to work in pairs, and hence students' in-class experiences likely have significant social dimensions that are not well understood. In this work, we use an existing framework for socially mediated metacognition to analyze audiovisual data from think-aloud activities in which eight pairs of students from two institutions attempted to diagnose and repair a malfunctioning electric circuit. In doing so, we provide insight into some of the social metacognitive dynamics that arise during collaborative troubleshooting. We find that students engaged in socially mediated metacognition at multiple key transitions during the troubleshooting process. Reciprocated metacognitive dialogue arose when students were collectively strategizing about which measurements to perform, or reaching a shared understanding of the circuit's behavior. Our research demonstrates the value of the framework of socially mediated metacognition in providing insight into the nature of collaborative student troubleshooting in the context of electronics. As such, this framework may be a useful resource for future efforts to examine and support the development of student troubleshooting skills in other upper-division laboratory courses.

Social issues in nanoscience and nanotechnology master's degrees: the socio-political stakes of curricular choices

NASA Astrophysics Data System (ADS)

Fages, Volny; Albe, Virginie

2015-06-01

This paper proposes a study of the various ways in which social and ethical issues are integrated in the curricula of nanoscience and nanotechnology master degrees. During the last decade, new types of courses have appeared in science and technology universities, first in the United States and now reaching Europe and France, associating a call for interdisciplinarity with a strong convergence of science and industry and new ways of integrating social and/or human sciences in scientific curricula. These courses entitled "science and society", meant for science students, lean on (and participate in the construction of) specific ways of describing science, technology, and the social world, generally saturated with political values. The integration of these courses in science education, linked with a strong effort to specify new institutional organizations of scientific practice and education (in particular through political support of emerging fields like nanoscience, synthetic biology, or the cognitive sciences), may play an important role in the acculturation of future scientists and engineers to "good" scientific practices and discourses. The case of nanoscience and nanotechnology is particularly revealing of the changes which are now taking place in some universities. This paper will strive to identify different types of courses called "nano and society", taking examples from both French and American contexts, and linking them to more or less implicit socio-epistemic and political values.

Agency and Social Forces in the Life Course: The Case of Gender Transitions in Later Life.

PubMed

Fabbre, Vanessa D

2017-05-01

In order to bolster gerontology's knowledge base about transgender issues and advance conceptualizations of agency and social forces in life course scholarship, this study explores the conditions under which people contemplate or pursue a gender transition in later life. In-depth interviews were conducted with male-to-female identified persons (N = 22) who have seriously contemplated or pursued a gender transition after the age of 50 years. Participant observation was also carried out at three national transgender conferences (N = 170 hours). Interpretive analyses utilized open and focused coding, analytical memo writing, and an iterative process of theory development. Participants in this study faced unrelenting social pressures to conform to normative gender expectations throughout their lives, which were often internalized and experienced as part of themselves. Confronting these internalized forces often took the form of a "dam bursting," an intense emotional process through which participants asserted agency in the face of constraining social forces in order to pursue a gender transition in later life. The findings in this paper are used to extend the life course concept of agency within structure, which has implications for future life course research in aging, especially with respect to socially marginalized and oppressed minority groups. © The Author 2016. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Recommendations and Extraction of Clinical Variables of Pediatric Multiple Sclerosis Using Common Data Elements.

PubMed

Newland, Pamela; Newland, John M; Hendricks-Ferguson, Verna L; Smith, Judith M; Oliver, Brant J

2018-06-01

The purpose of this article was to demonstrate the feasibility of using common data elements (CDEs) to search for information on the pediatric patient with multiple sclerosis (MS) and provide recommendations for future quality improvement and research in the use of CDEs for pediatric MS symptom management strategies Methods: The St. Louis Children's Hospital (SLCH), Washington University (WU) pediatrics data network was evaluated for use of CDEs identified from a database to identify variables in pediatric MS, including the key clinical features from the disease course of MS. The algorithms used were based on International Classification of Diseases, Ninth/Tenth Revision, codes and text keywords to identify pediatric patients with MS from a de-identified database. Data from a coordinating center of SLCH/WU pediatrics data network, which houses inpatient and outpatient records consisting of patients (N = 498 000), were identified, and detailed information regarding the clinical course of MS were located from the text of the medical records, including medications, presence of oligoclonal bands, year of diagnosis, and diagnosis code. There were 466 pediatric patients with MS, with a few also having the comorbid diagnosis of anxiety and depression. St. Louis Children's Hospital/WU pediatrics data network is one of the largest databases in the United States of detailed data, with the ability to query and validate clinical data for research on MS. Nurses and other healthcare professionals working with pediatric MS patients will benefit from having common disease identifiers for quality improvement, research, and practice. The increased knowledge of big data from SLCH/WU pediatrics data network has the potential to provide information for intervention and decision-making that can be personalized to the pediatric MS patient.

Development of undergraduate nuclear security curriculum at College of Engineering, Universiti Tenaga Nasional

NASA Astrophysics Data System (ADS)

Hamid, Nasri A.; Mujaini, Madihah; Mohamed, Abdul Aziz

2017-01-01

The Center for Nuclear Energy (CNE), College of Engineering, Universiti Tenaga Nasional (UNITEN) has a great responsibility to undertake educational activities that promote developing human capital in the area of nuclear engineering and technology. Developing human capital in nuclear through education programs is necessary to support the implementation of nuclear power projects in Malaysia in the near future. In addition, the educational program must also meet the nuclear power industry needs and requirements. In developing a certain curriculum, the contents must comply with the university's Outcomes Based Education (OBE) philosophy. One of the important courses in the nuclear curriculum is in the area of nuclear security. Basically the nuclear security course covers the current issues of law, politics, military strategy, and technology with regard to weapons of mass destruction and related topics in international security, and review legal regulations and political relationship that determine the state of nuclear security at the moment. In addition, the course looks into all aspects of the nuclear safeguards, builds basic knowledge and understanding of nuclear non-proliferation, nuclear forensics and nuclear safeguards in general. The course also discusses tools used to combat nuclear proliferation such as treaties, institutions, multilateral arrangements and technology controls. In this paper, we elaborate the development of undergraduate nuclear security course at the College of Engineering, Universiti Tenaga Nasional. Since the course is categorized as mechanical engineering subject, it must be developed in tandem with the program educational objectives (PEO) of the Bachelor of Mechanical Engineering program. The course outcomes (CO) and transferrable skills are also identified. Furthermore, in aligning the CO with program outcomes (PO), the PO elements need to be emphasized through the CO-PO mapping. As such, all assessments and distribution of Bloom Taxonomy levels are assigned in accordance with the CO-PO mapping. Finally, the course has to fulfill the International Engineering Alliance (IEA) Graduate Attributes of the Washington Accord.

Training the Next Generation: Developing Health Education Skills in Undergraduate Public Health Students at a Historically Black College and University.

PubMed

Mincey, Krista; Gross, Tyra

2017-01-01

With the looming workforce crisis, undergraduate public health students could be an important link in filling this demand. As public health continues to face challenges in the future, it is important that the future workforce is not only diverse but also trained in a manner that exposes them to real-world experiences that give them an opportunity to apply coursework to solve problems. This article outlines how a health program planning course was taught at a Historically Black College and University using assignments that promote active learning. Students were assessed on their ability to plan and implement a health activity based on a developed metric. Student and instructor reflections were collected from final assessments of the health programs by both groups. All elements of the course are discussed from course design, structure, assignments, and outcomes along with student and instructor reflections and lessons learned. Results suggest that including assignments focused on active learning are beneficial to helping students learn course material. As public health continues to change, more work needs to focus on teaching pedagogies that better prepare students to address future public health issues.

Bringing Student Research into the Classroom: An Example from a Course on Radar Interferometry

NASA Astrophysics Data System (ADS)

Schmidt, D. A.

2011-12-01

Student learning is enhanced through the hands-on experience of working with real data. I present an example where a course is designed around student research projects where the students process and interpret a data set. In this particular case, synthetic aperture radar (SAR) data is the chosen data product. The students learn several skills that are critical to being a good scientist, including how to formulate a project and motivate the objectives. The skills that are taught in the course represent transferable skills. For example, many of the students are exposed to the Unix environment for the first time. Students also learn how best to convey their findings in both written and oral formats. For many undergraduates, this course represents their first research experience where they are working with real data (and all the uncertainties and complexities therein), and the first time they are attempting to answer an open-ended research question. The course format is divided into two parts: (1) a series of lectures and homework assignments that teach the theoretical and technical aspects of radar interferometry, and (2) a series of lab periods where students develop the practical skills of working with the data in a Unix computing environment. Over the term, each student develops an independent research project where they identify a geologic process of interest (such as fault creep, land subsidence, volcanic inflation) and process SAR data over their chosen research target. Since the outcome of each student project is unknown prior to doing the work, the student experiences the thrill of discovery that comes with scientific research. The computational resources and course development was funded by the NSF Career Program, and SAR data was provided through the WInSAR Consortium. Student course reports are published online so that their findings can be shared with the broader community. This was done using a wiki, a server-side software that allows for the collaborative development of content via a web browser. This software allows for students to share information and publish their term projects online. The online posting of course reports serves as additional motivation for the students because they know that their work will be made public. Plus, they learn some basic skills in web publishing and have the opportunity to be creative. Future students also benefit by being able to read the reports from previous years. After three offerings of the course, students have produced 19 research reports. Some highlights from the student projects include the detection of subsidence in Portland (Oregon), the analysis of the 2008 Wells Earthquake (Nevada), and the imaging of active landslides in southern and northern California. Currently, three masters theses have emerged from work first begun in this course, 2 of which are now published papers and 1 paper in preparation. In the latest installment of the course, 5 of the graduate students who took the course initiated SAR projects that will be incorporated into their thesis projects and will likely be written up in future papers.

Teaching Introductory Geoscience: A Cutting Edge Workshop Report

NASA Astrophysics Data System (ADS)

Manduca, C.; Tewksbury, B.; Egger, A.; MacDonald, H.; Kirk, K.

2008-12-01

Introductory undergraduate courses play a pivotal role in the geosciences. They serve as recruiting grounds for majors and future professionals, provide relevant experiences in geoscience for pre-service teachers, and offer opportunities to influence future policy makers, business people, professionals, and citizens. An introductory course is also typically the only course in geoscience that most of our students will ever take. Because the role of introductory courses is pivotal in geoscience education, a workshop on Teaching Introductory Courses in the 21st Century was held in July 2008 as part of the On the Cutting Edge faculty development program. A website was also developed in conjunction with the workshop. One of the central themes of the workshop was the importance of considering the long-term impact a course should have on students. Ideally, courses can be designed with this impact in mind. Approaches include using the local geology to focus the course and illustrate concepts; designing a course for particular audience (such as Geology for Engineers); creating course features that help students understand and interpret geoscience in the news; and developing capstone projects to teach critical thinking and problem solving skills in a geologic context. Workshop participants also explored strategies for designing engaging activities including exploring with Google Earth, using real-world scenarios, connecting with popular media, or making use of campus features on local field trips. In addition, introductory courses can emphasize broad skills such as teaching the process of science, using quantitative reasoning and developing communication skills. Materials from the workshop as well as descriptions of more than 150 introductory courses and 350 introductory-level activities are available on the website: http://serc.carleton.edu/NAGTWorkshops/intro/index.html.

Introduction of a Science Policy Course at the University of Oklahoma

NASA Astrophysics Data System (ADS)

Mishra, S.; Parsons, D.

2012-12-01

In modern society, science and policy are two processes that have a symbiotic relationship to each other; wherein policy dictates the direction of science while science shapes the future of policy. Although the policy side is often ignored in scientific environments, the rate of scientific advancement is heavily influenced by policy. Science policy is very different from the conduct of science itself and future scientists need to be aware of the issues and factors that dictate the present and future direction of science. Based on the intricate relationship between science and policy, it is essential to introduce an overview of the policy process to future scientists and decision makers. In the context of climate change, policy implications are extensive and critical owing to their large socio-economic impacts. Hence, knowledge of the policy process is even more relevant to earth scientists. In this regard, the proposal to start an introductory course in science policy is currently being discussed in the department of Meteorology at the University of Oklahoma. If such a course is approved, an interactive graduate level class will be introduced for students pursuing a career in science. Such a course will be cross- disciplinary and will be offered to a wide audience across the university. Since the American Meteorological Society's (AMS) Summer Policy Colloquium has been a very successful program in educating scientists about the policy process, a format similar to the colloquium may be adopted. The primary topics will include the understanding of policy fundamentals, effective communication, ethics and integrity in the conduct of scientific research, executive leadership in science and the responsibilities of a scientific leader, impact of science on globalization and international diplomacy, etc. The AMS policy program office will be consulted to help design the course curriculum. An overview of the steps involved in introducing the class will be presented at the meeting along with the latest course curriculum.

"Shut up and calculate": the available discursive positions in quantum physics courses

NASA Astrophysics Data System (ADS)

Johansson, Anders; Andersson, Staffan; Salminen-Karlsson, Minna; Elmgren, Maja

2018-03-01

Educating new generations of physicists is often seen as a matter of attracting good students, teaching them physics and making sure that they stay at the university. Sometimes, questions are also raised about what could be done to increase diversity in recruitment. Using a discursive perspective, in this study of three introductory quantum physics courses at two Swedish universities, we instead ask what it means to become a physicist, and whether certain ways of becoming a physicist and doing physics is privileged in this process. Asking the question of what discursive positions are made accessible to students, we use observations of lectures and problem solving sessions together with interviews with students to characterize the discourse in the courses. Many students seem to have high expectations for the quantum physics course and generally express that they appreciate the course more than other courses. Nevertheless, our analysis shows that the ways of being a "good quantum physics student" are limited by the dominating focus on calculating quantum physics in the courses. We argue that this could have negative consequences both for the education of future physicists and the discipline of physics itself, in that it may reproduce an instrumental "shut up and calculate"-culture of physics, as well as an elitist physics education. Additionally, many students who take the courses are not future physicists, and the limitation of discursive positions may also affect these students significantly.

Gene therapy: charting a future course--summary of a National Institutes of Health Workshop, April 12, 2013.

PubMed

O'Reilly, Marina; Federoff, Howard J; Fong, Yuman; Kohn, Donald B; Patterson, Amy P; Ahmed, Nabil; Asokan, Aravind; Boye, Shannon E; Crystal, Ronald G; De Oliveira, Satiro; Gargiulo, Linda; Harper, Scott Q; Ikeda, Yasuhiro; Jambou, Robert; Montgomery, Maureen; Prograis, Lawrence; Rosenthal, Eugene; Sterman, Daniel H; Vandenberghe, Luk H; Zoloth, Laurie; Abedi, Mehrdad; Adair, Jennifer; Adusumilli, Prasad S; Goins, William F; Gray, Jhanelle; Monahan, Paul; Popplewell, Leslie; Sena-Esteves, Miguel; Tannous, Bakhos; Weber, Thomas; Wierda, William; Gopal-Srivastava, Rashmi; McDonald, Cheryl L; Rosenblum, Daniel; Corrigan-Curay, Jacqueline

2014-06-01

Recently, the gene therapy field has begun to experience clinical successes in a number of different diseases using various approaches and vectors. The workshop Gene Therapy: Charting a Future Course, sponsored by the National Institutes of Health (NIH) Office of Biotechnology Activities, brought together early and mid-career researchers to discuss the key scientific challenges and opportunities, ethical and communication issues, and NIH and foundation resources available to facilitate further clinical advances.

Diagnostic Imaging in the Medical Support of the Future Missions to the Moon

NASA Technical Reports Server (NTRS)

Sargsyan, Ashot E.; Jones, Jeffrey A.; Hamilton, Douglas R.; Dulchavsky, Scott A.; Duncan, J. Michael

2007-01-01

This viewgraph presentation is a course that reviews the diagnostic imaging techniques available for medical support on the future moon missions. The educational objectives of the course are to: 1) Update the audience on the curreultrasound imaging in space flight; 2) Discuss the unique aspects of conducting ultrasound imaging on ISS, interplanetary transit, ultrasound imaging on ISS, interplanetary transit, and lunar surface operations; and 3) Review preliminary data obtained in simulations of medical imaging in lunar surface operations.

Complex Decision-Making in Heart Failure: A Systematic Review and Thematic Analysis.

PubMed

Hamel, Aimee V; Gaugler, Joseph E; Porta, Carolyn M; Hadidi, Niloufar Niakosari

Heart failure follows a highly variable and difficult course. Patients face complex decisions, including treatment with implantable cardiac defibrillators, mechanical circulatory support, and heart transplantation. The course of decision-making across multiple treatments is unclear yet integral to providing informed and shared decision-making. Recognizing commonalities across treatment decisions could help nurses and physicians to identify opportunities to introduce discussions and support shared decision-making. The specific aims of this review are to examine complex treatment decision-making, specifically implantable cardiac defibrillators, ventricular assist device, and cardiac transplantation, and to recognize commonalities and key points in the decisional process. MEDLINE, CINAHL, PsycINFO, and Web of Science were searched for English-language studies that included qualitative findings reflecting the complexity of heart failure decision-making. Using a 3-step process, findings were synthesized into themes and subthemes. Twelve articles met criteria for inclusion. Participants included patients, caregivers, and clinicians and included decisions to undergo and decline treatment. Emergent themes were "processing the decision," "timing and prognostication," and "considering the future." Subthemes described how participants received and understood information about the therapy, making and changing a treatment decision, timing their decision and gauging health status outcomes in the context of their decision, the influence of a life or death decision, and the future as a factor in their decisional process. Commonalities were present across therapies, which involved the timing of discussions, the delivery of information, and considerations of the future. Exploring this further could help support patient-centered care and optimize shared decision-making interventions.

Introducing future engineers to sustainable ecology problems: a case study

NASA Astrophysics Data System (ADS)

Filipkowski, A.

2011-12-01

The problem of Earth environmental destruction by human activities is becoming dangerous. Engineers responsible for the production of any goods should be well aware of the negative influence of their activities on the state of the planet. This is why the understanding of ecological problems is essential for people responsible for production and industrial design. The energy, which they consume, is increasing the greenhouse effect and the waste poisons the environment. So far, most courses on ecology are offered to specialists in environmental engineering. These courses are filled with many details. The Warsaw Academy of Computer Science, Management and Administration teaches students in the direction of management and production engineering. Upon completion, the students receive the degree of 'engineer'. Their future work will mainly concern management of different types of industrial enterprises and they will be responsible for organising it in such a way as to avoid a dangerous contribution to environmental pollution and climate change. This is why it was decided to introduce a new course entitled 'Principles of Ecology and Environmental Management'. This course is quite broad, concerning almost all technical, law and organisational aspects of the problem. The presentation is made in a spectacular way, aiming to convince students that their future activity must be environmentally friendly. It contains information about international activities in ecology, legal aspects concerning pollution, technical and information methods of monitoring and, finally, the description of 'green' solutions. Altogether, 27 hours of lectures and 15 hours of discussions and students' presentations complete the course. Details of this course are described in this paper.

A Composite Self-Report: Reasons for Taking Science Courses as Given by Cocoa High School Science Students.

ERIC Educational Resources Information Center

Louwerse, Frances H.

A self-report instrument (questionnaire/reaction scale) was developed and administered to students in grades 9-12 to: (1) determine the number of science courses taken by each grade level; (2) estimate the number of science courses requested for future years and indicate where recruitment efforts would be needed; (3) examine other-directed reasons…

Vets and Videos: Student Learning from Context-Based Assessment in a Pre-Clinical Science Course

ERIC Educational Resources Information Center

Seddon, Jennifer

2008-01-01

To increase the perceived relevance of pre-clinical science courses to undergraduates, a context-based assessment item was introduced to a genetics course that occurs early within a five-year veterinary science programme. The aim was to make a direct link between genetic concepts and the future clinical profession of the students. In the…

Astrophysics education at Universidad de Guadalajara, Mexico: From children popularization to posgraduate courses

NASA Astrophysics Data System (ADS)

de Alba-Martinez, D. J.

1999-05-01

Astrophysics growing group of the Universidad de Guadalajara situation is shown. Programs and activities developed at different levels are described, as popularization for children and adults (some in colaboration with Tourism Bureau and Jalisco State Education Secretary), licenciatura \\" (\\ BSc) courses actually taugth and posgraduate courses to be taugth in near future. Facilities and some exercises are shown.

Developing Intercultural Competence in Future Student Affairs Professionals through a Graduate Student Global Study Course to Doha, Qatar

ERIC Educational Resources Information Center

Haber, Paige; Getz, Cheryl

2011-01-01

This paper describes a 2-week global study course to Doha, Qatar for graduate students in the higher education leadership and student affairs program at the University of San Diego. The course sought to develop intercultural competence with a specific focus on understanding Qatari and Middle Eastern perspectives and culture, understanding the…

Improving Chemistry Education by Offering Salient Technology Training to Preservice Teachers: A Graduate-Level Course on Using Software to Teach Chemistry

ERIC Educational Resources Information Center

Tofan, Daniel C.

2009-01-01

This paper describes an upper-level undergraduate and graduate-level course on computers in chemical education that was developed and offered for the first time in Fall 2007. The course provides future chemistry teachers with exposure to current software tools that can improve productivity in teaching, curriculum development, and education…

When the Social Justice Learning Curve Isn't as Steep: How a Social Foundations Course Changed the Conversation

ERIC Educational Resources Information Center

Cohen, Beth Douthirt; Tokunaga, Tomoko; Colvin, Demetrius J.; Mac, Jacqueline; Martinez, Judith Suyen; Leets, Craig; Lee, Douglas H.

2013-01-01

This article explores the limits of introductory social justice education and the ways in which a social foundations course could expand and deepen the social justice lens of current and future educators. The authors, members of an introductory graduate-level Social Foundations course, discuss the limitations they realized in their previous social…

Inventing the future: Energy and the CO2 "greenhouse" effect

NASA Astrophysics Data System (ADS)

Davis, E. E., Jr.

Dennis Gabor, A winner of the Nobel Prize for Physics, once remarked that man cannot predict the future, but he can invent it. The point is that while we do not know with certainty how things will turn out, our own actions can play a powerful role in shaping the future. Naturally, Gabor had in mind the power of science and technology, and the model includes that of correction or feedback. It is an important: Man does not have the gift of prophecy. Any manager or government planner would err seriously by masterminding a plan based unalterably on some vision of the future, without provision for mid-course correction. It is also a comforting thought. With man's notorious inability to create reliable predictions about such matters as elections, stock markets, energy supply and demand, and, of course, the weather, it is a great consolation to feel that we can still retain some control of the future.

Development of Concept-Based Physiology Lessons for Biomedical Engineering Undergraduate Students

ERIC Educational Resources Information Center

Nelson, Regina K.; Chesler, Naomi C.; Strang, Kevin T.

2013-01-01

engineering curriculum. In one or two introductory physiology courses, engineering students must learn physiology sufficiently to support learning in their subsequent engineering courses and careers. As preparation for future learning, physiology instruction centered on concepts may…

A Survey of Correspondence Course Training.

ERIC Educational Resources Information Center

Rocklyn, Eugene H.

Correspondence course training (CCT) systems, primarily in the military and government sectors, were surveyed to identify their critical problems. Other study objectives were to formulate the basic design of a CCT system to solve these problems and identify course completion factors and trends in systems operations. Seventeen CCT organizations…

Experience of developing and implementing a motivation induction course for konyang university medical college freshmen.

