Performance of first-year health sciences students in a large, diverse, multidisciplinary, first-semester, physiology service module

PubMed Central

Tufts, Mark

2014-01-01

Health Science students at the University of KwaZulu-Natal perform better in their professional modules compared with their physiology modules. The pass rates of physiology service modules have steadily declined over the years. While a system is in place to identify “at-risk” students, it is only activated after the first semester. As a result, it is only from the second semester of their first year studies onward that at-risk students can be formally assisted. The challenge is thus to devise an appropriate strategy to identify struggling students earlier in the semester. Using questionnaires, students were asked about attendance, financing of their studies, and relevance of physiology. After the first class test, failing students were invited to complete a second questionnaire. In addition, demographic data were also collected and analyzed. Correlation analyses were undertaken of performance indicators based on the demographical data collected. The 2011 class comprised mainly sport science students (57%). The pass rate of sport science students was lower than the pass rates of other students (42% vs. 70%, P < 0.001). Most students were positive about physiology and recognized its relevance. Key issues identified were problems understanding concepts and terminology, poor study environment and skills, and lack of matriculation biology. The results of the first class test and final module marks correlated well. It is clear from this study that student performance in the first class test is a valuable tool to identify struggling students and that appropriate testing should be held as early as possible. PMID:24913452

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.

Using multimedia learning modules in a hybrid-online course in electricity and magnetism

NASA Astrophysics Data System (ADS)

Sadaghiani, Homeyra R.

2011-06-01

We have been piloting web-based multimedia learning modules (MLMs), developed by the Physics Education Research Group at the University of Illinois at Urbana Champaign (UIUC), as a “prelecture assignment” in several introductory physics courses at California State Polytechnic University at Pomona. In this study, we report the results from a controlled study utilizing modules on electricity and magnetism as a part of a blended hybrid-online course. We asked students in the experimental section to view the MLMs prior to attending the face-to-face class, and to make sure this would not result in additional instructional time, we reduced the weekly class time by one-third. We found that despite reduced class time, student-learning outcomes were not hindered; in fact, the implementation of the UIUC MLMs resulted in a positive effect on student performance on conceptual tests and classroom discussion questions.

Elementary GLOBE: Inquiring About the Earth System Through Elementary Student Investigations

NASA Astrophysics Data System (ADS)

Henderson, S.; Hatheway, B.; Gardiner, L.; Gallagher, S.

2006-12-01

Elementary GLOBE was designed to introduce K-4 students to the study of Earth System Science (ESS). Elementary GLOBE forms an instructional unit comprised of five modules that address ESS and interrelated subjects including weather, hydrology, seasons, and soils. Each Elementary GLOBE module contains a science based storybook, classroom learning activities that complement the science content covered in each book, and teacher's notes. The storybooks explore a component of the Earth system and the associated classroom learning activities provide students with a meaningful introduction to technology, a basic understanding of the methods of inquiry, and connection to math and literacy skills. The science content in the books and activities serves as a springboard to GLOBE's scientific protocols. All Elementary GLOBE materials are freely downloadable (www.globe.gov/elementaryglobe) The use of science storybooks with elementary students has proven to be an effective practice in exposing students to science content while providing opportunities for students to improve their reading, writing, and oral communication skills. The Elementary GLOBE storybooks portray kids asking questions about the natural world, doing science investigations, and exploring the world around them. Through the storybook characters, scientific inquiry is modeled for young learners. The associated learning activities provide opportunities for students to practice science inquiry and investigation skills, including observation, recording, measuring, etc. Students also gain exposure and increase their comfort with different tools that scientists use. The learning activities give students experiences with asking questions, conducting scientific investigations, and scientific journaling. Elementary GLOBE fills an important niche in K-4 instruction. The international GLOBE Program brings together students, teachers, and scientists with the basic goals of increasing scientific understanding of the Earth, supporting improved student achievement in science and math, and enhancing environmental awareness. NASA provides the primary source of funding for GLOBE.

A Big Problem for Magellan: Food Preservation

ERIC Educational Resources Information Center

Galvao, Cecilia; Reis, Pedro; Freire, Sofia

2008-01-01

In this paper, we present data related to how a Portuguese teacher developed the module "A big problem for Magellan: Food preservation." Students were asked to plan an investigation in order to identify which were the best food preservation methods in the XV and XVI centuries of Portuguese overseas navigation, and then establish a…

Introduce Score Study to Your Band

ERIC Educational Resources Information Center

Burrack, Frederick

2005-01-01

In this article, the author asks music educators to imagine their band students being able to identify the melody of a piece as it jumps among sections after playing it just a few times. How about recognizing harmonic modulation, or applying dynamic contrast through understanding of compositional form? While these elements may seem obvious to…

Putting Fun Back into Learning.

ERIC Educational Resources Information Center

Rao, Srikumar S.

1995-01-01

People will learn better if they like what they are learning. Computers offer an extensive library of cases, examples, and stories that are easy to access, fun to work through, and tell students what they want to know. One example is the ASK system, a 15-module, self-study, multimedia program that is fun for trainees to use, which should enhance…

Prior cognitive activity implicitly modulates subsequent emotional responses to subliminally presented emotional stimuli.

PubMed

Iida, Saea; Nakao, Takashi; Ohira, Hideki

2012-06-01

It has been reported that engagement in several kinds of cognitive activity can successfully inhibit unpleasant emotions. In this study, we tried to replicate the previous finding that cognitive activity can modulate subsequent psychological and physiological emotional processes and to investigate whether prior cognitive activity can attenuate implicit emotional processes triggered by subliminal emotional stimuli. Sixty students were randomly divided into three groups (cognitive task group, noncognitive task group, control group). The cognitive task group was asked to engage in an n-back task, while the control group was asked to stay calm. The noncognitive task group was asked to do a handgrip-squeezing task. All participants then engaged in a version of a subliminal affective priming task where they were unconsciously exposed to affectively negative pictures. The cognitive task group showed lower negative experiences after the subliminal affective priming task and a substantial reduction in their heart rate responses, as compared with the other groups. These results provide evidence that engagement in cognitive activity can attenuate emotional processes in an automatic and unconscious manner.

Developing the critical thinking skills of astrobiology students through creative and scientific inquiry.

PubMed

Foster, Jamie S; Lemus, Judith D

2015-01-01

Scientific inquiry represents a multifaceted approach to explore and understand the natural world. Training students in the principles of scientific inquiry can help promote the scientific learning process as well as help students enhance their understanding of scientific research. Here, we report on the development and implementation of a learning module that introduces astrobiology students to the concepts of creative and scientific inquiry, as well as provide practical exercises to build critical thinking skills. The module contained three distinct components: (1) a creative inquiry activity designed to introduce concepts regarding the role of creativity in scientific inquiry; (2) guidelines to help astrobiology students formulate and self-assess questions regarding various scientific content and imagery; and (3) a practical exercise where students were allowed to watch a scientific presentation and practice their analytical skills. Pre- and post-course surveys were used to assess the students' perceptions regarding creative and scientific inquiry and whether this activity impacted their understanding of the scientific process. Survey results indicate that the exercise helped improve students' science skills by promoting awareness regarding the role of creativity in scientific inquiry and building their confidence in formulating and assessing scientific questions. Together, the module and survey results confirm the need to include such inquiry-based activities into the higher education classroom, thereby helping students hone their critical thinking and question asking skill set and facilitating their professional development in astrobiology.

C-MORE Professional Development Training Program for Graduate Students and Post-Docs

NASA Astrophysics Data System (ADS)

Bruno, B. C.; DeLeo, F.; Bottjer, D.; Jungbluth, S.; Burkhardt, B.; Hawco, N.; Boiteau, R.

2012-12-01

The Center for Microbial Oceanography: Research and Education (C-MORE) is a National Science Foundation-sponsored Science and Technology Center. C-MORE comprises six partner institutions: University of Hawaii (headquarters), Massachusetts Institute of Technology, Woods Hole Oceanographic Institution, Oregon State University, University of California at Santa Cruz and Monterey Bay Aquarium Research Institute. C-MORE's Professional Development Training Program is aimed at equipping graduate students and post-docs at all six institutions with the skills and experiences needed to maximize their potential and succeed in their professional careers. This program is administered through the C-MORE Education Office and was developed in close collaboration with graduate students, post-docs, and faculty. This program has formal but flexible requirements. There is only one required module (Outreach). The seven optional modules include: Science Communication, Leadership, Mentoring, Teaching, Research Exchange, Diversity and Proposal Writing. Masters students choose three optional modules; Ph.D. students and post-docs choose five. Most modules consist of a training component, followed by a practical component. All participants will are expected to complete program evaluations. Below are some examples of program offerings: Science Communication Module In partnership with the Communication Partnership for Science and the Sea, C-MORE organized three Science Communication workshops at the University of Hawaii, Monterey Bay Aquarium Research Institute and Massachusetts Institute of Technology. These workshops train participants to distill their research into language that is free of jargon and accessible to a general audience. After the training, participants are asked to produce a communication product based on their research, such as a magazine article, press release, podcast or a blog. Diversity Module To date, C-MORE has organized three teleconferences on diversity, attended by participants across the partner institutions. The first conference discussed two papers on racial and gender bias. The second conference examined the MIT gender equity study on faculty salaries. A key "take-home" message is that we all have biases and we need to recognize them in order to ensure fairness. Participants seemed surprised to learn that there is a body of literature of double-blind experiments showing that women have to be significantly better than men to get the same treatment. The most recent (June 2012) teleconference focused on individuals with disabilities, and was facilitated by the University of Hawaii Center for Disability Studies. Following the conferences, students are asked to participate in an event or serve on a committee aimed at broadening participation. For more information on these or other modules of C-MORE's Professional Development Training Program, please visit our web site: http://cmore.soest.hawaii.edu/education/grads-postdocs/index.htm

Using Comparative Genomics for Inquiry-Based Learning to Dissect Virulence of Escherichia coli O157:H7 and Yersinia pestis

PubMed Central

Baumler, David J.; Banta, Lois M.; Hung, Kai F.; Schwarz, Jodi A.; Cabot, Eric L.; Glasner, Jeremy D.; Perna, Nicole T.

2012-01-01

Genomics and bioinformatics are topics of increasing interest in undergraduate biological science curricula. Many existing exercises focus on gene annotation and analysis of a single genome. In this paper, we present two educational modules designed to enable students to learn and apply fundamental concepts in comparative genomics using examples related to bacterial pathogenesis. Students first examine alignments of genomes of Escherichia coli O157:H7 strains isolated from three food-poisoning outbreaks using the multiple-genome alignment tool Mauve. Students investigate conservation of virulence factors using the Mauve viewer and by browsing annotations available at the A Systematic Annotation Package for Community Analysis of Genomes database. In the second module, students use an alignment of five Yersinia pestis genomes to analyze single-nucleotide polymorphisms of three genes to classify strains into biovar groups. Students are then given sequences of bacterial DNA amplified from the teeth of corpses from the first and second pandemics of the bubonic plague and asked to classify these new samples. Learning-assessment results reveal student improvement in self-efficacy and content knowledge, as well as students' ability to use BLAST to identify genomic islands and conduct analyses of virulence factors from E. coli O157:H7 or Y. pestis. Each of these educational modules offers educators new ready-to-implement resources for integrating comparative genomic topics into their curricula. PMID:22383620

Teaching High School Chemistry in the Context of Pharmacology Helps Both Teachers and Students Learn

PubMed Central

Schwartz-Bloom, Rochelle D.; Halpin, Myra J.; Reiter, Jerome P.

2014-01-01

Few studies demonstrate the impact of teaching chemistry embedded in a context that has relevance to high school students. We build upon our prior work showing that pharmacology topics (i.e., drugs), which are inherently interesting to high school students, provide a useful context for teaching chemistry and biology. In those studies, teachers were provided professional development for the Pharmacology Education Partnership (PEP) in an onsite venue (either five-day or one-day workshop). Given financial difficulties to travel, teachers have asked for alternatives for professional development. Thus, we developed the same PEP training workshop using a distance learning (DL) (two-way live video) approach. In this way, 121 chemistry and biology teachers participated in the DL workshops to learn how to incorporate the PEP modules into their teaching. They field-tested the modules over the year in high school chemistry and biology classes. Teacher knowledge of chemistry and biology increased significantly after the workshop and was maintained for at least a year. Their students (N = 2309) demonstrated a significant increase in knowledge of chemistry and biology concepts, with higher scores as the number of modules used increased. The increase in both teacher and student knowledge in these subjects was similar to that found previously when teachers were provided with onsite professional development. PMID:24882881

Developing the Critical Thinking Skills of Astrobiology Students through Creative and Scientific Inquiry

PubMed Central

Lemus, Judith D.

2015-01-01

Abstract Scientific inquiry represents a multifaceted approach to explore and understand the natural world. Training students in the principles of scientific inquiry can help promote the scientific learning process as well as help students enhance their understanding of scientific research. Here, we report on the development and implementation of a learning module that introduces astrobiology students to the concepts of creative and scientific inquiry, as well as provide practical exercises to build critical thinking skills. The module contained three distinct components: (1) a creative inquiry activity designed to introduce concepts regarding the role of creativity in scientific inquiry; (2) guidelines to help astrobiology students formulate and self-assess questions regarding various scientific content and imagery; and (3) a practical exercise where students were allowed to watch a scientific presentation and practice their analytical skills. Pre- and post-course surveys were used to assess the students' perceptions regarding creative and scientific inquiry and whether this activity impacted their understanding of the scientific process. Survey results indicate that the exercise helped improve students' science skills by promoting awareness regarding the role of creativity in scientific inquiry and building their confidence in formulating and assessing scientific questions. Together, the module and survey results confirm the need to include such inquiry-based activities into the higher education classroom, thereby helping students hone their critical thinking and question asking skill set and facilitating their professional development in astrobiology. Key Words: Scientific inquiry—Critical thinking—Curriculum development—Astrobiology—Microbialites. Astrobiology 15, 89–99. PMID:25474292

Straight from the Mouths of Horses and Tapirs: Using Fossil Teeth to Clarify How Ancient Environments Have Changed over Time

ERIC Educational Resources Information Center

DeSantis, Larisa

2009-01-01

Clarifying ancient environments millions of years ago is necessary to better understand how ecosystems change over time, providing insight as to the potential impacts of current global warming. This module engages middle school students in the scientific process, asking them to use tooth measurement to test the null hypothesis that horse and tapir…

Investigating the Impact on Student Learning and Outdoor Science Interest through Modular Serious Educational Games: A Design-Based Research Study

NASA Astrophysics Data System (ADS)

Folta, Elizabeth Eason

In an effort to get children back outdoors and exploring the natural environment, a Modular Serious Educational Game (mSEG), Red Wolf Caper, was created as part of a design-based research study. Red Wolf Caper uses a combination of an augmented reality (AR) game and a serious educational game (SEG) to capture the students' interest in the natural world around them. The game is set around a mystery in which red wolves in eastern North Carolina are being poisoned. The students are asked to portray the role of a wildlife biologist, botanist, or entomologist, whose job it is to determine who is poisoning the red wolves. MSEG are a new form of SEG that is divided into components or modules. Each module has to be completed before the player can move on to the next module. A module can take on any format, but must encompass the storyline of the game and end in an assessment. The study focused on three research questions. How would students improve the Red Wolf Caper mSEG? Do mSEG affect students' understanding in environmental education concepts, specifically, collecting, evaluating, and developing an explanation for data they collected in the game and knowledge of environmental systems and biological and social implications for the reintroduction of a species? Which role within the mSEG do the students choose and what is their reasoning behind choosing that particular role? The game was tested by 81 middle school students during six sessions in June 2010. The study participants played the game and participated in design sessions. In addition, they were given a 5-question pretest/ posttest, role selection survey, and Serious Educational Game Rubric (SEGR). They were asked to develop a hypothesis and provide evidence to support their hypothesis. Finally, they were asked to write a letter to a local in judge explaining the importance of the red wolf reintroduction project. Twenty-three students were selected to participate in interviews to determine how to improve the game and why they chose the role they did. The mean student score for the SEGR was 18.13 out of 28. Five categories in particular stood out as needing improvement: rules, increasing complexity, manipulation, identity, and tutorial/ practice level. Sixty-nine completed pretests/posttests final scores were analyzed using a paired t-test ( p = 0.000046). The letters to the judge showed that study participants understood scientific concepts and were able to apply them to real world settings that were only portrayed briefly in the game, such as the food chain. Study participants chose to play one of three roles: a wildlife biologist ( n = 64), an entomologist (n = 10), and a botanist (n = 6). Their reason behind choosing a role included interest in learning more about the topic or the profession, a previous positive experience in that field, thought the role sounded fun or exciting, the role was better than the alternatives, or misunderstood the role. The experience overall was positive for the participants. They felt they learned how to identify tracks, scat, trees, and invertebrates depending on the role they played. The AR field tests were one of their favorite parts about the game. Only one student expressed that they did not like the game, while the others not only enjoyed playing the game, but felt that is was a good educational tool. This study explores only one possibility of how mSEGs can be used in education.

The Math You Need, When You Need It: Student-Centered Web Resources Designed to Decrease Math Review and Increase Quantitative Geology in the Classroom

NASA Astrophysics Data System (ADS)

Wenner, J. M.; Baer, E. M.

2007-12-01

Introductory geoscience courses are rife with quantitative concepts from graphing to rates to unit conversions. Recent research suggests that supplementary mathematical instruction increases post-secondary students' retention and performance in science courses. Nonetheless, many geoscience faculty feel that they do not have enough time to cover all the geoscience content, let alone covering the math they often feel students should have learned before reaching their classes. We present our NSF-funded effort to create web modules for students that address these concerns. Our web resources focus on both student performance and faculty time issues by building students' quantitative skills through web-based, self-paced modular tutorials. Each module can be assigned to individual students who have demonstrated on a pre-test that they are in need of supplemental instruction. The pre-test involves problems that place mathematical concepts in a geoscience context and determines the students who need the most support with these skills. Students needing support are asked to complete a three-pronged web-based module just before the concept is needed in class. The three parts of each tutorial include: an explanation of the mathematics, a page of practice problems and an on-line quiz that is graded and sent to the instructor. Each of the modules is steeped in best practices in mathematics and geoscience education, drawing on multiple contexts and utilizing technology. The tutorials also provide students with further resources so that they can explore the mathematics in more depth. To assess the rigor of this program, students are given the pre-test again at the end of the course. The uniqueness of this program lies in a rich combination of mathematical concepts placed in multiple geoscience contexts, giving students the opportunity to explore the way that math relates to the physical world. We present several preliminary modules dealing with topics common in introductory geoscience courses. We seek feedback from faculty teaching all levels of geoscience addressing several questions: In what math/geoscience topics do you feel students need supplemental instruction? Where do students come up against quantitative topics that make them drop the class or perform poorly? Would you be willing to review or help us to test these modules in your class?

Experiences of nursing undergraduates on a redesigned blended communication module: A descriptive qualitative study.

PubMed

Shorey, Shefaly; Siew, An Ling; Ang, Emily

2018-02-01

Education is going through accelerated changes to accommodate the needs of contemporary students. However, there are ongoing concerns regarding the quality of education in communication skills for nurses and other healthcare professionals. Many studies have been conducted to evaluate the effectiveness of a blended learning pedagogical tool in enhancing the learning of nursing undergraduates. However, little is known about students' experiences of a blended learning model for teaching communication skills. To explore first year nursing students' experiences of the blended learning design adopted in a communication module. A descriptive qualitative design was adopted. Data were collected in the form of written reflections from 74 first year nursing undergraduates who were enrolled in a university-affiliated nursing school. Students were asked to complete an online reflective exercise regarding an undergraduate communication module on their last day of class, and the submitted reflections were analyzed. A thematic analysis was conducted and ethics approval was obtained for this study. Six overarching themes and fifteen subthemes were generated. The six overarching themes were: 1) Helpful and engaging classroom experience, 2) valuable online activities, 3) meaningful assessment, 4) appreciation for interprofessional education, 5) personal enrichment, and 6) overall feedback and recommendations. The students in this study felt that the blended pedagogy communication module enhanced their learning and boosted their confidence in facing similar situations. Interprofessional education was well-accepted among students as they attained a deeper understanding on the importance of interprofessional learning and an appreciation towards other professionals. Blended pedagogy can be used in teaching communication skills to nursing students to provide a holistic and up-to-date learning experience. Future studies should consider engaging students in face-to-face interviews to obtain a deeper understanding on their experiences of a blended pedagogy incorporated communication module. Copyright © 2017 Elsevier Ltd. All rights reserved.

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

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

Gutierrez, A

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

Culturally relevant inquiry-based laboratory module implementations in upper-division genetics and cell biology teaching laboratories.

PubMed

Siritunga, Dimuth; Montero-Rojas, María; Carrero, Katherine; Toro, Gladys; Vélez, Ana; Carrero-Martínez, Franklin A

2011-01-01

Today, more minority students are entering undergraduate programs than ever before, but they earn only 6% of all science or engineering PhDs awarded in the United States. Many studies suggest that hands-on research activities enhance students' interest in pursuing a research career. In this paper, we present a model for the implementation of laboratory research in the undergraduate teaching laboratory using a culturally relevant approach to engage students. Laboratory modules were implemented in upper-division genetics and cell biology courses using cassava as the central theme. Students were asked to bring cassava samples from their respective towns, which allowed them to compare their field-collected samples against known lineages from agricultural stations at the end of the implementation. Assessment of content and learning perceptions revealed that our novel approach allowed students to learn while engaged in characterizing Puerto Rican cassava. In two semesters, based on the percentage of students who answered correctly in the premodule assessment for content knowledge, there was an overall improvement of 66% and 55% at the end in the genetics course and 24% and 15% in the cell biology course. Our proposed pedagogical model enhances students' professional competitiveness by providing students with valuable research skills as they work on a problem to which they can relate.

Ten steps to plan, design, and implement an endocrinology and endocrine surgery module for the Faculty of Medicine, Al-Baha University.

PubMed

Elfakey, Walyeldin Em; Al-Ghamdi, Ahmed H

2016-01-01

The Faculty of Medicine, Al-Baha University (FMBU), is a newly established medical school that implements a community-oriented and integrated system-based curriculum which is suitable for both medical students and serving the needs of the local community. The aim of this study is to describe the steps that were followed to plan, design, and implement an endocrinology and endocrine surgery module (EESM) for the fourth-year medical students, as an example of how system-based modules are designed at FMBU. Ten questions based on Harden's methodolgy were asked in order to design, plan, and implement an endocrinology and endocrine surgery module. The module committee determined the needs of the module and accordingly stated the aims and objectives of the module. The module planners selected the relevant contents, teaching methods, and assessment strategies and organized them. After addressing each of the ten questions, the results indicated the need, aim, objectives, and contents for the endocrinology and endocrine surgery module at FMBU. The implementation strategies were chosen according to the SPICES model. The teaching methods and the assessment strategies were selected and arranged. The module is well communicated at all levels, and the module committee used every effort to create a productive teaching environment. The module is well managed and follows the hierarchy of FMBU. Implementing Harden's ten steps methodology resulted in an integrated module of endocrinology and endocrine surgery where related disciplines and systems were merged and medical and surgical endocrine topics were included.

Providing Formative Feedback From a Summative Computer-aided Assessment

PubMed Central

Sewell, Robert D. E.

2007-01-01

Objectives To examine the effectiveness of providing formative feedback for summative computer-aided assessment. Design Two groups of first-year undergraduate life science students in pharmacy and neuroscience who were studying an e-learning package in a common pharmacology module were presented with a computer-based summative assessment. A sheet with individualized feedback derived from each of the 5 results sections of the assessment was provided to each student. Students were asked via a questionnaire to evaluate the form and method of feedback. Assessment The students were able to reflect on their performance and use the feedback provided to guide their future study or revision. There was no significant difference between the responses from pharmacy and neuroscience students. Students' responses on the questionnaire indicated a generally positive reaction to this form of feedback. Conclusions Findings suggest that additional formative assessment conveyed by this style and method would be appreciated and valued by students. PMID:17533442

Four-amplitude shift keying-single sideband millimeter-wave signal generation with frequency sextupling based on optical phase modulation

NASA Astrophysics Data System (ADS)

Wu, Peng; Ma, Jianxin

2017-03-01

We have proposed and demonstrated a scheme to generate a frequency-sextupling amplitude shift keying (ASK)-single sideband optical millimeter (mm)-wave signal with high dispersion tolerance based on an optical phase modulator (PM) by ably using the-4th-order and +2nd-order sidebands of the optical modulation. The ASK radio frequency signal, superposed by a local oscillator with the same frequency, modulates the lightwave via an optical PM with proper voltage amplitudes, the +2nd-order sideband carries the ASK signal with a constant slope while the -4th-order sideband maintains constant amplitude. These two sidebands can be abstracted by a wavelength selective switch to form a dual-tone optical mm-wave with only one tone carrying the ASK signal. As only one tone bears the ASK signal while the other tone is unmodulated, the generated dual-tone optical mm-wave signal has high dispersion tolerance.

Culturally Relevant Inquiry-Based Laboratory Module Implementations in Upper-Division Genetics and Cell Biology Teaching Laboratories

PubMed Central

Siritunga, Dimuth; Montero-Rojas, María; Carrero, Katherine; Toro, Gladys; Vélez, Ana; Carrero-Martínez, Franklin A.

2011-01-01

Today, more minority students are entering undergraduate programs than ever before, but they earn only 6% of all science or engineering PhDs awarded in the United States. Many studies suggest that hands-on research activities enhance students’ interest in pursuing a research career. In this paper, we present a model for the implementation of laboratory research in the undergraduate teaching laboratory using a culturally relevant approach to engage students. Laboratory modules were implemented in upper-division genetics and cell biology courses using cassava as the central theme. Students were asked to bring cassava samples from their respective towns, which allowed them to compare their field-collected samples against known lineages from agricultural stations at the end of the implementation. Assessment of content and learning perceptions revealed that our novel approach allowed students to learn while engaged in characterizing Puerto Rican cassava. In two semesters, based on the percentage of students who answered correctly in the premodule assessment for content knowledge, there was an overall improvement of 66% and 55% at the end in the genetics course and 24% and 15% in the cell biology course. Our proposed pedagogical model enhances students’ professional competitiveness by providing students with valuable research skills as they work on a problem to which they can relate. PMID:21885825

Ultrasound-based teaching of cardiac anatomy and physiology to undergraduate medical students.

PubMed

Hammoudi, Nadjib; Arangalage, Dimitri; Boubrit, Lila; Renaud, Marie Christine; Isnard, Richard; Collet, Jean-Philippe; Cohen, Ariel; Duguet, Alexandre

2013-10-01

Ultrasonography is a non-invasive imaging modality that offers the opportunity to teach living cardiac anatomy and physiology. The objectives of this study were to assess the feasibility of integrating an ultrasound-based course into the conventional undergraduate medical teaching programme and to analyse student and teacher feedback. An ultrasound-based teaching course was implemented and proposed to all second-year medical students (n=348) at the end of the academic year, after all the conventional modules at our faculty. After a brief theoretical and practical demonstration, students were allowed to take the probe and use the ultrasound machine. Students and teachers were asked to complete a survey and were given the opportunity to provide open feedback. Two months were required to implement the entire module; 330 (95%) students (divided into 39 groups) and 37 teachers participated in the course. Student feedback was very positive: 98% of students agreed that the course was useful; 85% and 74% considered that their understanding of cardiac anatomy and physiology, respectively, was improved. The majority of the teachers (97%) felt that the students were interested, 81% agreed that the course was appropriate for second-year medical students and 84% were willing to participate to future sessions. Cardiac anatomy and physiology teaching using ultrasound is feasible for undergraduate medical students and enhances their motivation to improve their knowledge. Student and teacher feedback on the course was very positive. Copyright © 2013 Elsevier Masson SAS. All rights reserved.

Helping geoscience students improve their numeracy using online quizzes

NASA Astrophysics Data System (ADS)

Nuttall, Anne-Marie; Stott, Tim; Sparke, Shaun

2010-05-01

This project aims to help geoscience undergraduates improve their competence and confidence in numeracy using online quizzes delivered via the Blackboard virtual learning environment. Numeracy materials are being developed based on actual examples used in a range of modules in the geoscience degree programmes taught at Liverpool John Moores University. This is to ensure the subject relevance which is considered vital to maintaining student interest & motivation. These materials are delivered as a collection of Blackboard quizzes on specific numeracy topics which students can access at any point in their studies, either on or off campus. Feedback and guidance is provided immediately so that a student gains a confidence boost if they get it right or else they can learn where they have gone wrong. It is intended that positive feedback and repetition/reinforcement will help build the confidence in numeracy which so many students seem to lack. The anonymous nature of the delivery means that students avoid the common fear of ‘asking a stupid question' in class, which can hamper their progress. The fact that students can access the quizzes anytime and from anywhere means that they can use the materials flexibly to suit their individual learning needs. In preliminary research, 70% of the students asked felt that they were expected to have greater numeracy skills than they possessed and 65% said that they would use numeracy support materials on Blackboard. Once fully developed and evaluated, the Blackboard quizzes can be opened up to other departments who may wish to use them with their own students.

The effect of different levels of constructive teaching practices on teacher question asking behaviors

NASA Astrophysics Data System (ADS)

Erdogan, Ibrahim

The purposes of the study were: (1) to examine the effectiveness of the Iowa Chautauqua Professional Development Program (ICPDP) in moving elementary science teachers toward the use of more constructive teaching practices and (2) to investigate the effectiveness of different levels of teaching practices, especially in terms of a sample of teachers achieving "expert" state at the end of program compared with some attaining only with "competent" level. The variables considered were their perceptions of their own classroom practices, stated philosophy of teaching and learning, and their actual classroom practices and question asking behaviors observed via videotape recording. Structured questionnaires, focus group interviews, teacher reflections, and examination of lesson modules were used to collect data from thirty-three K-5 in-service teachers who were involved in a one-year ICPDP. Qualitative and quantitative analyses of data revealed that: (1) Teacher perceptions regarding their teaching and learning, and their actual teaching practices in classroom in terms of constructivist approaches were significantly changed after participation in the ICPDP. (2) Teacher perceptions of their classroom practices and stated philosophies of teaching and learning have a great affect on their actual practices that can be observed. (3) Teacher stated philosophies of teaching and learning significantly influence the quantity and quality of their use of questions in their classrooms. (4) The "expert" teachers accept students' alternative answers and deliberately ask high cognitive level questions that enable students to think critically and to guide them based on what the students are thinking. Alternatively, the "competent" teachers do not follow student responses and used questions which do not help students to understand their current level of understanding nor encourage students to reflect on their own thinking. (5) The role of "expert" teacher is more geared toward challenging student ideas stimulated by questions and then allowing students to build their understandings that are affected by the discussion. "Competent" teachers, on the other hand, exhibit a more transmissive approach that lead students to an end that has been previously determined. Such teaching does little to persuade students to use their own thinking.

The flipped classroom stimulates greater learning and is a modern 21st century approach to teaching today's undergraduates.

PubMed

Mortensen, C J; Nicholson, A M

2015-07-01

Many classrooms in higher education still rely on a transformative approach to teaching where students attend lectures and earn course grades through examination. In the modern age, traditional lectures are argued by some as obsolete and do not address the learning needs of today’s students. An emerging pedagogical approach is the concept of the flipped classroom. The flipped classroom can simply be described as students viewing asynchronous video lectures on their own and then engaging in active learning during scheduled class times. In this study, we examined the flipped classroom teaching environment on student learning gains in an Introduction to Equine Science course. Students (n = 130) were asked to view 7.5 h of recorded lectures divided into 8 learning modules, take online quizzes to enforce lecture viewing, take 3 in-class exams, and prepare to participate in active learning during scheduled class times. Active learning approaches included individual activities, paired activities, informal small groups, and large group activities. When compared to students in the traditional lecture format in earlier years, students in the flipped format scored higher on all 3 exams (P < 0.05), with both formats taught by the same instructor. Analysis of ACT scores demonstrated no intellectual capacity differences between the student populations. To evaluate any gains in critical thinking, flipped format students were asked to take the Cornell Critical Thinking Exam (version X). Scores improved from the pretest (50.8 ± 0.57) to the posttest (54.4 ± 0.58; P < 0.01). In the flipped course, no correlations were found with student performance and interactions with online content. Students were asked in class to evaluate their experiences based on a 5-point Likert scale: 1 (strongly disagree) to 5 (strongly agree). The flipped classroom was ranked as an enjoyable learning experience with a mean of 4.4 ± 0.10, while students responded positively to other pointed questions. In formal course evaluations, flipped format students ranked the following higher (P < 0.05): instructor availability to assist students; encouragement of independent, creative, and critical thinking; and amount learned. Overall, the flipped classroom proved to be a positive learning experience for students. As the classroom continues to modernize, pedagogical approaches such as the flipped classroom should be considered for many lecture-style courses taught in the animal sciences.

Xinyinqin: a computer-based heart sound simulator.

PubMed

Zhan, X X; Pei, J H; Xiao, Y H

1995-01-01

"Xinyinqin" is the Chinese phoneticized name of the Heart Sound Simulator (HSS). The "qin" in "Xinyinqin" is the Chinese name of a category of musical instruments, which means that the operation of HSS is very convenient--like playing an electric piano with the keys. HSS is connected to the GAME I/O of an Apple microcomputer. The generation of sound is controlled by a program. Xinyinqin is used as a teaching aid of Diagnostics. It has been applied in teaching for three years. In this demonstration we will introduce the following functions of HSS: 1) The main program has two modules. The first one is the heart auscultation training module. HSS can output a heart sound selected by the student. Another program module is used to test the student's learning condition. The computer can randomly simulate a certain heart sound and ask the student to name it. The computer gives the student's answer an assessment: "correct" or "incorrect." When the answer is incorrect, the computer will output that heart sound again for the student to listen to; this process is repeated until she correctly identifies it. 2) The program is convenient to use and easy to control. By pressing the S key, it is able to output a slow heart rate until the student can clearly identify the rhythm. The heart rate, like the actual rate of a patient, can then be restored by hitting any key. By pressing the SPACE BAR, the heart sound output can be stopped to allow the teacher to explain something to the student. The teacher can resume playing the heart sound again by hitting any key; she can also change the content of the training by hitting RETURN key. In the future, we plan to simulate more heart sounds and incorporate relevant graphs.

Increasing home dialysis knowledge through a web-based e-learning program.

PubMed

Bennett, Paul N; Jaeschke, Sadie; Sinclair, Peter M; Kerr, Peter G; Holt, Steve; Schoch, Monica; Fortnum, Debbie; Ockerby, Cherene; Kent, Bridie

2014-06-01

There has been a global decline in the uptake of home-based dialysis therapies in the past 20 years. The ability to provide appropriate information to potential patients in this area may be confounded by a lack of knowledge of home dialysis options. The aim of this study was to develop a web-based education package for health professionals to increase knowledge and positive perceptions of home-based dialysis options. A three-module e-learning package concerning home dialysis was developed under the auspices of the home dialysis first project. These modules were tested on 88 undergraduate health professionals. Changes in attitudes and knowledge of home dialysis were measured using custom designed surveys administered electronically to students who completed the modules. Matched pre and post responses to the survey items were compared using Wilcoxon signed rank tests. The pre survey indicated clear deficits in existing knowledge of home dialysis options. In particular, when asked if haemodialysis could be performed at home, 22% of participants responded 'definitely no' and a further 24% responded 'probably no'. Upon completion of the e-learning, post survey responses indicated statistically significant improvements (P < 0.001) in eight of the nine items. When asked if the e-learning had increased their knowledge about home dialysis, 99% of participants responded 'definitely yes'. A suite of web-based education modules can successfully deliver significant improvements in awareness and knowledge around home dialysis therapies. © 2014 Asian Pacific Society of Nephrology.

[Teaching family medicine in Lausanne].

PubMed

Bischoff, Thomas; Junod, Michel; Cornuz, Jacques; Herzig, Lilli; Bonvin, Raphael

2010-12-01

The Faculty of Biology and Medicine of Lausanne has integrated education of family medicine all along its new undergraduate medical curriculum. The Institute of general medicine is in charge to implement those offers among which two are presented hereafter. In the new module "Generalism" several courses cover the specificities of the discipline as for example medical decision in the practice. A mandatory one-month internship in the medical practice offers an experiential immersion into family medicine for all students. In a meeting at the end of their internship, students discuss in group with their peers their individual experiences and are asked to identify, based on their personal experience, the general concepts of the specialty of family medicine and general practice.

Learning Biology through Research Papers: A Stimulus for Question-Asking by High-School Students

PubMed Central

Brill, Gilat; Yarden, Anat

2003-01-01

Question-asking is a basic skill, required for the development of scientific thinking. However, the way in which science lessons are conducted does not usually stimulate question-asking by students. To make students more familiar with the scientific inquiry process, we developed a curriculum in developmental biology based on research papers suitable for high-school students. Since a scientific paper poses a research question, demonstrates the events that led to the answer, and poses new questions, we attempted to examine the effect of studying through research papers on students' ability to pose questions. Students were asked before, during, and after instruction what they found interesting to know about embryonic development. In addition, we monitored students' questions, which were asked orally during the lessons. Questions were scored according to three categories: properties, comparisons, and causal relationships. We found that before learning through research papers, students tend to ask only questions of the properties category. In contrast, students tend to pose questions that reveal a higher level of thinking and uniqueness during or following instruction with research papers. This change was not observed during or following instruction with a textbook. We suggest that learning through research papers may be one way to provide a stimulus for question-asking by high-school students and results in higher thinking levels and uniqueness. PMID:14673492

The Importance of Directly Asking Students Their Reasons for Attending Higher Education

ERIC Educational Resources Information Center

Kennett, Deborah J.; Reed, Maureen J.; Lam, Dianne

2011-01-01

Few studies have directly asked undergraduate students their reasons for coming to institutions for higher learning and, instead, have been developed based on theoretical rationale. We asked undergraduate students to list all of their reasons for attending university and to indicate those most important. Overall, students reported more than five…

Improving Chinese Junior High School Students' Ability to Ask Critical Questions

ERIC Educational Resources Information Center

Huang, Xiao; Lederman, Norman G.; Cai, Chaojing

2017-01-01

The present study explores ways to enhance students' question-asking ability (i.e., the ability to ask critical questions), which is the premise of scientific inquiry and a precondition for effective science teaching. A survey of junior high school students in Zhejiang province in China showed that students' questioning behavior was not well…

Interprofessional Emergency Training Leads to Changes in the Workplace.