PubMed

Na, Beag Ju; Lee, Keumho; Kim, Kunil; Song, Daun; Hur, Yera

2012-06-01

This study aimed to develop a new course for Konyang University College of Medicine freshmen to motivate them with regard to their vision and medical professionalism and experience various learning methods of medical education. The course was developed by 4 faculty members through several intensive meetings throughout the winter of 2010. A 4-credit course was designed for 61 freshmen of Konyang University College of Medicine to provide structured guidance and an introduction to their medical education and increase their motivation with regard to their studies and school life. The course lasted for 4 weeks (February 28 to March 25), and every session of the program was evaluated by the students. The 'motivation induction course' consisted of the following sessions: university-wide: 'leadership camp' and 'special lectures for future vision;' college-wide: 'major immersion session,' 'Enneagram workshop,' 'STRONG workshop,' 'medical professionalism,' and 'team-based learning.' The group results were presented in a poster and by oral presentation and were awarded prizes for the best performance. Special features included: group discussion session on medical ethics, which used scenarios that were developed by a medical humanity course committee and visiting all departments and mentors of the medical college to fulfill their curiosity of their future major or workplace. Overall, the course was evaluated as satisfactory (M=4.22, SD=0.81). Although there was some dissatisfaction, the overall experience of the "motivation induction course" was a success. The course will continue to be valuable for freshmen in adapting to medical school and its culture and in defining one's view of a good doctor.

Effective Practices in the Delivery of Research Ethics Education: A Qualitative Review of Instructional Methods.

PubMed

Todd, E Michelle; Torrence, Brett S; Watts, Logan L; Mulhearn, Tyler J; Connelly, Shane; Mumford, Michael D

2017-01-01

In order to delineate best practices for courses on research ethics, the goal of the present effort was to identify themes related to instructional methods reflected in effective research ethics and responsible conduct of research (RCR) courses. By utilizing a qualitative review, four themes relevant to instructional methods were identified in effective research ethics courses: active participation, case-based activities, a combination of individual and group approaches, and a small number of instructional methods. Three instructional method themes associated with less effective courses were also identified: passive learning, a group-based approach, and a large number of instructional methods. Key characteristics of each theme, along with example courses relative to each theme, are described. Additionally, implications regarding these instructional method themes and recommendations for best practices in research ethics courses are discussed.

Development of a course review process.

PubMed

Persky, Adam M; Joyner, Pamela U; Cox, Wendy C

2012-09-10

To describe and assess a course review process designed to enhance course quality. A course review process led by the curriculum and assessment committees was designed for all required courses in the doctor of pharmacy (PharmD) program at a school of pharmacy. A rubric was used by the review team to address 5 areas: course layout and integration, learning outcomes, assessment, resources and materials, and learner interaction. One hundred percent of targeted courses, or 97% of all required courses, were reviewed from January to August 2010 (n=30). Approximately 3.5 recommendations per course were made, resulting in improvement in course evaluation items related to learning outcomes. Ninety-five percent of reviewers and 85% of course directors agreed that the process was objective and the course review process was important. The course review process was objective and effective in improving course quality. Future work will explore the effectiveness of an integrated, continual course review process in improving the quality of pharmacy education.

Teaching Evidence-Based Practice across Curricula-An Overview of a Professional Development Course for Occupational Therapy Educators.

PubMed

Daly, Marta M; DeAngelis, Tina M

2017-01-01

A professional development course for occupational therapy educators about teaching evidence-based practice (EBP) was developed and piloted. The course was developed to promote increased awareness of resources and methods for teaching EBP that are applicable across entry-level curricula. Participants included full-time faculty (n = 7) from one entry-level occupational therapy program in the New York City area. The results of the pilot informed refinement of the course in preparation for delivery to a wider audience of educators. This paper provides a description of the course, results of the pilot, and implications for future delivery of the course.

Prospective Safety Analysis and the Complex Aviation System

NASA Technical Reports Server (NTRS)

Smith, Brian E.

2013-01-01

Fatal accident rates in commercial passenger aviation are at historic lows yet have plateaued and are not showing evidence of further safety advances. Modern aircraft accidents reflect both historic causal factors and new unexpected "Black Swan" events. The ever-increasing complexity of the aviation system, along with its associated technology and organizational relationships, provides fertile ground for fresh problems. It is important to take a proactive approach to aviation safety by working to identify novel causation mechanisms for future aviation accidents before they happen. Progress has been made in using of historic data to identify the telltale signals preceding aviation accidents and incidents, using the large repositories of discrete and continuous data on aircraft and air traffic control performance and information reported by front-line personnel. Nevertheless, the aviation community is increasingly embracing predictive approaches to aviation safety. The "prospective workshop" early assessment tool described in this paper represents an approach toward this prospective mindset-one that attempts to identify the future vectors of aviation and asks the question: "What haven't we considered in our current safety assessments?" New causation mechanisms threatening aviation safety will arise in the future because new (or revised) systems and procedures will have to be used under future contextual conditions that have not been properly anticipated. Many simulation models exist for demonstrating the safety cases of new operational concepts and technologies. However the results from such models can only be as valid as the accuracy and completeness of assumptions made about the future context in which the new operational concepts and/or technologies will be immersed. Of course that future has not happened yet. What is needed is a reasonably high-confidence description of the future operational context, capturing critical contextual characteristics that modulate both the likelihood of occurrence of hazards, and the likelihood that those hazards will lead to negative safety events. Heuristics extracted from scenarios, questionnaires, and observed trends from scanning the aviation horizon may be helpful in capturing those future changes in a way conducive to safety assessment. What is also needed is a checklist of potential sources of emerging risk that arise from organizational features that are frequently overlooked. The ultimate goal is to develop a pragmatic, workable method for using descriptions of the future aviation context, to generate valid predictions of safety risks.

Interprofessional enhanced skills training in periodontology: a qualitative study of one London pilot.

PubMed

Radcliffe, Eloise; Ghotane, Swapnil G; Harrison, Victoria; Gallagher, Jennifer E

2017-01-01

Health Education England (HEE) London developed an innovative 2-year pilot educational and training initiative for enhancing skills in periodontology for dentists and dental hygienists/therapists in 2011. This study explores the perceptions and experiences of those involved in initiating, designing, delivering and participating in this interprofessional approach to training. Semi-structured qualitative interviews were conducted with a purposive sample of key stakeholders including course participants (dentists and dental hygienists and/or therapists), education and training commissioners, and providers towards the end of the 2-year programme. Interviews, based on a topic guide informed by health services and policy literature, were audio-recorded and transcribed verbatim. Data were analysed based on framework methodology, using QSR NVivo 9 software to manage the data. Twenty-two people were interviewed. Although certain challenges were identified in designing, and teaching, a course bringing together different professional backgrounds and level of skills, the experiences of all key stakeholders were overwhelmingly positive relating to the concept. There was evidence of 'creative interprofessional learning', which led to 'enhancing team working', 'enabling role recognition' and 'equipping participants for delivery of new models of care'. Recommendations emerged with regard to future training and wider health policy, and systems that will enable participants on future enhanced skills courses in periodontology to apply these skills in clinical practice. The interprofessional approach to enhanced skills training in periodontology represents an important creative innovation to build capacity within the oral health workforce. This qualitative study has provided a useful insight into the benefits and tensions of an interprofessional model of training from the perspectives of different groups of key stakeholders and suggests its application to other areas of dentistry.

Interprofessional enhanced skills training in periodontology: a qualitative study of one London pilot

PubMed Central

Radcliffe, Eloise; Ghotane, Swapnil G; Harrison, Victoria; Gallagher, Jennifer E

2017-01-01

OBJECTIVES/AIMS: Health Education England (HEE) London developed an innovative 2-year pilot educational and training initiative for enhancing skills in periodontology for dentists and dental hygienists/therapists in 2011. This study explores the perceptions and experiences of those involved in initiating, designing, delivering and participating in this interprofessional approach to training. MATERIALS AND METHODS: Semi-structured qualitative interviews were conducted with a purposive sample of key stakeholders including course participants (dentists and dental hygienists and/or therapists), education and training commissioners, and providers towards the end of the 2-year programme. Interviews, based on a topic guide informed by health services and policy literature, were audio-recorded and transcribed verbatim. Data were analysed based on framework methodology, using QSR NVivo 9 software to manage the data. RESULTS: Twenty-two people were interviewed. Although certain challenges were identified in designing, and teaching, a course bringing together different professional backgrounds and level of skills, the experiences of all key stakeholders were overwhelmingly positive relating to the concept. There was evidence of ‘creative interprofessional learning’, which led to ‘enhancing team working’, ‘enabling role recognition’ and ‘equipping participants for delivery of new models of care’. Recommendations emerged with regard to future training and wider health policy, and systems that will enable participants on future enhanced skills courses in periodontology to apply these skills in clinical practice. CONCLUSION: The interprofessional approach to enhanced skills training in periodontology represents an important creative innovation to build capacity within the oral health workforce. This qualitative study has provided a useful insight into the benefits and tensions of an interprofessional model of training from the perspectives of different groups of key stakeholders and suggests its application to other areas of dentistry. PMID:29607074

The experience of dentists who gained enhanced skills in endodontics within a novel pilot training programme.

PubMed

Eliyas, S; Briggs, P; Gallagher, J E

2017-02-24

Objective To explore the experiences of primary care dentists following training to enhance endodontic skills and their views on the implications for the NHS.Design Qualitative study using anonymised free text questionnaires.Setting Primary care general dental services within the National Health Service (NHS) in London, United Kingdom.Subjects and methods Eight primary care dentists who completed this training were asked about factors affecting participant experience of the course, perceived impact on themselves, their organisation, their patients and barriers/facilitators to providing endodontic treatment in NHS primary care. Data were transferred verbatim to a spreadsheet and thematically analysed.Intervention 24-month part-time educational and service initiative to provide endodontics within the NHS, using a combination of training in simulation lab and treatment of patients in primary care.Results Positive impacts were identified at individual (gains in knowledge, skills, confidence, personal development), patient (more teeth saved, quality of care improved) and system levels (access, value for money). Suggested developments for future courses included more case discussions, teaching of practical skills earlier in the course and refinement of the triaging processes. Barriers to using the acquired skills in providing endodontic treatment in primary care within the NHS were perceived to be resources (remuneration, time, skills) and accountability. Facilitators included appropriately remunerated contracts, necessary equipment and time.Conclusion This novel pilot training programme in endodontics combining general practice experience with education/training, hands-on experience and a portfolio was perceived by participants as beneficial for extending skills and service innovation in primary dental care. The findings provide insight into primary dental care practitioners' experience with education/training and have implications for future educational initiatives in support of systems innovation within the NHS.

Introduction to Life Support Systems

NASA Technical Reports Server (NTRS)

Perry, Jay

2017-01-01

This course provides an introduction to the design and development of life support systems to sustain humankind in the harsh environment of space. The life support technologies necessary to provide a respirable atmosphere and clean drinking water are emphasized in the course. A historical perspective, beginning with open loop systems employed aboard the earliest crewed spacecraft through the state-of-the-art life support technology utilized aboard the International Space Station today, will provide a framework for students to consider applications to possible future exploration missions and destinations which may vary greatly in duration and scope. Development of future technologies as well as guiding requirements for designing life support systems for crewed exploration missions beyond low-Earth orbit are also considered in the course.

Scientific reasoning skills development in the introductory biology courses for undergraduates

NASA Astrophysics Data System (ADS)

Schen, Melissa S.

Scientific reasoning is a skill of critical importance to those students who seek to become professional scientists. Yet, there is little research on the development of such reasoning in science majors. In addition, scientific reasoning is often investigated as two separate entities: hypothetico-deductive reasoning and argumentation, even though these skills may be linked. With regard to argumentation, most investigations look at its use in discussing socioscientific issues, not in analyzing scientific data. As scientists often use the same argumentation skills to develop and support conclusions, this avenue needs to be investigated. This study seeks to address these issues and establish a baseline of both hypothetico-deductive reasoning and argumentation of scientific data of biology majors through their engagement in introductory biology coursework. This descriptive study investigated the development of undergraduates' scientific reasoning skills by assessing them multiple times throughout a two-quarter introductory biology course sequence for majors. Participants were assessed at the beginning of the first quarter, end of the first quarter, and end of the second quarter. A split-half version of the revised Lawson Classroom Test of Scientific Reasoning (LCTSR) and a paper and pencil argumentation instrument developed for this study were utilized to assess student hypothetico-deductive reasoning and argumentation skills, respectively. To identify factors that may influence scientific reasoning development, demographic information regarding age, gender, science coursework completed, and future plans was collected. Evidence for course emphasis on scientific reasoning was found in lecture notes, assignments, and laboratory exercises. This study did not find any trends of improvement in the students' hypothetico-deductive reasoning or argumentation skills either during the first quarter or over both quarters. Specific difficulties in the control of variables and direct hypothetico-deductive reasoning were found through analysis of the LCTSR data. Students were also found to have trouble identifying and rebutting counterarguments, compared to generating initial arguments from scientific data sets. Although no overall improvement was found, a moderate, positive relationship was detected between LCTSR and argumentation scores at each administration, affirming the predicted association. Lastly, no difference was determined between biology majors and other students also enrolled in the courses. Overall, the results found here are similar to those classified in the literature for both hypothetico-deductive reasoning and argumentation, indicating that biology majors may be similar to other populations studied. Also, as no explicit attention was paid to scientific reasoning skills in the two courses, these findings complement those that illustrate a need for direct attention to foster the development of these skills. These results suggest the need to develop direct and explicit methods in order to improve the scientific reasoning skills of future biological scientists early in their undergraduate years.

A Personalized Approach in Progressive Multiple Sclerosis: The Current Status of Disease Modifying Therapies (DMTs) and Future Perspectives

PubMed Central

D’Amico, Emanuele; Patti, Francesco; Zanghì, Aurora; Zappia, Mario

2016-01-01

Using the term of progressive multiple sclerosis (PMS), we considered a combined population of persons with secondary progressive MS (SPMS) and primary progressive MS (PPMS). These forms of MS cannot be challenged with efficacy by the licensed therapy. In the last years, several measures of risk estimation were developed for predicting clinical course in MS, but none is specific for the PMS forms. Personalized medicine is a therapeutic approach, based on identifying what might be the best therapy for an individual patient, taking into account the risk profile. We need to achieve more accurate estimates of useful predictors in PMS, including unconventional and qualitative markers which are not yet currently available or practicable routine diagnostics. The evaluation of an individual patient is based on the profile of disease activity.Within the neurology field, PMS is one of the fastest-moving going into the future. PMID:27763513

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

PubMed

Giubilini, Alberto; Milnes, Sharyn; Savulescu, Julian

2016-01-01

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

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.

Exploring the opinions of registered nurses working in a clinical transfusion environment on the contribution of e-learning to personal learning and clinical practice: results of a small scale educational research study.

PubMed

Cottrell, Susan; Donaldson, Jayne H

2013-05-01

To explore the opinions of registered nurses on the Learnbloodtransfusion Module 1: Safe Transfusion Practice e-learning programme to meeting personal learning styles and learning needs. A qualitative research methodology was applied based on the principles of phenomenology. Adopting a convenience sampling plan supported the recruitment of participants who had successfully completed the e-learning course. Thematic analysis from the semi-structured interviews identified common emerging themes through application of Colaizzis framework. Seven participants of total sample population (89) volunteered to participate in the study. Five themes emerged which included learning preferences, interactive learning, course design, patient safety and future learning needs. Findings positively show the e-learning programme captures the learning styles and needs of learners. In particular, learning styles of a reflector, theorist and activist as well as a visual learner can actively engage in the online learning experience. In an attempt to bridge the knowledge practice gap, further opinions are offered on the course design and the application of knowledge to practice following completion of the course. The findings of the small scale research study have shown that the e-learning course does meet the diverse learning styles and needs of nurses working in a clinical transfusion environment. However, technology alone is not sufficient and a blended approach to learning must be adopted to meet bridging the theory practice gap supporting the integration of knowledge to clinical practice. Copyright © 2013 Elsevier Ltd. All rights reserved.

on-course(®) portal: a tool for in-service training and career development for biomedical scientists.

PubMed

Payton, Antony; Janko, Christa; Renn, Oliver; Hardman, Michael

2013-09-01

Successfully navigating through the jungle of biomedical postgraduate courses in Europe has recently been made possible by the release of an Innovative Medicines Initiative (IMI) funded project called on-course(®) (http://www.on-course.eu). on-course(®) lists all master, continued professional development (CPD) and PhD courses in Europe and hosts advanced search options designed by the pharmaceutical industry, academia and regulatory bodies allowing the course seeker to find courses that are most relevant for them. In addition, an IMI cross education and training topic task force has developed a set of quality standards that have been applied to CPD courses. The comprehensive nature of on-course(®) offers a new level of transparency to biomedical course provision in Europe that will help steer future education and training. Copyright © 2013 Elsevier Ltd. All rights reserved.

How Students, Collaborating as Peer Mentors, Enabled an Audacious Group-Based Project

ERIC Educational Resources Information Center

Bernstein, Jeffrey L.; Abad, Andrew P.; Bower, Benjamin C.; Box, Sara E.; Huckestein, Hailey L.; Mikulic, Steven M.; Walsh, Brian F.

2016-01-01

We discuss how a professor worked with six students to design and implement a complex teaching strategy for a course, and used the students' assistance to create a sustainable model for future iterations of the course.

Horticulture/Floriculture.

ERIC Educational Resources Information Center

Lehigh County Area Vocational-Technical School, Schnecksville, PA.

This brochure describes the philosophy and scope of a secondary-level course in floriculture and horticulture. Addressed in the individual units of the course are the following topics: the Future Farmers of America, floriculture, merchandising and selling, retail flower shop management, advertising, inventory, indentification of common floral…

HPI markets and strategies

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

Ekolf, W.D.

1988-03-01

How the HPI and government react to new directions will not only set the course for the future of refining and marketing, it will have profound implications for the entire energy industry. Strategies developed by individual refiners and marketers in response to this changing environment will determine their future in the industry. In developing scenarios for the downstream, Cambridge Energy Research Associates (CERA), has identified three forces that will determine the downstream playing field in the nineties: 1. Imbalances between market demands and refinery capacity will continue to promote intense competition and to depress margins, 2. Product and crude pricemore » volatility will be at least as great in the future as it has been in the last three years and 3. Renewed environmental concerns will add new capital investment burdens to the industry. The implications of these three forces on refiners are clear - being in the downstream business is likely to become increasingly expensive, competitive and risky. The author shares CERA's perspective on why these forces have evolved and, in turn, led to new strategies and developments in the industry. Then he outlines how we think these new themes may affect players in the industry. Finally, he summarizes some key uncertainties the future holds.« less

Motivations to nurse: an exploration of what motivates students in Pacific Island countries to enter nursing.

PubMed

Usher, Kim; West, Caryn; Macmanus, Mary; Waqa, Silina; Stewart, Lee; Henry, Renee; Lindsay, David; Conaglen, Jo; Hall, Julianne; McAuliffe, Marie; Redman-MacLaren, Michelle

2013-10-01

The aim of this study was to explore the motivations of student nurses enrolled in nursing courses across a variety of Pacific Island countries. The image of nursing, the desire to help others, family and friends in the profession, personal experience, security, travel opportunities and flexibility have all been identified as motivators for people to enter nursing. To date, what motivates students in Pacific Island countries to enrol in a nursing course has not been investigated. An exploratory qualitative approach using focus group interviews with 152 nursing students was undertaken. Data were analysed using thematic content analysis, revealing four themes: (i) helping others; (ii) 'making a difference for my people'; (iii) following in the footsteps of others; and (iv) financial and professional gain. In a time of health and nursing workforce shortages, developing a deeper understanding of what drives people can be used to improve recruitment strategies in the future. © 2013 Wiley Publishing Asia Pty Ltd.

Current trends in systematic program evaluation of online graduate nursing education: an integrative literature review.

PubMed

Horne, Eva M; Sandmann, Lorilee R

2012-10-01

Over the past decade, the Internet's e3 ect has transformed nursing education, particularly at the graduate level. Schools of nursing have embraced Internet-based course delivery technology to broaden students' access to academic degrees. However, the rush to stay competitive in online education raises questions. What is the quality of these online programs? To what extent are schools of nursing systematically evaluating the programs beyond the course level? What evaluation tools are used? What are the findings? How are the evaluation data used? By answering these questions, nurse educators can develop strategies for evaluating the quality and worth of online learning, thus improving instruction and learning outcomes. This integrative review of nursing and adult education literature identified as the current trends in program evaluation of online nursing education at the graduate level. Research articles were analyzed and perspectives were synthesized from a research agenda viewpoint. Recommendations and needs for future research are discussed. Copyright 2012, SLACK Incorporated.

Promoting information literacy through collaborative service learning in an undergraduate research course.

PubMed

Janke, Robert; Pesut, Barbara; Erbacker, Lynnelle

2012-11-01

Information literacy is an important foundation for evidence-based nursing practice. Librarians, the experts in information literacy, are important collaborators in the process of teaching nursing students information literacy skills. In this article we describe a service learning project, offered in a third year nursing research course, designed to teach information literacy and to enhance students' appreciation of the role of evidence in nursing practice. Students worked in groups, and under the guidance of a nursing instructor and librarian, to answer a question posed by practice-based partners. Through the project students learned essential skills of refining a question, identifying systematic search strategies, gleaning essential information from a study and using a bibliographic management tool. Evaluation of the project indicated that although the project was challenging and labour intensive students felt they learned important skills for their future practice. Several recommendations for further enhancing the collaboration are made. Copyright © 2011 Elsevier Ltd. All rights reserved.

Mapping training needs for dissemination and implementation research: lessons from a synthesis of existing D&I research training programs.

PubMed

Chambers, David A; Proctor, Enola K; Brownson, Ross C; Straus, Sharon E

2017-09-01

With recent growth in the field of dissemination and implementation (D&I) research, multiple training programs have been developed to build capacity, including summer training institutes, graduate courses, degree programs, workshops, and conferences. While opportunities for D&I research training have expanded, course organizers acknowledge that available slots are insufficient to meet demand within the scientific and practitioner community. In addition, individual programs have struggled to best fit various needs of trainees, sometimes splitting coursework between specific D&I content and more introductory grant writing material. This article, stemming from a 2013 NIH workshop, reviews experiences across multiple training programs to align training needs, career stage and role, and availability of programs. We briefly review D&I needs and opportunities by career stage and role, discuss variations among existing training programs in format, mentoring relationships, and other characteristics, identify challenges of mapping needs of trainees to programs, and present recommendations for future D&I research training.

Early detection of schizophrenia: current evidence and future perspectives

PubMed Central

HÄFNER, HEINZ; MAURER, KURT

2006-01-01

Research into the early course of schizophrenia has identified a prepsychotic prodromal stage (mean duration: 4.8 years) and a psychotic prephase (mean duration: 1.3 years). Comparisons of individually matched samples have demonstrated prodromal symptoms common to schizophrenia and moderate to severe depression. It is not until positive symptoms emerge that psychosis and mood disorders become distinguishable from each other. In both disorders the prodromal stage early produces functional impairment and related social consequences. Hence, early intervention is of great public health relevance. This intervention is targeted at manifest symptoms and not at the underlying, still unknown disease process. Cognitive-behavioural therapy at the prepsychotic prodromal stage seems to favourably influence the short-term illness course. In the psychotic prephase, a combination with low-dose antipsychotics seems to have some efficacy. The aim of early recognition by the instruments discussed in this paper is to permit the identification of the largest possible proportion of at-risk persons as early as possible and their referral to appropriate treatment. PMID:17139339

Longitudinal assessment of self-harm statements of youth in foster care: Rates, reporters, and related factors

PubMed Central

Gabrielli, Joy; Hambrick, Erin P.; Tunno, Angela M.; Jackson, Yo; Spangler, Amanda; Kanine, Rebecca

2014-01-01

Self-harm in youth is a risk factor related to mental health and future morbidity, yet, relatively little is known about the rates and course of self-harm in youth residing in foster care. This study examined self-harm talk in foster youth based on caregiver and child report for 135 children between the ages of 8- and 11-years old. Longitudinal data on course of self-harm talk from both youth and caregivers also are provided. Caregivers identified that 24% of youth participants had disclosed a desire to die or to hurt themselves. Youth self-report revealed that 21% of children indicated a desire for self-harm, and rates of self-harm from both reporters decreased over time. While overall rates were similar across reporters, findings show discrepancies between youth self-report and caregiver report within individuals. Also, caregivers for youth in residential facilities were more likely to report youth self-harm talk than caregivers from foster home settings. PMID:25534966

Longitudinal Assessment of Self-Harm Statements of Youth in Foster Care: Rates, Reporters, and Related Factors.