PubMed

Eisenmann, Dorothea; Stroben, Fabian; Gerken, Jan D; Exadaktylos, Aristomenis K; Machner, Mareen; Hautz, Wolf E

2018-01-01

Preventable mistakes occur frequently and can lead to patient harm and death. The emergency department (ED) is notoriously prone to such errors, and evidence suggests that improving teamwork is a key aspect to reduce the rate of error in acute care settings. Only a few strategies are in place to train team skills and communication in interprofessional situations. Our goal was to conceptualize, implement, and evaluate a training module for students of three professions involved in emergency care. The objective was to sensitize participants to barriers for their team skills and communication across professional borders. We developed a longitudinal simulation-enhanced training format for interprofessional teams, consisting of final-year medical students, advanced trainees of emergency nursing and student paramedics. The training format consisted of several one-day training modules, which took place twice in 2016 and 2017. Each training module started with an introduction to share one's roles, professional self-concepts, common misconceptions, and communication barriers. Next, we conducted different simulated cases. Each case consisted of a prehospital section (for paramedics and medical students), a handover (everyone), and an ED section (medical students and emergency nurses). After each training module, we assessed participants' "Commitment to Change." In this questionnaire, students were anonymously asked to state up to three changes that they wished to implement as a result of the course, as well as the strength of their commitment to these changes. In total, 64 of 80 participants (80.0%) made at least one commitment to change after participating in the training modules. The total of 123 commitments was evenly distributed over four emerging categories: communication , behavior , knowledge and attitude . Roughly one third of behavior- and attitude-related commitments were directly related to interprofessional topics (e.g., "acknowledge other professions' work"), and these were equally distributed among professions. At the two-month follow-up, 32 participants (50%) provided written feedback on their original commitments: 57 of 62 (91.9%) commitments were at least partly realized at the follow-up, and only five (8.1%) commitments lacked realization entirely. A structured simulation-enhanced intervention was successful in promoting change to the practice of emergency care, while training teamwork and communication skills jointly.

Understanding Student Cognition about Complex Earth System Processes Related to Climate Change

NASA Astrophysics Data System (ADS)

McNeal, K. S.; Libarkin, J.; Ledley, T. S.; Dutta, S.; Templeton, M. C.; Geroux, J.; Blakeney, G. A.

2011-12-01

The Earth's climate system includes complex behavior and interconnections with other Earth spheres that present challenges to student learning. To better understand these unique challenges, we have conducted experiments with high-school and introductory level college students to determine how information pertaining to the connections between the Earth's atmospheric system and the other Earth spheres (e.g., hydrosphere and cryosphere) are processed. Specifically, we include psychomotor tests (e.g., eye-tracking) and open-ended questionnaires in this research study, where participants were provided scientific images of the Earth (e.g., global precipitation and ocean and atmospheric currents), eye-tracked, and asked to provide causal or relational explanations about the viewed images. In addition, the students engaged in on-line modules (http://serc.carleton.edu/eslabs/climate/index.html) focused on Earth system science as training activities to address potential cognitive barriers. The developed modules included interactive media, hands-on lessons, links to outside resources, and formative assessment questions to promote a supportive and data-rich learning environment. Student eye movements were tracked during engagement with the materials to determine the role of perception and attention on understanding. Students also completed a conceptual questionnaire pre-post to determine if these on-line curriculum materials assisted in their development of connections between Earth's atmospheric system and the other Earth systems. The pre-post results of students' thinking about climate change concepts, as well as eye-tracking results, will be presented.

The "art" of science communication in undergraduate research training

NASA Astrophysics Data System (ADS)

Fatemi, F. R.; Stockwell, J.; Pinheiro, V.; White, B.

2016-12-01

Student creation of well-designed and engaging visuals in science communication can enhance their deep learning while streamlining the transmission of information to their audience. However, undergraduate research training does not frequently emphasize the design aspect of science communication. We devised and implemented a new curricular component to the Lake Champlain NSF Research Experiences for Undergraduates (REU) program in Vermont. We took a holistic approach to communication training, with a targeted module in "art and science". Components to the module included: 1) an introduction to environmental themes in fine art, 2) a photography assignment in research documentation, 3) an overview of elements of design (e.g., color, typography, hierarchy), 4) a graphic design workshop using tools in Powerpoint, and 5) an introduction to scientific illustration. As part of the REU program, students were asked to document their work through photographs, and develop an infographic or scientific illustration complementary to their research. The "art and science" training culminated with a display and critique of their visual work. We report on student responses to the "art and science" training from exit interviews and survey questions. Based on our program, we identify a set of tools that mentors can use to enhance their student's ability to engage with a broad audience.

Identification of mistakes and their correction by a small group discussion as a revision exercise at the end of a teaching module in biochemistry.

PubMed

Bobby, Zachariah; Nandeesha, H; Sridhar, M G; Soundravally, R; Setiya, Sajita; Babu, M Sathish; Niranjan, G

2014-01-01

Graduate medical students often get less opportunity for clarifying their doubts and to reinforce their concepts after lecture classes. The Medical Council of India (MCI) encourages group discussions among students. We evaluated the effect of identifying mistakes in a given set of wrong statements and their correction by a small group discussion by graduate medical students as a revision exercise. At the end of a module, a pre-test consisting of multiple-choice questions (MCQs) was conducted. Later, a set of incorrect statements related to the topic was given to the students and they were asked to identify the mistakes and correct them in a small group discussion. The effects on low, medium and high achievers were evaluated by a post-test and delayed post-tests with the same set of MCQs. The mean post-test marks were significantly higher among all the three groups compared to the pre-test marks. The gain from the small group discussion was equal among low, medium and high achievers. The gain from the exercise was retained among low, medium and high achievers after 15 days. Identification of mistakes in statements and their correction by a small group discussion is an effective, but unconventional revision exercise in biochemistry. Copyright 2014, NMJI.

Perspectives/The Species That Asks

ERIC Educational Resources Information Center

Scherer, Marge

2015-01-01

Marge Scherer describes this issue of "Educational Leadership" as being all about questioning for learning--how to ask questions of students, how to encourage students to ask their own questions, and how to ask better questions and find better answers. Among feature topics explored in this issue are why children, who start questioning…

Implementation of a Service-learning Module in Medical Microbiology and Cell Biology Classes at an Undergraduate Liberal Arts University.

PubMed

Larios-Sanz, Maia; Simmons, Alexandra D; Bagnall, Ruth Ann; Rosell, Rosemarie C

2011-01-01

Here we discuss the implementation of a service-learning module in two upper-division biology classes, Medical Microbiology and Cell Biology. This exciting hands-on learning experience provided our students with an opportunity to extend their learning of in-class topics to a real-life scenario. Students were required to volunteer their time (a minimum of 10 hours in a semester) at an under-served clinic in Houston, Texas. As they interacted with the personnel at the clinic, they were asked to identify the most prevalent disease (infectious for Medical Microbiology, and cellular-based for Cell) seen at the clinic and, working in groups, come up with educational material in the form of a display or brochure to be distributed to patients. The material was meant to educate patients about the disease in general terms, as well as how to recognize (symptoms), prevent and treat it. Students were required to keep a reflective journal in the form of a blog throughout the semester, and present their final materials to the class orally. Students were surveyed about their opinion of the experience at the end of the semester. The vast majority of student participants felt that the project was a positive experience and that it helped them develop additional skills beyond what they learn in the classroom and understand how lecture topics relate to every day life.

Real simulation tools in introductory courses: packaging and repurposing our research code.

NASA Astrophysics Data System (ADS)

Heagy, L. J.; Cockett, R.; Kang, S.; Oldenburg, D.

2015-12-01

Numerical simulations are an important tool for scientific research and applications in industry. They provide a means to experiment with physics in a tangible, visual way, often providing insights into the problem. Over the last two years, we have been developing course and laboratory materials for an undergraduate geophysics course primarily taken by non-geophysics majors, including engineers and geologists. Our aim is to provide the students with resources to build intuition about geophysical techniques, promote curiosity driven exploration, and help them develop the skills necessary to communicate across disciplines. Using open-source resources and our existing research code, we have built modules around simulations, with supporting content to give student interactive tools for exploration into the impacts of input parameters and visualization of the resulting fields, fluxes and data for a variety of problems in applied geophysics, including magnetics, seismic, electromagnetics, and direct current resistivity. The content provides context for the problems, along with exercises that are aimed at getting students to experiment and ask 'what if...?' questions. In this presentation, we will discuss our approach for designing the structure of the simulation-based modules, the resources we have used, challenges we have encountered, general feedback from students and instructors, as well as our goals and roadmap for future improvement. We hope that our experiences and approach will be beneficial to other instructors who aim to put simulation tools in the hands of students.

The Use of Simulation to Teach Suicide Risk Assessment to Health Profession Trainees-Rationale, Methodology, and a Proof of Concept Demonstration with a Virtual Patient.

PubMed

Foster, Adriana; Chaudhary, Neelam; Murphy, James; Lok, Benjamin; Waller, Jennifer; Buckley, Peter F

2015-12-01

There is increasing use of educational technologies in medical and surgical specialties. Described herein is the development and application of an interactive virtual patient (VP) to teach suicide risk assessment to health profession trainees. We studied the effect of the following: (1) an interaction with a bipolar VP who attempts suicide or (2) completion of a video-teaching module on interviewing a bipolar patient, on medical students' proficiency in assessing suicide risk in standardized patients. We hypothesized that students who interact with a bipolar VP will be at least as likely to assess suicide risk, as their peers who completed a video module. In a randomized, controlled study, we compared the frequency with which second-year students at the Medical College of Georgia asked suicide risk and bipolar symptoms questions by VP/video group. We recruited 67 students. The VP group inquired more frequently than the video group in 4 of 5 suicide risk areas and 11 of 14 other bipolar symptomatology areas. There were minimal to small effect sizes in favor of the VP technology. The students preferred the video over the VP as an educational tool (p = 0.007). Our study provides proof of concept that both VP and video module approaches are feasible for teaching students to assess suicide risk, and we present evidence about the role of active learning to improve communication skills. Depending on the learning context, interviewing a VP or observation of a videotaped interview can enhance the students' suicide risk assessment proficiency in an interview with a standardized patient. An interactive VP is a plausible modality to deliver basic concepts of suicide risk assessment to medical students, can facilitate individual preferences by providing easy access and portability, and has potential generalizability to other aspects of psychiatric training.

Arthroscopy or ultrasound in undergraduate anatomy education: a randomized cross-over controlled trial.

PubMed

Knobe, Matthias; Carow, John Bennet; Ruesseler, Miriam; Leu, Benjamin Moritz; Simon, Melanie; Beckers, Stefan K; Ghassemi, Alireza; Sönmez, Tolga T; Pape, Hans-Christoph

2012-09-09

The exponential growth of image-based diagnostic and minimally invasive interventions requires a detailed three-dimensional anatomical knowledge and increases the demand towards the undergraduate anatomical curriculum. This randomized controlled trial investigates whether musculoskeletal ultrasound (MSUS) or arthroscopic methods can increase the anatomical knowledge uptake. Second-year medical students were randomly allocated to three groups. In addition to the compulsory dissection course, the ultrasound group (MSUS) was taught by eight, didactically and professionally trained, experienced student-teachers and the arthroscopy group (ASK) was taught by eight experienced physicians. The control group (CON) acquired the anatomical knowledge only via the dissection course. Exposure (MSUS and ASK) took place in two separate lessons (75 minutes each, shoulder and knee joint) and introduced standard scan planes using a 10-MHz ultrasound system as well as arthroscopy tutorials at a simulator combined with video tutorials. The theoretical anatomic learning outcomes were tested using a multiple-choice questionnaire (MCQ), and after cross-over an objective structured clinical examination (OSCE). Differences in student's perceptions were evaluated using Likert scale-based items. The ASK-group (n = 70, age 23.4 (20-36) yrs.) performed moderately better in the anatomical MC exam in comparison to the MSUS-group (n = 84, age 24.2 (20-53) yrs.) and the CON-group (n = 88, 22.8 (20-33) yrs.; p = 0.019). After an additional arthroscopy teaching 1% of students failed the MC exam, in contrast to 10% in the MSUS- or CON-group, respectively. The benefit of the ASK module was limited to the shoulder area (p < 0.001). The final examination (OSCE) showed no significant differences between any of the groups with good overall performances. In the evaluation, the students certified the arthroscopic tutorial a greater advantage concerning anatomical skills with higher spatial imagination in comparison to the ultrasound tutorial (p = 0.002; p < 0.001). The additional implementation of arthroscopy tutorials to the dissection course during the undergraduate anatomy training is profitable and attractive to students with respect to complex joint anatomy. Simultaneous teaching of basic-skills in musculoskeletal ultrasound should be performed by medical experts, but seems to be inferior to the arthroscopic 2D-3D-transformation, and is regarded by students as more difficult to learn. Although arthroscopy and ultrasound teaching do not have a major effect on learning joint anatomy, they have the potency to raise the interest in surgery.

Year 3 ASK/FOSS Efficacy Study. CRESST Report 782

ERIC Educational Resources Information Center

Osmundson, Ellen; Dai, Yunyun; Herman, Joan

2011-01-01

This efficacy study was designed to examine the traditional FOSS curriculum (Delta Publishing, Full Option Science System/FOSS, magnetism and electricity, structures of life, and water modules, 2005), and the new ASK/FOSS curriculum (magnetism and electricity, structures of life, and water modules, 2005), a revised version of the original FOSS…

Teaching pediatric communication skills to medical students.

PubMed

Frost, Katherine A; Metcalf, Elizabeth P; Brooks, Rachel; Kinnersley, Paul; Greenwood, Stephen R; Powell, Colin Ve

2015-01-01

Delivering effective clinical pediatric communication skills training to undergraduate medical students is a distinct and important challenge. Pediatric-specific communication skills teaching is complex and under-researched. We report on the development of a scenario-based pediatric clinical communication skills program as well as students' assessment of this module. We designed a pediatric clinical communication skills program and delivered it five times during one academic year via small-group teaching. Students were asked to score the workshop in eight domains (learning objectives, complexity, interest, competencies, confidence, tutors, feedback, and discussion) using 5-point Likert scales, along with free text comments that were grouped and analyzed thematically, identifying both the strengths of the workshop and changes suggested to improve future delivery. Two hundred and twenty-one of 275 (80%) student feedback forms were returned. Ninety-six percent of students' comments were positive or very positive, highlighting themes such as the timing of teaching, relevance, group sizes, and the use of actors, tutors, and clinical scenarios. Scenario-based teaching of clinical communication skills is positively received by students. Studies need to demonstrate an impact on practice, performance, development, and sustainability of communications training.

Information-seeking behaviors of medical students: a classification of questions asked of librarians and physicians.

PubMed Central

Wildemuth, B M; de Bliek, R; Friedman, C P; Miya, T S

1994-01-01

To solve a problem, a person often asks questions of someone with more expertise. This paper reports on a study of the types of questions asked and how the experts are chosen. In the study, sixty-three first-year medical students responded to clinical scenarios, each describing a patient affected by a toxin and asking questions concerning the identity of the toxin and its characteristics. After answering those questions, the students were asked to imagine that they had access to a medical reference librarian and an internist specializing in toxicology. The students then generated two questions for each expert about each clinical scenario. Each question was categorized according to the type of information requested, and the frequency of each type of question was calculated. The study found that students most often asked for the identification of the toxin(s), references about the scenario, or the effects of the toxin; an explanation of the patient's symptoms; or a description of the appropriate treatment. Students were more likely to address questions on the identity of the toxin and references to the hypothetical librarian; they were more likely to ask the internist for explanations of the symptoms and descriptions of the treatment. The implications of these results for the design of information and educational systems are discussed. PMID:7920340

How Are Questions That Students Ask in High Level Mathematics Classes Linked to General Giftedness?

ERIC Educational Resources Information Center

Leikin, Roza; Koichu, Boris; Berman, Avi; Dinur, Sariga

2017-01-01

This paper presents a part of a larger study, in which we asked "How are learning and teaching of mathematics at high level linked to students' general giftedness?" We consider asking questions, especially student-generated questions, as indicators of quality of instructional interactions. In the part of the study presented in this…

Questions Asked by Primary Student Teachers about Observations of a Science Demonstration

ERIC Educational Resources Information Center

Ahtee, Maija; Juuti, Kalle; Lavonen, Jari; Suomela, Liisa

2011-01-01

Teacher questioning has a central role in guiding pupils to learn to make scientific observations and inferences. We asked 110 primary student teachers to write down what kind of questions they would ask their pupils about a demonstration. Almost half of the student teachers posed questions that were either inappropriate or presupposed that the…

Learning Biology through Research Papers: A Stimulus for Question-Asking by High-School Students

ERIC Educational Resources Information Center

Brill, Gilat; Yarden, Anat

2003-01-01

Question-asking is a basic skill, required for the development of scientific thinking. However, the way in which science lessons are conducted does not usually stimulate question-asking by students. To make students more familiar with the scientific inquiry process, we developed a curriculum in developmental biology based on research papers…

Correlation, necessity, and sufficiency: Common errors in the scientific reasoning of undergraduate students for interpreting experiments.

PubMed

Coleman, Aaron B; Lam, Diane P; Soowal, Lara N

2015-01-01

Gaining an understanding of how science works is central to an undergraduate education in biology and biochemistry. The reasoning required to design or interpret experiments that ask specific questions does not come naturally, and is an essential part of the science process skills that must be learned for an understanding of how scientists conduct research. Gaps in these reasoning skills make it difficult for students to become proficient in reading primary scientific literature. In this study, we assessed the ability of students in an upper-division biochemistry laboratory class to use the concepts of correlation, necessity, and sufficiency in interpreting experiments presented in a format and context that is similar to what they would encounter when reading a journal article. The students were assessed before and after completion of a laboratory module where necessary vs. sufficient reasoning was used to design and interpret experiments. The assessment identified two types of errors that were commonly committed by students when interpreting experimental data. When presented with an experiment that only establishes a correlation between a potential intermediate and a known effect, students frequently interpreted the intermediate as being sufficient (causative) for the effect. Also, when presented with an experiment that tests only necessity for an intermediate, they frequently made unsupported conclusions about sufficiency, and vice versa. Completion of the laboratory module and instruction in necessary vs. sufficient reasoning showed some promise for addressing these common errors. © 2015 The International Union of Biochemistry and Molecular Biology.

Use of a supplementary internet based education program improves sleep literacy in college psychology students.

PubMed

Quan, Stuart F; Anderson, Janis L; Hodge, Gordon K

2013-02-01

Knowledge regarding the importance of sleep in health and performance and good sleep hygiene practices is low, especially among adolescents and young adults. It is important to improve sleep literacy. Introductory psychology is one of the most highly enrolled courses at colleges and universities. This study tested the impact of an Internet-based learning module on improving sleep literacy in this venue. An Internet-based supplementary learning module containing sleep physiology and hygiene information was developed using content from the Harvard Medical School sleep educational website http://www.understandingsleep.org. Access to the module was provided as an extra credit activity for 2 of 4 sections (Supplemental Sleep, SS, N = 889) of an introductory college psychology course during their standard instruction on sleep and dreaming. The remaining 2 sections (Standard Instruction, SI, N = 878) only were encouraged to visit the website without further direction. Level of knowledge was assessed before and after availability to the module/website and at the end of the semester. Students were asked to complete a survey at the end of the semester inquiring whether they made any changes in their sleep behaviors. Two hundred fifty students participated in the extra credit activity and had data available at all testing points. Students in the SS Group had a significant improvement in sleep knowledge test scores after interacting with the website in comparison to the SI group (19.41 ± 3.15 vs. 17.94 ± 3.08, p < 0.001). This difference persisted, although at a lower level, at the end of the semester. In addition, 55.9% of the SS group versus 45.1% of the SI group indicated that they made changes in their sleep habits after participation in the extra credit sleep activity (p < 0.01). The most common change was a more consistent wake time. Use of a supplementary internet-based sleep learning module has the potential to enhance sleep literacy and change behavior among students enrolled in an introductory college psychology course.

Transition to blended learning: experiences from the first year of our blended learning Bachelor of Nursing Studies programme.

PubMed

Sweeney, Mary-Rose; Kirwan, Anne; Kelly, Mary; Corbally, Melissa; O Neill, Sandra; Kirwan, Mary; Hourican, Susan; Matthews, Anne; Hussey, Pamela

2016-10-01

The School of Nursing at Dublin City University offered a new blended learning Bachelor of Nursing Studies programme in the academic year 2011. To document the experiences of the academic team making the transition from a face-to-face classroom-delivered programme to the new blended learning format. Academics who delivered the programme were asked to describe their experiences of developing the new programme via two focus groups. Five dominant themes were identified: Staff Readiness; Student Readiness; Programme Delivery and Student Engagement; Assessment of Module Learning Outcomes and Feedback; and Reflecting on the First Year and Thinking of the Future. Face-to-face tutorials were identified as very important to both academics and students. Reservations about whether migrating the programme to an online format encouraged students to engage in additional practices of plagiarism were expressed by some. Student ability/readiness to engage with technology-enhanced learning was an important determinant of their own success academically. In the field of nursing blended learning is a relatively new and emerging field which will require huge cultural shifts for staff and students alike.

Student difficulties in translating between mathematical and graphical representations in introductory physics

NASA Astrophysics Data System (ADS)

Lin, Shih-Yin; Maries, Alexandru; Singh, Chandralekha

2013-01-01

We investigate introductory physics students' difficulties in translating between mathematical and graphical representations and the effect of scaffolding on students' performance. We gave a typical problem that can be solved using Gauss's law involving a spherically symmetric charge distribution (a conducting sphere concentric with a conducting spherical shell) to 95 calculus-based introductory physics students. We asked students to write a mathematical expression for the electric field in various regions and asked them to graph the electric field. We knew from previous experience that students have great difficulty in graphing the electric field. Therefore, we implemented two scaffolding interventions to help them. Students who received the scaffolding support were either (1) asked to plot the electric field in each region first (before having to plot it as a function of distance from the center of the sphere) or (2) asked to plot the electric field in each region after explicitly evaluating the electric field at the beginning, mid and end points of each region. The comparison group was only asked to plot the electric field at the end of the problem. We found that students benefited the most from intervention (1) and that intervention (2), although intended to aid students, had an adverse effect. Also, recorded interviews were conducted with a few students in order to understand how students were impacted by the aforementioned interventions.

LifeChanger: A Pilot Study of a Game-Based Curriculum for Sexuality Education.

PubMed

Gilliam, Melissa; Jagoda, Patrick; Heathcock, Stephen; Orzalli, Sarah; Saper, Carolyn; Dudley, Jessyca; Wilson, Claire

2016-04-01

To assess the feasibility and acceptability of a game-based sexuality education curriculum. Curriculum evaluation used descriptive statistics, observation, and qualitative and quantitative data collection. The study was conducted in eighth grade classrooms in Chicago, Illinois. Students from 3 eighth grade classrooms from a school using a game-based curriculum. The intervention had 11 modules and used an ecological model informed by the extant literature. The intervention was developed by the Game Changer Chicago Design Lab and featured a card game designed with youth participation. The study outcomes of interest included learning, feasibility, and acceptability of the curriculum. Students highly rated frank conversation via "Ask the Doctor" sessions and role-playing. Students raised concerns about the breadth of activities, preferring to explore fewer topics in greater depth. A game-based curriculum was feasible, yet students placed the highest value on frank discussion about sexuality. Copyright © 2016 North American Society for Pediatric and Adolescent Gynecology. Published by Elsevier Inc. All rights reserved.

Arthroscopy or ultrasound in undergraduate anatomy education: a randomized cross-over controlled trial

PubMed Central

2012-01-01

Background The exponential growth of image-based diagnostic and minimally invasive interventions requires a detailed three-dimensional anatomical knowledge and increases the demand towards the undergraduate anatomical curriculum. This randomized controlled trial investigates whether musculoskeletal ultrasound (MSUS) or arthroscopic methods can increase the anatomical knowledge uptake. Methods Second-year medical students were randomly allocated to three groups. In addition to the compulsory dissection course, the ultrasound group (MSUS) was taught by eight, didactically and professionally trained, experienced student-teachers and the arthroscopy group (ASK) was taught by eight experienced physicians. The control group (CON) acquired the anatomical knowledge only via the dissection course. Exposure (MSUS and ASK) took place in two separate lessons (75 minutes each, shoulder and knee joint) and introduced standard scan planes using a 10-MHz ultrasound system as well as arthroscopy tutorials at a simulator combined with video tutorials. The theoretical anatomic learning outcomes were tested using a multiple-choice questionnaire (MCQ), and after cross-over an objective structured clinical examination (OSCE). Differences in student’s perceptions were evaluated using Likert scale-based items. Results The ASK-group (n = 70, age 23.4 (20–36) yrs.) performed moderately better in the anatomical MC exam in comparison to the MSUS-group (n = 84, age 24.2 (20–53) yrs.) and the CON-group (n = 88, 22.8 (20–33) yrs.; p = 0.019). After an additional arthroscopy teaching 1% of students failed the MC exam, in contrast to 10% in the MSUS- or CON-group, respectively. The benefit of the ASK module was limited to the shoulder area (p < 0.001). The final examination (OSCE) showed no significant differences between any of the groups with good overall performances. In the evaluation, the students certified the arthroscopic tutorial a greater advantage concerning anatomical skills with higher spatial imagination in comparison to the ultrasound tutorial (p = 0.002; p < 0.001). Conclusions The additional implementation of arthroscopy tutorials to the dissection course during the undergraduate anatomy training is profitable and attractive to students with respect to complex joint anatomy. Simultaneous teaching of basic-skills in musculoskeletal ultrasound should be performed by medical experts, but seems to be inferior to the arthroscopic 2D-3D-transformation, and is regarded by students as more difficult to learn. Although arthroscopy and ultrasound teaching do not have a major effect on learning joint anatomy, they have the potency to raise the interest in surgery. PMID:22958784

Interprofessional Emergency Training Leads to Changes in the Workplace

PubMed Central

Eisenmann, Dorothea; Stroben, Fabian; Gerken, Jan D.; Exadaktylos, Aristomenis K.; Machner, Mareen; Hautz, Wolf E.

2018-01-01

Introduction Preventable mistakes occur frequently and can lead to patient harm and death. The emergency department (ED) is notoriously prone to such errors, and evidence suggests that improving teamwork is a key aspect to reduce the rate of error in acute care settings. Only a few strategies are in place to train team skills and communication in interprofessional situations. Our goal was to conceptualize, implement, and evaluate a training module for students of three professions involved in emergency care. The objective was to sensitize participants to barriers for their team skills and communication across professional borders. Methods We developed a longitudinal simulation-enhanced training format for interprofessional teams, consisting of final-year medical students, advanced trainees of emergency nursing and student paramedics. The training format consisted of several one-day training modules, which took place twice in 2016 and 2017. Each training module started with an introduction to share one’s roles, professional self-concepts, common misconceptions, and communication barriers. Next, we conducted different simulated cases. Each case consisted of a prehospital section (for paramedics and medical students), a handover (everyone), and an ED section (medical students and emergency nurses). After each training module, we assessed participants’ “Commitment to Change.” In this questionnaire, students were anonymously asked to state up to three changes that they wished to implement as a result of the course, as well as the strength of their commitment to these changes. Results In total, 64 of 80 participants (80.0%) made at least one commitment to change after participating in the training modules. The total of 123 commitments was evenly distributed over four emerging categories: communication, behavior, knowledge and attitude. Roughly one third of behavior- and attitude-related commitments were directly related to interprofessional topics (e.g., “acknowledge other professions’ work”), and these were equally distributed among professions. At the two-month follow-up, 32 participants (50%) provided written feedback on their original commitments: 57 of 62 (91.9%) commitments were at least partly realized at the follow-up, and only five (8.1%) commitments lacked realization entirely. Conclusion A structured simulation-enhanced intervention was successful in promoting change to the practice of emergency care, while training teamwork and communication skills jointly. PMID:29383079

Use of a Supplementary Internet Based Education Program Improves Sleep Literacy in College Psychology Students

PubMed Central

Quan, Stuart F.; Anderson, Janis L.; Hodge, Gordon K.

2013-01-01

Introduction: Knowledge regarding the importance of sleep in health and performance and good sleep hygiene practices is low, especially among adolescents and young adults. It is important to improve sleep literacy. Introductory psychology is one of the most highly enrolled courses at colleges and universities. This study tested the impact of an Internet-based learning module on improving sleep literacy in this venue. Methods: An Internet-based supplementary learning module containing sleep physiology and hygiene information was developed using content from the Harvard Medical School sleep educational website http://www.understandingsleep.org. Access to the module was provided as an extra credit activity for 2 of 4 sections (Supplemental Sleep, SS, N = 889) of an introductory college psychology course during their standard instruction on sleep and dreaming. The remaining 2 sections (Standard Instruction, SI, N = 878) only were encouraged to visit the website without further direction. Level of knowledge was assessed before and after availability to the module/website and at the end of the semester. Students were asked to complete a survey at the end of the semester inquiring whether they made any changes in their sleep behaviors. Results: Two hundred fifty students participated in the extra credit activity and had data available at all testing points. Students in the SS Group had a significant improvement in sleep knowledge test scores after interacting with the website in comparison to the SI group (19.41 ± 3.15 vs. 17.94 ± 3.08, p < 0.001). This difference persisted, although at a lower level, at the end of the semester. In addition, 55.9% of the SS group versus 45.1% of the SI group indicated that they made changes in their sleep habits after participation in the extra credit sleep activity (p < 0.01). The most common change was a more consistent wake time. Conclusion: Use of a supplementary internet-based sleep learning module has the potential to enhance sleep literacy and change behavior among students enrolled in an introductory college psychology course. Citation: Quan SF; Anderson JL; Hodge GK. Use of a supplementary internet based education program improves sleep literacy in college psychology students. J Clin Sleep Med 2013;9(2):155-160. PMID:23372469

Curriculum Modules in Support of Tabletop Cybersecurity Games

DTIC Science & Technology

2013-09-01

this standard. Another standard that was useful for us to map to was one asking students to use technology to produce and publish writing and to...CCSS.ELA­Literacy.CCRA.W.6 Use  technology , including the Internet, to produce and publish writing  and to interact and collaborate with others. CCSS.ELA­Literacy.CCRA.W.7...evidence that traces this shortage in the United States back to high school education, where computer science is the only one of the Science, Technology

Answering Student Questions During Examinations: A Descriptive Study of Faculty Beliefs.

PubMed

Stillwell, Susan B; Krautscheid, Lorretta C

2016-01-01

Examinations are used to evaluate individual student learning. Therefore, fair and consistent administration practices are essential. One issue associated with testing administration practices includes whether or not students should be allowed to ask questions during exams and how faculty should respond. Findings from this descriptive study indicate that faculty believe answering questions disrupts the testing environment, inhibits effective monitoring of the testing environment, and could provide unfair hints to students who ask questions. Yet, faculty permit students to ask questions to clarify unclear wording, to provide definitions, and to appear receptive to student needs. Recommendations for nursing education and research are provided.

Estimating learning outcomes from pre- and posttest student self-assessments: a longitudinal study.

PubMed

Schiekirka, Sarah; Reinhardt, Deborah; Beißbarth, Tim; Anders, Sven; Pukrop, Tobias; Raupach, Tobias

2013-03-01

Learning outcome is an important measure for overall teaching quality and should be addressed by comprehensive evaluation tools. The authors evaluated the validity of a novel evaluation tool based on student self-assessments, which may help identify specific strengths and weaknesses of a particular course. In 2011, the authors asked 145 fourth-year students at Göttingen Medical School to self-assess their knowledge on 33 specific learning objectives in a pretest and posttest as part of a cardiorespiratory module. The authors compared performance gain calculated from self-assessments with performance gain derived from formative examinations that were closely matched to these 33 learning objectives. Eighty-three students (57.2%) completed the assessment. There was good agreement between performance gain derived from subjective data and performance gain derived from objective examinations (Pearson r=0.78; P<.0001) on the group level. The association between the two measures was much weaker when data were analyzed on the individual level. Further analysis determined a quality cutoff for performance gain derived from aggregated student self-assessments. When using this cutoff, the evaluation tool was highly sensitive in identifying specific learning objectives with favorable or suboptimal objective performance gains. The tool is easy to implement, takes initial performance levels into account, and does not require extensive pre-post testing. By providing valid estimates of actual performance gain obtained during a teaching module, it may assist medical teachers in identifying strengths and weaknesses of a particular course on the level of specific learning objectives.

Who would students ask for help in academic cheating? Cross-sectional study of medical students in Croatia.

PubMed

Đogaš, Varja; Jerončić, Ana; Marušić, Matko; Marušić, Ana

2014-12-30

Academic cheating does not happen as an isolated action of an individual but is most often a collaborative practice. As there are few studies that looked at who are collaborators in cheating, we investigated medical students' readiness to engage others in academic dishonest behaviours. In a cross-sectional survey study in Zagreb, Croatia, 592 medical students from the first, 3rd and 6th (final) study year anonymously answered a survey of readiness to ask family, friends, colleagues or strangers for help in 4 different forms of academic cheating or for 2 personal material favours. Stepwise multiple linear regression models (MLR) were used to evaluate potential factors influencing propensity for engaging others in these two types of behaviour. Many students would ask another person for help in academic cheating, from 88.8% to 26.9% depending on a cheating behaviour. Students would most often ask a family member or friend for help in academic cheating. The same "helpers" were identified for non-academic related behaviour - asking for personal material favours. More respondents, however, would include three or four persons for asking help in academic cheating than for routine material favours. Score on material favours survey was the strongest positive predictor of readiness for asking help in academic cheating (stepwise MLR model; beta = 0.308, P < 0.0001) followed by extrinsic motivation (compensation) and male gender, whereas intrinsic motivation, year of study and grade point average were weak negative predictors. Our study indicates that medical students are willing to engage more than one person in either close or distant relationships in academic cheating. In order to develop effective preventive measures to deter cheating at medical academic institutions, factors surrounding students' preference towards academic cheating rather than routine favours should be further investigated.

What's in a domain: Understanding how students approach questioning in history and science

NASA Astrophysics Data System (ADS)

Portnoy, Lindsay Blau

During their education, students are presented with information across a variety of academic domains. How students ask questions as they learn has implications for understanding, retention, and problem solving. The current research investigates the influence of age and prior knowledge on the ways students approach questioning across history and science content. In two studies, students read history and science passages and then generated questions they would ask to make sense of the content. Nine categories of questions were identified to discern patterns of inquiry across both domains. Results indicate that while age and prior knowledge may play a role in the way students ask questions by domain there are persistent main effects of domain across both studies. Specifically, across both studies students ask questions regarding the purpose or function of ideas in science passages, whereas history passage are more regularly met with questions for supplemental information to complete a student's understanding. In contrast to extant research on developmental status or experience within a content area, current work suggests that domains themselves hold unique properties, which may influence how students approach questioning across domains.

Combining podcasts, online lectures and workshops to promote student engagement

NASA Astrophysics Data System (ADS)

Quinton, John

2010-05-01

• Students looking blankly into space. • Numbers of students attending lectures falling. • Only a small group of students engaging in discussion. • Few students reading the additional papers that I had recommended. These statements summarise the situation I found myself in 2007 while teaching a final year course in Environmental Risk Assessment. I wanted the students to engage more fully but recognised that this was difficult with a class of around eighty students. So I decided that the following year I would move away from the lecture-practical paradigm and into the new world of online lectures and podcasting. However, delivering solely through online lectures didn't ensure that the students would engage with the material, so the online lectures were incorporated into a series of workshops. The idea was that prior to the workshop the student would watch the lecture, read the recommended papers and come along to discuss them and carry out some form of activity before taking an online test. The tests were designed to be simple: if the student had done the reading, watched the lectures and participated in the workshops then 100% was achievable. Alongside the workshops I kept my numerical risk assessment exercise, based on modelling soil erosion in a small catchment, which constituted most of the assessment, running as it had in previous years. So did it work? Overall the module was well received getting mostly positive feedback Most students watched the online lectures and many commented positively on the experience. The ability to watch the lecture when they wanted and to rewind the lecture so that they could go over the material again was a popular feature. However, a few students missed the opportunity to ask questions during the lecture or had problems with internet access off campus. Students also read more than in a typical module although one student complained that there was too much reading. Generally the workshop element was well received with most students finding it a productive and enjoyable experience. The online quizzes appear to have been successful in encouraging students to read more, although one student commented on wanting them to more closely reflect a course text. What about the cost to the lecturer? It took a fair bit of time to set up the Virtual Learning Environment web space and to redesign the delivery to fit within my workshop themes - not quite as much time as developing a new module, but getting close. However, now it is set up the module only needs minor tweaks each year. I now spend one more hour a week on face-to-face contact - but the contact hours are a lot more fun for me and the students. Would I recommend it to others? For my module this approach worked and it was well received by the students. If your students are looking jaded in lectures then perhaps it's time to consider whether combining different delivery methods would help them to engage more fully with your material.

[Is it Possible to Arouse Interest in a Career in Traumatology with a Curricular Course in Medical School?

PubMed

Meder, A; Lammerding-Köppel, M; Zundel, S; Stöckle, U; Bahrs, C; Gonser, C

2016-12-01

Background: There is a serious lack of young doctors in trauma surgery, which has intensified in recent years. The reasons are complex. Studies have shown that the interest in starting a career in surgery significantly decreases during medical school. To counteract the lack of young talent in the clinic, interest in the subject should be aroused in medical school. The aim of the present study was to evaluate current teaching at our university, where trauma surgery is a curricular subject with mandatory attendance for all medical students. Material and Methods: The current curriculum is intended for medicine students in their fifth year. The curriculum comprises lectures, practical courses and observation modules held in small groups. Students are provided with an experienced surgeon as teacher and mentor for the whole week. A teaching and training centre is available for the practical courses. In an anonymised questionnaire, students were asked about their overall assessment and the training success of practical and theory-oriented modules, as well as their specific interest in traumatology. Results: The evaluated curriculum gave very good results, with an overall rating of 1.53 (average) on a 6-point Likert scale in the overall assessment. It could be shown that students previously not interested in starting a career in trauma surgery showed significantly more interest in the subject after the curriculum. The practical parts scored best in the individual assessment. Conclusion: We showed that intensive teaching can arouse interest in traumatology in students who had been indifferent to orthopaedics and traumatology. Georg Thieme Verlag KG Stuttgart · New York.

Using the Web to Encourage Student-generated Questions in Large-Format Introductory Biology Classes

PubMed Central

Olson, Joanne K.; Clough, Michael P.

2007-01-01

Students rarely ask questions related to course content in large-format introductory classes. The use of a Web-based forum devoted to student-generated questions was explored in a second-semester introductory biology course. Approximately 80% of the enrolled students asked at least one question about course content during each of three semesters during which this approach was implemented. About 95% of the students who posted questions reported reading the instructor's response to their questions. Although doing so did not contribute to their grade in the course, approximately 75% of the students reported reading questions posted by other students in the class. Approximately 60% of the students reported that the Web-based question-asking activity contributed to their learning of biology. PMID:17339393

Getting Teachers Excited about Student Feedback: It's All in the Ask

ERIC Educational Resources Information Center

Robinson, Carly; Finefter-Rosenblum, Ilana; Benshoof, Christopher; Gehlbach, Hunter

2016-01-01

Until recently, asking K-12 students--who spend hundreds of hours with their teachers annually--to weigh in on their teachers' performance was considered taboo. Many have questioned students' capacities to provide reliable, fair feedback on teaching quality. Media outlets report that teacher unions staunchly oppose integrating student feedback in…

The Garden Wonder Wall: Fostering Wonder and Curiosity on Multi-Day Garden Field Trips

ERIC Educational Resources Information Center

Driscoll, Elizabeth A.; Lownds, Norman K.