PubMed

Gabrielli, Joy; Hambrick, Erin P; Tunno, Angela M; Jackson, Yo; Spangler, Amanda; Kanine, Rebecca M

2015-12-01

Self-harm in youth is a risk factor related to mental health and future morbidity, yet, relatively little is known about the rates and course of self-harm in youth residing in foster care. This study examined self-harm talk in foster youth based on caregiver and child report for 135 children between the ages of 8- and 11-years old. Longitudinal data on course of self-harm talk from both youth and caregivers also are provided. Caregivers identified that 24% of youth participants had disclosed a desire to die or to hurt themselves. Youth self-report revealed that 21% of children indicated a desire for self-harm, and rates of self-harm from both reporters decreased over time. While overall rates were similar across reporters, findings show discrepancies between youth self-report and caregiver report within individuals. Also, caregivers for youth in residential facilities were more likely to report youth self-harm talk than caregivers from foster home settings.

A proposal to encourage intuitive learning in a senior-level analogue electronics course

NASA Astrophysics Data System (ADS)

Berjano, E.; Lozano-Nieto, A.

2011-05-01

One of the most important issues in the reorganisation of engineering education is to consider new pedagogical techniques to help students develop skills and an adaptive expertise. This expertise consists of being able to recognise the nature of a problem intuitively, and also recognising recurring patterns in different types of problems. In the particular case of analogue electronics, an additional difficulty seems to be that understanding involves both analytic skills and an intuitive grasp of circuit characteristics. This paper presents a proposal to help senior students to think intuitively in order to identify the common issue involved in a group of problems of analogue electronics and build an abstract concept based on, for example, a theory or a mathematical model in order to use it to solve future problems. The preliminary results suggest that this proposal could be useful to promote intuitive reasoning in analogue electronics courses. The experience would later be useful to graduates in analytically solving new types of problems or in designing new electronic circuits.

Phenomenology of tics and natural history of tic disorders.

PubMed

Leckman, James F

2003-12-01

Tic symptoms, the hallmark of Tourette's syndrome (TS), may simply be fragments of innate behavior. As such, the sensory urges that precede tics may illuminate some of the normal internal cues that are intimately involved in the assembly of behavioral sequences. The occurrence of tics in time appears to have fractal characteristics that may help to explain the waxing and waning course of tic disorders. Longitudinal studies are currently underway that should permit a close examination of the natural fluctuations in tic severity using valid and reliable clinician-rated scales of tic severity. The natural history of tics typically shows a marked decline during the course of adolescence. However, TS can also be associated with social, emotional, and academic difficulties in early adulthood. Comorbid attention deficit/hyperactivity disorder and obsessive-compulsive disorder are likely to influence the long-term adaptive outcomes of individuals with TS. Future progress may also be expected as endophenotypes, and possibly genetic markers, are identified that are associated with specific comorbid conditions and etiologically distinct forms of TS.

Negative Emotionality and Disconstraint Influence PTSD Symptom Course via Exposure to New Major Adverse Life Events

PubMed Central

Sadeh, Naomi; Miller, Mark W.; Wolf, Erika J.; Harkness, Kate L.

2015-01-01

Identifying the factors that influence stability and change in chronic posttraumatic stress disorder (PTSD) is important for improving clinical outcomes. Using a cross-lagged design, we analyzed the reciprocal effects of personality and PTSD symptoms over time and their effects on stress exposure in a sample of 222 trauma-exposed veterans (ages 23 – 68; 90.5% male). Personality functioning and PTSD were measured approximately 4 years apart, and self-reported exposure to major adverse life events during the interim was also assessed. Negative emotionality positively predicted future PTSD symptoms, and this effect was partially mediated by exposure to new events. Constraint (negatively) indirectly affected PTSD via its association with exposure to new events. There were no significant effects of positive emotionality nor did PTSD symptom severity exert influences on personality over time. Results indicate that high negative affect and disconstraint influence the course of PTSD symptoms by increasing exposure to stressful life events. PMID:25659969

Negative emotionality and disconstraint influence PTSD symptom course via exposure to new major adverse life events.

PubMed

Sadeh, Naomi; Miller, Mark W; Wolf, Erika J; Harkness, Kate L

2015-04-01

Identifying the factors that influence stability and change in chronic posttraumatic stress disorder (PTSD) is important for improving clinical outcomes. Using a cross-lagged design, we analyzed the reciprocal effects of personality and PTSD symptoms over time and their effects on stress exposure in a sample of 222 trauma-exposed veterans (ages 23-68; 90.5% male). Personality functioning and PTSD were measured approximately 4 years apart, and self-reported exposure to major adverse life events during the interim was also assessed. Negative emotionality positively predicted future PTSD symptoms, and this effect was partially mediated by exposure to new events. Constraint (negatively) indirectly affected PTSD via its association with exposure to new events. There were no significant effects of positive emotionality nor did PTSD symptom severity exert influences on personality over time. Results indicate that high negative affect and disconstraint influence the course of PTSD symptoms by increasing exposure to stressful life events. Published by Elsevier Ltd.

Challenge of the Future: Visions and Versions.

ERIC Educational Resources Information Center

Conboy, William A., Ed.

This book presents background information and approximately 40 articles on various aspects of the future. It is intended for use as a textbook and/or reader in advanced high school or college level future studies courses. The objectives are to help students of the future examine major problems and issues and to encourage them to devise new models…

Entering the Interaction Age: Implementing a Future Vision for Campus Learning Spaces...Today

ERIC Educational Resources Information Center

Milne, Andrew J.

2007-01-01

Learning space design for higher education has become a popular topic of discussion as institutions attempt to chart a course for the future of their campuses. Several authors in EDUCAUSE publications have forecast the future for such spaces, a future infused with new and sometimes exotic-sounding technologies. Indeed, some discussions in the…

A Post-Final Assignment for the Methods Course: Providing an Incentive to Professional Growth for Future Teachers.

ERIC Educational Resources Information Center

Bentley, Michael L.

This paper describes J. Rosengren's post-final assignment and M. Harmin's truth signs activity that were incorporated into a secondary science methods course for preservice teachers. The strength of the post-final assignment is that it is a strategy for extending student learning past the end of a course and even beyond the initial teaching…

Why One-Shot Information Literacy Sessions Are Not the Future of Instruction: A Case for Online Credit Courses

ERIC Educational Resources Information Center

Mery,Yvonne; Newby, Jill; Peng, Ke

2012-01-01

This paper reports on a research project that examined the test scores of students who took part in an online information literacy course. Researchers analyzed the pre- and post-test scores of students who received different types of instruction including a traditional one-shot library session and an online course. Results show that students who…

The Relationship of Science Self-Efficacy and Gender to Ninth Grade Students' Intentions To Enroll in Elective Science Courses.

ERIC Educational Resources Information Center

Tippins, Deborah J.

The selection of elective science courses during high school is believed to act as a filter to future participation in science. This study investigated the research hypothesis that science self-efficacy and gender may be related to ninth grade student intentions to take elective science courses during high school. In this study, the Test of…

Selecting for a sustainable workforce to meet the future healthcare needs of rural communities in Australia.

PubMed

Hay, M; Mercer, A M; Lichtwark, I; Tran, S; Hodgson, W C; Aretz, H T; Armstrong, E G; Gorman, D

2017-05-01

An undersupply of generalists doctors in rural communities globally led to widening participation (WP) initiatives to increase the proportion of rural origin medical students. In 2002 the Australian Government mandated that 25% of commencing Australian medical students be of rural origin. Meeting this target has largely been achieved through reduced standards of entry for rural relative to urban applicants. This initiative is based on the assumption that rural origin students will succeed during training, and return to practice in rural locations. One aim of this study was to determine the relationships between student geographical origin (rural or urban), selection scores, and future practice intentions of medical students at course entry and course exit. Two multicentre databases containing selection and future practice preferences (location and specialisation) were combined (5862), representing 54% of undergraduate medical students commencing from 2006 to 2013 across nine Australian medical schools. A second aim was to determine course performance of rural origin students selected on lower scores than their urban peers. Selection and course performance data for rural (461) and urban (1431) origin students commencing 2006-2014 from one medical school was used. For Aim 1, a third (33.7%) of rural origin students indicated a preference for future rural practice at course exit, and even fewer (6.7%) urban origin students made this preference. Results from logistic regression analyses showed significant independent predictors were rural origin (OR 4.0), lower Australian Tertiary Admissions Rank (ATAR) (OR 2.1), or lower Undergraduate Medical and Health Sciences Admissions Test Section 3 (non-verbal reasoning) (OR 1.3). Less than a fifth (17.6%) of rural origin students indicated a preference for future generalist practice at course exit. Significant predictors were female gender (OR 1.7) or lower ATAR (OR 1.2), but not rural origin. Fewer (10.5%) urban origin students indicated a preference for generalist practice at course exit. For Aim 2, results of Mann-Whitney U tests confirmed that slightly reducing selection scores does not result in increased failure, or meaningfully impaired performance during training relative to urban origin students. Our multicentre analysis supports success of the rural origin WP pathway to increase rural student participation in medical training. However, our findings confirm that current selection initiatives are insufficient to address the continuing problem of doctor maldistribution in Australia. We argue for further reform to current medical student selection, which remains largely determined by academic meritocracy. Our findings have relevance to the selection of students into health professions globally.

Using a course pilot in the development of an online problem-based learning (PBL) therapeutics course in a post-professional PharmD program.

PubMed

Nagge, Jeff J; Killeen, Rosemary; Jennings, Brad

2018-02-01

To assess whether the traditional problem-based learning (PBL) process can be replicated in an online environment, and to identify any barriers and facilitators to learning using a course pilot. Eight alumni and one experienced tutor participated in a two-week simulated PBL course comprised of two three-hour synchronous online tutorials. Blackboard Collaborate ® software was used to permit audio and visual interaction. The PBL tutorials were recorded and observed by the researchers. Participants completed satisfaction surveys after the pilot, and were invited to take part in a focus group to debrief about their experience. Once the steep learning curve with the technology was overcome, the quality of the PBL process was similar in the online course as it was in the face-to-face course. Several key factors for success were identified through analysis of the videotaped sessions, and interviews with the participants in the course pilot. Conducting a course pilot study demonstrated that an online PBL course is feasible, and identified some considerations to facilitate success. Copyright © 2017 Elsevier Inc. All rights reserved.

Beyond the dual degree: development of a five-year program in leadership for medical undergraduates.

PubMed

Crites, Gerald E; Ebert, James R; Schuster, Richard J; Shuster, Richard J

2008-01-01

The current state of physician leadership education consists mainly of executive degree programs designed for midcareer physicians. In 2004, the authors proposed that, by educating medical students in physician leadership and integrating this with a business management or public health degree program, graduates, health care organizations, and communities would benefit sooner. Given the lack of program models to guide program integration and development, the authors began a one-year inquiry to build a model leadership curriculum and integrate leadership education across degree programs. The qualitative inquiry resulted in several linked tasks. First, the authors identified a feasible method for concurrently delivering all three program components (MD degree, Leadership Curriculum, and MBA or MPH degree) during a five-year plan. Second, the authors chose a competency-based educational framework for leadership and then identified, adapted, and validated existing leadership competencies to their context. Third, the authors performed an extensive program alignment to identify existing overlaps and opportunities for integration within and across program components. Fourth, the authors performed a needs analysis to identify educational gaps, subsequently leading to redesigning two courses and to designing three new courses. A description of the Leadership Curriculum is also provided. This inquiry has led to the development of the Boonshoft Physician Leadership Development Program, which provides physician leadership education integrated with medical education and education in business management or public heath. Future program initiatives include developing leadership student assessment tools and testing the link between program activities and short- and long-term outcome measures of program success.

Teaching Historical Geology through a Climate Science Lens

NASA Astrophysics Data System (ADS)

Cleary, P.

2007-12-01

As traditional Geology departments choose to reinvent themselves in light of waning interest in rocks and fossils, waxing interest in environmental, interdisciplinary issues, and advancements in pedagogy that champion inquiry and student based learning, the question begs, "What is to be done with that behemoth, historical geology?" Typically an introductory earth history course presents the timeline background to the origin and evolution of the planet Earth. At UW-Parkside, Origin and History of the Earth is taught from a climatic and dynamic equilibrium perspective using the textbook Earth's Climate Past and Future by William F. Ruddiman. The course is sectioned into 4 parts: 1) Water, Oxygen and Life on Earth, 2) Feedbacks: Greenhouse and Snowball Earth, 3) Mass Extinctions and 4) Present and Future Climate Change. While the course retains a focus upon historical dating and sampling, plate tectonics, the Milankovitch cycles and evolution, students encounter those topics as applied to solving problems reconstructing past climates, assessing the evolution of the past and future atmosphere and investigating mass extinctions. In class, small group work allows us to replace much of the standard passive lecture format with activities and outcomes congruent with a broader, environmentally cohesive picture of the planet, particularly with respect to climate change. The curriculum, activities, outcomes and assessment strategies of this new approach to an ancient class will be discussed. As an introductory course, and possible general education course, the curriculum addresses current issues of climate change to a broader audience than upper level coursework.

Case Study: Audio-Guided Learning, with Computer Graphics.

ERIC Educational Resources Information Center

Koumi, Jack; Daniels, Judith

1994-01-01

Describes teaching packages which involve the use of audiotape recordings with personal computers in Open University (United Kingdom) mathematics courses. Topics addressed include software development; computer graphics; pedagogic principles for distance education; feedback, including course evaluations and student surveys; and future plans.…

Structural change in industry and futures for the electricity industry. Final report

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

Schwartz, P.; Harris, G.

1995-06-01

The electricity supply industry in the United States has been experiencing major technological changes and economics of the business have altered dramatically since the passage of the Public Utilities Regulatory Policies Act of 1978 (PURPA). This opening of power generation business to competition was under-pinned by significant increases in gas turbine efficiency, commercialization of smaller units with high efficiencies, low gas prices, and cost consciousness on the part of independent power producers (IPPs) and major industrial customers. The pace of change continues to accelerate, driven by ongoing technological innovations and customer demands for better, more customized services and lower costs.more » The purpose of this report is to provoke further thought on the likely course of structural change in the electric utility industry over the next twenty years. The prime focus of the report is on technological change and its impact on economics, and the resulting organizational and structural change. This report begins with a brief look at structural change in several capital-intensive industries to identify common patterns applicable to the electricity industry. The industries selected have network-like operations, similar to the electric utility industry. This is followed by two scenarios which illuminate different plausible futures for the electric power industry. The report concludes with insights on the potential course of regulations and suitable strategies to prosper during the transition phase.« less

Understanding associations among race, socioeconomic status, and health: Patterns and prospects.

PubMed

Williams, David R; Priest, Naomi; Anderson, Norman B

2016-04-01

Race/ethnicity and socioeconomic status (SES) are social categories that capture differential exposure to conditions of life that have health consequences. Race/ethnicity and SES are linked to each other, but race matters for health even after SES is considered. This commentary considers the complex ways in which race combines with SES to affect health. There is a need for greater attention to understanding how risks and resources in the social environment are systematically patterned by race, ethnicity and SES, and how they combine to influence cardiovascular disease and other health outcomes. Future research needs to examine how the levels, timing and accumulation of institutional and interpersonal racism combine with other toxic exposures, over the life-course, to influence the onset and course of illness. There is also an urgent need for research that seeks to build the science base that will identify the multilevel interventions that are likely to enhance the health of all, even while they improve the health of disadvantaged groups more rapidly than the rest of the population so that inequities in health can be reduced and ultimately eliminated. We also need sustained research attention to identifying how to build the political support to reduce the large shortfalls in health. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Unequal Burdens of Loss: Examining the Frequency and Timing of Homicide Deaths Experienced by Young Black Men Across the Life Course

PubMed Central

2015-01-01

Objectives. I examined the frequency and developmental timing of traumatic loss resulting from the health disparity of homicide among young Black men in Baltimore, Maryland. Methods. Using a modified grounded theory approach, I conducted in-depth semistructured interviews with 40 Black men (aged 18–24 years) from January 2012 to June 2013. I also constructed adapted life history calendar tools using chronologies of loss, and (1) provided a comprehensive history of loss, (2) determined a specific frequency of homicide deaths, (3) indicated participants’ relationship to the decedents, and (4) identified the developmental timing of deaths. Results. On average, participants knew 3 homicide victims who were overwhelmingly peers. Participant experiences of homicide death started in early childhood, peaked in adolescence, and persisted into emerging adulthood. The traumatic loss of peer homicide was a significant developmental turning point and disrupted participants’ social networks. Conclusions. The traumatic loss of peer homicide was a prevalent life course experience for young Black men and identified the need for trauma- and grief-informed interventions. Future research is needed to examine the physical and psychosocial consequences, coping resources and strategies, and developmental implications of traumatic loss for young Black men in urban contexts. PMID:25905836

Creating Futures Activity Cards and Teacher Guide.

ERIC Educational Resources Information Center

Klenzman, Elizabeth; Taylor, Paula

Teachers can use these learning activities to teach about the future in elementary and secondary social studies, science, math, language arts, and arts courses. The purpose of the activities is to help students practice creative-thinking skills, investigate problems relevant to their personal futures, experience the concept of change, and evaluate…

Are Future Teachers Ready to Embrace Mathematical Inquiry?

ERIC Educational Resources Information Center

Acosta, Daniel

2014-01-01

This article describes a project inspired by Liping Ma's "Exploring New Knowledge" in which future 7-12 grade mathematics teachers enrolled in a fall 2013 capstone course at a typical regional state university were assigned fictitious student conjectures. These future teachers (all current high school mathematics teachers) were…

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

PubMed

Janssen, Anna; Robinson, Tracy; Shaw, Tim

2014-10-31

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

Utilization of two web-based continuing education courses evaluated by Markov chain model.

PubMed

Tian, Hao; Lin, Jin-Mann S; Reeves, William C

2012-01-01

To evaluate the web structure of two web-based continuing education courses, identify problems and assess the effects of web site modifications. Markov chain models were built from 2008 web usage data to evaluate the courses' web structure and navigation patterns. The web site was then modified to resolve identified design issues and the improvement in user activity over the subsequent 12 months was quantitatively evaluated. Web navigation paths were collected between 2008 and 2010. The probability of navigating from one web page to another was analyzed. The continuing education courses' sequential structure design was clearly reflected in the resulting actual web usage models, and none of the skip transitions provided was heavily used. The web navigation patterns of the two different continuing education courses were similar. Two possible design flaws were identified and fixed in only one of the two courses. Over the following 12 months, the drop-out rate in the modified course significantly decreased from 41% to 35%, but remained unchanged in the unmodified course. The web improvement effects were further verified via a second-order Markov chain model. The results imply that differences in web content have less impact than web structure design on how learners navigate through continuing education courses. Evaluation of user navigation can help identify web design flaws and guide modifications. This study showed that Markov chain models provide a valuable tool to evaluate web-based education courses. Both the results and techniques in this study would be very useful for public health education and research specialists.

Utilization of two web-based continuing education courses evaluated by Markov chain model

PubMed Central

Lin, Jin-Mann S; Reeves, William C

2011-01-01

Objectives To evaluate the web structure of two web-based continuing education courses, identify problems and assess the effects of web site modifications. Design Markov chain models were built from 2008 web usage data to evaluate the courses' web structure and navigation patterns. The web site was then modified to resolve identified design issues and the improvement in user activity over the subsequent 12 months was quantitatively evaluated. Measurements Web navigation paths were collected between 2008 and 2010. The probability of navigating from one web page to another was analyzed. Results The continuing education courses' sequential structure design was clearly reflected in the resulting actual web usage models, and none of the skip transitions provided was heavily used. The web navigation patterns of the two different continuing education courses were similar. Two possible design flaws were identified and fixed in only one of the two courses. Over the following 12 months, the drop-out rate in the modified course significantly decreased from 41% to 35%, but remained unchanged in the unmodified course. The web improvement effects were further verified via a second-order Markov chain model. Conclusions The results imply that differences in web content have less impact than web structure design on how learners navigate through continuing education courses. Evaluation of user navigation can help identify web design flaws and guide modifications. This study showed that Markov chain models provide a valuable tool to evaluate web-based education courses. Both the results and techniques in this study would be very useful for public health education and research specialists. PMID:21976027

The role of the physics department in the preparation of future pre-college teachers: A summary from the international conference on physics education

NASA Astrophysics Data System (ADS)

Lopez, Ramon E.

1997-03-01

This paper summarizes the conference presentations that specifically dealt with the role of the physics department in education of teachers, both before they begin teaching (pre-service) and during their careers (in-service). These presentations in general reflected a consensus that, as in the case of other students, instruction in pre-service and in-service courses should employ more active engagement techniques, both to improve student understanding and to model effective instruction, and that the appropriate use of technology can be a powerful aid to that end. Improvements made in standard introductory physics courses will impact most future secondary science teachers who, by and large, will have science degrees or take a significant amount of science courses. However, pre-service elementary teachers take few science courses and are often science phobic. This population represents the vast bulk of teachers who, if they have a good understanding of basic science, can engage children at the ages when they are most curious. Physics departments can play a valuable role in stimulating and sustaining reform of pre-college science teaching by being more involved in providing effective and appropriate instruction and models for inquiry to current and future elementary and secondary teachers.

Preventing intensive care admissions for sepsis in tropical Africa (PICASTA): an extension of the international pediatric global sepsis initiative: an African perspective.

PubMed

Pollach, Gregor; Namboya, Felix

2013-07-01

The Global Sepsis Initiative recommends prevention of sepsis through immunizations, vitamins, breast feeding, and other important interventions. In our study, we consider a second set of proposals for preventing intensive care admissions for sepsis in tropical Africa, which have been specifically designed to further prevent ICU admissions for sepsis in the group A nation hospital setting. To reduce admissions with severe sepsis in an ICU of a group A nation through the identification of challenges leading to preventable, foreseeable, or nosocomial sepsis specific to our setting. Malawi is one of the poorest countries in the world. Lacking the ability to comply with standard sepsis treatment, we conducted over 4 years several studies, audits, and surveys to identify challenges leading to preventable pediatric sepsis in our setting. We developed a method to identify malnourished children through a "gatekeeper" in the theaters without any equipment, tried to implement the World Health Organization's Safe Surgery Campaign checklist, evaluated our educational courses for the districts to improve the quality of referrals, looked into the extreme fasting times discovered in our hospital, trained different cadres in the districts to deal with peripartal and posttraumatic sepsis, and identified the needs in human resources to deal with pediatric sepsis in our setting. Six foci were identified as promising to work on in future. Focus 1: Preventing elective operations and procedures in malnourished children in the hospital and in the district: 134 of 145 nurses (92.4%) and even 25 of 31 African laymen (80.6%) were able to identify malnourished children with their own fingers. Focus 2: Preventing sepsis-related problems in emergencies through the implementation of the Safe Surgery Campaign checklist: only 100 of 689 forms (14.5%) were filled in due to challenges in ownership, communication responsibility, and time constraints. Focus 3: Preventing sepsis through the reduction of unwise referrals: our courses toward this topic reached 82-100% satisfaction of the 391 participants for relevance, presentation applicability, content, and teaching technique. Focus 4: Preventing sepsis-related problems through reduction of excessive fasting times in our hospital: necessity for action was documented by a mean fasting time of 10.2 hours (SD, 4.4 hr). Focus 5: Concentration on two extremely sepsis-relevant health challenges for children in Malawian districts, trauma and peripartal complications: numbers after our courses in the trained two districts showed a reduction in the maternal mortality rate (from 150.3 to 55 and 234.2 to 75.2), an inconclusive result for posttraumatic deaths and the identification of 44 future instructors. Focus 6: Implementation of a Master in Medicine (anesthesia and intensive care) and improvement of training in anesthesia for all cadres resulted in the first five anesthetic registrars in training and enhanced numbers in all other cadres in anesthesia dealing in own responsibility with pediatric sepsis. Every hospital can try to improve sepsis prevention on a local level by the Preventing Intensive Care Admissions for Sepsis in Tropical Africa approach. This will help support the promotion of the regionally adjusted Global Sepsis Initiative guidelines and the future global implementation of feasible bundles as a gold standard for resource-poor countries.