2007-01-01

Field trips to the Michigan 4-H Children's Garden must provide rich science learning experiences for students and teachers. A key to this is getting students to ask questions. To facilitate student question asking we developed the Wonder Wall, a "wall" where students could write their questions. Student questions were answered as part of…

Problem-based learning: Using students' questions to drive knowledge construction

NASA Astrophysics Data System (ADS)

Chin, Christine; Chia, Li-Gek

2004-09-01

This study employed problem-based learning for project work in a year 9 biology class. The purpose of the study was to investigate (a) students' inspirations for their self-generated problems and questions, (b) the kinds of questions that students asked individually and collaboratively, and (c) how students' questions guided them in knowledge construction. Data sources included observation and field notes, students' written documents, audiotapes and videotapes of students working in groups, and student interviews. Sources of inspiration for students' problems and questions included cultural beliefs and folklore; wonderment about information propagated by advertisements and the media; curiosity arising from personal encounters, family members' concerns, or observations of others; and issues arising from previous lessons in the school curriculum. Questions asked individually pertained to validation of common beliefs and misconceptions, basic information, explanations, and imagined scenarios. The findings regarding questions asked collaboratively are presented as two assertions. Assertion 1 maintained that students' course of learning were driven by their questions. Assertion 2 was that the ability to ask the right'' questions and the extent to which these could be answered, were important in sustaining students' interest in the project. Implications of the findings for instructional practice are discussed.

Reaching the Millennial Generation in the Classroom

ERIC Educational Resources Information Center

Kotz, Paul E.

2016-01-01

The millennial generation (Generation Y) is the age group of children born between 1982 and 2002. Students aged 15 to 16 were asked to answer questions regarding their classroom experience. Sixty eight students were asked to participate in the survey and 63 gave consent for their participation. A qualitative survey approach was used asking three…

School-Based Screening to Identify At-Risk Students Not Already Known to School Professionals: The Columbia Suicide Screen

PubMed Central

Wilcox, Holly C.; Schonfeld, Irvin Sam; Davies, Mark; Hicks, Roger C.; Turner, J. Blake; Shaffer, David

2009-01-01

Objectives. We sought to determine the degree of overlap between students identified through school-based suicide screening and those thought to be at risk by school administrative and clinical professionals. Methods. Students from 7 high schools in the New York metropolitan area completed the Columbia Suicide Screen; 489 of the 1729 students screened had positive results. The clinical status of 641 students (73% of those who had screened positive and 23% of those who had screened negative) was assessed with modules from the Diagnostic Interview Schedule for Children. School professionals nominated by their principal and unaware of students' screening and diagnostic status were asked to indicate whether they were concerned about the emotional well-being of each participating student. Results. Approximately 34% of students with significant mental health problems were identified only through screening, 13.0% were identified only by school professionals, 34.9% were identified both through screening and by school professionals, and 18.3% were identified neither through screening nor by school professionals. The corresponding percentages among students without mental health problems were 9.1%, 24.0%, 5.5%, and 61.3%. Conclusions. School-based screening can identify suicidal and emotionally troubled students not recognized by school professionals. PMID:19059865

Formulation of multiple choice questions as a revision exercise at the end of a teaching module in biochemistry.

PubMed

Bobby, Zachariah; Radhika, M R; Nandeesha, H; Balasubramanian, A; Prerna, Singh; Archana, Nimesh; Thippeswamy, D N

2012-01-01

The graduate medical students often get less opportunity for clarifying their doubts and to reinforce their concepts after lecture classes. Assessment of the effect of MCQ preparation by graduate medical students as a revision exercise on the topic "Mineral metabolism." At the end of regular teaching module on the topic "Mineral metabolism," graduate medical students were asked to prepare the stems of 15 MCQs based on the four discriminators given for each. They were told that one of the discriminators could be the answer for the MCQ and the remaining three could be the distracters. They were further guided in their task by providing few key word(s) in the stem of the expected MCQ. In the first phase of the exercise, the students attempted the MCQ preparation individually without peer consultation. In the second phase, the students participated in small group discussion to formulate the best MCQs of the group. The effects on low, medium, and high achievers were evaluated by pre and post-tests with the same set of MCQs. Both the individual endeavor in Phase 1 and small group discussion in Phase 2 for the formulation of MCQs significantly contributed to the gain from the exercise. The gains from the individual task and from small group discussion were equal among the different categories of students. Both phases of the exercise were equally beneficial for the low, medium, and high achievers. The high and medium achievers retained the gain from the exercise even after 1 week of the exercise whereas the low achievers could not retain the gain completely. Formulation of MCQs is an effective and useful unconventional revision exercise in Biochemistry for graduate medical students. Copyright © 2012 Wiley Periodicals, Inc.

Going beyond the Syllabus: A Study of a Level Mathematics Teachers and Students

ERIC Educational Resources Information Center

Suto, Irenka; Elliott, Gill; Rushton, Nicky; Mehta, Sanjana

2012-01-01

We explored teachers' views and students' experiences of going beyond the syllabus in Advanced (A) level Mathematics. Questionnaires were sent to teachers and students in a sample of 200 schools and colleges. Teachers were asked about the necessity, importance and benefits of additional teaching. Students were asked about the extra activities they…

ASK2 Bioactive Compound Inhibits MDR Klebsiella pneumoniae by Antibiofilm Activity, Modulating Macrophage Cytokines and Opsonophagocytosis

PubMed Central

Lalitha, Cheepurupalli; Raman, Thiagarajan; Rathore, Sudarshan S.; Ramar, Manikandan; Munusamy, Arumugam; Ramakrishnan, Jayapradha

2017-01-01

The emergence and spread of pathogens harboring extended spectrum beta-lactamase (ESBL) like carbapenem resistant Gram negative bacteria are the major emerging threat to public health. Of particular concern Klebsiella pneumoniae carbapenamase- producing strains have been recorded worldwide. Catheter associated urinary tract infections (CAUTI) caused by K. pneumoniae are significantly associated with morbidity and mortality. Hence the present work was aimed to develop a strategy for addressing these issues through an innovative approach of antibiofilm and immunomodulation. These two independent activities were analyzed in a Streptomyces derived ASK2 bioactive compound. While analysing the effect of sub-minimum inhibitory concentrations (sub-MICs), 0.5x of Minimum Inhibitory Concentration (MIC) was found to be more effective in preventing biofilm formation on coverslip and silicone catheter. The minimum biofilm eradication concentration (MBEC) was found to be 15-fold higher MIC with eradication of 75% of 3 day old biofilm. Apart from its antibiofilm potential, ASK2 also acts as an opsonin and enhances phagocytic response of macrophages against multidrug resistant K. pneumoniae. In addition, ASK2 resulted in elevated levels of nitric oxide generation by the macrophages and has a stimulating effect on IL-12, IFN-γ, and TNF-α proinflammatory cytokines. The opsonic role of ASK2 and its potential in modulating proinflammatory cytokines secreted by macrophages implies the importance of ASK2 in modulating cellular immune response of macrophages against MDR K. pneumoniae. The present study proposes ASK2 as a promising candidate for treating MDR K. pneumoniae infections with its dual properties of antibiofilm and immunomodulatory activities. PMID:28824881

DPSK-3ASK transmission optimization by adapting modulation levels

NASA Astrophysics Data System (ADS)

Eiselt, Michael H.; Teipen, Brian T.

2008-11-01

For metro and regional 100-Gbps transmission, a transparent channel reach of 500-600 km is required and a 100-GHz channel grid is typically used. For these applications, a cost effective modulation format is introduced which can make use of electronic components designed for the already established 40-Gbps market, bypassing the requirements for novel electronic developments and therefore reducing the component cost. With this DPSK-3ASK modulation format, five information bits are transmitted in two consecutive symbols, leading to a symbol rate of 45 Gbaud, including overhead for framing and FEC. To minimize hardware requirements and to create a cost-effective solution, a single Mach-Zehnder modulator can be used to create the optical DPSK-3ASK signal after combining the phase and amplitude modulation signals into a 6-level modulator drive voltage. In this paper, it is demonstrated by numerical simulations that these voltage levels can be modified to adapt to varying signal distortions and thereby yield improved transmission performance. It is shown that by dynamically modifying the modulation levels based on the channel performance, dynamic signal impairments such as the non-linear effects from varying power levels, changes in chromatic dispersion, or varying PMD levels can be mitigated. Error-free performance (with FEC) can be obtained with 24 dB OSNR and 7ps DGD for a 112-Gbps (45-Gbaud) optical signal.

Web-based education in systems-based practice: a randomized trial.

PubMed

Kerfoot, B Price; Conlin, Paul R; Travison, Thomas; McMahon, Graham T

2007-02-26

All accredited US residency programs are expected to offer curricula and evaluate their residents in 6 general competencies. Medical schools are now adopting similar competency frameworks. We investigated whether a Web-based program could effectively teach and assess elements of systems-based practice. We enrolled 276 medical students and 417 residents in the fields of surgery, medicine, obstetrics-gynecology, and emergency medicine in a 9-week randomized, controlled, crossover educational trial. Participants were asked to sequentially complete validated Web-based modules on patient safety and the US health care system. The primary outcome measure was performance on a 26-item validated online test administered before, between, and after the participants completed the modules. Six hundred forty (92.4%) of the 693 enrollees participated in the study; 512 (80.0%) of the participants completed all 3 tests. Participants' test scores improved significantly after completion of the first module (P<.001). Overall learning from the 9-week Web-based program, as measured by the increase in scores (posttest scores minus pretest scores), was 16 percentage points (95% confidence interval, 14-17 percentage points; P<.001) in public safety topics and 22 percentage points (95% confidence interval, 20-23 percentage points; P<.001) in US health care system topics. A Web-based educational program on systems-based practice competencies generated significant and durable learning across a broad range of medical students and residents.

A pilot study of an online universal school-based intervention to prevent alcohol and cannabis use in the UK

PubMed Central

Newton, Nicola C; Conrod, Patricia J; Rodriguez, Daniel M; Teesson, Maree

2014-01-01

Objectives The online universal Climate Schools intervention has been found to be effective in reducing the use of alcohol and cannabis among Australian adolescents. The aim of the current study was to examine the feasibility of implementing this prevention programme in the UK. Design A pilot study examining the feasibility of the Climate Schools programme in the UK was conducted with teachers and students from Year 9 classes at two secondary schools in southeast London. Teachers were asked to implement the evidence-based Climate Schools programme over the school year with their students. The intervention consisted of two modules (each with six lessons) delivered approximately 6 months apart. Following completion of the intervention, students and teachers were asked to evaluate the programme. Results 11 teachers and 222 students from two secondary schools evaluated the programme. Overall, the evaluations were extremely positive. Specifically, 85% of students said the information on alcohol and cannabis and how to stay safe was easy to understand, 84% said it was easy to learn and 80% said the online cartoon-based format was an enjoyable way to learn health theory topics. All teachers said the students were able to recall the information taught, 82% said the computer component was easy to implement and all teachers said the teacher's manual was easy to use to prepare class activities. Importantly, 82% of teachers said it was likely that they would use the programme in the future and recommend it to others. Conclusions The Internet-based universal Climate Schools prevention programme to be both feasible and acceptable to students and teachers in the UK. A full evaluation trial of the intervention is now required to examine its effectiveness in reducing alcohol and cannabis use among adolescents in the UK before implementation in the UK school system. PMID:24840248

Questioning skills of clinical facilitators supporting undergraduate nursing students.

PubMed

Phillips, Nicole M; Duke, Maxine M; Weerasuriya, Rona

2017-12-01

To report on a study investigating questioning skills of clinical facilitators who support the learning of undergraduate nursing students. The ability to think critically is integral to decision-making and the provision of safe and quality patient care. Developing students' critical thinking skills is expected of those who supervise and facilitate student learning in the clinical setting. Models used to facilitate student learning in the clinical setting have changed over the years with clinicians having dual responsibility for patient care and facilitating student learning. Many of these nurses have no preparation for the educative role. This study adapted a comparative study conducted over fifteen years ago. Descriptive online survey including three acute care patient scenarios involving an undergraduate nursing student. Participants were required to identify the questions they would ask the student in relation to the scenario. A total of 133 clinical facilitators including clinical teachers, clinical educators and preceptors from five large partner healthcare organisations of one Australian university participated. The majority of questions asked were knowledge questions, the lowest category in the cognitive domain requiring only simple recall of information. Facilitators who had undertaken an education-related course/workshop or formal qualification asked significantly more questions from the higher cognitive level. The study provides some evidence that nursing facilitators in the clinical setting ask students predominantly low-level questions. Further research is needed to identify strategies that develop the capacity of facilitators to ask higher level cognitive questions. Clinical facilitators should undertake targeted education that focuses on how to frame questions for students that demand application, analysis, synthesis and evaluation. © 2017 John Wiley & Sons Ltd.

Response Style Contamination of Student Evaluation Data

ERIC Educational Resources Information Center

Dolnicar, Sara; Grun, Bettina

2009-01-01

Student evaluation surveys provide instructors with feedback regarding development opportunities and they form the basis of promotion and tenure decisions. Student evaluations have been extensively studied, but one dimension hitherto neglected is the actual measurement aspect: which questions to ask, how to ask them, and what answer options to…

Any Questions? An Application of Weick's Model of Organizing to Increase Student Involvement in the Large-Lecture Classroom

ERIC Educational Resources Information Center

Ledford, Christy J. W.; Saperstein, Adam K.; Cafferty, Lauren A.; McClintick, Stacey H.; Bernstein, Ethan M.

2015-01-01

Microblogs, with their interactive nature, can engage students in community building and sensemaking. Using Weick's model of organizing as a framework, we integrated the use of micromessaging to increase student engagement in the large-lecture classroom. Students asked significantly more questions and asked a greater diversity of questions…

The feasibility of e-learning as a quality improvement tool.

PubMed

Kobewka, Daniel; Backman, Chantal; Hendry, Paul; Hamstra, Stanley J; Suh, Kathryn N; Code, Catherine; Forster, Alan J

2014-10-01

Many quality problems exist in health care. We aim to investigate the feasibility and acceptability of using e-learning (defined as computer-based learning modules) to address gaps in quality of care. We performed a qualitative evaluation of participants in a pilot e-learning program. Physician members of six medical teaching units (MTUs) at a multi-site tertiary care teaching hospital were asked to complete two e-learning modules addressing hand hygiene practices and management of community-acquired pneumonia (CAP). An e-learning design team created online modules that were made available to members of the six MTUs for 4 weeks using a password secured website. Use of the modules was voluntary. Participants' perceptions of module content, mode of delivery, and suggestions for improvement were determined through focus groups. We then performed content analysis on the transcripts. We used system data to define patterns of module access. Out of 55 eligible users, 30 (55%) logged onto the system at least once. Residents (14/30, 47%) were less likely to use the system than medical students (9/14, 64%) and attending staff (7/11, 64%). Learners at all levels thought the modules were easy to use. Participants liked the knowledge-based material in the CAP module because it directly applied to their work. There were less favourable opinions of the hand hygiene module Generating e-learning modules targeted at gaps in quality of care is feasible and acceptable to learners. Future studies should assess whether these approaches lead to desired changes in behavior. © 2014 John Wiley & Sons, Ltd.

Analysis of dynamic channel power equalization by using nonlinear amplifying Sagnac interferometer for ASK-WDM optical transmission

NASA Astrophysics Data System (ADS)

Qu, Feng; Liu, Xiaoming; Zhao, Jianhui

2004-05-01

A power equalization using an asymmetric nonlinear amplifying Sagnac interferometer (NASI) for ASK modulation is studied numerically. A nonreciprocal phase bias was proposed to be introduced into the structure. The nonreciprocal phase bias reduces not only the demanding for amplifier power or fiber non-linearity, but also increase the dynamic input power range. The power equalization is demonstrated for RZ modulation by nonlinear phase analysis and eye diagram simulation.

ASK Standards: Assessment, Skills, and Knowledge Content Standards for Student Affairs Practitioners and Scholars

ERIC Educational Resources Information Center

ACPA College Student Educators International, 2011

2011-01-01

The Assessment Skills and Knowledge (ASK) standards seek to articulate the areas of content knowledge, skill and dispositions that student affairs professionals need in order to perform as practitioner-scholars to assess the degree to which students are mastering the learning and development outcomes the professionals intend. Consistent with…

Any Questions? Want to Stimulate Student Curiosity? Let Them Ask Questions!

ERIC Educational Resources Information Center

Weiss, Tarin Harrar

2013-01-01

Of the eight scientific practices highlighted in "A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas," the first is for students to develop abilities to ask questions and define problems (NRC 2012). Constructing a range of questions about an object or phenomenon validates not only what students have…

Does STES-Oriented Science Education Promote 10th-Grade Students' Decision-Making Capability?

NASA Astrophysics Data System (ADS)

Levy Nahum, Tami; Ben-Chaim, David; Azaiza, Ibtesam; Herskovitz, Orit; Zoller, Uri

2010-07-01

Today's society is continuously coping with sustainability-related complex issues in the Science-Technology-Environment-Society (STES) interfaces. In those contexts, the need and relevance of the development of students' higher-order cognitive skills (HOCS) such as question-asking, critical-thinking, problem-solving and decision-making capabilities within science teaching have been argued by several science educators for decades. Three main objectives guided this study: (1) to establish "base lines" for HOCS capabilities of 10th grade students (n = 264) in the Israeli educational system; (2) to delineate within this population, two different groups with respect to their decision-making capability, science-oriented (n = 142) and non-science (n = 122) students, Groups A and B, respectively; and (3) to assess the pre-post development/change of students' decision-making capabilities via STES-oriented HOCS-promoting curricular modules entitled Science, Technology and Environment in Modern Society (STEMS). A specially developed and validated decision-making questionnaire was used for obtaining a research-based response to the guiding research questions. Our findings suggest that a long-term persistent application of purposed decision-making, promoting teaching strategies, is needed in order to succeed in affecting, positively, high-school students' decision-making ability. The need for science teachers' involvement in the development of their students' HOCS capabilities is thus apparent.

Teaching pediatric communication skills to medical students

PubMed Central

Frost, Katherine A; Metcalf, Elizabeth P; Brooks, Rachel; Kinnersley, Paul; Greenwood, Stephen R; Powell, Colin VE

2015-01-01

Background Delivering effective clinical pediatric communication skills training to undergraduate medical students is a distinct and important challenge. Pediatric-specific communication skills teaching is complex and under-researched. We report on the development of a scenario-based pediatric clinical communication skills program as well as students’ assessment of this module. Methods We designed a pediatric clinical communication skills program and delivered it five times during one academic year via small-group teaching. Students were asked to score the workshop in eight domains (learning objectives, complexity, interest, competencies, confidence, tutors, feedback, and discussion) using 5-point Likert scales, along with free text comments that were grouped and analyzed thematically, identifying both the strengths of the workshop and changes suggested to improve future delivery. Results Two hundred and twenty-one of 275 (80%) student feedback forms were returned. Ninety-six percent of students’ comments were positive or very positive, highlighting themes such as the timing of teaching, relevance, group sizes, and the use of actors, tutors, and clinical scenarios. Conclusion Scenario-based teaching of clinical communication skills is positively received by students. Studies need to demonstrate an impact on practice, performance, development, and sustainability of communications training. PMID:25653569

Using patients as educators for communication skills: Exploring dental students' and patients' views.

PubMed

Coelho, C; Pooler, J; Lloyd, H

2018-05-01

A qualitative study to explore the issues for patients and students when giving feedback on the communication of dental students. The Department of Health and National Institute for Health Research are committed to involving patients in improving clinical education, research and service delivery. Yet, there is a limited body of evidence on the perceptions of patients when asked to be involved in this way, and specifically when asked to provide feedback on the communication skills of dental students. This study seeks to address this gap and heighten the understanding of the issues faced by patients when asked to be involved in clinical education. Data were collected using focus groups with dental students (n=10) and patients (n=8) being treated by these students. Both groups were asked about their thoughts, feelings and beliefs about patients being asked to provide feedback on the communication skills of dental students. Data analysis involved inductive thematic analysis of transcribed audio recordings. Four themes emerged from the data: "legitimacy," "co-educators," "maintaining the equilibrium of the patient-student relationship" and the "timing of patient feedback." Support for involving patients in giving feedback on students' communication skills was established, with patients considering they were best placed to comment on the communication skills of dental students. Patients and students do not want to provide feedback alone and want support to assist them, especially if feedback was negative. Issues of anonymity, confidentiality and ownership of the feedback process were worrisome, and the positioning of patient feedback in the programme was seen as critical. Patients and students are willing to engage in patient feedback on students' communication skills, and with support and training, the concerns around this are not insurmountable and the benefits could potentially profit both groups. These findings have resonance with other healthcare educators when using patients as educators in the development of communication skills. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Medical students, clinical preventive services, and shared decision-making.

PubMed

Keefe, Carole W; Thompson, Margaret E; Noel, Mary Margaret

2002-11-01

Improving access to preventive care requires addressing patient, provider, and systems barriers. Patients often lack knowledge or are skeptical about the importance of prevention. Physicians feel that they have too little time, are not trained to deliver preventive services, and are concerned about the effectiveness of prevention. We have implemented an educational module in the required family practice clerkship (1) to enhance medical student learning about common clinical preventive services and (2) to teach students how to inform and involve patients in shared decision making about those services. Students are asked to examine available evidence-based information for preventive screening services. They are encouraged to look at the recommendations of various organizations and use such resources as reports from the U.S. Preventive Services Task Force to determine recommendations they want to be knowledgeable about in talking with their patients. For learning shared decision making, students are trained to use a model adapted from Braddock and colleagues(1) to discuss specific screening services and to engage patients in the process of making informed decisions about what is best for their own health. The shared decision making is presented and modeled by faculty, discussed in small groups, and students practice using Web-based cases and simulations. The students are evaluated using formative and summative performance-based assessments as they interact with simulated patients about (1) screening for high blood cholesterol and other lipid abnormalities, (2) screening for colorectal cancer, (3) screening for prostate cancer, and (4) screening for breast cancer. The final student evaluation is a ten-minute, videotaped discussion with a simulated patient about screening for colorectal cancer that is graded against a checklist that focuses primarily on the elements of shared decision making. Our medical students appear quite willing to accept shared decision making as a skill that they should have in working with patients, and this was the primary focus of the newly implemented module. However, we have learned that students need to deepen their understanding of screening services in order to help patients understand the associated benefits and risks. The final videotaped interaction with a simulated patient about colorectal cancer screening has been very helpful in making it more obvious to faculty what students believe and know about screening for colorectal cancer. As the students are asked to discuss clinical issues with patients and discuss the pros and cons of screening tests as part of the shared decision-making process, their thinking becomes transparent and it is evident where curricular changes and enhancements are required. We have found that an explicit model that allows students to demonstrate a process for shared decision making is a good introductory tool. We think it would be helpful to provide students with more formative feedback. We would like to develop faculty development programs around shared decision making so that more of our clinical faculty would model such a process with patients. Performance-based assessments are resource-intensive, but they appear to be worth the added effort in terms of enhanced skills development and a more comprehensive appraisal of student learning.

Using Mobile Devices to Facilitate Student Questioning in a Large Undergraduate Science Class

ERIC Educational Resources Information Center

Crompton, Helen; Burgin, Stephen R.; De Paor, Declan G.; Gregory, Kristen

2018-01-01

Asking scientific questions is the first practice of science and engineering listed in the Next Generation Science Standards. However, getting students to ask unsolicited questions in a large class can be difficult. In this qualitative study, undergraduate students sent SMS text messages to the instructor who received them on his mobile phone and…

The Influence of Achievement Goals on Online Help Seeking of Computer Science Students

ERIC Educational Resources Information Center

Hao, Qiang; Barnes, Brad; Wright, Ewan; Branch, Robert Maribe

2017-01-01

This study investigated the online help-seeking behaviors of computer science students with a focus on the effect of achievement goals. The online help-seeking behaviors investigated were online searching, asking teachers online for help, and asking peers or unknown people online for help. One hundred and sixty-five students studying computer…

Biotechnologies as a Context for Enhancing Junior High-School Students' Ability to Ask Meaningful Questions about Abstract Biological Processes.

ERIC Educational Resources Information Center

Olsher, G.; Dreyfus, A.

1999-01-01

Suggests a new approach to teaching about biochemical cellular processes by stimulating student interest in those biochemical processes that allowed for the outcomes of modern biotechnologies. Discusses the development of students' ability to ask meaningful questions about intra-cellular processes, and the resulting meaningful learning of relevant…

NASA's Astro-Venture Engages Exceptional Students in Earth System Science Using Inquiry

NASA Astrophysics Data System (ADS)

Oguinn, C.

2003-12-01

Astro-Venture is an educational, interactive, multimedia Web environment highlighting NASA careers and astrobiology research in the areas of Astronomy, Geology, Biology and Atmospheric Sciences. Students in grades 5-8 role-play NASA careers, as they search for and design a planet with the necessary characteristics for human habitation. Astro-Venture uses online multimedia activities and off-line inquiry explorations to engage students in guided inquiry aligned with the 5 E inquiry model. This model has proven to be effective with exceptional students. Students are presented with the intellectual confrontation of how to design a planet and star system that would be able to meet their biological survival needs. This provides a purpose for the online and off-line explorations used throughout the site. Students first explore "what" conditions are necessary to support human habitability by engaging in multimedia training modules, which allow them to change astronomical, atmospheric, geological and biological aspects of the Earth and our star system and to view the effects of these changes on Earth. By focusing on Earth, students draw on their prior knowledge, which helps them to connect their new knowledge to their existing schema. Cause and effect relationships of Earth provide a concrete model from which students can observe patterns and generalize abstract results to an imagined planet. From these observations, students draw conclusions about what aspects allowed Earth to remain habitable. Once students have generalized needed conditions of "what" we need for a habitable planet, they conduct further research in off-line, standards-based classroom activities that also follow the inquiry model and help students to understand "why" we need these conditions. These lessons focus on standards-based concepts such as states of matter and the structure and movement of the Earth's interior. These lessons follow the inquiry structure commonly referred to as the five E's as follows: Engage: Draws on students' prior knowledge, builds on previous lesson concepts, introduces the purpose of the lesson and the scientific question which is the problem or intellectual confrontation they will explore. Explore: Students form hypotheses and conduct an exploration that will help them to collect data and evidence to answer the scientific question. Explain: Students reflect on the explore activity by recording their results and conclusions. They participate in guided discussions or activities that help to guide their understanding of the concepts. Extend/Apply: Students demonstrate their understanding of the concept and/or apply it to another situation. Evaluate: Students are evaluated on their understanding of the concept often using rubrics. After students have mastered the "whats" and "whys," they engage in multimedia mission modules that simulate "how" scientists might search for a planet and star system that meets these requirements using the inquiry process. Students are first asked to hypothesize the likelihood of finding a star system that meets these requirements. They then simulate the methods scientists might use to collect data on various stars and planets to deduce whether the star system meets the requirements for habitability or not. After collecting and analyzing this data, students are asked to draw conclusions in comparing their results to their initial hypothesis. Students apply all that they've learned to design a planet that meets the requirements for human habitability in all areas. Through this process, they learn that Earth works as a system in meeting our needs.

Who Dropped the Ball: Examining the Relationship between Race, Memorable Messages about Academic and Athletic Achievement, and Graduation Rates for Football Student-Athletes

ERIC Educational Resources Information Center

Colon, Nathaniel J.

2011-01-01

This study explored memorable messages that former football student-athletes recalled regarding academics and athletics. Respondents were asked via interviews and a survey questionnaire to recall memorable messages and to describe the source, context, and importance of the message. Student-athletes were asked what memorable messages were evoked…

Tales of the Expected: The Influence of Students' Expectations on Question Validity and Implications for Writing Exam Questions

ERIC Educational Resources Information Center

Crisp, Victoria; Sweiry, Ezekiel; Ahmed, Ayesha; Pollitt, Alastair

2008-01-01

Background: Through classroom preparation and exposure to past papers, textbooks and practice tests students develop expectations about examinations: what will be asked, how it will be asked and how they will be judged. Expectations are also involved in the automatic process of understanding questions. Where a question and a student's expectations…

Initiative Games in Physical Education: A Practical Approach for Teaching Critical Thinking Skills--Part II

ERIC Educational Resources Information Center

Maina, Michael P.; Maina, Julie Schlegel; Hunt, Kevin

2016-01-01

Often students have a difficult time when asked to use critical thinking skills to solve a problem. Perhaps students have a difficult time adjusting because teachers frequently tell them exactly what to do and how to do it. When asked to use critical thinking skills, students may suddenly become confused and discouraged because the teacher no…

When Do Students Ask Why? Examining the Precursors and Outcomes of Causal Search among First-Year College Students

ERIC Educational Resources Information Center

Stupnisky, Robert H.; Stewart, Tara L.; Daniels, Lia M.; Perry, Raymond P.

2011-01-01

It has been theorized that students are most likely to ask why following unexpected, negative, and/or important events (Weiner, 1985); however, the unique contribution of these precursors to causal search and the resultant cognitions, emotions, and behaviors remain largely unclear. In the current study we examined causal search regarding test…

Why Face a Challenge? The Reason behind Intrinsically Motivated Students' Spontaneous Choice of Challenging Tasks

ERIC Educational Resources Information Center

Inoue, Noriyuki

2007-01-01

In a task choice situation, why do some students spontaneously choose challenging tasks while others do not? In the study, 114 undergraduate students were first asked of their perceived competence and interest in solving number puzzles at both individual and situational levels, and then asked to choose one puzzle from four difficulty levels. They…

Evaluating evidence-based health care teaching and learning in the undergraduate human nutrition; occupational therapy; physiotherapy; and speech, language and hearing therapy programs at a sub-Saharan African academic institution.

PubMed

Schoonees, Anel; Rohwer, Anke; Young, Taryn

2017-01-01

It is important that all undergraduate healthcare students are equipped with evidence-based health care (EBHC) knowledge and skills to encourage evidence-informed decision-making after graduation. We assessed EBHC teaching and learning in undergraduate human nutrition (HN); occupational therapy (OT); physiotherapy (PT); and speech, language and hearing therapy (SPLH) programs at a sub-Saharan African university. We used methodological triangulation to obtain a comprehensive understanding of EBHC teaching and learning: (1) through a document review of module guides, we identified learning outcomes related to pre-specified EBHC competencies; we conducted (2) focus group discussions and interviews of lecturers to obtain their perspectives on EBHC and on EBHC teaching and learning; and we (3) invited final year students (2013) and 2012 graduates to complete an online survey on EBHC attitudes, self-perceived EBHC competence, and their experience of EBHC teaching and learning. We reviewed all module outlines (n = 89) from HN, PT and SLHT. The OT curriculum was being revised at that time and could not be included. Six lecturers each from HN and OT, and five lecturers each from PT and SLHT participated in the focus groups. Thirty percent (53/176) of invited students responded to the survey. EBHC competencies were addressed to varying degrees in the four programs, although EBHC teaching and learning mostly occurred implicitly. Learning outcomes referring to EBHC focused on enabling competencies (e.g., critical thinking, biostatistics, epidemiology) and were concentrated in theoretical modules. Key competencies (e.g., asking questions, searching databases, critical appraisal) were rarely addressed explicitly. Students felt that EBHC learning should be integrated throughout the four year study period to allow for repetition, consolidation and application of knowledge and skills. Lecturers highlighted several challenges to teaching and practising EBHC, including lack of evidence relevant to the African context and lack of time within curricula.

Evaluating evidence-based health care teaching and learning in the undergraduate human nutrition; occupational therapy; physiotherapy; and speech, language and hearing therapy programs at a sub-Saharan African academic institution

PubMed Central

Rohwer, Anke; Young, Taryn

2017-01-01

Background It is important that all undergraduate healthcare students are equipped with evidence-based health care (EBHC) knowledge and skills to encourage evidence-informed decision-making after graduation. We assessed EBHC teaching and learning in undergraduate human nutrition (HN); occupational therapy (OT); physiotherapy (PT); and speech, language and hearing therapy (SPLH) programs at a sub-Saharan African university. Methods We used methodological triangulation to obtain a comprehensive understanding of EBHC teaching and learning: (1) through a document review of module guides, we identified learning outcomes related to pre-specified EBHC competencies; we conducted (2) focus group discussions and interviews of lecturers to obtain their perspectives on EBHC and on EBHC teaching and learning; and we (3) invited final year students (2013) and 2012 graduates to complete an online survey on EBHC attitudes, self-perceived EBHC competence, and their experience of EBHC teaching and learning. Results We reviewed all module outlines (n = 89) from HN, PT and SLHT. The OT curriculum was being revised at that time and could not be included. Six lecturers each from HN and OT, and five lecturers each from PT and SLHT participated in the focus groups. Thirty percent (53/176) of invited students responded to the survey. EBHC competencies were addressed to varying degrees in the four programs, although EBHC teaching and learning mostly occurred implicitly. Learning outcomes referring to EBHC focused on enabling competencies (e.g., critical thinking, biostatistics, epidemiology) and were concentrated in theoretical modules. Key competencies (e.g., asking questions, searching databases, critical appraisal) were rarely addressed explicitly. Students felt that EBHC learning should be integrated throughout the four year study period to allow for repetition, consolidation and application of knowledge and skills. Lecturers highlighted several challenges to teaching and practising EBHC, including lack of evidence relevant to the African context and lack of time within curricula. PMID:28207842

Virtual patient simulation in psychiatric care - A pilot study of digital support for collaborate learning.

PubMed

Sunnqvist, Charlotta; Karlsson, Karin; Lindell, Lisbeth; Fors, Uno

2016-03-01

Psychiatric and mental health nursing is built on a trusted nurse and patient relationship. Therefore communication and clinical reasoning are two important issues. Our experiences as teachers in psychiatric educational programmes are that the students feel anxiety and fear before they start their clinical practices in psychiatry. Therefore there is a need for bridging over the fear. Technology enhanced learning might support such activities so we used Virtual patients (VPs), an interactive computer simulations of real-life clinical scenarios. The aim of this study was to investigate 4th term nursing students' opinions on the use of Virtual Patients for assessment in a Mental Health and Ill-health course module. We asked 24 volunteering students to practise with five different VP cases during almost 10 weeks before the exam. The participants were gathered together for participating in a written and an oral evaluation. The students were positive to the use of VPs in psychiatry and were very positive to use VPs in their continued nursing education. It seems that Virtual Patients can be an activity producing pedagogic model promoting students' independent knowledge development, critical thinking, reflection and problem solving ability for nurse students in psychiatric care. Copyright © 2016 Elsevier Ltd. All rights reserved.

Comparison of gross anatomy test scores using traditional specimens vs. QuickTime Virtual Reality animated specimens

NASA Astrophysics Data System (ADS)

Maza, Paul Sadiri

In recent years, technological advances such as computers have been employed in teaching gross anatomy at all levels of education, even in professional schools such as medical and veterinary medical colleges. Benefits of computer based instructional tools for gross anatomy include the convenience of not having to physically view or dissect a cadaver. Anatomy educators debate over the advantages versus the disadvantages of computer based resources for gross anatomy instruction. Many studies, case reports, and editorials argue for the increased use of computer based anatomy educational tools, while others discuss the necessity of dissection for various reasons important in learning anatomy, such as a three-dimensional physical view of the specimen, physical handling of tissues, interactions with fellow students during dissection, and differences between specific specimens. While many articles deal with gross anatomy education using computers, there seems to be a lack of studies investigating the use of computer based resources as an assessment tool for gross anatomy, specifically using the Apple application QuickTime Virtual Reality (QTVR). This study investigated the use of QTVR movie modules to assess if using computer based QTVR movie module assessments were equal in quality to actual physical specimen examinations. A gross anatomy course in the College of Veterinary Medicine at Cornell University was used as a source of anatomy students and gross anatomy examinations. Two groups were compared, one group taking gross anatomy examinations in a traditional manner, by viewing actual physical specimens and answering questions based on those specimens. The other group took the same examinations using the same specimens, but the specimens were viewed as simulated three-dimensional objects in a QTVR movie module. Sample group means for the assessments were compared. A survey was also administered asking students' perceptions of quality and user-friendliness of the QTVR movie modules. The comparison of the two sample group means of the examinations show that there was no difference in results between using QTVR movie modules to test gross anatomy knowledge versus using physical specimens. The results of this study are discussed to explain the benefits of using such computer based anatomy resources in gross anatomy assessments.

The teacher understanding of probability using scientific approach

NASA Astrophysics Data System (ADS)

Fajar Gumilang, Taufik; Usodo, Budi; Pramudya, Ikrar

2017-12-01

The purpose of curriculum 2013 preparing Indonesian people to have the ability to live as individuals and citizens who are faithful, productive, creative, innovative and affective is the objective. The subject of this research is the teacher of mathematics class XI SMA Al Islam 1 Surakarta with the criteria have received training on curriculum 2013. How teachers can integrate between knowledge, skills, and attitudes related to character. The results of this study are as follows asking students to hear the explanation given by the teacher is observing, asking questions to students about the material being studied is questioning activity, students read books is activities collect information, teachers instill an attitude of cooperation and responsibility to the students is association activities, asking students to write down the results of group discussions in front of the class is communicating activities.

When Flexibility Is Stable: Implicit Long-Term Shaping of Olfactory Preferences

PubMed Central

Coppin, Géraldine; Delplanque, Sylvain; Porcherot, Christelle; Cayeux, Isabelle; Sander, David

2012-01-01

Preferences are traditionally assumed to be stable. However, empirical evidence such as preference modulation following choices calls this assumption into question. The evolution of such postchoice preference over long time spans, even when choices have been explicitly forgotten, has so far not been studied. In two experiments, we investigated this question by using a variant of the free choice paradigm: In a first session, participants evaluated the pleasantness of a number of odors. We then formed pairs of similarly rated odors, and asked participants to choose their favorite, for each pair. Participants were then presented with all odors again, and asked for another pleasantness rating. In a second session 1 week later, a third pleasantness rating was obtained, and participants were again asked to choose between the same options. Results suggested postchoice preference modulation immediately and 1 week after choice for both chosen and rejected options, even when choices were not explicitly remembered. A third experiment, using another paradigm, confirmed that choice can have a modulatory impact on preferences, and that this modulation can be long-lasting. Taken together, these findings suggest that although preferences appear to be flexible because they are modulated by choices, this modulation also appears to be stable over time and even without explicit recollection of the choice. These results bring a new argument to the idea that postchoice preference modulation could rely on implicit mechanisms, and are consistent with the recent proposal that cognitive dissonance reduction could to some extent be implicit. PMID:22761661

Writing Assignments that Promote Active Learning

NASA Astrophysics Data System (ADS)

Narayanan, M.