Education ... Beyond Tomorrow. Education Futures No. 3.

ERIC Educational Resources Information Center

Hostrop, Richard W., Ed.

This book contains 24 selections dealing with almost every aspect of futurology as it is being discussed and practiced in education today. It is intended to help the reader become more future conscious and future oriented and to plan more and react less. The book can be used as a basic or supplementary textbook in courses on the future and in…

Renovation of a mechanical engineering senior design class to an industry-tied and team-oriented course

NASA Astrophysics Data System (ADS)

Liu, Yucheng

2017-11-01

In this work, an industry-based and team-oriented education model was established based on a traditional mechanical engineering (ME) senior design class in order to better prepare future engineers and leaders so as to meet the increasing demand for high-quality engineering graduates. In the renovated curriculum, industry-sponsored projects became the most important course component and critical assessment tool, from which problem-solving skills as well as employability skills of the ME students can be fully developed. Hands-on experiences in finite element analysis (FEA) modelling and simulation were also added into the renovated curriculum to promote the application of FEA on engineering design and assessment. Evaluation of the renovated course was conducted using two instruments and the results have shown that the course made the ME senior students more prepared for their future career and a win-win model was created between the industry partner and the ME programme through it. Impact of the renovated syllabus on Accreditation Board for Engineering Technology goals was discussed. Based on the current progress, a more substantial change is being planned to further improve the effectiveness and practicability of this design course. The renovated course was started to offer to the ME senior students at Mississippi State University.

Keeping the Bootcamp Fun Alive!

EPA Science Inventory

This product is a blog post that outlines a course conducted to build on skills learned in a Software Carpentry Bootcamp co-hosted by AED researcher, Jeff Hollister. The post provides details on the course and some lessons learned that will be implemented in future iterations of...

Four Sides to Every Story: Creating Effective Multimedia Business Simulations.

ERIC Educational Resources Information Center

Graham, William; Legere, Sylvie M.

1998-01-01

Discusses the goal-based design concepts used to build a CD-ROM-based course for senior executives at Andersen Consulting. Topics include quality management; continuous improvement; problem-centered learning; video storytelling; feedback; multimedia learning environments; course organization; and possible future applications. (Author/LRW)

A Plan for Community College Instructional Computing.

ERIC Educational Resources Information Center

Howard, Alan; And Others

This document presents a comprehensive plan for future growth in instructional computing in the Washington community colleges. Two chapters define the curriculum objectives and content recommended for instructional courses in the community colleges which require access to computing facilities. The courses described include data processing…

Integrating Inquiry-Based Science and Education Methods Courses in a "Science Semester" for Future Elementary Teachers

NASA Astrophysics Data System (ADS)

Madsen, J.; Fifield, S.; Allen, D.; Brickhouse, N.; Dagher, Z.; Ford, D.; Shipman, H.

2001-05-01

In this NSF-funded project we will adapt problem-based learning (PBL) and other inquiry-based approaches to create an integrated science and education methods curriculum ("science semester") for elementary teacher education majors. Our goal is to foster integrated understandings of science and pedagogy that future elementary teachers need to effectively use inquiry-based approaches in their classrooms. This project responds to calls to improve science education for all students by making preservice teachers' experiences in undergraduate science courses more consistent with reforms at the K-12 level. The involved faculty teach three science courses (biology, earth science, physical science) and an elementary science education methods course that are degree requirements for elementary teacher education majors. Presently, students take the courses in variable sequences and at widely scattered times. Too many students fail to appreciate the value of science courses to their future careers as teachers, and when they reach the methods course in the junior year they often retain little of the science content studied earlier. These episodic encounters with science make it difficult for students to learn the content, and to translate their understandings of science into effective, inquiry-based teaching strategies. To encourage integrated understandings of science concepts and pedagogy we will coordinate the science and methods courses in a junior-year science semester. Traditional subject matter boundaries will be crossed to stress shared themes that teachers must understand to teach standards-based elementary science. We will adapt exemplary approaches that support both learning science and learning how to teach science. Students will work collaboratively on multidisciplinary PBL activities that place science concepts in authentic contexts and build learning skills. "Lecture" meetings will be large group active learning sessions that help students understand difficult concepts, make connections between class activities, and launch and wrap-up PBL problems. Labs will include activities from elementary science kits as launching points for in-depth investigations that demonstrate the continuity of science concepts and pedagogies across age levels. In the methods course, students will critically explore the theory and practice of elementary science teaching, drawing on their shared experiences of inquiry learning in the science courses. Field placements in elementary classrooms will allow students to ground their studies of science and pedagogy in actual practice.

New Sustainability Programs and Their Impact at a Large Public State University

NASA Astrophysics Data System (ADS)

Bralower, T. J.; Guertin, L. A.

2016-12-01

The Pennsylvania State University comprises 24 campuses across the state. Students who are admitted to any campus are automatically admitted to the University Park Campus once they meet the entrance requirements for their major. The University Park Campus has a Geoscience Department with over 30 faculty and several degree programs. Several of the campuses also have Geoscience faculty. Two of the campuses offer majors in geoscience fields with plans at other campuses to add Environmental Science degree programs. Campus faculty play an instrumental role in recruiting students into the geosciences and providing them with general and allied science education. However, these faculty have high teaching loads and often struggle to fulfill student demand for courses. Penn State is also home to the World Campus which offers courses solely online to students all around the world including a large number of Military personnel. Penn State has led the development of five introductory-level blended and online courses as part of the InTeGrate STEP center. These courses are Coastal Processes, Hazards and Society; Water Science and Society; Climate, Energy, and Our Future; the Future of Food; and Earth Modeling. They add to an existing blended and online course, Earth in the Future that has been taught at the University Park and World Campuses for four years. Combined, the courses include 70 weekly modules. The courses constitute the basis of a recently approved Minor and Certificate of Excellence in Earth Sustainability offered in online format through the World Campus and in blended format at all the campuses. We are in the process of establishing an e-Learning Cooperative so that faculty at a campus can teach any of the sustainability courses online to students throughout the Penn State system. This will enable students to receive a greater introduction to, and variety of, sustainability courses at the campuses, and enable faculty to tailor courses to local campus interests and issues instead of that of World Campus students. The Cooperative is designed to provide lower faculty-student ratios and instill community among faculty throughout the system. Finally, this program will support the development of, and collaboration between, independent Environmental Science four-year degree programs at multiple campuses.

Enhancing Teacher Preparation and Improving Faculty Teaching Skills: Lessons Learned from Implementing ``Science That Matters'' a Standards Based Interdisciplinary Science Course Sequence

NASA Astrophysics Data System (ADS)

Potter, Robert; Meisels, Gerry

2005-06-01

In a highly collaborative process we developed an introductory science course sequence to improve science literacy especially among future elementary and middle school education majors. The materials and course features were designed using the results of research on teaching and learning to provide a rigorous, relevant and engaging, standard based science experience. More than ten years of combined planning, development, implementation and assessment of this college science course sequence for nonmajors/future teachers has provided significant insights and success in achieving our goal. This paper describes the history and iterative nature of our ongoing improvements, changes in faculty instructional practice, strategies used to overcome student resistance, significant student learning outcomes, support structures for faculty, and the essential and informative role of assessment in improving the outcomes. Our experience with diverse institutions, students and faculty provides the basis for the lessons we have learned and should be of help to others involved in advancing science education.

Career opportunities and benefits for young oncologists in the European Society for Medical Oncology (ESMO).

PubMed

Morgan, Gilberto; Lambertini, Matteo; Kourie, Hampig Raphael; Amaral, Teresa; Argiles, Guillem; Banerjee, Susana; Cardone, Claudia; Corral, Jesus; De Mattos-Arruda, Letticia; Öztürk, Akif; Petrova, Mila; Poulsen, Laurids; Strijbos, Michiel; Tyulyandina, Alexandra; Vidra, Radu; Califano, Raffaele; de Azambuja, Evandro; Garrido Lopez, Pilar; Guarneri, Valentina; Reck, Martin; Moiseyenko, Vladimir; Martinelli, Erika; Douillard, Jean-Yves; Stahel, Rolf; Voest, Emile; Arnold, Dirk; Cardoso, Fatima; Casali, Paolo; Cervantes, Andrés; Eggermont, Alexander M M; Eniu, Alexandru; Jassem, Jacek; Pentheroudakis, George; Peters, Solange; McGregor, Keith; Rauh, Stefan; Zielinski, Christoph C; Ciardiello, Fortunato; Tabernero, Josep; Preusser, Matthias

2016-01-01

The European Society for Medical Oncology (ESMO) is one of the leading societies of oncology professionals in the world. Approximately 30% of the 13 000 ESMO members are below the age of 40 and thus meet the society's definition of young oncologists (YOs). ESMO has identified the training and development of YOs as a priority and has therefore established a comprehensive career development programme. This includes a leadership development programme to help identify and develop the future leaders in oncology. Well-trained and highly motivated future generations of multidisciplinary oncologists are essential to ensure the optimal evolution of the field of oncology with the ultimate goal of providing the best possible care to patients with cancer. ESMO's career development portfolio is managed and continuously optimised by several dedicated committees composed of ESMO officers and is directly supervised by the ESMO Executive Board and the ESMO President. It offers unique resources for YOs at all stages of training and includes a broad variety of fellowship opportunities, educational courses, scientific meetings, publications and resources. In this article, we provide an overview of the activities and career development opportunities provided by ESMO to the next generation of oncologists.

Examining the Cultural Competence of Third- and Fourth-Year Nutrition Students: A Pilot Study.

PubMed

Hack, Rebekah; Hekmat, Sharareh; Ahmadi, Latifeh

2015-12-01

The purpose of this study was to provide preliminary Canadian research assessing nutrition students' cultural competence and to identify areas for future education initiatives in dietetic education that could ultimately improve dietitians' cultural competence. A mixed-methods study was conducted using a 24-item questionnaire that was administered to students enrolled in third- and fourth-year undergraduate nutrition classes (n = 133). In total, 115 questionnaires were analyzed for quantitative data, and 109 were analyzed for qualitative data. The students scored an overall medium-high level of cultural competence. Out of the 5 areas examined (skills, attitudes, awareness, desires, knowledge), students' multicultural knowledge scores were the lowest. It was found that a lower number of barriers to learning about other cultures were significantly associated with a higher overall cultural competence score, and taking a course in cultural foods significantly increased the students' knowledge and overall cultural competence (P ≤ 0.05). The qualitative data found that students felt the cultural competence curriculum had gaps and identified several ideas for improvement. In conclusion, this research data provides novel insights into the cultural competence of Canadian dietetic students and additionally supports future research and curriculum development to enhance cultural competence.

Career opportunities and benefits for young oncologists in the European Society for Medical Oncology (ESMO)

PubMed Central

Morgan, Gilberto; Lambertini, Matteo; Kourie, Hampig Raphael; Amaral, Teresa; Argiles, Guillem; Banerjee, Susana; Cardone, Claudia; Corral, Jesus; De Mattos-Arruda, Letticia; öztürk, Akif; Petrova, Mila; Poulsen, Laurids; Strijbos, Michiel; Tyulyandina, Alexandra; Vidra, Radu; Califano, Raffaele; de Azambuja, Evandro; Garrido Lopez, Pilar; Guarneri, Valentina; Reck, Martin; Moiseyenko, Vladimir; Martinelli, Erika; Douillard, Jean-Yves; Stahel, Rolf; Voest, Emile; Arnold, Dirk; Cardoso, Fatima; Casali, Paolo; Cervantes, Andrés; Eggermont, Alexander M M; Eniu, Alexandru; Jassem, Jacek; Pentheroudakis, George; Peters, Solange; McGregor, Keith; Rauh, Stefan; Zielinski, Christoph C; Ciardiello, Fortunato; Tabernero, Josep; Preusser, Matthias

2016-01-01

The European Society for Medical Oncology (ESMO) is one of the leading societies of oncology professionals in the world. Approximately 30% of the 13 000 ESMO members are below the age of 40 and thus meet the society's definition of young oncologists (YOs). ESMO has identified the training and development of YOs as a priority and has therefore established a comprehensive career development programme. This includes a leadership development programme to help identify and develop the future leaders in oncology. Well-trained and highly motivated future generations of multidisciplinary oncologists are essential to ensure the optimal evolution of the field of oncology with the ultimate goal of providing the best possible care to patients with cancer. ESMO's career development portfolio is managed and continuously optimised by several dedicated committees composed of ESMO officers and is directly supervised by the ESMO Executive Board and the ESMO President. It offers unique resources for YOs at all stages of training and includes a broad variety of fellowship opportunities, educational courses, scientific meetings, publications and resources. In this article, we provide an overview of the activities and career development opportunities provided by ESMO to the next generation of oncologists. PMID:28255451

Managing Climate Change Refugia for Climate Adaptation ...

EPA Pesticide Factsheets

The concept of refugia has long been studied from theoretical and paleontological perspectives to understand how populations persisted during past periods of unfavorable climate. Recently, researchers have applied the idea to contemporary landscapes to identify climate change refugia, locations that may be unusually buffered from climate change effects so as to increase persistence of valued resources. Here we distinguish between paleoecological and contemporary viewpoints, characterize physical and ecological processes that create and maintain climate change refugia, summarize the process of identifying and mapping them, and delineate how refugia can fit into the existing framework of natural resource management. We also suggest three primary courses of action at these sites: prioritization, protection, and propagation. Although not a panacea, managing climate change refugia can be an important adaptation option for conserving valuable resources in the face of ongoing and future climate change. “In a nutshell” (100 words) • Climate change refugia are defined as areas relatively buffered from contemporary climate change, enabling persistence of valued physical, ecological, and cultural resources. • Refugia can be incorporated as key components of a climate adaptation strategy because their prioritization by management may enable their associated resources to persist locally and eventually spread to future suitable habitat. • Steps for

Measuring Childhood Adversity in Life Course Cardiovascular Research: A Systematic Review.

PubMed

Appleton, Allison A; Holdsworth, Elizabeth; Ryan, Margaret; Tracy, Melissa

2017-05-01

Identifying the life course health effects of childhood adversity is a burgeoning area of research, particularly in relation to cardiovascular disease (CVD). However, adversity measurement varies widely across studies, which may hamper our ability to make comparisons across studies and identify mechanisms linking adversity to CVD. The purposes of this review are to summarize adversity measurement approaches in the context of CVD, identify gaps, and make recommendations for future research. PubMed and PsycINFO searches were conducted through June 2016. Studies were selected if CVD end point or predisease risk markers were investigated in association with a measure of childhood adversity. Forty-three studies were reviewed. A meta-analysis was not conducted because of the variation in exposures and outcomes assessed. Adversity measurement was heterogeneous across studies. Metrics included different sets of adverse events, relational factors, and socioeconomic indicators. Thirty-seven percent measured childhood adversity prospectively, 23% examined a CVD end point, and 77% treated adversity as an unweighted summary score. Despite the heterogeneity in measurement, most studies found a positive association between childhood adversity and CVD risk, and the association seems to be dose-response. The literature on childhood adversity and CVD would benefit from improving consistency of measurement, using weighted adversity composites, modeling adversity trajectories over time, and considering socioeconomic status as an antecedent factor instead of a component part of an adversity score. We suggest conceptual and analytic strategies to enhance, refine, and replicate the observed association between childhood adversity and CVD risk.

Identifying Measures of Student Behavior from Interaction with a Course Management System

ERIC Educational Resources Information Center

Nickles, George M., III

2006-01-01

The purpose of this work is to identify process measures of student interaction with a course management system (CMS). Logs maintained by Web servers capture aggregate user interactions with a Website. When combined with a login system and context from the course recorded in the CMS, more detailed measures of individual student interaction can be…

Benchmarking and Accreditation Goals Support the Value of an Undergraduate Business Law Core Course

ERIC Educational Resources Information Center

O'Brien, Christine Neylon; Powers, Richard E.; Wesner, Thomas L.

2018-01-01

This article provides information about the value of a core course in business law and why it remains essential to business education. It goes on to identify highly ranked undergraduate business programs that require one or more business law courses. Using "Business Week" and "US News and World Report" to identify top…

Analysis of Performance Factors for Accounting and Finance Related Business Courses in a Distance Education Environment

ERIC Educational Resources Information Center

Benligiray, Serdar; Onay, Ahmet

2017-01-01

The objective of this study is to explore business courses performance factors with a focus on accounting and finance. Course score interrelations are assumed to represent interpretable constructs of these factors. Factor analysis is proposed to identify the constructs that explain the correlations. Factor analysis results identify three…

CaPOW! Using Problem Sets in a Capstone Course to Improve Fourth-Year Medical Students' Confidence in Self-Directed Learning.

PubMed

Clay, Alison S; Ming, David Y; Knudsen, Nancy W; Engle, Deborah L; Grochowski, Colleen O'Connor; Andolsek, Kathryn M; Chudgar, Saumil M

2017-03-01

Despite the importance of self-directed learning (SDL) in the field of medicine, individuals are rarely taught how to perform SDL or receive feedback on it. Trainee skill in SDL is limited by difficulties with self-assessment and goal setting. Ninety-two graduating fourth-year medical students from Duke University School of Medicine completed an individualized learning plan (ILP) for a transition-to-residency Capstone course in spring 2015 to help foster their skills in SDL. Students completed the ILP after receiving a personalized report from a designated faculty coach detailing strengths and weaknesses on specific topics (e.g., pulmonary medicine) and clinical skills (e.g., generating a differential diagnosis). These were determined by their performance on 12 Capstone Problem Sets of the Week (CaPOWs) compared with their peers. Students used transitional-year milestones to self-assess their confidence in SDL. SDL was successfully implemented in a Capstone course through the development of required clinically oriented problem sets. Coaches provided guided feedback on students' performance to help them identify knowledge deficits. Students' self-assessment of their confidence in SDL increased following course completion. However, students often chose Capstone didactic sessions according to factors other than their CaPOW performance, including perceived relevance to planned specialty and session timing. Future Capstone curriculum changes may further enhance SDL skills of graduating students. Students will receive increased formative feedback on their CaPOW performance and be incentivized to attend sessions in areas of personal weakness.

Ethics and engineering courses at Delft University of Technology: contents, educational setup and experiences.

PubMed

van de Poel, I R; Zandvoort, H; Brumsen, M

2001-04-01

This article reports on the development and teaching of compulsory courses on ethics and engineering at Delft University of Technology (DUT). Attention is paid to the teaching goals, the educational setup and methods, the contents of the courses, involvement of staff from engineering schools, experiences to date, and challenges for the future. The choices made with respect to the development and teaching of the courses are placed within the European and Dutch context and are compared and contrasted with the American situation and experiences.

Integrated Lecture and Laboratory Chemistry Components of Science Education Program for Early and Middle Childhood Education Majors

NASA Astrophysics Data System (ADS)

Lunsford, S. K.

2004-05-01

Two new chemistry courses were developed for early childhood and middle childhood education majors. The results of a pre- and posttest in the courses indicate success in developing student content knowledge and ability to problem solve. In addition these courses are designed to develop preservice teachers' understanding of the National Science Education Standards and foster support for implementing these standards in their classrooms. These courses provide materials, resources, and guidance in implementing the standards in their future teaching careers.

Extracellular microvesicle microRNAs in children with sickle cell anaemia with divergent clinical phenotypes.

PubMed

Khalyfa, Abdelnaby; Khalyfa, Ahamed A; Akbarpour, Mahzad; Connes, Phillippe; Romana, Marc; Lapping-Carr, Gabrielle; Zhang, Chunling; Andrade, Jorge; Gozal, David

2016-09-01

Sickle cell anaemia (SCA) is the most frequent genetic haemoglobinopathy, which exhibits a highly variable clinical course characterized by hyper-coagulable and pro-inflammatory states, as well as endothelial dysfunction. Extracellular microvesicles are released into biological fluids and play a role in modifying the functional phenotype of target cells. We hypothesized that potential differences in plasma-derived extracellular microvesicles (EV) function and cargo from SCA patients may underlie divergent clinical trajectories. Plasma EV from SCA patients with mild, intermediate and severe clinical disease course were isolated, and primary endothelial cell cultures were exposed. Endothelial cell activation, monocyte adhesion, barrier disruption and exosome cargo (microRNA microarrays) were assessed. EV disrupted the endothelial barrier and induced expression of adhesion molecules and monocyte adhesion in a SCA severity-dependent manner compared to healthy children. Microarray approaches identified a restricted signature of exosomal microRNAs that readily distinguished severe from mild SCA, as well as from healthy children. The microRNA candidates were further validated using quantitative real time polymerase chain reaction assays, and revealed putative gene targets. Circulating exosomal microRNAs may play important roles in predicting the clinical course of SCA, and in delineation of individually tailored, mechanistically-based clinical treatment approaches of SCA patients in the near future. © 2016 John Wiley & Sons Ltd.

Review and evaluation of online tobacco dependence treatment training programs for health care practitioners.

PubMed

Selby, Peter; Goncharenko, Karina; Barker, Megan; Fahim, Myra; Timothy, Valerie; Dragonetti, Rosa; Kemper, Katherine; Herie, Marilyn; Hays, J Taylor

2015-04-17

Training health care professionals is associated with increased capacity to deliver evidence-based smoking cessation interventions and increased quit rates among their patients. Online training programs hold promise to provide training but questions remain regarding the quality and usability of available programs. The aim was to assess the quality of English-language online courses in tobacco dependence treatment using a validated instrument. An environmental scan was conducted using the Google search engine to identify available online tobacco dependence treatment courses. The identified courses were then evaluated using the Peer Review Rubric for Online Learning, which was selected based on its ability to evaluate instructional design. It also has clear and concise criteria descriptions to ensure uniformity of evaluations by trained experts. A total of 39 courses were identified, of which 24 unique courses were assessed based on their accessibility and functionality during the period of evaluation. Overall, the course ratings indicated that 17 of 24 courses evaluated failed to meet minimal quality standards and none of the courses evaluated could be ranked as superior. However, many excelled in providing effective navigation, course rationale, and content. Many were weak in the use of instructional design elements, such as teaching effectiveness, learning strategies, instructor's role, and assessment and evaluation. Evaluation results and suggestions for improvement were shared with course administrators. Based on the courses evaluated in this review, course developers are encouraged to employ best practices in instructional design, such as cohesiveness of material, linearity of design, practice exercises, problem solving, and ongoing evaluation to improve existing courses and in the design of new online learning opportunities.

Planetary materials and resource utilization: An interdisciplinary engineering design course at Michigan Technological University

NASA Technical Reports Server (NTRS)

Rose, W. I.; Paces, J. B.; Chesner, C. A.; Pletka, B. J.; Hellawell, A.; Kawatra, S. K.; Pilling, J. E.

1990-01-01

A new course was developed and instituted in the spring quarter of 1989 dealing with topics related to space resource utilization and related engineering. The course development required a concerted, coordinated effort, because a similar course which might be used as a guide could not be identified anywhere and the interdisciplinary perspective that was required was not identified anywhere on the university campus. Students in the class worked on interdisciplinary design projects which culminated in papers and oral presentations. Each of the six design groups consisted of several engineers with different disciplinary roots. The entire course lecture sequence, about 50 hours in all, was videotaped. Discussed here are the authors' experiences in developing the course, including the course syllabus and speaker list.

Higher Education: Teaching about the Colonization of Space.

ERIC Educational Resources Information Center

Huebner, Jay S.

1980-01-01

Describes an upper-division science course offered at the University of North Florida, Colonization of Space. The course presents several current issues in the areas of physical science and includes topics in science and technology likely to influence the future lives of present college students. (CS)

Abstract Algebra for Teachers: An Evaluative Case Study

ERIC Educational Resources Information Center

Hoffman, Andrew Joseph

2017-01-01

This manuscript describes the study of an abstract algebra course for preservice secondary mathematics teachers (PSMTs). Often, courses in abstract algebra have not been viewed as productive, beneficial learning experiences for future teachers, both by researchers and PSMTs themselves. This despite calls for increased content knowledge for…

The ORT Open Tech Robotics and Automation Literacy Course.