2014-12-01

Encourage students to write a detailed, analytical report correlating classroom discussions to an important historical event or a current event. Motivate students interview an expert from industry on a topic that was discussed in class. Ask the students to submit a report with supporting sketches, drawings, circuit diagrams and graphs. Propose that the students generate a complete a set of reading responses pertaining to an assigned topic. Require each student to bring in one comment or one question about an assigned reading. The assignment should be a recent publication in an appropriate journal. Have the students conduct a web search on an assigned topic. Ask them to generate a set of ideas that can relate to classroom discussions. Provide the students with a study guide. The study guide should provide about 10 or 15 short topics. Quiz the students on one or two of the topics. Encourage the students to design or develop some creative real-world examples based on a chapter discussed or a topic of interest. Require that students originate, develop, support and defend a viewpoint using a specifically assigned material. Make the students practice using or utilizing a set of new technical terms they have encountered in an assigned chapter. Have students develop original examples explaining the different terms. Ask the students to select one important terminology from the previous classroom discussions. Encourage the students to explain why they selected that particular word. Ask them to talk about the importance of the terminology from the point of view of their educational objectives and future career. Angelo, T. A. (1991). Ten easy pieces: Assessing higher learning in four dimensions. In T. A. Angelo (Ed.), Classroom research: Early lessons from success (pp. 17-31). New Directions for Teaching and Learning, No. 46. San Francisco: Jossey-Bass.

Birds of a Feather Flock Together: The Importance of Seating Location with Active Learning in the Professional Classroom

ERIC Educational Resources Information Center

Miller, Cynthia J.; Metz, Michael J.

2014-01-01

Ask any professor to describe a "first-row student," and you will likely hear a description of an engaged learner who pays attention during class, takes notes, and asks questions. A research study from the 1980s has indicated that undergraduate students sitting in the front and center of the classroom score higher than other students.…

Ten Questions to Ask: When Exploring Post Secondary Educational Options for Students on the Autism Spectrum

ERIC Educational Resources Information Center

VanBergeijk, Ernst

2010-01-01

Deciding what to do after high school is a daunting task for any young person, but for students on the autism spectrum, the thought can be paralyzing. Additional questions need to be asked and answered to insure a goodness of fit between the student's strengths, goals, and weaknesses and a post secondary educational program's strengths, goals, and…

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.

Teaching Projectile Motion

ERIC Educational Resources Information Center

Summers, M. K.

1977-01-01

Described is a novel approach to the teaching of projectile motion of sixth form level. Students are asked to use an analogue circuit to observe projectile motion and to graph the experimental results. Using knowledge of basic dynamics, students are asked to explain the shape of the curves theoretically. (Author/MA)

Training students to detect delirium: An interprofessional pilot study.

PubMed

Chambers, Breah; Meyer, Mary; Peterson, Moya

2018-06-01

The purpose of this paper is to report nursing student knowledge acquisition and attitude after completing and interprofessional simulation with medical students. The IOM has challenged healthcare educators to teach teamwork and communication skills in interprofessional settings. Interprofessional simulation provides a higher fidelity experience than simulation in silos. Simulation may be particularly useful in helping healthcare workers gain the necessary skills to care for psychiatric clients. Specifically, healthcare providers have difficulty differentiating between dementia and delirium. Recognizing this deficit, an interprofessional simulation was created using medical students in their neurology rotation and senior nursing students. Twenty-four volunteer nursing students completed a pre-survey to assess delirium knowledge and then completed an education module about delirium. Twelve of these students participated in a simulation with medicine students. Pre and Post Kid SIM Attitude questionnaires were completed by all students participating in the simulation. After the simulations were complete, all twenty-four students were asked to complete the post-survey regarding delirium knowledge. While delirium knowledge scores improved in both groups, the simulation group scored higher, but the difference did not reach significance. The simulation group demonstrated a statistically significant improvement in attitudes toward simulation, interprofessional education, and teamwork post simulation compared to their pre-simulation scores. Nursing students who participated in an interprofessional simulation developed a heightened appreciation for learning communication, teamwork, situational awareness, and interprofessional roles and responsibilities. These results support the use of interprofessional simulation in healthcare education. Copyright © 2018 Elsevier Ltd. All rights reserved.

Wireless multi-level terahertz amplitude modulator using active metamaterial-based spatial light modulation.

PubMed

Rout, Saroj; Sonkusale, Sameer

2016-06-27

The ever increasing demand for bandwidth in wireless communication systems will inevitably lead to the extension of operating frequencies toward the terahertz (THz) band known as the 'THz gap'. Towards closing this gap, we present a multi-level amplitude shift keying (ASK) terahertz wireless communication system using terahertz spatial light modulators (SLM) instead of traditional voltage mode modulation, achieving higher spectral efficiency for high speed communication. The fundamental principle behind this higher efficiency is the conversion of a noisy voltage domain signal to a noise-free binary spatial pattern for effective amplitude modulation of a free-space THz carrier wave. Spatial modulation is achieved using an an active metamaterial array embedded with pseudomorphic high-electron mobility (pHEMT) designed in a consumer-grade galium-arsenide (GaAs) integrated circuit process which enables electronic control of its THz transmissivity. Each array is assembled as individually controllable tiles for transmissive terahertz spatial modulation. Using the experimental data from our metamaterial based modulator, we show that a four-level ASK digital communication system has two orders of magnitude improvement in symbol error rate (SER) for a degradation of 20 dB in transmit signal-to-noise ratio (SNR) using spatial light modulation compared to voltage controlled modulation.

Student Perceptions of Cheating in Online Business Courses

ERIC Educational Resources Information Center

Watters, Michael P.; Robertson, Paul J.; Clark, Renae K.

2011-01-01

Accounting majors enrolled in business courses at two different universities were asked to complete a survey questionnaire pertaining to cheating in online business courses. Specifically, students majoring in Accounting were asked about their awareness of cheating in online business courses as well as their opinions regarding the credibility of…

Lao Basic Course, Volume 1.

ERIC Educational Resources Information Center

Yates, Warren G.; Sayasithsena, Souksomboun

This book comprises a "set of guidelines for conversational interplay between students and their native-speaking Lao instructor." A student who successfully completes the course should be able to order a simple meal, ask for a room in a hotel, ask and give street directions, tell time, handle travel requirements, and use expressions of…

Synthesis Road Map Problems in Organic Chemistry

ERIC Educational Resources Information Center

Schaller, Chris P.; Graham, Kate J.; Jones, T. Nicholas

2014-01-01

Road map problems ask students to integrate their knowledge of organic reactions with pattern recognition skills to "fill in the blanks" in the synthesis of an organic compound. Students are asked to identify familiar organic reactions in unfamiliar contexts. A practical context, such as a medicinally useful target compound, helps…

The Native Speaker, the Student, and Woody Allen: Examining Traditional Roles in the Foreign Language Classroom.

ERIC Educational Resources Information Center

Finger, Anke

This paper uses a language classroom role-playing scene from a Woody Allen movie to examine the language student who has traditionally been asked to emulate and copy the native speaker and to discuss roles that teachers ask students to play. It also presents the changing paradigm of the native speaker and his or her role inside and outside the…

Linking students and lecturers - a first year student-staff interview project

NASA Astrophysics Data System (ADS)

Hjørnegaard Malm, Rie; Lilleøren, Karianne; Mattias Lundmark, Anders

2017-04-01

With a wish to familiarize our first year geoscience students with their lecturers, we have introduced a staff-student interview project during their first few weeks as students, a project modified from Dwyer (2001). Our main goals with this project are to tighten the (apparent) gap between the faculty members and the students by introducing the students to academia through a personal meeting. The students are grouped and asked to find an interesting staff member to interview, and are instructed to ask for a CV, a list of publications and an example of a scientific paper authored by the interviewee. During the interview the students should find out how this specific academic career was formed, and how the idea for the example paper came up and finally became a published paper. The students then present their interviewee in class. We also asked the students to answer a questionnaire before and after the exercise. After the exercise students reported a better understanding of the nature of the geosciences and a more nuanced view towards research. They express surprise in how accessible the researchers were, and that they feel more at home at the department after the project. These preliminary results are followed up by interviews of the participating students in December and January 2016/17.

Advanced optical fiber communication systems

NASA Astrophysics Data System (ADS)

Kazovsky, Leonid G.

1994-03-01

Our research is focused on three major aspects of advanced optical fiber communication systems: dynamic wavelength division multiplexing (WDM) networks, fiber nonlinearities, and high dynamic range coherent analog optical links. In the area of WDM networks, we have designed and implemented two high-speed interface boards and measured their throughput and latency. Furthermore, we designed and constructed an experimental PSK/ASK transceiver that simultaneously transmits packet-switched ASK data and circuit-switched PSK data on the same optical carrier. In the area of fiber nonlinearities, we investigated the theoretical impact of modulation frequency on cross-phase modulation (XPM) in dispersive fibers. In the area of high dynamic range coherent analog optical links, we developed theoretical expressions for the RF power transfer ratio (or RF power gain) and the noise figure (NF) of angle-modulated links. We then compared the RF power gains and noise figures of these links to that of an intensity modulated direct detection (DD) link.

Reproductive Science for High School Students: A Shared Curriculum Model to Enhance Student Success.

PubMed

Castle, Megan; Cleveland, Charlotte; Gordon, Diana; Jones, Lynda; Zelinski, Mary; Winter, Patricia; Chang, Jeffrey; Senegar-Mitchell, Ericka; Coutifaris, Christos; Shuda, Jamie; Mainigi, Monica; Bartolomei, Marisa; Woodruff, Teresa K

2016-07-01

The lack of a national reproductive biology curriculum leads to critical knowledge gaps in today's high school students' comprehensive understanding of human biology. The Oncofertility Consortium developed curricula that address the basic and clinical aspects of reproductive biology. Launching this academy and creating easy-to-disseminate learning modules allowed other universities to implement similar programs across the country. The expansion of this informal, extracurricular academy on reproductive health from Northwestern University to the University of California, San Diego, Oregon Health & Science University, and the University of Pennsylvania magnifies the scope of scientific learning to students who might not otherwise be exposed to this important information. To assess the experience gained from this curriculum, we polled alumni from the four centers. Data were collected anonymously from de-identified users who elected to self-report on their experiences in their respective reproductive science academy. The alumni survey asked participants to report on their current academic standing, past experiences in the academy, and future academic and career goals. The results of this national survey suggest the national oncofertility academies had a lasting impact on participants and may have contributed to student persistence in scientific learning. © 2016 by the Society for the Study of Reproduction, Inc.

Developing teaching process for enhancing students' mathematical problem solving in the 21st century through STEM education

NASA Astrophysics Data System (ADS)

Prawvichien, Sutthaporn; Siripun, Kulpatsorn; Yuenyong, Chokchai

2018-01-01

The STEM education could provide the context for students' learning in the 21st century. The Mathematical problem solving requires a context which simulates real life in order to give students experience of the power of mathematics in the world around them. This study aimed to develop the teaching process for enhancing students' mathematical problem solving in the 21st century through STEM education. The paper will clarify the STEM learning activities about graph theories regarding on the 6 steps of engineering design process. These include identify a challenge, exploring ideas, designing and planning, doing and developing, test and evaluate, and present the solution. The learning activities will start from the Identify a challenge stage which provides the northern part of Thailand flooding situation in order to set the students' tasks of develop the solutions of providing the routes of fastest moving people away from the flooding areas. The explore ideas stage will provide activities for enhance students to learn some knowledge based for designing the possible solutions. This knowledge based could focus on measuring, geometry, graph theory, and mathematical process. The design and plan stage will ask students to model the city based on the map and then provide the possible routes. The doing and development stage will ask students to develop the routes based on their possible model. The test and evaluating will ask students to clarify how to test and evaluate the possible routes, and then test it. The present solution stage will ask students to present the whole process of designing routes. Then, the paper will discuss how these learning activities could enhance students' mathematical problem solving. The paper may have implication for STEM education in school setting.

Demand Characteristics of Multiple-Choice Items.

ERIC Educational Resources Information Center

Diamond, James J.; Williams, David V.

Thirteen graduate students were asked to indicate for each of 24 multiple-choice items whether the item tested "recall of specific information," a "higher order skill," or "don't know." The students were also asked to state their general basis for judging the items. The 24 items had been previously classified according to Bloom's cognitive-skills…

Learning How to Ask Research Questions

ERIC Educational Resources Information Center

Musante, Susan

2010-01-01

Collaborative research is a demanding endeavor, and for a group of undergraduate students tasked with identifying their own interdisciplinary research problem, the challenges are even greater. "It was scary--we didn't know what to ask the professors, and we couldn't decide on a research question," says Miran Park, a student at the University of…

Factors Related to the Social Self-Efficacy of Chinese International Students

ERIC Educational Resources Information Center

Lin, Shu-Ping; Betz, Nancy E.

2009-01-01

This study indicates that the social self-efficacy of 203 Chinese and Taiwanese international students was significantly higher when they were asked to consider their interactions among fellow native language speakers than when they were asked to imagine themselves interacting in English-speaking settings. And in fact, the social self-efficacy of…

Note Taking in Multi-Media Settings

ERIC Educational Resources Information Center

Black, Kelly; Yao, Guangming

2014-01-01

We provide a preliminary exploration into the use of note taking when combined with video examples. Student volunteers were divided into three groups and asked to perform two problems. The first problem was explored in a classroom setting and the other problem was a novel problem. The students were asked to complete the two questions. Furthermore,…

"Think like a Seminar"

ERIC Educational Resources Information Center

Billings, Laura; Roberts, Terry

2013-01-01

The Common Core initiative calls for implementing fewer, tougher standards for literacy instruction. Seen from a student's perspective, the standards ask a lot in terms of effort and focus. Educators have to ask themselves, How can they motivate students to care enough about what they read and write to put in the hard work necessary to meet these…

Exploring Corn-Ethanol As A Complex Problem To Teach Sustainability Concepts Across The Science-Business-Liberal Arts Curriculum

NASA Astrophysics Data System (ADS)

Oches, E. A.; Szymanski, D. W.; Snyder, B.; Gulati, G. J.; Davis, P. T.

2012-12-01

The highly interdisciplinary nature of sustainability presents pedagogic challenges when sustainability concepts are incorporated into traditional disciplinary courses. At Bentley University, where over 90 percent of students major in business disciplines, we have created a multidisciplinary course module centered on corn ethanol that explores a complex social, environmental, and economic problem and develops basic data analysis and analytical thinking skills in several courses spanning the natural, physical, and social sciences within the business curriculum. Through an NSF-CCLI grant, Bentley faculty from several disciplines participated in a summer workshop to define learning objectives, create course modules, and develop an assessment plan to enhance interdisciplinary sustainability teaching. The core instructional outcome was a data-rich exercise for all participating courses in which students plot and analyze multiple parameters of corn planted and harvested for various purposes including food (human), feed (animal), ethanol production, and commodities exchanged for the years 1960 to present. Students then evaluate patterns and trends in the data and hypothesize relationships among the plotted data and environmental, social, and economic drivers, responses, and unintended consequences. After the central data analysis activity, students explore corn ethanol production as it relates to core disciplinary concepts in their individual classes. For example, students in Environmental Chemistry produce ethanol using corn and sugar as feedstocks and compare the efficiency of each process, while learning about enzymes, fermentation, distillation, and other chemical principles. Principles of Geology students examine the effects of agricultural runoff on surface water quality associated with extracting greater agricultural yield from mid-continent croplands. The American Government course examines the role of political institutions, the political process, and various stakeholders in developing and implementing policy on renewable fuels standards and ethanol production targets for the U.S. In Microeconomics students learn cost-benefit analysis and other concepts by applying economics principles to the corn ethanol problem. Following the disciplinary activities, students are asked to reconsider the central corn ethanol problem and evaluate it from a sustainability perspective. Assessment is ongoing, although initial results suggest that undergraduate students have difficulty integrating knowledge across multiple disciplines when evaluating a complex sustainability problem. Based on our initial assessment, we are exploring ways to modify the corn ethanol module as well as fine-tune the assessment instruments to provide the most effective outcomes possible. Because there are commonly institutional barriers to team teaching and other methods of cross-disciplinary instruction, we are recruiting faculty from additional disciplines to adapt and implement the corn ethanol module as a way of integrating sustainability concepts across the curriculum. Our goal is to teach complex, trans-disciplinary problem-solving and have students explore ways in which sustainability issues must be addressed through the application of concepts from the environmental and social sciences, public policy, and economics.

Touch Precision Modulates Visual Bias.

PubMed

Misceo, Giovanni F; Jones, Maurice D

2018-01-01

The sensory precision hypothesis holds that different seen and felt cues about the size of an object resolve themselves in favor of the more reliable modality. To examine this precision hypothesis, 60 college students were asked to look at one size while manually exploring another unseen size either with their bare fingers or, to lessen the reliability of touch, with their fingers sleeved in rigid tubes. Afterwards, the participants estimated either the seen size or the felt size by finding a match from a visual display of various sizes. Results showed that the seen size biased the estimates of the felt size when the reliability of touch decreased. This finding supports the interaction between touch reliability and visual bias predicted by statistically optimal models of sensory integration.

Who will study HSC physics? Relationships between motivation, engagement and choice

NASA Astrophysics Data System (ADS)

Abraham, Jessy

This study investigates the relationship between students' achievement motivation, sustained engagement and sustained enrolment intentions, in relation to senior secondary physics. Specifically, this study sought to determine the motivational factors that predict students' sustained engagement and sustained enrolment intentions in four physics modules, and tested whether there were gender differences. These issues were addressed through a multi-occasional exploration among senior secondary students in New South Wales during their first year of elective physics. This study pioneered an innovative approach to exploring sustained enrolment intentions in the enacted physics curriculum, since students were asked about their enrolment plans at a time when they were actually studying physics modules, rather than before they had studied the subject, which as has been the case for most research on science enrolment. An achievement motivation theoretical framework was employed to provide a more comprehensive explanation of students' sustained physics engagement and enrolment plans. A significant feature of this exploration is the topic (module) specificity of motivation. This study, based on Expectancy-Value (EV) theoretical underpinnings, has implications for strengthening physics enrolment research, and makes a significant contribution to advancing research and practice. While the declining trend in physics enrolment and the widening gender imbalance in physics participation have been explored widely, the retention of students in physics courses remains largely unexplored. The existing research mainly focuses on the main exit point from physics education, which is the transition from a general science course to non-compulsory, more specialised science courses that takes place during the transition from junior high school to senior high school in Australia. Another major exit point from physics education is the transition from senior high school to tertiary level. However, the Australian senior high school structure, where students can opt out of physics after the first year of senior secondary physics if they do not want to continue it to the final year, provides a unique exit point from physics education. This investigation examines the sustained enrolment intentions of students during their senior high school, and this adds an innovative variation to the enrolment research tradition. It further makes an original contribution to educational theory by fine-grained analysis of the retention motivations of physics students while they are studying the subject. The purpose of the study is to contribute to theory, practice and research knowledge of students' sustained engagement and enrolment plans in physics. The findings of the study inform educational practitioners and policy makers. A reliable, valid and gender invariant scale to measure the motivational and behavioural patterns of adolescent students across four physics modules was developed and tested specifically for this study. This provides researchers and educational practitioners with a sensitive measuring instrument of physics enrolment motivation. Furthermore, this study extends the current understanding of gender differences in major achievement motivational constructs and engagement constructs in relation to physics. Findings from this research hold important implications for understanding the motivational factors that affect student engagement, and also for educational practice and research relating to students' enrolment in physics.

Teaching evidence-based practice principles to prepare health professions students for an interprofessional learning experience.

PubMed

Aronoff, Nell; Stellrecht, Elizabeth; Lyons, Amy G; Zafron, Michelle L; Glogowski, Maryruth; Grabowski, Jeremiah; Ohtake, Patricia J

2017-10-01

The research assessed online learning modules designed to teach health professions students evidence-based practice (EBP) principles in an interprofessional context across two institutions. Students from nine health professions at two institutions were recruited to participate in this pilot project consisting of two online learning modules designed to prepare students for an in-person case-based interprofessional activity. Librarians and an instructional designer created two EBP modules. Students' competence in EBP was assessed before and after the modules as well as after the in-person activity. Students evaluated the online learning modules and their impact on the students' learning after the in-person session. A total of 39 students from 8 health professions programs participated in the project. Average quiz scores for online EBP module 1 and module 2 were 83% and 76%, respectively. Following completion of the learning modules, adapted Fresno test of competence in EBP scores increased ( p =0.001), indicating that the modules improved EBP skill competence. Student evaluations of the learning modules were positive. Students indicated that they acquired new information skills that contributed to their ability to develop a patient care plan and that they would use these information skills in their future clinical practice. Online EBP learning modules were effective in developing EBP knowledge and skills for health professions students. Using the same modules ensured that students from different health professions at different stages of their professional programs had consistent knowledge and enabled each student to fully engage in an interprofessional evidence-based activity. Student feedback indicated the modules were valued and beneficial.