ERIC Educational Resources Information Center

Sharon, Dan; And Others

1987-01-01

Presents an overview of a course on robotics and automation developed by the Organization for Rehabilitation through Training (ORT) to be offered through an open learning environment in the United Kingdom. Highlights include hardware and software requirements, an educational model, design principles, and future developments. (LRW)

Teaching a Course on Meteorological Instruments.

ERIC Educational Resources Information Center

Kohler, Fred

A meteorological instruments course that provided undergraduate geography students the opportunity to use and/or observe meteorological equipment while also preparing for possible internships with the National Weather Service is evaluated and suggestions for improving it in the future are offered. The paper first provides a general course…

Teaching about Sustainability

ERIC Educational Resources Information Center

Smith, Gregory

2010-01-01

The author has been teaching a graduate course entitled Envisioning a Sustainable Society since 1996 that seeks to explore the possible dimensions of a transformation of people's way of life and their beliefs about humanity's relationship with the planet. Designed for future teachers, educational leaders, and counselors, the course focuses on the…

Teaching RFID Information Systems Security

ERIC Educational Resources Information Center

Thompson, Dale R.; Di, Jia; Daugherty, Michael K.

2014-01-01

The future cyber security workforce needs radio frequency identification (RFID) information systems security (INFOSEC) and threat modeling educational materials. A complete RFID security course with new learning materials and teaching strategies is presented here. A new RFID Reference Model is used in the course to organize discussion of RFID,…

Deciding the Future of the Catalog in Small Libraries.

ERIC Educational Resources Information Center

Anderson, David C.

1980-01-01

Discusses planning "future of the catalog" decisions given AACR2 and suggests that courses of action for small libraries may be developed through self-study and by reference to a list of 11 resources. (RAA)

Simulation-Based Learning Strategies to Teach Undergraduate Students Basic Surgical Skills: A Systematic Review.

PubMed

Theodoulou, Iakovos; Nicolaides, Marios; Athanasiou, Thanos; Papalois, Apostolos; Sideris, Michail

2018-02-16

We aimed to identify and critically appraise all literature surrounding simulation-based learning (SBL) courses, to assess their relevance as tools for undergraduate surgical education, and create a design framework targeted at standardizing future SBL. We performed a systematic review of the literature using a specific keyword strategy to search at MEDLINE database. Of the 2371 potentially eligible titles, 472 were shortlisted and only 40 explored active interventions in undergraduate medical education. Of those, 20 were conducted in the United States, 9 in Europe and 11 in the rest of the world. Nineteen studies assessed the effectiveness of SBL by comparing students' attributes before and after interventions, 1 study assessed a new tool of surgical assessment and 16 studies evaluated SBL courses from the students' perspectives. Of those 40 studies, 12 used dry laboratory, 7 wet laboratory, 12 mixed, and 9 cadaveric SBL interventions. The extent to which positive results were obtained from dry, wet, mixed, and cadaveric laboratories were 75%, 57%, 92%, and 100%, respectively. Consequently, the SBL design framework was devised, providing a foundation upon which future SBL interventions can be designed such that learning outcomes are optimized. SBL is an important step in surgical education, investing in a safer and more efficient generation of surgeons. Standardization of these efforts can be accelerated with SBL design framework, a comprehensive guide to designing future interventions for basic surgical training at the undergraduate level. Copyright © 2018 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Future Think Program, San Jose City College, Spring Semester, 1974: Final Report of Evaluation.

ERIC Educational Resources Information Center

DCM Associates, San Francisco, CA.

San Jose City College's Future Think Program consists of the following courses: Language, Culture, and Change; Third World Since 1945; Marriage and Family; Ecology and Man; Science Fiction; Introduction to Literature: Science Fiction; Introduction to Sociology; and Sociology/Fiction of the Future. An evaluation by an independent consulting firm…

In Search of Black Swans: Identifying Students at Risk of Failing Licensing Examinations.

PubMed

Barber, Cassandra; Hammond, Robert; Gula, Lorne; Tithecott, Gary; Chahine, Saad

2018-03-01

To determine which admissions variables and curricular outcomes are predictive of being at risk of failing the Medical Council of Canada Qualifying Examination Part 1 (MCCQE1), how quickly student risk of failure can be predicted, and to what extent predictive modeling is possible and accurate in estimating future student risk. Data from five graduating cohorts (2011-2015), Schulich School of Medicine & Dentistry, Western University, were collected and analyzed using hierarchical generalized linear models (HGLMs). Area under the receiver operating characteristic curve (AUC) was used to evaluate the accuracy of predictive models and determine whether they could be used to predict future risk, using the 2016 graduating cohort. Four predictive models were developed to predict student risk of failure at admissions, year 1, year 2, and pre-MCCQE1. The HGLM analyses identified gender, MCAT verbal reasoning score, two preclerkship course mean grades, and the year 4 summative objective structured clinical examination score as significant predictors of student risk. The predictive accuracy of the models varied. The pre-MCCQE1 model was the most accurate at predicting a student's risk of failing (AUC 0.66-0.93), while the admissions model was not predictive (AUC 0.25-0.47). Key variables predictive of students at risk were found. The predictive models developed suggest, while it is not possible to identify student risk at admission, we can begin to identify and monitor students within the first year. Using such models, programs may be able to identify and monitor students at risk quantitatively and develop tailored intervention strategies.

An Innovative Exchange Model for Global and Community Health Nursing Education.

PubMed

Falleiros de Mello, Débora; Larcher Caliri, Maria Helena; Villela Mamede, Fabiana; Fernandes de Aguiar Tonetto, Eliana Maria; Resop Reilly, Janet

Understanding different cultures is important in the education of nursing students who will become the health care workforce of our future interdependent and globalized societies. International practicum courses help students and nurses understand different cultures. This article describes an innovative approach to nursing education and understanding diverse cultures, in the context of a hybrid course (online course coupled with face-to-face practicum experiences), which enrolled nursing students from opposite hemispheres.

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

PubMed

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

2016-12-01

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

Political Communication and Women: A Course Proposal.

ERIC Educational Resources Information Center

Trent, Judith S.

1981-01-01

Presents a course proposal for an undergraduate course entitled "Political Communication and Women." Includes six units with instructional objectives, bibliographies, and student activities. The course is designed to identify the special needs of women in elective politics. (JMF)

USGS Training in Afghanistan: Modern Earthquake Hazards Assessments

NASA Astrophysics Data System (ADS)

Medlin, J. D.; Garthwaite, M.; Holzer, T.; McGarr, A.; Bohannon, R.; Bergen, K.; Vincent, T.

2007-05-01

Afghanistan is located in a tectonically active region where ongoing deformation has generated rugged mountainous terrain, and where large earthquakes occur frequently. These earthquakes can present a significant hazard, not only from strong ground shaking, but also from liquefaction and extensive land sliding. The magnitude 6.1 earthquake of March 25, 2002 highlighted the vulnerability of Afghanistan to such hazards, and resulted in over 1000 fatalities. The USGS has provided the first of a series of Earth Science training courses to the Afghan Geological Survey (AGS). This course was concerned with modern earthquake hazard assessments, and is an integral part of a larger USGS effort to provide a comprehensive seismic-hazard assessment for Afghanistan. Funding for these courses is provided by the US Agency for International Development Afghanistan Reconstruction Program. The particular focus of this training course, held December 2-6, 2006 in Kabul, was on providing a background in the seismological and geological methods relevant to preparing for future earthquakes. Topics included identifying active faults, modern tectonic theory, geotechnical measurements of near-surface materials, and strong-motion seismology. With this background, participants may now be expected to educate other members of the community and be actively involved in earthquake hazard assessments themselves. The December, 2006, training course was taught by four lecturers, with all lectures and slides being presented in English and translated into Dari. Copies of the lectures were provided to the students in both hardcopy and digital formats. Class participants included many of the section leaders from within the AGS who have backgrounds in geology, geophysics, and engineering. Two additional training sessions are planned for 2007, the first entitled "Modern Concepts in Geology and Mineral Resource Assessments," and the second entitled "Applied Geophysics for Mineral Resource Assessments."

Development and piloting of a multidisciplinary training course for detecting and managing depression in the older person.

PubMed

Mayall, E; Oathamshaw, S; Lovell, K; Pusey, H

2004-04-01

Depression is the most common psychiatric condition found in older people. It is associated with increased mortality and adversely affects quality of life. Although the majority of depressive episodes are seen and treated in primary care, studies suggest in primary care there is under-detection and inadequate management of depression in older people. In line with national policy in the UK this paper argues that training needs to be multidisciplinary and multiagency, and meet the requirements of local needs. It outlines a course that meets the expectation that specialist mental health workers such as mental health nurses should provide training and advice for those providing care and treatment in primary care. The paper reports upon the design and evaluation of a pilot multidisciplinary training course for health professionals and voluntary sector workers in the detection and management of depression in the older person. The course consisted of three 1-day workshops and four consecutive courses were offered, with a total of 40 health professionals and voluntary sector workers completing the training. The training was evaluated using a questionnaire examining knowledge and confidence and by a scenario using an older person whom was potentially depressed. Results found a significant difference between pre- and post-test for knowledge of depression in the older person and confidence in both detecting and managing depression. Results of the scenario revealed that there was a significant change from pre- to post-test training in the type of questions participants would ask the older person to detect and assess depression. There was also a significant increase in the ability to identify types of interventions and local services available, which would help an older person with depression. The implications, limitations and future directions for research are discussed.

Relationship between Pedagogic and Course Factors and Student Outcomes in Community College Online Courses

ERIC Educational Resources Information Center

Mager, Marlowe Geoffrey

2012-01-01

The purpose of this study was to identify instructor behaviors that lead to positive student outcomes in online courses. The study investigated the relationship between 12 predictive variables and three measures of student success (assignment grade, course grade, and student retention) in online courses. Archived online courses at a rural…

Individualized prediction of illness course at the first psychotic episode: a support vector machine MRI study.

PubMed

Mourao-Miranda, J; Reinders, A A T S; Rocha-Rego, V; Lappin, J; Rondina, J; Morgan, C; Morgan, K D; Fearon, P; Jones, P B; Doody, G A; Murray, R M; Kapur, S; Dazzan, P

2012-05-01

To date, magnetic resonance imaging (MRI) has made little impact on the diagnosis and monitoring of psychoses in individual patients. In this study, we used a support vector machine (SVM) whole-brain classification approach to predict future illness course at the individual level from MRI data obtained at the first psychotic episode. One hundred patients at their first psychotic episode and 91 healthy controls had an MRI scan. Patients were re-evaluated 6.2 years (s.d.=2.3) later, and were classified as having a continuous, episodic or intermediate illness course. Twenty-eight subjects with a continuous course were compared with 28 patients with an episodic course and with 28 healthy controls. We trained each SVM classifier independently for the following contrasts: continuous versus episodic, continuous versus healthy controls, and episodic versus healthy controls. At baseline, patients with a continuous course were already distinguishable, with significance above chance level, from both patients with an episodic course (p=0.004, sensitivity=71, specificity=68) and healthy individuals (p=0.01, sensitivity=71, specificity=61). Patients with an episodic course could not be distinguished from healthy individuals. When patients with an intermediate outcome were classified according to the discriminating pattern episodic versus continuous, 74% of those who did not develop other episodes were classified as episodic, and 65% of those who did develop further episodes were classified as continuous (p=0.035). We provide preliminary evidence of MRI application in the individualized prediction of future illness course, using a simple and automated SVM pipeline. When replicated and validated in larger groups, this could enable targeted clinical decisions based on imaging data.

Individualized prediction of illness course at the first psychotic episode: a support vector machine MRI study

PubMed Central

Mourao-Miranda, J.; Reinders, A. A. T. S.; Rocha-Rego, V.; Lappin, J.; Rondina, J.; Morgan, C.; Morgan, K. D.; Fearon, P.; Jones, P. B.; Doody, G. A.; Murray, R. M.; Kapur, S.; Dazzan, P.

2012-01-01

Background To date, magnetic resonance imaging (MRI) has made little impact on the diagnosis and monitoring of psychoses in individual patients. In this study, we used a support vector machine (SVM) whole-brain classification approach to predict future illness course at the individual level from MRI data obtained at the first psychotic episode. Method One hundred patients at their first psychotic episode and 91 healthy controls had an MRI scan. Patients were re-evaluated 6.2 years (s.d.=2.3) later, and were classified as having a continuous, episodic or intermediate illness course. Twenty-eight subjects with a continuous course were compared with 28 patients with an episodic course and with 28 healthy controls. We trained each SVM classifier independently for the following contrasts: continuous versus episodic, continuous versus healthy controls, and episodic versus healthy controls. Results At baseline, patients with a continuous course were already distinguishable, with significance above chance level, from both patients with an episodic course (p=0.004, sensitivity=71, specificity=68) and healthy individuals (p=0.01, sensitivity=71, specificity=61). Patients with an episodic course could not be distinguished from healthy individuals. When patients with an intermediate outcome were classified according to the discriminating pattern episodic versus continuous, 74% of those who did not develop other episodes were classified as episodic, and 65% of those who did develop further episodes were classified as continuous (p=0.035). Conclusions We provide preliminary evidence of MRI application in the individualized prediction of future illness course, using a simple and automated SVM pipeline. When replicated and validated in larger groups, this could enable targeted clinical decisions based on imaging data. PMID:22059690

Development and impact of a massive open online course (MOOC) for antimicrobial stewardship.

PubMed

Sneddon, Jacqueline; Barlow, Gavin; Bradley, Sally; Brink, Adrian; Chandy, Sujith J; Nathwani, Dilip

2018-04-01

The University of Dundee and the BSAC developed a massive open online course (MOOC) to address the global need for education to support antimicrobial stewardship in low- and middle-income countries. An interactive course, Antimicrobial Stewardship: Managing Antibiotic Resistance, was developed and delivered via the FutureLearn© platform. The course ran over four 6 week periods during 2015 and 2016 supported by educators and was evaluated via data on uptake and feedback from learners on impact on clinical practice. In total, 32 944 people, 70% of them healthcare professionals, from 163 countries joined the course from Europe (49%), Asia (16%), Africa (13%), North America (9%), Australia (8%) and South America (5%). Between 33% and 37% of joiners in each run completed at least one step in any week of the course and 219 participants responded to a post-course survey. The course was rated good or excellent by 208 (95%) of the participants, and 83 (38%) intended to implement stewardship interventions in their own setting. A follow-up survey 6 months later suggested that 49% had implemented such interventions. The MOOC has addressed a global learning need by providing education free at the point of access, and learning from its development will help others embarking upon similar educational solutions. Initial quantitative and qualitative feedback suggests it has engaged participants and complements traditional educational methods. Measuring its real impact on clinical practice remains a challenge. The FutureLearn© platform offers flexibility for MOOCs to be sustainable through modification to remove educator facilitation but maintain active participant discussion.

Developing Expert Interdisciplinary Thinkers: Online Resources for Preparing Pre-service Teachers to Teach the NGSS

NASA Astrophysics Data System (ADS)

Kent, M.; Egger, A. E.; Bruckner, M. Z.; Manduca, C. A.

2014-12-01

Over 100,000 students obtain a bachelor's degree in education every year; these students most commonly encounter the geosciences through a general education course, and it may be the only geoscience course they ever take. However, the Next Generation Science Standards (NGSS) contain much more Earth science content than previous standards. In addition, the NGSS emphasize the use of science and engineering practices in the K-12 classroom. Future teachers need to experience learning science as a scientist, through a hands-on, activity-based learning process, in order to give them the skills they need to teach science that same way in the future. In order to be successful at teaching the NGSS, both current and future teachers will need more than a single course in geoscience or science methods. As a result, there is now a key opportunity for geoscience programs to play a vital role in strengthening teacher preparation programs, both through introductory courses and beyond. To help programs and individual faculty take advantage of this opportunity, we have developed a set of web-based resources, informed by participants in the InTeGrate program as well as by faculty in exemplary teacher preparation programs. The pages address the program-level task of creating engaging and effective courses for teacher preparation programs, with the goal of introducing education majors to the active pedagogies and geoscience methods they will later use in their own classrooms. A collection of exemplary Teacher Preparation programs is also included. Additional pages provide information on what it means to be an "expert thinker" in the geosciences and how individual faculty and teachers can explicitly teach these valuable skills that are reflected in the science and engineering practices of the NGSS. Learn more on the InTeGrate web site about preparing future teachers: serc.carleton.edu/integrate/programs/teacher_prep.htmland training expert thinkers: serc.carleton.edu/integrate/teaching_materials/expert_thinkers.html

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

ERIC Educational Resources Information Center

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

2016-01-01

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

Inside Information--A Door to the Future?

ERIC Educational Resources Information Center

Twining, John

1986-01-01

Explains background to development by the British Broadcasting Corporation of Inside Information, a course providing an introduction to information technology for adults, and its linking to the City and Guilds of London Institute's short-course program. Medium and long-term education scenarios are suggested based on the Inside Information model.…

Futuristics for Today's Student: A Course Description.

ERIC Educational Resources Information Center

Aanestad, Naedine

The humanities course described in this paper encourages high school students to examine alternatives for the future and to make decisions on the basis of the most desirable outcomes. Classroom instructional materials include films, sound and slide sets, film strips, tape recorders, a record player, and a television. Students participate in…

Evaluation of College Management Courses.

ERIC Educational Resources Information Center

Coffey, William J.; Nordstrom, Louis W., Jr.

The answers from 247 questionnaires from managers of 27 corporations, divided between the eastern and western United States, were analyzed to determine those college and university courses which business and industry feel would contribute most to the future managerial success of a person graduating from college and starting a career as a…

Mathematics Courses for the Prospective Teacher.

ERIC Educational Resources Information Center

Kistler, Barbara C.

This paper suggests that faculty at two-year institutions need to become partners with colleges of education and K-12 teachers of mathematics in preparing future mathematics teachers. The paper presents the following: a summary of recommendations on programs for prospective teachers; a summary of recommendations about mathematics courses for…

A Model Computer Literacy Course.

ERIC Educational Resources Information Center

Orndorff, Joseph

Designed to address the varied computer skill levels of college students, this proposed computer literacy course would be modular in format, with modules tailored to address various levels of expertise and permit individualized instruction. An introductory module would present both the history and future of computers and computing, followed by an…

Teaching Biology for a Sustainable Future

ERIC Educational Resources Information Center

Musante, Susan

2011-01-01

Students at Calvin College in Grand Rapids, Michigan, can now take an innovative biology course in which an integrated, interdisciplinary, problem-based approach is used--one that the scientific community itself is promoting. The first course in a four-semester sequence, Biology 123--The Living World: Concepts and Connections--explores real-world…

Consumer Education (A High School One Semester Course).

ERIC Educational Resources Information Center

Hawaii State Dept. of Education, Honolulu. Office of Instructional Services.

Designed for a one-semester high school social studies elective course, this curriculum guide uses a multidisciplinary approach to teach consumer education. Eight units of study cover the marketplace, consumer protection, decision making, money management, credit and taxes, basic necessities, housing, and future security. Within each unit, an…

Future Teachers' Dispositions toward Teaching with Geospatial Technologies

ERIC Educational Resources Information Center

Jo, Injeong

2016-01-01

This study examined the effect of a minimal Web-based GIS experience within a semester-long methods course on enhancing preservice teachers' dispositions regarding the use of geospatial technologies for teaching. Fourteen preservice teachers enrolled in a senior-level methods course offered in geography and focused exclusively on how to teach…

The Contemporary Property Law Course: A Study of Syllabi.

ERIC Educational Resources Information Center

Kwall, Roberta Rosenthal; Organ, Jerome M.

1997-01-01

Reports an analysis of content in 40 property law courses, comparing coverage reflected in the syllabi with coverage reflected in a 1976 survey of property teachers, including these topics: adverse possession; estates and future interests; concurrent estates; landlord-tenant law; real estate transactions; easements, covenants, and equitable…

Advertising Education in Australia: Looking Back to the Future

ERIC Educational Resources Information Center

Kerr, Gayle F.; Waller, David; Patti, Charles

2009-01-01

In Australia, advertising is a $13 billion industry that needs a supply of suitably skilled employees. Over the years, advertising education has developed from vocational-based courses to degree courses across the country. This study uses diffusion theory and various secondary sources and interviews to observe the development of advertising…

Web-Based Certification Courses: The Future of Teacher Preparation in Special Education?

ERIC Educational Resources Information Center

Sun, Ling; Bender, William N.; Fore, Cecil, III

2003-01-01

This article describes development and implementation of the Western Carolina University Teacher Support Program, a multi-component Web-based special education teacher development course. The program is intended to reduce stress and burnout, improve retention, develop problem solving strategies, and improve the effectiveness of teachers.…

A COURSE OF STUDY IN CHEMISTRY.

ERIC Educational Resources Information Center

HELWIG, G. ALFRED; AND OTHERS

AN ELECTIVE CHEMISTRY COURSE IS DESIGNED TO BE EQUALLY VALUABLE TO BOTH FUTURE SCIENTISTS AND NONSCIENTISTS. THE EMPHASIS IS PLACED ON FUNDAMENTAL CONCEPTS AND RELATIONSHIPS RATHER THAN ON DESCRIPTIVE AND APPLIED CHEMISTRY. MAJOR OBJECTIVES ARE--TO SURVEY THE PRESENT STATE OF CHEMICAL KNOWLEDGE, TO EXAMINE IN SOME DEPTH CENTRAL CHEMICAL CONCEPTS…

Home Economics/Social Studies Cross-Credit Curriculum.

ERIC Educational Resources Information Center

Bellino, Claire; And Others

This curriculum guide outlines two one-semester home economics courses that students can take to fulfill requirements in social studies or vocational education. The courses, Money and Your Future and Consumer Skills, contain the academic competencies from the Connecticut Common Core of Learning required for credit in social studies. The curriculum…

Do Teacher Education Programs Have Personality?

ERIC Educational Resources Information Center

Denzine, Gypsy M.; Martin, William E., Jr.; Cramblet, Leslie D.

2005-01-01

Teacher education programs might consider the extent to which their own curriculum provides pre-service teachers with some foundational knowledge in personality psychology. It seems reasonable to consider that a course in educational psychology might be the course in which future teachers are presented an introduction to personality theory. In…

Task Adaptable Display of Information for Training, Maintenance, and Emergency Response

DTIC Science & Technology

2006-12-01

maintenance and repair display in the future. 22 8. References [1] Astle, D. and Durnil, D. OpenGL ES Game Development . Course...Dave Durnil. OpenGL ES Game Development . Course Technology PTR, 2004. [2] J. Buchanan and M. Sousa. The edge buffer: A data structure for easy

Traditional and New Approaches to Career Preparation through Coursework

ERIC Educational Resources Information Center

Ciarocco, Natalie J.

2018-01-01

Traditional career preparation courses provide students with a variety of benefits. Students taking these courses report a better understanding of psychology-related careers, less indecision about their future careers, and are more knowledgeable about themselves in relation to careers. Yet only 37% of undergraduate psychology programs offer formal…

Integrating Corporate Social Responsibility Awareness into a Retail Management Course

ERIC Educational Resources Information Center

Beitelspacher, Lauren; Rodgers, Vikki L.

2018-01-01

Both students and industry are demanding that marketing instructors incorporate discussions of environmental and social responsibility into their courses. Marketing educators play a critical role in developing the knowledge and skills students need to effectively integrate corporate social responsibility (CSR) into their future business endeavors.…

Writing I--A Senior High Course.

ERIC Educational Resources Information Center

Hermann, Bonita A.; Cameron, Dale

Intended for use in teaching a senior high school writing course, this curriculum guide uses career related activities to help students clarify their career goals, practice some common adult writing experiences, and, in general, prepare for the future. Four areas from "real life" experiences are included and may be used separately as…

Situated Learning with Online Portfolios, Classroom Websites and Facebook

ERIC Educational Resources Information Center

Shaltry, Chris; Henriksen, Danah; Wu, Min Lun; Dickson, W. Patrick

2013-01-01

In this article we describe the evolution of an elective course designed specifically for undergraduate students in our pre-service teacher education program. This course is intended to prepare these undergraduate students as future teachers--helping them to make effective and creative uses of technology in learning settings. This course…

Preservice Teachers' Computer Use in Single Computer Training Courses; Relationships and Predictions

ERIC Educational Resources Information Center

Zogheib, Salah

2015-01-01

Single computer courses offered at colleges of education are expected to provide preservice teachers with the skills and expertise needed to adopt computer technology in their future classrooms. However, preservice teachers still find difficulty adopting such technology. This research paper investigated relationships among preservice teachers'…

Metaperspectives for the Future: Technology.

ERIC Educational Resources Information Center

Hull, Ronald W.

This paper discusses the link between technology and humanity and examines the possibility of using technology to transform man into a superintelligent species. The course of human development can be viewed as a consequence of technological development. If we can plot the course technology will take, then we can gain insight into the course…

A systematic approach to evaluating public health training: the obesity prevention in public health course.

PubMed

Mainor, Avia; Leeman, Jennifer; Sommers, Janice; Heiser, Claire; Gonzales, Cecilia; Farris, Rosanne P; Ammerman, Alice

2014-01-01

Public health practitioners require new knowledge and skills to address the multilevel factors contributing to obesity. This article presents the systematic approach the Center of Excellence for Training and Research Translation (Center TRT) used both to assess practitioners' competencies to lead public health obesity prevention initiatives and to evaluate its annual, competency-based obesity prevention course. In 2006, Center TRT identified priority public health competencies for obesity prevention and then planned 7 annual courses to address the priority competencies progressively over time. Each year, a longitudinal evaluation based on Kirkpatrick's training evaluation framework was administered to course participants (n = 243) to assess perceptions of the course (daily), changes in self-reported competency (immediately pre- and postcourse), and course impact on practice over time (at 6 months). Participants rated the course highly for quality and relevance. Although many participants reported low levels of confidence prior to the course, following the course, at least 70% reported feeling confident to perform almost all competencies. At 6-month follow-up, the majority of participants reported completing at least 1 activity identified during course action planning. We identified practitioners' high-priority competency needs and then designed 7 annual courses to progressively address those needs and new needs as they arose. This approach resulted in trainings valued by practitioners and effective in increasing their sense of competence to lead public health obesity prevention initiatives. The course's continuing impact was evidenced by participants' high level of completion of their action plans at 6-month follow-up. Competency-based training is important to develop a skilled public health workforce.

Multimodal network models for robust transportation systems.

DOT National Transportation Integrated Search

2009-10-01

Since transportation infrastructure projects have a lifetime of many decades, project developers must consider : not only the current demand for the project but also the future demand. Future demand is of course uncertain and should : be treated as s...

Enhancing assertiveness in district nurse specialist practice.

PubMed

Green, Julie

2016-08-02

District nurse (DN) care delivery has undergone substantial change in recent years due to changing demographics and service delivery demands that have called for a move of care delivery from secondary to primary care. The title District Nurse is recorded with the Nursing and Midwifery Council (NMC) on completion of the Specialist Practice Qualification in District Nursing (SPQ DN), which purports to be a 'transformational' course that prepares future caseload holders to manage their team and prioritise care delivery effectively. This article explores the need for assertiveness skills in this role in response to Australian research, and outlines the pedagogic interventions implemented during the SPQ DN course to enhance this skill. Assertiveness scores were monitored for the duration of the course and demonstrated a significant increase-a topic that is now the subject of a future, funded study.

Understanding Drug Use Over the Life Course: Past, Present, and Future

PubMed Central

Hser, Yih-Ing; Hamilton, Alison; Niv, Noosha

2009-01-01

Over the past 20 years, much exciting addiction research has been conducted. Extensive knowledge has been gathered about comorbid issues, particularly mental health disorders, HIV, and criminal justice involvement. Health services addiction research has become increasingly sophisticated, shifting its focus from patients to consider also services, organizations, and financing structures. Furthermore, through several long-term follow-up studies, empirical evidence convincingly demonstrates that drug dependence is not an acute disorder, and is best understood through a life course perspective with an emphasis on chronicity This article highlights three major directions for future addiction research: developing strategies for chronic care (including longitudinal intervention studies), furthering cross-system linkage and coordination, and utilizing innovative methods (e.g., growth curve modeling, longitudinal mixed methods research) to strengthen the evidence base for the life course perspective on drug addiction. PMID:21234276

The High School Physics Curriculum and the University of North Dakota Observatory

NASA Astrophysics Data System (ADS)

Nolby, C.; Hardersen, P.

2013-04-01

As astronomy is a subject largely absent in the secondary classroom for many reasons, the research presented here attempts to make astronomy education an option for high school students across the state of North Dakota. Through implementation of a two-week astronomy course at Grand Forks Central High School (GFCHS), two class periods totaling nineteen physics students (fourteen in the first class period and five in the second class period) were given the opportunity to learn material that would have otherwise been unavailable to them. Four of these students were female and fifteen of these students were male. During ten class periods from April 16, 2012 through April 27, 2012, instruction included presentation of basic astronomy concepts and observational techniques as well as student participation in demonstrations and activities regarding the course content. Students were given the option to visit the University of North Dakota (UND) Observatory the evening of April 20, 2012 for a public “star party” where they received a tour of the university's telescopes and other research equipment. During class time on April 25, 2012, students took a field trip to the John D. Odegard School of Aerospace Sciences to tour both Aviation and Space Studies facilities at UND. The lesson plan for the course also included a group project utilizing the telescopes at the UND Observatory for remote observing to complete research on the astrometry of an asteroid. Students were given a pre-test at the start of the two-week course, daily exit surveys at the end of each class period, and a post-test at the end of the two-week course. These assessments were used to evaluate student enjoyment, progress, and overall perception of the astronomy course. This research identified common misconceptions in astronomy held by the learners as well as the most effective teaching methods. It was found that this course was overall successful in promoting the students' learning of astronomy in a short time period. This analysis has been used to make improvements in future installments of the course and it is now available to educators across the state of North Dakota for implementation in the classroom.

Development of a 'toolkit' to identify medical students at risk of failure to thrive on the course: an exploratory retrospective case study

PubMed Central

2011-01-01

Background An earlier study at Nottingham suggested that 10-15% of the medical student intake was likely to fail completely or have substantial problems on the course. This is a problem for the students, the Faculty, and society as a whole. If struggling students could be identified early in the course and additional pastoral resources offered, some of this wastage might be avoided. An exploratory case study was conducted to determine whether there were common indicators in the early years, over and above academic failure, that might aid the identification of students potentially at risk. Methods The study group was drawn from five successive cohorts. Students who had experienced difficulties were identified in any of four ways: from Minutes of the Academic Progress Committee; by scanning examination lists at key stages (end of the first two years, and finals at the end of the clinical course); from lists of students flagged to the Postgraduate Deanery as in need of extra monitoring or support; and from progress files of those who had left the course prematurely. Relevant data were extracted from each student's course progress file into a customised database. Results 1188 students were admitted over the five years. 162 (14%) were identified for the study, 75 of whom had failed to complete the course by October 2010. In the 87 who did graduate, a combination of markers in Years 1 and 2 identified over half of those who would subsequently have the most severe problems throughout the course. This 'toolkit' comprised failure of 3 or more examinations per year, an overall average of <50%, health or social difficulties, failure to complete Hepatitis B vaccination on time, and remarks noted about poor attitude or behaviour. Conclusions A simple toolkit of academic and non-academic markers could be used routinely to help identify potential strugglers at an early stage, enabling additional support and guidance to be given to these students. PMID:22098629

The key role of a transition course in preparing medical students for internship.

PubMed

Teo, Alan R; Harleman, Elizabeth; O'sullivan, Patricia S; Maa, John

2011-07-01

Among the core transitions in medical education is the one from medical school to residency. Despite this challenging transition, the final year of medical school is known as lacking structure and clarity. The authors examine the preparation of medical students for the professional and personal challenges of internship in the context of transition courses. They first describe the development of a residency transition course, offered since 2001 at the University of California, San Francisco, School of Medicine (UCSF), exploring aspects of a needs assessment, course goals and content, core competencies, and course implementation. They then critically analyze the course, judging it successful based on high subjective satisfaction scores and increased perceived preparedness data. Next, the authors discuss the national context of transition courses, perspectives of various stakeholders, and lessons learned from the UCSF experience. Finally, they consider future directions, suggesting that internship transition courses be a standard part of the medical school curriculum.

Investigating Student Communities with Network Analysis of Interactions in a Physics Learning Center

NASA Astrophysics Data System (ADS)

Brewe, Eric; Kramer, Laird; O'Brien, George

2009-11-01

We describe our initial efforts at implementing social network analysis to visualize and quantify student interactions in Florida International University's Physics Learning Center. Developing a sense of community among students is one of the three pillars of an overall reform effort to increase participation in physics, and the sciences more broadly, at FIU. Our implementation of a research and learning community, embedded within a course reform effort, has led to increased recruitment and retention of physics majors. Finn and Rock [1997] link the academic and social integration of students to increased rates of retention. To identify these interactions, we have initiated an investigation that utilizes social network analysis to identify primary community participants. Community interactions are then characterized through the network's density and connectivity, shedding light on learning communities and participation. Preliminary results, further research questions, and future directions utilizing social network analysis are presented.

Non-Economic Determinants of Energy Use in Rural Areas of South Africa

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

Annecke, W.

1999-03-29

This project will begin to determine the forces and dimensions in rural energy-use patterns and begin to address policy and implementation needs for the future. This entails: Forecasting the social and economic benefits that electrification is assumed to deliver regarding education and women's lives; Assessing negative perceptions of users, which have been established through the slow uptake of electricity; Making recommendations as to how these perceptions could be addressed in policy development and in the continuing electrification program; Making recommendations to policy makers on how to support and make optimal use of current energy-use practices where these are socio-economically sound;more » Identifying misinformation and wasteful practices; and Other recommendations, which will significantly improve the success of the rural electrification program in a socio-economically sound manner, as identified in the course of the work.« less

Open courses: one view of the future of online education.

PubMed

Alemi, Farrokh; Maddox, P J

2008-01-01

Open courses provide the entire course (lectures, assignments, syllabus, student's discussions, and student's projects) online without revealing student's personal information. We report on our experience in managing 8 open online courses at http://nhs.georgetown.edu/open. Open courses have several advantages over password protected courses: (1) they are available through search engines and thus reduce the program's marketing cost, (2) continuous feedback from the web enables rapid improvements to the course, (3) customer relationship tools, tied to open courses, radically reduce faculty time spent on one-on-one emails while increasing student/faculty interaction. We provide details of one course. In 15 weeks, 803 emails were received by and 1181 sent by the faculty (all within 6% of a working week and 82% savings of faculty time). We show how open courses can be accessed through search engines, how students questions are answered on the web and how student projects, in popular sites such as You Tube and Face Book, improve course marketing. The paper reports that student satisfaction with three open online courses delivered overall several semesters was high.

Punk Theory: The Future of Thinking in the Time of No Future

ERIC Educational Resources Information Center

Szkudlarek, Tomasz

2017-01-01

This essay juxtaposes the current disorientation about the course of global political changes, the emergence of theories which accentuate the present as the domain of education, and punk culture with its proclamation that there is no future, as premises on which the question of radical theory is raised. Acclaiming the works of colleagues who…

Future Training for Service; A Report to the Library and Information Science Profession.

ERIC Educational Resources Information Center

Ely, Donald P.

Present thought on professional library and information science education for the future is largely focused on improvements and modifications of present programs. However, more radical changes must be made to prepare professionals to cope with future information needs. Course content, structure, and methods should be altered to deal with new and…

Technology and Communications Coursework: Facilitating the Progression of Students with Learning Disabilities through High School Science and Math Coursework.

PubMed

Shifrer, Dara; Callahan, Rebecca

2010-09-01

Students identified with learning disabilities experience markedly lower levels of science and mathematics achievement than students who are not identified with a learning disability. Seemingly compounding their disadvantage, students with learning disabilities also complete more credits in non-core coursework-traditionally considered non-academic coursework-than students who are not identified with a learning disability. The Education Longitudinal Study of 2002, a large national dataset with both regular and special education high school students, is utilized to determine whether credit accumulation in certain types of non-core coursework, such as Technology and Communications courses, is associated with improved science and math course-taking outcomes for students with learning disabilities. Results show that credit accumulation in Technology and Communications coursework uniquely benefits the science course-taking, and comparably benefits the math course-taking, of students identified with learning disabilities in contrast to students who are not identified with a learning disability.

Technology and Communications Coursework: Facilitating the Progression of Students with Learning Disabilities through High School Science and Math Coursework

PubMed Central

Shifrer, Dara; Callahan, Rebecca

2016-01-01

Students identified with learning disabilities experience markedly lower levels of science and mathematics achievement than students who are not identified with a learning disability. Seemingly compounding their disadvantage, students with learning disabilities also complete more credits in non-core coursework—traditionally considered non-academic coursework—than students who are not identified with a learning disability. The Education Longitudinal Study of 2002, a large national dataset with both regular and special education high school students, is utilized to determine whether credit accumulation in certain types of non-core coursework, such as Technology and Communications courses, is associated with improved science and math course-taking outcomes for students with learning disabilities. Results show that credit accumulation in Technology and Communications coursework uniquely benefits the science course-taking, and comparably benefits the math course-taking, of students identified with learning disabilities in contrast to students who are not identified with a learning disability. PMID:27695150

Anticipating the Future of Mental Health Needs on Campus

ERIC Educational Resources Information Center

Bonfiglio, Robert A.

2016-01-01

The provision of college mental health services is undergoing a dynamic evolution. The ability of mental health practitioners and administrators to balance multiple and sometimes opposing trends may determine the future course of mental health services in higher education.

Collision Avoidance Short Course Part I: Theory

NASA Technical Reports Server (NTRS)

Hejduk, Matthew D.

2017-01-01

Satellite conjunction assessment is perhaps the fastest-growing area in space situational awareness and protection, with military, civil, and commercial satellite owner operators embracing more and more sophisticated processes to avoid the avoidable namely collisions between high-value space assets and orbital debris. NASA and CNES have collaborated to offer an introductory short course on all the major aspects of the conjunction assessment problem. This half-day course will cover satellite conjunction dynamics and theory, JSpOC conjunction data products, major risk assessment parameters and plots, conjunction remediation decision support, and present and future challenges. This briefing represents the NASA portion of the course.

Guidelines for Developing Successful Short Advanced Courses in Systems Medicine and Systems Biology.

PubMed

Gomez-Cabrero, David; Marabita, Francesco; Tarazona, Sonia; Cano, Isaac; Roca, Josep; Conesa, Ana; Sabatier, Philippe; Tegnér, Jesper

2017-09-27

Systems medicine and systems biology have inherent educational challenges. These have largely been addressed either by providing new masters programs or by redesigning undergraduate programs. In contrast, short courses can respond to a different need: they can provide condensed updates for professionals across academia, the clinic, and industry. These courses have received less attention. Here, we share our experiences in developing and providing such courses to current and future leaders in systems biology and systems medicine. We present guidelines for how to reproduce our courses, and we offer suggestions for how to select students who will nurture an interdisciplinary learning environment and thrive there. Copyright © 2017 Elsevier Inc. All rights reserved.

Using the HEADSSS guide to teach students diagnostic skills in adolescent health Views from students participating in interprofessional courses.

PubMed

Parisi, Vanessa; De Stadelhofen, Léo Meyer; Péchère, Benoit; Steimer, Sylvain; De Watteville, Aude; Haller, Dagmar M; Navarro, Carol; Szynalski-Morel, Murielle; Meynard, Anne

Over the past few years, an interprofessional team of lecturers in Geneva has developed courses entitled « adolescent health and development ». These courses are open to students in medicine, nursing and nutrition, as well as to other interested health professionals. Using vignettes, students who participated in the courses present their thoughts on the use of the HEADSSS interview guide in the diagnostic approach with adolescents. These optional courses provide an opportunity to explore infrequently taught domains of the curriculum in a creative way. They give students the chance to develop common practice skills providing the basis for improved inter-professional collaborations in the future.

Risk and Protective Processes Predicting Rural African American Young Men's Substance Abuse.

PubMed

Cho, Junhan; Kogan, Steven M

2016-12-01

Informed by a life course perspective, this study tested a cascade model linking harsh, unresponsive parenting during childhood to young African American men's substance abuse via precocious transitions, economic instability, and future orientation. The moderating influence of community disadvantage and romantic partner support on the hypothesized pathways was also examined. At the baseline, the sample included 505 African American men between ages 19 and 22 years from high-poverty rural communities. Follow-up data were collected 18 months after baseline. Using structural equation modeling, we identified harsh, unresponsive parenting influenced precocious transitions in adolescence, which in turn increased economic instability during young adulthood. Economic instability was associated with a reduction in future orientation, a proximal influence on increases in substance abuse. Also, residence in a disadvantaged community amplified the influence of precocious transitions on economic instability and the influence of economic instability on future orientation. Involvement with supportive romantic partnership evinced a protective effect, attenuating the influence of precocious transitions on economic instability and the influence of economic instability on a future orientation. This study expands understanding of young adults' substance abuse by demonstrating the risk and protective processes linking substance abuse to developmental factors across childhood, adolescence, and young adulthood. © Society for Community Research and Action 2016.

Course Evaluation in Sweden--When, How, What and Why

ERIC Educational Resources Information Center

Cronholm, Stefan

2010-01-01

This study is about course evaluation in Swedish higher education. Performing course evaluation is regulated in Swedish law. Despite this, only half of the courses are evaluated. The aim of this study is to understand why satisfactory course evaluations not are performed. Problems are identified from a student perspective and the paper provides…

Evaluating PLATO: postgraduate teaching and learning online.

PubMed

Brown, Menna; Bullock, Alison

2014-02-01

  The use of the Internet as a teaching medium has increased rapidly over the last decade. PLATO (postgraduate learning and teaching online) was launched in 2008 by the e-learning unit (ELU) of Wales Deanery. Located within Learning@NHSWales, a Moodle virtual learning environment (VLE), it hosts a wide range of freely available courses and resources tailored to support the education, training and continuing professional development (CPD) needs of health care professionals working across the National Health Service (NHS) Wales. The evaluation aimed to identify the costs and benefits of PLATO, report its value as attributed by users, identify potential cost savings and make recommendations.   Five courses (case studies) were selected, representing the range of available e-learning resources: e-induction; fetal heart monitoring; cervical screening; GP prospective trainers; and tools for trainers. Mixed methods were used: one-to-one qualitative interviews, focus group discussions and surveys explored user views, and identified individual and organisational value.   Qualitative findings identified six key areas of value for users: ELU support and guidance; avoidance of duplication and standardisation; central reference; local control; flexibility for learners; and specific features. Survey results (n=72) indicated 72 per cent of consultants reported that PLATO was easy to access and user friendly. E-learning was rated as 'very/important' for CPD by 79 per cent of respondents. Key challenges were: access, navigation, user concerns, awareness and support.   PLATO supports education and helps deliver UK General Medical Council standards. Future plans should address the suggested recommendations to realise cost savings for NHS Wales and the Wales Deanery. The findings have wider applicability to others developing or using VLEs. © 2014 John Wiley & Sons Ltd.

Learning Styles of Pilots Currently Qualified in United States Air Force Aircraft

NASA Technical Reports Server (NTRS)

Kanske, Craig A.

2001-01-01

Kolb's Learning Style Inventory was used to identify the predominant learning styles of pilots currently qualified in United States Air Force aircraft. The results indicate that these pilots show a significant preference for facts and things over people and feelings. By understanding the preferred learning styles of the target population, course material can be developed that take advantage of the strengths of these learning styles. This information can be especially useful in the future design of cockpit resource management training. The training program can be developed to demonstrate both that there are different learning styles and that it is possible to take advantage of the relative strengths of each of these learning styles.

Social media for empowering people with diabetes: Current status and future trends.

PubMed

Gomez-Galvez, Pedro; Suarez Mejias, Cristina; Fernandez-Luque, Luis

2015-01-01

The use of social media has become commonplace in society. Consequently, many people living with chronic conditions are turning to social media applications to support self-management. This paper presents a formative non-exhaustive review of research literature regarding the role of social media for diabetes type II empowerment. In our review, we identified several major areas for diabetes health social media research, namely: a) social network data analytics, b) mHealth and diabetes, c) gamification for diabetes, c) wearable, and d) MOOCs (Massive Open Online Courses). In all these areas, we analyzed how social media is being used and the challenges emerging from its application in the diabetes domain.

Retirement is associated with change in self-esteem.

PubMed

Bleidorn, Wiebke; Schwaba, Ted

2018-05-07

We examined the course of self-esteem during the transition to retirement in a sample of 690 retirees (ages 51-81) and a propensity-score matched-comparison group of 515 nonretirees drawn from a nationally representative longitudinal study in the Netherlands. The average retiree decreased in self-esteem in the 5 years before retirement and remained stable in self-esteem in the 5 years following retirement. We also found significant individual differences in retirees' self-esteem trajectories but failed to identify moderators that may account for these individual differences. We discuss the implications of these results for theory and future research on life span self-esteem development. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Cross-cultural Comparison of Learning in Human Hunting : Implications for Life History Evolution.

PubMed

MacDonald, Katharine

2007-12-01

This paper is a cross-cultural examination of the development of hunting skills and the implications for the debate on the role of learning in the evolution of human life history patterns. While life history theory has proven to be a powerful tool for understanding the evolution of the human life course, other schools, such as cultural transmission and social learning theory, also provide theoretical insights. These disparate theories are reviewed, and alternative and exclusive predictions are identified. This study of cross-cultural regularities in how children learn hunting skills, based on the ethnographic literature on traditional hunters, complements existing empirical work and highlights future areas for investigation.

Overgeneral autobiographical memory predicts changes in depression in a community sample.

PubMed

Van Daele, Tom; Griffith, James W; Van den Bergh, Omer; Hermans, Dirk

2014-01-01

This study investigated whether overgeneral autobiographical memory (OGM) predicts the course of symptoms of depression and anxiety in a community sample, after 5, 6, 12 and 18 months. Participants (N=156) completed the Autobiographical Memory Test and the Depression Anxiety Stress Scales-21 (DASS-21) at baseline and were subsequently reassessed using the DASS-21 at four time points over a period of 18 months. Using latent growth curve modelling, we found that OGM was associated with a linear increase in depression. We were unable to detect changes over time in anxiety. OGM may be an important marker to identify people at risk for depression in the future, but more research is needed with anxiety.

Pathfinder autonomous rendezvous and docking project

NASA Technical Reports Server (NTRS)

Lamkin, Stephen (Editor); Mccandless, Wayne (Editor)

1990-01-01

Capabilities are being developed and demonstrated to support manned and unmanned vehicle operations in lunar and planetary orbits. In this initial phase, primary emphasis is placed on definition of the system requirements for candidate Pathfinder mission applications and correlation of these system-level requirements with specific requirements. The FY-89 activities detailed are best characterized as foundation building. The majority of the efforts were dedicated to assessing the current state of the art, identifying desired elaborations and expansions to this level of development and charting a course that will realize the desired objectives in the future. Efforts are detailed across all work packages in developing those requirements and tools needed to test, refine, and validate basic autonomous rendezvous and docking elements.

Adenovirus-vectored Ebola vaccines.

PubMed

Gilbert, Sarah C

2015-01-01

The 2014 outbreak of Ebola virus disease in West Africa has highlighted the need for the availability of effective vaccines against outbreak pathogens that are suitable for use in frontline workers who risk their own health in the course of caring for those with the disease, and also for members of the community in the affected area. Along with effective contact tracing and quarantine, use of a vaccine as soon as an outbreak is identified could greatly facilitate rapid control and prevent the outbreak from spreading. This review describes the progress that has been made in producing and testing adenovirus-based Ebola vaccines in both pre-clinical and clinical studies, and considers the likely future use of these vaccines.

Core Goals and Their Relationship to Semester Subgoals and Academic Performance.

ERIC Educational Resources Information Center

Schutz, P. A.; White, V. E.; Lanehart, S. L.

2001-01-01

Thirty-nine students in an undergraduate educational psychology course identified and organized their core goals into ten goal domains. They then identified semester subgoals and tracked their time in relation to their goals. Results suggest that courses intended to increase student retention should use activities that help students identify their…

Overcoming preconceptions and perceived barriers to medical communication using a 'dual role-play' training course.

PubMed

Lim, E C H; Oh, V M S; Seet, R C S

2008-09-01

Communication is a core component of clinical competence. We introduced a dual role-play (DRP) course, in which participants role-played both the doctor-candidate and the standardized patient. The aim of the study was to assess the usefulness of a DRP communication course for physicians and to identify factors that inhibit effective medical communication. We conducted four medical communication skills courses from 2004 to 2006. A questionnaire was administered before and after completion of each course. We assessed respondents' confidence levels before and after the course and sought to identify perceived barriers to effective communication among medical trainees in Singapore. Finally, we asked if they found participation in the course and its DRP nature to be useful. Twenty-six participants, 20 men, 6 women, of mean age 30.2 years (standard deviation (SD) 2.01) completed the survey. The pre-course confidence levels (rated on a scale of 1-10) of 6.23 (SD 1.18) rose significantly to 7.58 (SD 0.95) on completion of the course (P = 0.001, Wilcoxon signed rank test). All respondents felt that they had benefited from participation in the medical communication skills course. 24 (92.3%) respondents deemed it useful to have role-played both the doctor and standardized patient in the exercise. We identified respondents with language difficulties to have benefited the most from the course (P = 0.031, odds ratio 2.906 (95%CI 0.292-5.519), linear regression analysis). DRP is an effective way to train doctors in medical communication.

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

NASA Astrophysics Data System (ADS)

Hong, Yuh-Fong

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

Distinguishing between Unipolar Depression and Bipolar Depression: Current and Future Clinical and Neuroimaging Perspectives

PubMed Central

de Almeida, Jorge Renner Cardoso; Phillips, Mary Louise

2012-01-01

Differentiating bipolar disorder (BD) from recurrent unipolar depression (UD) is a major clinical challenge. Main reasons for this include the higher prevalence of depressive relative to hypo/manic symptoms during the course of BD illness and the high prevalence of subthreshold manic symptoms in both BD and UD depression. Identifying objective markers of BD might help improve accuracy in differentiating between BD and UD depression, to ultimately optimize clinical and functional outcome for all depressed individuals. Yet, only eight neuroimaging studies to date directly compared UD and BD depressed individuals. Findings from these studies suggest more widespread abnormalities in white matter connectivity and white matter hyperintensities in BD than UD depression, habenula volume reductions in BD but not UD depression, and differential patterns of functional abnormalities in emotion regulation and attentional control neural circuitry in the two depression types. These findings suggest different pathophysiologic processes, especially in emotion regulation, reward and attentional control neural circuitry in BD versus UD depression. This review thereby serves as a “call to action” to highlight the pressing need for more neuroimaging studies, using larger samples sizes, comparing BD and UD depressed individuals. These future studies should also include dimensional approaches, studies of at risk individuals, and more novel neuroimaging approaches, such as, connectivity analysis and machine learning. Ultimately, these approaches might provide biomarkers to identify individuals at future risk for BD versus UD, and biological targets for more personalized treatment and new treatment developments for BD and UD depression. PMID:22784485

An Interactive Environmental Science Course for Education Science Majors

ERIC Educational Resources Information Center

Lunsford, Suzanne K.; Slattery, William

2006-01-01

An interactive environmental science course was designed to provide a set of learning experiences that connect chemistry, geology, biology, physics, and math with the future careers as teachers. The environment deals with many factors contributing with the quality of life, such as the air, the water and the protective shelter of the atmosphere.

Toward the Greening of Our Minds: A New Special Topics Course

ERIC Educational Resources Information Center

Marteel-Parrish, Anne E.

2007-01-01

A new special-topics course on green chemistry would help students to critically evaluate policy decisions in an environmentally conscientious manner. The actively acquired knowledge would allow students to spread the word about green chemistry in the long term to the world, where they would pursue their future goals of life.

Accessibility, Textbooks, and Access Services

ERIC Educational Resources Information Center

Kahler, Janice E.

2017-01-01

Putting access in Access Services is the goal. The Course Reserves unit is the place. Textbooks are the focus. Electronic technologies are the future. Patron-centric services will be our standard. Access to textbooks by all patrons will be the achievement. Course Reserves located in Library West at the University of Florida George A. Smathers…

Student and Faculty Perceptions of ICT Use in Undergraduate Agriculture Courses

ERIC Educational Resources Information Center

Johnson, Donald M.; Edgar, Leslie D.; Cox, Casandra K.

2013-01-01

Students and faculty in a land-grant college of agriculture were surveyed to determine their perceptions of current and future Information and Communication Technology (ICT) use in undergraduate agriculture courses. There was a large, positive relationship (r = 0.83) between student and faculty perceptions of the extent to which 40 specific ICT…

Using the Internet To Teach the Internet: An Opportunistic Approach.

ERIC Educational Resources Information Center

Pasch, Grete; Stewart, Quinn

2002-01-01

Describes the development of a Web-based version of an information in cyberspace course at the University of Texas at Austin for the library and information science graduate school. Topics include using the best technology; focusing on course content; streaming media; student needs and student feedback; reusing materials; and future plans. (LRW)

CVE and the Corporate Market: A Case Study of the Experience of Warwick Business School.

ERIC Educational Resources Information Center

Antonazzi, Leoni

1998-01-01

Reviews the promotion and practice of continuing vocational education (CVE) at Warwick Business School (United Kingdom) for executives within the corporate sector. Highlights include relationship management, brand building, an MBA (Masters in Business Education) refresher course, a strategic management refresher course, and future developments.…

At Issue: MOOCs, an Annotated Webliography

ERIC Educational Resources Information Center

Pricer, Wayne

2013-01-01

Massive Open Online Courses (MOOCs) offer students free access to course content. Several colleges and universities are experimenting with them as a means to reach more students, and they continue to be a growing phenomenon within higher education. Is this a trend or is it the future of instruction? This webliography includes the following…

Instructional Design Changes in an Undergraduate A&P Course to Facilitate Student Engagement and Interest

ERIC Educational Resources Information Center

Hurtt, Barbekka; Bryant, Jennifer

2016-01-01

We describe changes in an undergraduate anatomy and physiology (A&P) curriculum designed to address educational goals at a private, comprehensive university. Educational goals included making course material more relevant to students' future career interests, exposing students to professionals in their careers of interest, and incorporating…

Transforming Future Teachers' Ideas about Writing Instruction.

ERIC Educational Resources Information Center

Florio-Ruane, Susan; Lensmire, Timothy J.

A course was developed which offers opportunities for prospective teachers to transform their prior experiences with teaching, writing, and children as they began to assume the role of the teacher. The course breaks with the ordinary understanding of beginning teachers in three ways: (1) instead of placing writing in genre boxes, writing is viewed…

The Effects of Clickers and Online Homework on Students' Achievement in General Chemistry

ERIC Educational Resources Information Center

Gebru, Misganaw T.

2012-01-01

Retention of an introductory general chemistry course material is vital for student success in future chemistry and chemistry-related courses. This study investigated the effects of clickers versus online homework on students' long-term content retention, examined the effectiveness of online homework versus no graded homework on…

Carnegie Units and High School Attendance Policies: An Absence of Thought?!?

ERIC Educational Resources Information Center

Outhouse, Craig Michael

2012-01-01

This case was developed as part of a doctoral course for educational administration students who were specializing in K-12 educational administration. It could be used in a leadership, special education, or policy course for future school leaders or teachers. Currently, most educational institutions use Carnegie Units to structure how students…

Prescribed Fire Education at Oklahoma State University: Training Our Future Pyros

Treesearch

John R. Weir

2008-01-01

The Rangeland Ecology and Management program at Oklahoma State University recognized the need for a practical, hands-on course designed for undergraduate and graduate students, with instruction on conducting prescribed fires for vegetation management, wildlife management, and livestock management. Two separate prescribed fire courses were initiated in the spring of...

Where Are the Children in Children's Literature? Teaching Children's Literature to Undergraduates.

ERIC Educational Resources Information Center

Grugeon, Elizabeth

An undergraduate course in children's literature was developed at De Montfort University in Bedford, England, United Kingdom (UK). In a children's literature course for first year students from a variety of backgrounds, age groups, and future intents, it is important to consider the discourse of children's literature, to trace intertextual…

Assessment Approaches in Massive Open Online Courses: Possibilities, Challenges and Future Directions

ERIC Educational Resources Information Center

Xiong, Yao; Suen, Hoi K.

2018-01-01

The development of massive open online courses (MOOCs) has launched an era of large-scale interactive participation in education. While massive open enrolment and the advances of learning technology are creating exciting potentials for lifelong learning in formal and informal ways, the implementation of efficient and effective assessment is still…

Developing a Spanish for Health Professions Course: A Preliminary Mixed-Methods Study

ERIC Educational Resources Information Center

Altstaedter, Laura Levi

2017-01-01

The mixed-methods pilot study described in this article traces the development of a Spanish for Specific Purposes: Health Professions course that was designed to help future health care professionals develop their linguistic proficiency and intercultural abilities. The study included nursing, medical, and dental students and was conducted at a…

Threaded Introductory Chemistry for Prepharmacy: A Model for Preprofessional Curriculum Redesign

ERIC Educational Resources Information Center

Barth, Benjamin S.; Bucholtz, Ehren C.

2017-01-01

Introductory chemistry courses are required as part of the undergraduate preparation necessary for entry into an array of professional programs. Given the varied priorities of the student population in these courses, it can be difficult to present the material such that students see their individual future academic priorities represented in each…

9 Colleges Get Grants to Start Courses Relating to Philanthropy.

ERIC Educational Resources Information Center

Chronicle of Higher Education, 1986

1986-01-01

The Association of American Colleges has made grants totaling $135,000 for the development of pilot courses relating to philanthropy and its role in shaping the history and character of American society, preparing students for civic responsibility and public service and helping to insure the future leadership of philanthropy. (MSE)

Promoting Undergraduate Student Self-Regulation in Online Learning Environments

ERIC Educational Resources Information Center

Wandler, J. Brad; Imbriale, William J.

2017-01-01

Undergraduate student enrollment in online courses has steadily increased over the years and is expected to continue for the foreseeable future. The need for instructors to utilize best practices in online instruction and course design is crucial. This article presents strategies for online instructors to promote student use of self-regulated…

Teaching Introductory Life Science Courses in Colleges of Agriculture: Faculty Experiences

ERIC Educational Resources Information Center

Balschweid, Mark; Knobloch, Neil A.; Hains, Bryan J.

2014-01-01

Insignificant numbers of college students declaring STEM majors creates concern for the future of the U.S. economy within the global marketplace. This study highlights the educational development and teaching strategies employed by STEM faculty in teaching first-year students in contextualized life science courses, such as animal, plant, and food…

A Plan to the Future in Home Economics Education. Draft Curriculum.

ERIC Educational Resources Information Center

Ruckes, Nina Tiglio; Mongillo, Michael

This curriculum guide was prepared to help Connecticut high schools offer an opportunity to disadvantaged high school students who are interested in home economics education to earn some college credit toward a degree in dietetic technology. The curriculum guide includes an overview of the course with a course description, recommended textbooks,…

Service Learning Inputs and Outcomes in a Personal Selling Course

ERIC Educational Resources Information Center

Hagenbuch, David J.

2006-01-01

To improve the use of service learning in the marketing curriculum, Petkus (2000) recommended that future research focus on empirical studies of service learning in specific marketing courses. Personal selling represents a key component of marketing that is quite amenable to service learning, yet very little research has examined the use of…

Bridging the Professions: An Integrated and Interdisciplinary Approach to Teaching Health Care Ethics.

ERIC Educational Resources Information Center

Browne, Alister; And Others

1995-01-01

A University of British Columbia course in health care ethics, open to students from all health-care fields, encourages students to participate in interdisciplinary health-care decisionmaking in their future practice by providing an opportunity to study ethics together during professional training. The course objectives, organization, content, and…

Computer Applications in Counselor Education: Developing Cultural Competencies through Online Collaboration of Future School Counselors

ERIC Educational Resources Information Center

Ilieva, Vessela; Erguner-Tekinalp, Bengu

2012-01-01

This study examined the applications of computer-mediated student collaboration in a graduate multicultural counseling course. The course work included a reflective cultural competency building assignment that utilized online communication and collaboration using a wiki to extend and improve students' multicultural counseling and social justice…

"Side-Coaching" the Public Speech: Toward Improvisational Delivery Adjustments "in the Moment"

ERIC Educational Resources Information Center

Waisanen, Don J.; Reynolds, Rodney A.

2008-01-01

A post-speech evaluation, suggesting improvements for future presentations, is typical in the public speaking course. Moreover, while most public speaking courses emphasize "thinking" about better delivery, little attention is given to what better delivery "feels" like. If the goal is to cultivate a generation of truly extemporaneous speakers,…

Core Aims for Three Credits of First-Year Communications: Written Communications

ERIC Educational Resources Information Center

Richmond, Alexandra

2008-01-01

The objective of this project is to establish a statement of core aims for first-year Communications writing courses that will serve to: (1) Facilitate the process of establishing equivalence of existing and future Communications courses for transfer purposes; (2) Address evolving challenges to the existing transfer and articulation process,…

Arriba! Building Teamwork and a Ropes Course in Mexico.

ERIC Educational Resources Information Center

Fullerton, Jim; Davis, Scot G.

A staff member of the Outdoor Adventures Program at the University of Nebraska-Lincoln relates his experience in supervising the construction of the first low ropes course in Yucatan, Mexico. During 1994, two staff members visited Yucatan to explore trip possibilities for the program and to inquire about a future conference location. While leading…

Listening to the Voices of Teacher Candidates to Design Content Area Literacy Courses

ERIC Educational Resources Information Center

Friedland, Ellen; Kuttesch, Elizabeth; McMillen, Susan; del Prado Hill, Pixita

2017-01-01

While teacher candidates take courses that prepare them to deliver content in secondary content area classrooms, they often lack the knowledge necessary to help their future students learn discipline-specific information through the use of literacy strategies. In many cases, content area teacher candidates do not view themselves as literacy…

A Critical Understanding and Transformation of an Introductory Statistics Course

ERIC Educational Resources Information Center

Magalhães, Marcos Nascimento; Magalhães, Maria Cecilia Camargo

2014-01-01

In this paper, we report on the impact of four activities and two interviews on the organization of an introductory statistics course attended by future mathematics teachers at the University of Sao Paulo, Brazil. The activities were designed to enhance students' learning and collaborative knowledge construction, based on Vygotsky's…

Massive Open Online Courses (MOOCs): Current Applications and Future Potential

ERIC Educational Resources Information Center

Milheim, William D.

2013-01-01

Massive Open Online Courses (or MOOCs) are the subject of numerous recent articles in "The Chronicle of Higher Education," "The New York Times," and other publications related to their increasing use by a variety of universities to reach large numbers of online students. This article describes the current state of these online…

Implementation and Outcomes of Inquiry-Based Learning in Mathematics Content Courses for Pre-Service Teachers

ERIC Educational Resources Information Center

Laursen, Sandra L.; Hassi, Marja-Liisa; Hough, Sarah

2016-01-01

This mixed-methods study describes classroom characteristics and student outcomes from university mathematics courses that are based in mathematics departments, targeted to future pre-tertiary teachers, and taught with inquiry-based learning (IBL) approaches. The study focused on three two-term sequences taught at two research universities,…

Statistical Process Control for KSC Processing

NASA Technical Reports Server (NTRS)

Ford, Roger G.; Delgado, Hector; Tilley, Randy

1996-01-01

The 1996 Summer Faculty Fellowship Program and Kennedy Space Center (KSC) served as the basis for a research effort into statistical process control for KSC processing. The effort entailed several tasks and goals. The first was to develop a customized statistical process control (SPC) course for the Safety and Mission Assurance Trends Analysis Group. The actual teaching of this course took place over several weeks. In addition, an Internet version of the same course complete with animation and video excerpts from the course when it was taught at KSC was developed. The application of SPC to shuttle processing took up the rest of the summer research project. This effort entailed the evaluation of SPC use at KSC, both present and potential, due to the change in roles for NASA and the Single Flight Operations Contractor (SFOC). Individual consulting on SPC use was accomplished as well as an evaluation of SPC software for KSC use in the future. A final accomplishment of the orientation of the author to NASA changes, terminology, data format, and new NASA task definitions will allow future consultation when the needs arise.

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

Sharing simulation-based training courses between institutions: opportunities and challenges.

PubMed

Laack, Torrey A; Lones, Ellen A; Schumacher, Donna R; Todd, Frances M; Cook, David A

2017-01-01

Sharing simulation-based training (SBT) courses between institutions could reduce time to develop new content but also presents challenges. We evaluate the process of sharing SBT courses across institutions in a mixed method study estimating the time required and identifying barriers and potential solutions. Two US academic medical institutions explored instructor experiences with the process of sharing four courses (two at each site) using personal interviews and a written survey and estimated the time needed to develop new content vs implement existing SBT courses. The project team spent approximately 618 h creating a collaboration infrastructure to support course sharing. Sharing two SBT courses was estimated to save 391 h compared with developing two new courses. In the qualitative analysis, participants noted the primary benefit of course sharing was time savings. Barriers included difficulty finding information and understanding overall course flow. Suggestions for improvement included establishing a standardized template, clearly identifying the target audience, providing a course overview, communicating with someone familiar with the original SBT course, employing an intuitive file-sharing platform, and considering local culture, context, and needs. Sharing SBT courses between institutions is feasible but not without challenges. An initial investment in a sharing infrastructure may facilitate downstream time savings compared with developing content de novo.

Systematic Preparation for Teaching in a Nursing Doctor of Philosophy Program.

PubMed

Fiedler, Ruth; Degenhardt, Marguerite; Engstrom, Janet L

2015-01-01

Lack of preparation for the faculty role, particularly for teaching, has long been an area of concern in graduate nursing education. This article describes a systematic approach to preparing students in a doctor of philosophy (PhD) program for their future roles as nurse educators. All PhD students at Rush University are required to take a nursing education course that contains four modules: the teacher, learner, and learning environment; the basics of curriculum and course design; evaluation of the learner, course, program, and institution; and the new faculty member. Students also complete a practicum in the course. Students are interviewed before the course begins and complete a self-assessment of their teaching experiences. Based on their learning needs, students are enrolled in the course for variable credit. The course has received excellent evaluations since its inception. The success of this course demonstrates that an education course can be an essential component of the nursing PhD curriculum. Copyright © 2015 Elsevier Inc. All rights reserved.

Redesign of a required undergraduate pharmacy management course to improve student engagement and concept retention.

PubMed

Perepelkin, Jason

2012-12-12

To change the structure of a required pharmacy management course to make it more interactive and engaging for students. The course is a required component of undergraduate curriculum and is completed over 2 semesters during the students' third year. Changes included requiring students to lead classroom discussions and complete a business plan in groups. A questionnaire centering on methods of delivery, course content, and outcomes was distributed in 2 academic years, with 74.7% of students responding. Even though the redesigned course required more time, there was strong support for the course among students because they realized the content contributed to their learning. A major course redesign is a big commitment by faculty members, but if done through consultations with former and current students, it can be rewarding for all involved. Students overwhelmingly embraced the changes to the course as they realized the restructuring and the resulting increase in workload were necessary to raise the relevance of the course to their future professional practice.

A Characterization of Student Reflections in an Introductory Pharmacy Practice Experience Discussion Course.

PubMed

Dinkins, Melissa M; Haltom, Wesley R

2018-04-01

Objective. To characterize weekly student reflections in an introductory pharmacy practice experience (IPPE) discussion course meeting concurrently with IPPE rotations in institutional pharmacy. Methods. A qualitative analysis was conducted to identify themes within weekly reflective statements submitted by second year pharmacy students (P2) enrolled in an IPPE rotation and concurrent discussion course. Weekly reflections from the 2015-2016 offering of the course were reviewed by investigators to identify common themes via an iterative process. Subsequently, investigators coded each submission into one of the identified categories. Initial agreement between investigators was assessed using the Cohen kappa coefficient. Discrepancies between coding were resolved through discussion to reach consensus. Results. A total of 402 reflection assignments were reviewed from 85 P2 students enrolled in the IPPE course. Ten themes were identified, with the most common themes being interprofessional teamwork, pharmacist and technician roles and responsibilities, and policies and procedures. Substantial initial agreement between investigators was found, with the most discrepancies arising within the themes of medication distribution and pharmacy administration/organizational structure. Conclusion. Student reflections on IPPEs centered on 10 key topics, primarily related to distributive, legal, and regulatory functions of institutional pharmacy practice. Structuring an IPPE rotation longitudinally in an academic term, with a concurrent discussion course, builds a framework for regular student reflection.

"Harnessing genomics to improve health in Africa" - an executive course to support genomics policy.

PubMed

Smith, Alyna C; Mugabe, John; Singer, Peter A; Daar, Abdallah S

2005-01-24

BACKGROUND: Africa in the twenty-first century is faced with a heavy burden of disease, combined with ill-equipped medical systems and underdeveloped technological capacity. A major challenge for the international community is to bring scientific and technological advances like genomics to bear on the health priorities of poorer countries. The New Partnership for Africa's Development has identified science and technology as a key platform for Africa's renewal. Recognizing the timeliness of this issue, the African Centre for Technology Studies and the University of Toronto Joint Centre for Bioethics co-organized a course on Genomics and Public Health Policy in Nairobi, Kenya, the first of a series of similar courses to take place in the developing world. This article presents the findings and recommendations that emerged from this process, recommendations which suggest that a regional approach to developing sound science and technology policies is the key to harnessing genome-related biotechnology to improve health and contribute to human development in Africa. METHODS: The objectives of the course were to familiarize participants with the current status and implications of genomics for health in Africa; to provide frameworks for analyzing and debating the policy and ethical questions; and to begin developing a network across different sectors by sharing perspectives and building relationships. To achieve these goals the course brought together a diverse group of stakeholders from academic research centres, the media, non-governmental, voluntary and legal organizations to stimulate multi-sectoral debate around issues of policy. Topics included scientific advances in genomics innovation systems and business models, international regulatory frameworks, as well as ethical and legal issues. RESULTS: Seven main recommendations emerged: establish a network for sustained dialogue among participants; identify champions among politicians; use the New Plan for African Development (NEPAD) as entry point onto political agenda; commission an African capacity survey in genomics-related R&D to determine areas of strength; undertake a detailed study of R&D models with demonstrated success in the developing world, i.e. China, India, Cuba, Brazil; establish seven regional research centres of excellence; and, create sustainable financing mechanisms. A concrete outcome of this intensive five-day course was the establishment of the African Genome Policy Forum, a multi-stakeholder forum to foster further discussion on policy. CONCLUSION: With African leaders engaged in the New Partnership for Africa's Development, science and technology is well poised to play a valuable role in Africa's renewal, by contributing to economic development and to improved health. Africa's first course on Genomics and Public Health Policy aspired to contribute to the effort to bring this issue to the forefront of the policy debate, focusing on genomics through the lens of public health. The process that has led to this course has served as a model for three subsequent courses (in India, Venezuela and Oman), and the establishment of similar regional networks on genomics and policy, which could form the basis for inter-regional dialogue in the future.

A New Curriculum For a Lab-Based Course in Introductory Earth Science: the Combined Effort of a Regional University and Local Community Colleges in the North Cascades Olympic Science Partnership.

NASA Astrophysics Data System (ADS)

Debari, S. M.; Bachmann, J.; Dougan, B.; Fackler-Adams, B.; Grupp, S.; Linneman, S.; Plake, T.; Smith, B.

2005-12-01

The North Cascades Olympic Science Partnership (NCOSP) is a partnership between Western Washington University, three local community colleges, the Northwest Indian College, and 29 K-12 school districts in western Washington State. One of the partnership goals is to improve the teaching and learning of science at the post-secondary level with specific emphasis on the training of future teachers. To this end, Western Washington University (WWU) joined with grass-roots efforts by local 2-year colleges to develop a yearlong science sequence that would directly impact pre-service elementary school teachers and other non-science majors. Students from these 2-year colleges who identify themselves as pre-service teachers go on to a teacher preparation program at WWU. The multi-year process of collaborative work among ~20 faculty from these institutions has produced three quarters of new curriculum in the sciences (including one quarter of Earth Science) that uses the pedagogical approach of Physics for Elementary Teachers (PET) (cpucips.sdsu/web/pet). Each of the science quarters utilizes the theme of the transfer of matter and energy. The Earth Science curriculum (transfer of matter and energy in Earth systems) is a quarter-long, lab-based course that emphasizes a metacognitive approach. The curriculum utilizes questioning, small group work, and small and large class discussions. Whiteboarding, or the process of sharing small-group ideas to a larger group, occupies a central theme in the curriculum. Students learn concepts by doing the lab activities, but the group discussions that promote discourse and questioning among students is a crucial tool in the sense-making and solidification of those concepts. The curriculum stands alone and does not require lectures by the instructors. The instructor's role is as a facilitator and questioner. The Earth Science curriculum is focused on only a few "Big Ideas" that the faculty developers identified in the planning stages. These Big Ideas are incorporated into cycles, or units, that build upon one other. Introductory cycles include the building of the concepts of heat and density and how these relate to Earth topography and the rock cycle. From this the course develops the themes of matter and energy transfer in the Earth (plate tectonics) and in the atmosphere (weather and climate), and the crucial concept of geologic time. The course has pre- and post-assessments built in, as well as cycle exams and homework assignments. We expect that the majority of future elementary teachers that go through local 2-year colleges and through WWU will take this yearlong sequence. They will then be required to take a fourth quarter of investigative science (a more open ended science process class), as well as a traditional science methods class and a science teaching practicum at WWU. Our goal is to graduate elementary school teachers who are science literate and who are well trained enough to bring the process of science into their future classrooms.

Professionalism--a required CLS/CLT curricular component.

PubMed

Latshaw, Sandra; Honeycutt, Karen

2010-01-01

Determine the impact of requiring Clinical Laboratory Science (CLS) students to participate in approved professionalism activities as part of a mandatory management course. Quasi-experimental, case study reporting qualitative results of 25 CLS students. During the admission interview, students complete a written response to questions about their perceptions related to professionalism. During the clinical educational year, students are required to complete approved professionalism activities as part of a management course. At the end of the course, students write a reflective paper focusing on their professional activities and how these experiences will influence their future professional practice. Overall themes of student reflections are provided. University of Nebraska Medical Center (UNMC) CLS Program in Omaha. After participating in a mandatory professionalism curricular component requiring active student participation in professional activities, student reflective writings provide evidence this is one successful approach to nurture professional identity within future Clinical Laboratory Science/Clinical Laboratory Technician (CLS/CLT) practitioners.

Commentary: Not just genes--reclaiming a role for environmental influences on aetiology and outcome in autism. A commentary on Mandy and Lai (2016).

PubMed

Charman, Tony; Chakrabarti, Bhismadev

2016-03-01

Mandy and Lai (2015) do the field a service in 'reclaiming' the role of pre- and postnatal environmental influences on the aetiology and course of autism spectrum conditions (ASC). This follows several decades where now discredited theories about putative psychogenic and biological disease models held sway, not least in the public mind. We discuss issues that arise from their review; including the need to identify how large the environmental influences on ASC are likely to be; the specificity of these environmental influences to ASC as opposed to a broader range of neurodevelopmental conditions and outcomes; how best to study complex interactions between genetic and environmental influences; and the promise of novel insights into their mechanisms of action. The review highlights current research that aims to better our understanding of the role of environmental factors in the aetiology and course of ASC and, in the near future, may offer the potential for personalised medicine approaches to intervention based on these discoveries. © 2016 Association for Child and Adolescent Mental Health.

The Effects of Respiratory Sinus Arrhythmia on Anger Reactivity and Persistence in Major Depression

PubMed Central

Ellis, Alissa J.; Shumake, Jason; Beevers, Christopher G.

2016-01-01

The experience of anger during a depressive episode has recently been identified as a poor prognostic indicator of illness course. Given the clinical implications of anger in major depressive disorder (MDD), understanding the mechanisms involved in anger reactivity and persistence is critical for improved intervention. Biological processes involved in emotion regulation during stress, such as respiratory sinus arrhythmia (RSA), may play a role in maintaining negative moods. Clinically depressed (MDD) (n=49) and non-depressed (non-MDD) (n=50) individuals were challenged with a stressful computer task shown to increase anger, while RSA (high frequency range 0.15–0.4 Hz) was collected. RSA predicted future anger, but was unrelated to current anger. That is, across participants, low baseline RSA predicted anger reactivity during the task, and in depressed individuals, those with low RSA during the task had a greater likelihood of anger persistence during a recovery period. These results suggest that low RSA may be a psychophysiological process involved in anger regulation in depression. Low RSA may contribute to sustained illness course by diminishing the repair of angry moods. PMID:27401801

Top-down approach to biological therapy of Crohn's disease.

PubMed

Hirschmann, Simon; Neurath, Markus F

2017-03-01

Crohn's disease (CD) is a chronic, immune-mediated condition with a potentially disabling and destructive course. Despite growing data on when to use a therapeutic 'top-down' strategy, clinical management of this complex disorder is still challenging. Currently, the discussion of 'top-down' strategy in CD mostly includes biological therapy alone or in combination. Areas covered: This article is based on a review of existing literature regarding the use of biological therapy in a 'top-down' approach for the treatment of Crohn's disease. The authors reviewed all the major databases including MEDLINE as well as DDW and ECCO abstracts, respectively. Expert opinion: A 'top-down' therapeutic approach in Crohn's disease is strongly supported by existing data in patients with several risk factors for a severe course of disease. Moreover, there is an increasing amount of published data recommending a more individualised therapeutic strategy to identify candidates for 'top-down' treatment, based on enhanced diagnostics using biomarkers. Emerging therapeutic approaches besides existing therapy concepts using biologicals may possibly redefine the 'top-down' therapeutic strategy for Crohn's disease in the future.

The natural history of substance use disorders.

PubMed

Sarvet, Aaron L; Hasin, Deborah

2016-07-01

Illicit drugs, alcohol, and tobacco use disorders contribute substantially to the global burden of disease. Knowledge about the major elements of the natural history of substance use disorders (incidence, remission, persistence, and relapse) is crucial to a broader understanding of the course and outcomes of substance use disorders. Prospective cohort studies in nonclinical samples indicate that externalizing psychopathology in earlier life, including early disordered substance use, delinquency, and personality disorders, are related to substance use disorders later in life and chronic course. Externalizing psychopathology may be initiated by early adverse experiences, for example, childhood maltreatment and stressful life events. After controlling for confounders, 'age at first use' as a causal factor for alcohol use disorder later in life and the 'drug substitution' hypothesis are not supported in general population data. Future research should focus on elaborating the causal framework that leads to the development and persistence of severe substance use disorders, with an emphasis on identifying modifiable factors for intervention by policy makers or health professionals. More research is needed on the natural history of substance use disorders in low-income and middle-income countries.

Assessing Program Learning Objectives to Improve Undergraduate Physics Education

NASA Astrophysics Data System (ADS)

Menke, Carrie

2014-03-01

Our physics undergraduate program has five program learning objectives (PLOs) focusing on (1) physical principles, (2) mathematical expertise, (3) experimental technique, (4) communication and teamwork, and (5) research proficiency. One PLO is assessed each year, with the results guiding modifications in our curriculum and future assessment practices; we have just completed our first cycle of assessing all PLOs. Our approach strives to maximize the ease and applicability of our assessment practices while maintaining faculty's flexibility in course design and delivery. Objectives are mapped onto our core curriculum with identified coursework collected as direct evidence. We've utilized mostly descriptive rubrics, applying them at the course and program levels as well as sharing them with the students. This has resulted in more efficient assessment that is also applicable to reaccreditation efforts, higher inter-rater reliability than with other rubric types, and higher quality capstone projects. We've also found that the varied quality of student writing can interfere with our assessment of other objectives. This poster outlines our processes, resources, and how we have used PLO assessment to strengthen our undergraduate program.

Delivering accessible fieldwork: preliminary findings from a collaborative international study

NASA Astrophysics Data System (ADS)

Stokes, Alison; Atchison, Christopher; Feig, Anthony; Gilley, Brett

2017-04-01

Students with disabilities are commonly excluded from full participation in geoscience programs, and encounter significant barriers when accessing field-learning experiences. In order to increase talent and diversity in the geoscience workforce, more inclusive learning experiences must be developed that will enable all students to complete the requirements of undergraduate degree programs, including fieldwork. We discuss the outcomes of a completely accessible field course developed through the collaborative effort of geoscience education practitioners from the US, Canada and the UK. This unique field workshop has brought together current geoscience academics and students with disabilities to share perspectives on commonly-encountered barriers to learning in the field, and explore methods and techniques for overcoming them. While the student participants had the opportunity to learn about Earth processes while situated in the natural environment, participating geoscience instructors began to identify how to improve the design of field courses, making them fully inclusive of learners with disabilities. The outcomes from this experience will be used to develop guidelines to facilitate future development and delivery of accessible geoscience fieldwork.

Treatment of co-occurring anxiety disorders and substance use disorders.

PubMed

McHugh, R Kathryn

2015-01-01

Anxiety disorders commonly co-occur with substance use disorders both in the general population and in treatment-seeking samples. This co-occurrence is associated with greater symptom severity, higher levels of disability, and poorer course of illness relative to either disorder alone. Little research has been conducted, however, on the treatment of these co-occurring disorders. This gap may not only leave anxiety untreated or undertreated but also increase the risk for relapse and poor substance use outcomes. The aim of this article is to review the current state of the literature on treating co-occurring anxiety and substance use disorders. In addition to presenting a brief overview of the epidemiology of this co-occurrence, the article discusses the challenges in assessing anxiety in the context of a substance use disorder, the evidence for various treatment approaches, and recent advances and future directions in this understudied area. Also highlighted is the need for future research to identify optimal behavioral and pharmacologic treatments for co-occurring anxiety and substance use disorders.

Outcomes and satisfaction of two optional cadaveric dissection courses: A 3-year prospective study.

PubMed

Pais, Diogo; Casal, Diogo; Mascarenhas-Lemos, Luís; Barata, Pedro; Moxham, Bernard J; Goyri-O'Neill, João

2017-03-01

Teaching time dedicated to anatomy education has been reduced at many medical schools around the world, including Nova Medical School in Lisbon, Portugal. In order to minimize the effects of this reduction, the authors introduced two optional, semester-long cadaveric dissection courses for the first two years of the medical school curriculum. These courses were named Regional Anatomy I (RAI) and Regional Anatomy II (RAII). In RAI, students focus on dissecting the thorax, abdomen, pelvis, and perineum. In RAII, the focus shifts to the head, neck, back, and upper and lower limbs. This study prospectively analyzes students' academic achievement and perceptions within the context of these two, newly-introduced, cadaveric dissection courses. Students' satisfaction was assessed anonymously through a questionnaire that included items regarding students' perception of the usefulness of the courses for undergraduate teaching, as well as with regards to future professional activity. For each of the three academic years studied, the final score (1 to 20) in General Anatomy (GA), RAI, and RAII was on average 14.26 ± 1.89; 16.94 ± 1.02; 17.49 ± 1.01, respectively. The mean results were lower in GA than RAI or RAII (P < 0.001). Furthermore, students who undertook these courses ranked them highly with regards to consolidating their knowledge of anatomy, preparing for other undergraduate courses, and training for future clinical practice. These survey data, combined with data on participating students' academic achievement, lend strong support to the adoption of similar courses as complementary and compulsory disciplines in a modern medical curriculum. Anat Sci Educ 10: 127-136. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

The use of the OSCE in postgraduate education.

PubMed

Arnold, R C; Walmsley, A D

2008-08-01

The Objective Structured Clinical Examination (OSCE) is a method of assessing the clinical skills of undergraduates in medicine, dentistry and other health sciences and is employed increasingly in postgraduate education. To describe the application of the OSCE to the development of Lifelong Learning and Continuing Professional Development (CPD) for General Dental Practitioners (GDPs). A postgraduate course was designed as an OSCE for GDPs. The OSCE comprised 12 stations covering different aspects of general dentistry. After an introductory seminar outlining the aim of the course, the participants spent 7 min at each station. Each question or task required 10 answers and was designed to highlight areas of weakness or interest and to stimulate further study of the presenting topic. Solutions and answers were provided at each station for self-assessment along with a list of locally presented courses related to that subject. Participants were invited to leave contact details and to make suggestions for future postgraduate courses. The final session consisted of a group discussion and participants were invited to complete an evaluation form to express opinions on the course. The evaluation demonstrated that most candidates found participation in the OSCE stimulated their interest in CPD. The OSCE also highlighted areas of weakness in knowledge of certain clinical procedures. Group discussion confirmed that practitioners found the hands-on component valuable and that they were likely to participate in further OSCEs to enhance their CPD. Suggestions received during the discussion were used to modify the course. The OSCE course fulfilled its aim of assisting practitioners to organise their CPD. The reflective nature of the course was helpful in evaluating clinical knowledge and the unique multidisciplinary style fulfilled its objective in promoting thoughts regarding future study.

Developing a constructivist learning environment in online postsecondary science courses

NASA Astrophysics Data System (ADS)

Hackworth, Sylvester N.

This Delphi study addressed the concerns of postsecondary educators regarding the quality of education received by postsecondary science students who receive their instruction online. This study was framed with the constructivist learning theory and Piaget's and Dewey's cognitive development theories. The overarching question addressed a gap in research literature surrounding the pedagogical practices that could be successfully applied to future postsecondary online science education. The panel consisted of 30 experts in the area of online postsecondary education. Qualitative data from the initial seed questions were used to create a Likert-type survey to seek consensus of the themes derived from participant responses. Participants reached agreement on six items: apply constructivism to science curricula, identify strengths and challenges of online collegiate students, explicate students' consequences due to lack of participation in discussion forums, ensure that online course content is relevant to students' lives, reinforce academic integrity, and identify qualities face-to-face collegiate science instructors need when transitioning to online science instructors. The majority of participants agreed that gender is not an important factor in determining the success of an online collegiate science student. There was no consensus on the efficacy of virtual labs in an online science classroom. This study contributes to positive social change by providing information to new and struggling postsecondary science teachers to help them successfully align their instruction with students' needs and, as a result, increase students' success.

The development of a core syllabus for the teaching of head and neck anatomy to medical students.

PubMed

Tubbs, R Shane; Sorenson, Edward P; Sharma, Amit; Benninger, Brion; Norton, Neil; Loukas, Marios; Moxham, Bernard J

2014-04-01

The study of human anatomy has traditionally served as a fundamental component in the basic science education of medical students, yet there exists a remarkable lack of firm guidance on essential features that must be included in a gross anatomy course, which would constitute a "Core Syllabus" of absolutely mandatory structures and related clinical pathologies. While universal agreement on the details of a core syllabus is elusive, there is a general consensus that a core syllabus aims to identify the minimum level of knowledge expected of recently qualified medical graduates in order to carry out clinical procedures safely and effectively, while avoiding overloading students with unnecessary facts that have less immediate application to their future careers as clinicians. This paper aims to identify consensus standards of essential features of Head and Neck anatomy via a Delphi Panel consisting of anatomists and clinicians who evaluated syllabus content structures (greater than 1,000) as "essential", "important", "acceptable", or "not required." The goal is to provide guidance for program/course directors who intend to provide the optimal balance between establishing a comprehensive list of clinically relevant essential structures and an overwhelming litany, which would otherwise overburden trainees in their initial years of medical school with superficial rote learning, which potentially dilutes the key and enduring fundamental lessons that prepare students for training in any medical field. Copyright © 2014 Wiley Periodicals, Inc.

Reasons and resources for being explicit about the practices of science

NASA Astrophysics Data System (ADS)

Egger, A. E.

2015-12-01

The Next Generation Science Standards (NGSS) promote a fundamental shift in the way science is taught. The new focus is on three-dimensional learning, which brings science and engineering practices together with disciplinary core ideas and cross-cutting concepts. A key component is performance expectations rather than bullet lists of content that students should know. One of the stated goals is that "all students should have sufficient knowledge of science and engineering to engage in public discussions on related issues." While the NGSS were developed for K-12, college instructors benefit from familiarity with them in two critical ways: first, they provide a research-based and clearly articulated approach to three-dimensional learning that applies across the grade spectrum, and second, future K-12 teachers are sitting in their college-level science courses, and awareness of the skills those future teachers need can help direct course design. More specifically, while most college-level science courses make use of the science and engineering practices described in the NGSS, few offer explicit instruction in them or how they intertwine with disciplinary core ideas and cross-cutting concepts. Yet this explicit instruction is critical to building scientific literacy in future teachers—and all students. Many textbooks and laboratory courses limit a discussion of the process of science to one chapter or exercise, and expect students to be able to apply those concepts. In contrast, new resources from Visionlearning (http://www.visionlearning.com), InTeGrate (http://serc.carleton.edu/integrate), and other projects hosted at the Science Education Resource Center (http://serc.carleton.edu) were developed with explicit and pervasive integration of the nature and practices of science in mind. These freely available, classroom-tested and reviewed resources support instructors in introductory/general education courses as well as teacher preparation and more advanced courses.

Using Continuing Professional Development with Portfolio in a Pharmaceutics Course.

PubMed

Schneider, Jennifer; O'Hara, Kate; Munro, Irene

2016-11-07

The introduction of Continuing Professional Development (CPD) to encourage individual life-long learning as a way of maintaining professional competency in pharmacy has faced resistance. To investigate ways to address this barrier we included CPD with portfolio in a university Pharmaceutics course. Underpinning knowledge for the course was delivered using a flipped classroom approach and students used the CPD model to address clinical scenarios presented in a simulated pharmacy setting. Students produced portfolio items for the different case scenarios and submitted these for assessment. This provided the opportunity for students to carry out repeated application of the CPD cycle and, in so doing, develop skills in critical thinking for self-reflection and self-evaluation. This course was designed to encourage the development of higher level learning skills for future self-directed learning. Thirty six students submitted a completed portfolio. Twenty nine students achieved a result of >70%, five students scored between 57%-69%, one student obtained a mark of 50% and one student failed. The end of course survey revealed that while students found portfolio development challenging (40%), they also reported that it was effective for self-learning (54%). Differentiating between the concepts "reflection" and "evaluation" in CPD was problematic for some students and the use of clearer, simpler language should be used to explain these processes in future CPD work.

No Worries about the Future: Young Adults' Perceptions of Risk and Opportunity while Attending Technical College

ERIC Educational Resources Information Center

Barabasch, Antje

2006-01-01

In this ever-changing economy, young adults must remain flexible and adaptable as they transition from school to work and plan their future life courses. It is difficult for today's youth to choose training programs which will guarantee them secure, long-term employment. As the future grows less predictable, greater uncertainty and risk are…

Enabling Teachers to Explore Grade Patterns to Identify Individual Needs and Promote Fairer Student Assessment

ERIC Educational Resources Information Center

Friedler, Sorelle A.; Tan, Yee Lin; Peer, Nir J.; Shneiderman, Ben

2008-01-01

Exploring student test, homework, and other assessment scores is a challenge for most teachers, especially when attempting to identify cross-assessment weaknesses and produce final course grades. During the course, teachers need to identify subject weaknesses in order to help students who are struggling with a particular topic. This identification…

Situating Second-Year Success: Understanding Second-Year STEM Experiences at a Liberal Arts College.

PubMed

Gregg-Jolly, Leslie; Swartz, Jim; Iverson, Ellen; Stern, Joyce; Brown, Narren; Lopatto, David

2016-01-01

Challenges particular to second-year students have been identified that can impact persistence in science, technology, engineering, and mathematics (STEM) fields. We implemented a program to improve student success in intermediate-level science courses by helping students to feel they belonged and could succeed in STEM. We used survey measures of perceptions and attitudes and then qualitative measures to characterize the impact of support strategies, including peer mentoring, a second-year science student retreat, learning and advising support resources, and department-specific activities. Analysis of registration and transcript information revealed underperformance by students of color (SOC) and first-generation (FG) students in 200-level science courses. Comparison of these data before and during programming revealed significant improvement in success rates of these students in 200-level biology and chemistry courses, but success rates of SOC and FG students remain lower than the overall rate for 200-level science courses. Contemporaneous with the program, qualitative and quantitative measures of student attitudes revealed a high level of belongingness and support. The results suggest that a focus on students' metacognition about their own abilities and strategic knowledge of how to succeed may be a fruitful direction for future research. © 2016 L. Gregg-Jolly et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Contextualizing Earth Science Professional Development Courses for Geoscience Teachers in Boston

NASA Astrophysics Data System (ADS)

Chen, R. F.; Pelletier, P.; Dorsen, J.; Douglas, E. M.; Pringle, M. S.; Karp, J.

2009-12-01

Inquiry-based, hands-on, graduate content courses have been developed specifically for Boston Public School middle school teachers of Earth Science. Earth Science I: Weather and Water and Earth Science II: The Solid Earth--Earth History and Planetary Systems have been taught a total of seven times to over 120 teachers. Several key attributes to these successful courses have been identified, including co-instruction by a university professor and a high school and a middle school teacher that are familiar with the Boston curriculum, use of hands-on activities that are closed related to those used in the Boston curriculum, pre- and post-course local field trips, and identification of key learning objectives for each day. This model of professional development was developed over several years in all disciplines (Earth Science, Physics, Biology, Chemistry) by the Boston Science Partnership (BSP), an NSF-funded Math Science Partnership program. One of the core strategies of the BSP is these Contextualized Content Courses (CCC), graduate level, lab-based courses taught at either UMass Boston or Northeastern University during summer intensive or semester formats. Two of the eleven courses developed under the grant are Earth Science I & II. This presentation shares the model of the CCC, the impact on teacher participants, the value of these courses for the professor, and lessons learned for successful professional development. Findings about the courses’ impact and effectiveness come from our external evaluation by the Program Evaluation Research Group (PERG). The combination of content and modeling good instructional practices have many positive outcomes for teachers, including increased self-efficacy in science understanding and teaching, positive impacts on student achievement, and teacher shifts from more traditional, more lecture-based instructional models to more inquiry approaches. STEM faculty members become involved in science education and learn and practice new instructional strategies. The teacher co-instructors hold leadership roles for their peers and gain university teaching experience. The participants have a course that is content rich and tailored for their needs in the classroom. Earth scientists develop a “broader impact” for their science by increasing climate and earth science literacy for teachers who, in turn, reach 100s to 1000s of students every year, possibly stimulating interest for students becoming future earth scientists, but at the very least, increasing the public appreciation for earth science.

Faculty opinion survey following attendance to teacher training workshop in Kathmandu Medical College.

PubMed

Joshi, S; Pradhan, A; Dixit, H

2004-01-01

With the growing awareness of the importance of teaching and learning in Universities, the need to improve professional qualities in teachers has been identified. This paper describes the outcome of the impact of teacher training workshops on faculty- teaching performance. A total of 30 faculties who had undergone teacher training in the one-year period were included in the study. Survey questionnaire were distributed and all the forms were returned. All (100%) respondents found the teacher training to be very useful/useful for improvement of teaching skills. A total of 76.66% said that the skills learnt in the workshop were very applicable, 80% perceived changes in students classroom behaviour and found their lecture to be more participatory and interactive. As for their own change in behaviour, 66.66% respondents experienced better interaction with the students in classroom. The overall impression of the training was very positive. Future studies should include student feed back and classroom teaching observation for faculty teaching evaluation. We also need to utilise the feed back information obtained in this article, to further improve the strength of the future teacher training workshops. The future workshops should include sessions in problem-based learning and follow up refresher courses.