Insulin: All You Need To Know but Were Afraid To Ask. A Patient Education Module.

ERIC Educational Resources Information Center

McGrath, Zoe F.; Moseley, James L.

This learning module is intended to assist outpatient professional nurses in teaching patients to measure and administer their own insulin and to deal with diabetic emergencies when out of the hospital. The instructor's information (presented in an appendix) includes an overview of the topics covered in the patient module, general directions for…

Urban Middle School Students' Perceptions of the Value and Difficulty of Inquiry

ERIC Educational Resources Information Center

Sandoval, William A.; Harven, Aletha M.

2011-01-01

Following their participation in a guided-inquiry unit, 129 seventh-graders from five diverse urban middle schools were asked about their perceptions of specific inquiry tasks, from an expectancy-value framework. Students were asked to rate the interest value, utility value, and task difficulty of (a) data collection design; (b) explanation; (c)…

Illustrating Story Plans: Does a Mnemonic Strategy Including Art Media Render More Elaborate Text?

ERIC Educational Resources Information Center

Dunn, Michael W.

2012-01-01

Students who have difficulty with academics often benefit from learning mnemonic strategies which provide a step-by-step process to accomplish a task. Three fourth-grade students who struggled with writing learned the Ask, Reflect, Text (ART) strategy to help them produce more elaborate narrative story text. After initially asking the questions…

Relationships among Perceived Stress, Coping, and Grade Point Average in University Students

ERIC Educational Resources Information Center

Kewallal, Rajendra David

2013-01-01

This study explored the relationships among perceived stress, coping style, and academic performance in 210 students from a mid-sized public university and a small private college. Study participants were asked to complete the Perceived Stress Scale, the Brief COPE Questionnaire, and a demographic survey asking about their age, gender, grade point…

Math Is in the Eye of the Beholder.

ERIC Educational Resources Information Center

Diamond, Judith

A researcher surveyed 161 students in adult education math classes at four community colleges in Illinois and 13 adult education math teachers. Both groups were asked to complete the survey from the viewpoint of a student. The respondents were asked what should math classes teach; what kind of problems they most enjoy working on in class; whether…

Frozen by Fear: Can Digital Scaffolding Help Students Start Writing?

ERIC Educational Resources Information Center

Mills, Daniel; Kennedy, Olivia

2013-01-01

Despite having studied English for some 33 months, the students at the private junior high school in Japan described in this paper had never before been asked to write original compositions in the language. The researchers undertook a quasi-experimental pilot study in which the 156 (n= 156) participants were each asked to write four compositions,…

Asking the Right Questions: Teaching about Islam and Globalization

ERIC Educational Resources Information Center

Jafar, Afshan

2017-01-01

This article describes an exercise designed to introduce the topic of Islam and Muslims in a Sociology of Globalization course. The activity asks students to complete a sentence regarding Muslim women. Rather than provide any definitive answers regarding Islam or Muslims, the purpose of the exercise is for students to see the reductive nature of…

Effect of Culture on High-School Students' Question-Asking Ability Resulting from an Inquiry-Oriented Chemistry Laboratory

ERIC Educational Resources Information Center

Dkeidek, Iyad; Mamlok-Naaman, Rachel; Hofstein, Avi

2011-01-01

In order to cope with complex issues in the science-technology-environment-society context, one must develop students' high-order learning skills, such as question-asking ability (QAA), critical thinking, evaluative thinking, decision-making, and problem-solving capabilities within science education. In this study, we are concerned with evaluating…

A Statistical Analysis of Student Questions in a Cell Biology Laboratory

ERIC Educational Resources Information Center

Keeling, Elena L.; Polacek, Kelly M.; Ingram, Ella L.

2009-01-01

Asking questions is an essential component of the practice of science, but question-asking skills are often underemphasized in science education. In this study, we examined questions written by students as they prepared for laboratory exercises in a senior-level cell biology class. Our goals were to discover 1) what types of questions students…

Cardiac e-learning: Development of a web-based implantable cardioverter defibrillator educational system.

PubMed

Hickey, Kathleen T; Johnson, Mary P; Biviano, Angelo; Aboelela, Sally; Thomas, Tami; Bakken, Suzanne; Garan, Hasan; Zimmerman, John L; Whang, William

2011-04-01

The objective of this study was to design a Web-based implantable cardioverter defibrillator (ICD) module that would allow greater access to learning which could occur at an individual's convenience outside the fast-paced clinical environment. A Web-based ICD software educational program was developed to provide general knowledge of the function of the ICD and the interpretation of the stored electrocardiograms. This learning tool could be accessed at any time via the Columbia University Internet server, using a unique, password protected login. A series of basic and advanced ICD terms were presented using actual ICD screenshots and videos that simulated scenarios the practitioner would most commonly encounter in the fast-paced clinical setting. To determine the usefulness of the site and improve the module, practitioners were asked to complete a brief (less than 5 min) online survey at the end of the module. Twenty-six practitioners have logged into our Web site: 20 nurses/nurse practitioners, four cardiac fellows, and two other practitioners. The majority of respondents rated the program as easy to use and useful. The success of this module has led to it becoming part of the training for student nurse practitioners before a clinical electrophysiology rotation, and the module is accessed by our cardiac entry level fellows before a rotation in the intensive care unit or electrophysiology service. Remote electronic arrhythmia learning is a successful example of the melding of technology and education to enhance clinical learning.

Assessing Astronomy Students' Views about the Nature of Scientific Inquiry

ERIC Educational Resources Information Center

Blue, Jennifer

2018-01-01

[This paper is part of the Focused Collection on Astronomy Education Research.] Students taking a second astronomy course for nonscientists were asked to reflect on the nature of scientific inquiry three times during the first half of the semester. First, they were assigned a short paper in which they were asked to argue for or against the thesis…

Just Ask! 4 Important Questions to Ask when Choosing a College

ERIC Educational Resources Information Center

American Federation of Teachers (NJ), 2009

2009-01-01

It's one of the secrets the glossy college and university catalogs and campus tour guides don't tell applicants: Colleges and universities are investing less and less in the educators who are crucial to a student's success. In fact, at most colleges today, it's more than likely that students will be taught by an instructor who doesn't have a…

Calculators, Graphs, Gestures and the Production of Meaning

ERIC Educational Resources Information Center

Radford, Luis; Demers, Serge; Guzman, Jose; Cerulli, Michele

2003-01-01

In this paper we report an analysis of a teaching sequence in which Grade 11 students were asked to produce some graphs corresponding to the relationship between time and distance of a cylinder moving up and down an inclined plane. The students were also asked to carry out the experience using a TI 83+ graphic calculator equipped with a sensor,…

Twice-Exceptional Students' Use of Metacognitive Skills on a Comprehension Monitoring Task

ERIC Educational Resources Information Center

hannah, c. lynne; Shore, Bruce M.

2008-01-01

Boys identified as learning-disabled gifted or twice exceptional, at two different grade levels (5th or 6th grades, and 11th or 12th grades), were asked to read a history text with unknown vocabulary words, internal inconsistencies, and prior knowledge violations inserted to make immediate comprehension difficult. The students were asked to read…

Teaching evidence-based practice principles to prepare health professions students for an interprofessional learning experience

PubMed Central

Aronoff, Nell; Stellrecht, Elizabeth; Lyons, Amy G.; Zafron, Michelle L.; Glogowski, Maryruth; Grabowski, Jeremiah; Ohtake, Patricia J.

2017-01-01

Objective: The research assessed online learning modules designed to teach health professions students evidence-based practice (EBP) principles in an interprofessional context across two institutions. Methods: Students from nine health professions at two institutions were recruited to participate in this pilot project consisting of two online learning modules designed to prepare students for an in-person case-based interprofessional activity. Librarians and an instructional designer created two EBP modules. Students’ competence in EBP was assessed before and after the modules as well as after the in-person activity. Students evaluated the online learning modules and their impact on the students’ learning after the in-person session. Results: A total of 39 students from 8 health professions programs participated in the project. Average quiz scores for online EBP module 1 and module 2 were 83% and 76%, respectively. Following completion of the learning modules, adapted Fresno test of competence in EBP scores increased (p=0.001), indicating that the modules improved EBP skill competence. Student evaluations of the learning modules were positive. Students indicated that they acquired new information skills that contributed to their ability to develop a patient care plan and that they would use these information skills in their future clinical practice. Conclusions: Online EBP learning modules were effective in developing EBP knowledge and skills for health professions students. Using the same modules ensured that students from different health professions at different stages of their professional programs had consistent knowledge and enabled each student to fully engage in an interprofessional evidence-based activity. Student feedback indicated the modules were valued and beneficial. PMID:28983201

Factors influencing medical student attrition and their implications in a large multi-center randomized education trial.

PubMed

Kalet, A; Ellaway, R H; Song, H S; Nick, M; Sarpel, U; Hopkins, M A; Hill, J; Plass, J L; Pusic, M V

2013-08-01

Participant attrition may be a significant threat to the generalizability of the results of educational research studies if participants who do not persist in a study differ from those who do in ways that can affect the experimental outcomes. A multi-center trial of the efficacy of different computer-based instructional strategies gave us the opportunity to observe institutional and student factors linked to attrition from a study and the ways in which they altered the participation profile. The data is from a randomized controlled trial conducted at seven US medical schools investigating the educational impact of different instructional designs for computer-based learning modules for surgical clerks. All students undertaking their surgical clerkships at the participating schools were invited participate and those that consented were asked to complete five study measures during their surgery clerkship. Variations in study attrition rates were explored by institution and by participants' self-regulation, self-efficacy, perception of task value, and mastery goal orientation measured on entry to the study. Of the 1,363 invited participants 995 (73 %) consented to participate and provided baseline data. There was a significant drop in the rate of participation at each of the five study milestones with 902 (94 %) completing at least one of two module post-test, 799 (61 %) both module post-tests, 539 (36 %) the mid-rotation evaluation and 252 (25 %) the final evaluation. Attrition varied between institutions on survival analysis (p < 0.001). Small but statistically significant differences in self-regulation (p = 0.01), self-efficacy (p = 0.02) and task value (p = 0.04) were observed but not in mastery or performance goal orientation measures (p = NS). Study attrition was correlated with lower achievement on the National Board of Medical Examiners subject exam. The results of education trials should be interpreted with the understanding that students who persist may be somewhat more self-regulated, self-efficacious and higher achievers than their peers who drop out and as such do not represent the class as a whole.

Investigating Turkish Primary School Students' Interest in Science by Using Their Self-Generated Questions

NASA Astrophysics Data System (ADS)

Cakmakci, Gultekin; Sevindik, Hatice; Pektas, Meryem; Uysal, Asli; Kole, Fatma; Kavak, Gamze

2012-06-01

This paper reports on an attempt to investigate Turkish primary school students' interest in science by using their self-generated questions. We investigated students' interest in science by analyzing 1704 self-generated science-related questions. Among them, 826 questions were submitted to a popular science magazine called Science and Children. Such a self-selected sample may represent a group of students who have a higher level of motivation to seek sources of information outside their formal education and have more access to resources than the students of low social classes. To overcome this problem, 739 students were asked to write a question that they wanted to learn from a scientist and as a result 878 questions were gathered. Those students were selected from 13 different schools at 9 cities in Turkey. These schools were selected to represent a mixture of socioeconomic areas and also to cover different students' profile. Students' questions were classified into two main categories: the field of interest and the cognitive level of the question. The results point to the popularity of biology, astrophysics, nature of scientific inquiry, technology and physics over other science areas, as well as indicating a difference in interest according to gender, grade level and the setting in which the questions were asked. However, our study suggests that only considering questions submitted to informal learning environments, such as popular science magazines or Ask-A-Scientist Internet sites has limitations and deficiencies. Other methodologies of data collection also need to be considered in designing teaching and school science curriculum to meet students' needs and interest. The findings from our study tend to challenge existing thinking from other studies. Our results show that self-generated questions asked in an informal and a formal setting have different patterns. Some aspects of students' self-generated questions and their implications for policy, science curriculum reform and teaching are discussed in this paper.

Revision strategies of deaf student writers.

PubMed

Livingston, S

1989-03-01

Deaf high school students at different schools shared second drafts of their own narratives via an electronic bulletin board after conferencing with their repective teachers. This article characterizes the kinds of questions teachers asked during the conferences and the kinds of revisions the students made between first and second drafts. Results indicate that teachers most often ask questions that require student to provide more information; yet these questions do not affect revision as much as questions which require students to rephrase specific language. Students typically either added or substituted words or phrases that showed both similarities to and differences from the revision patterns of inexperienced writers with normal hearing. In the majority of cases, trained readers rated the deaf students' revised drafts better than their first attempts, signifying the central role revision plays in the composition process.

[E-learning in orthopedics and traumatology. A comparative pilot study on acceptance and knowledge acquisition among users and non-users].

PubMed

Hoff, E; Haberstroh, N; Sostmann, K; Perka, C; Putzier, M; Schmidmaier, G; Back, D A

2014-07-01

Additional internet-based learning tools (e-learning) are successfully used in the curricula of many disciplines and are highly accepted among students. However, in orthopedics and traumatology e-learning is underrepresented and scientific papers are rare. The aim of the present pilot study was to evaluate the acceptance of the e-learning module network for students in traumatology and orthopedics (NESTOR) among users and non-users and to analyze the effect of this additional learning tool on knowledge acquisition. A total of 544 students were asked to complete evaluation questionnaires at the end of two semesters using different ones for NESTOR users and non-users. The gain of knowledge was analyzed by two written knowledge tests (pre-post test, 20 multiple choice questions) at the beginning and end of the semester comparing these two groups. A total of 191 students took part in the evaluation and 152 completed both written tests. The NESTOR users showed a high acceptance of the e-learning system and non-users considered e-learning beneficial as well. Reasons given for not using NESTOR were lack of time, lack of information about the existence of NESTOR and a lack of interest in this discipline and e-learning in general. Both groups significantly increased their level of knowledge during the course of the semester (p < 0.01), whereas users scored significantly higher in the post-test (p < 0.05). The presented data support the high acceptance among users and the benefit of the e-learning project NESTOR in teaching students in orthopedics and traumatology. Based on experience and these results the permanent implementation of an additional e-learning module in the curriculum can be recommended for other faculties. In this process the critical comments of the non-users determined in the present study should be addressed.

Test-Enhanced Learning in an Immunology and Infectious Disease Medicinal Chemistry/Pharmacology Course.

PubMed

Hernick, Marcy

2015-09-25

Objective. To develop a series of active-learning modules that would improve pharmacy students' performance on summative assessments. Design. A series of optional online active-learning modules containing questions with multiple formats for topics in a first-year (P1) course was created using a test-enhanced learning approach. A subset of module questions was modified and included on summative assessments. Assessment. Student performance on module questions improved with repeated attempts and was predictive of student performance on summative assessments. Performance on examination questions was higher for students with access to modules than for those without access to modules. Module use appeared to have the most impact on low performing students. Conclusion. Test-enhanced learning modules with immediate feedback provide pharmacy students with a learning tool that improves student performance on summative assessments and also may improve metacognitive and test-taking skills.

Middle School Students' Reactions to a 1:1 iPad Initiative and a Paperless Curriculum

ERIC Educational Resources Information Center

Ferguson, Janet M.

2017-01-01

In this study, 676 middle school students in grades 6, 7 and 8 were asked to complete a survey online, during class time, which asked them their opinions on using iPads in school. Responses to the survey questions were generally positive however comments written at the end were very critical of the initiative. Significant differences were found…

Empowerment for Whom? Empowerment for What? Lessons from a Participatory Action Research Project

ERIC Educational Resources Information Center

Call-Cummings, Meagan; James, Christine

2015-01-01

This article sets forth the process through which I, an educator of over 20 years, my research mentor, and my 52 Latino/a students answered questions that were important to us through participatory action research. I start the process by asking if and how I am empowering my students, and they start their own parallel process by asking about their…

Interprofessional anatomy education in the United Kingdom and Ireland: Perspectives from students and teachers.

PubMed

Smith, Claire F; Hall, Samuel; Border, Scott; Adds, Philip J; Finn, Gabrielle M

2015-01-01

There is increasing recognition of multiprofessional learning in anatomy and its role in medical and healthcare professions. This study utilized two components to investigate anatomy interprofessional education (AIPE) in the United Kingdom and Ireland. First, a survey involving qualitative and quantitative components asked Heads of Anatomy to report on their institutions' uptake of AIPE. Second, a series of case studies explored the experiences of students by using evaluation forms and an in-depth analysis of thematic concepts to understand the learners' perspectives on designing and delivering AIPE. Out of the 13 institutions that took part in the survey, eight did not offer an AIPE program. Between the remaining five institutions that deliver AIPE programs, 10 different modules are offered with the majority involving healthcare professions. The AIPE component is rated highly by students. The themes from the case studies highlight how valuable AIPE is from the student perspective both in terms of engaging them in anatomy as well as in the broader skills of teamwork and communication. The case studies also revealed how AIPE can be engaging for groups of students who might not have previously had access to cadaveric anatomy, for example, engineers and archeologists. The results of this study have implications for curriculum design in medicine and healthcare but also for further engagement of professional groups from non-healthcare backgrounds. © 2015 American Association of Anatomists.

Questioning and reading goals: information-seeking questions asked on scientific texts read under different task conditions.

PubMed

Ishiwa, Koto; Sanjosé, Vicente; Otero, José

2013-09-01

A number of studies report that few questions are asked in classrooms and that many of them are shallow questions. This study investigates the way in which reading goals determine questioning on scientific texts. Reading goals were manipulated through two different tasks: reading for understanding versus reading to solve a problem. A total of 183 university students. In the first and third questioning experiments, the participants read two short texts. Students in one condition were instructed to understand the texts, whereas in the alternative condition they had to read texts to solve a problem. Students were instructed to write down any questions they might have about the texts. The questions were categorized according to the type of underlying obstacle: associative, explanatory, or predictive. The second experiment used a think-aloud methodology to identify the mental representations generated by the students. The two questioning experiments show that the questions asked depend on the reading goals. Significantly more explanation questions were asked in the understanding condition than in the problem-solving condition. Also, the two conditions were found to have a different influence on the generation of association and explanation questions. Very few prediction questions were asked in either condition. The think-aloud experiment revealed that the mental representations attempted by readers under the two conditions were indeed different. In conclusion, the experiments showed that, given a certain textual input, readers' questions depend on the reading goals associated with tasks. © 2012 The British Psychological Society.

Comparing Outcomes from Field and Classroom Based Settings for Undergraduate Geoscience Courses

NASA Astrophysics Data System (ADS)

Skinner, M. R.; Harris, R. A.; Flores, J.

2011-12-01

Field based learning can be found in nearly every course offered in Geology at Brigham Young University. For example, in our Structural Geology course field studies substitute for labs. Students collect data their own data from several different structural settings of the Wasatch Range. Our curriculum also includes a two-week, sophomore-level field course that introduces students to interpreting field relations themselves and sets the stage for much of what they learn in their upper-division courses. Our senior-level six-week field geology course includes classical field mapping with exercises in petroleum and mineral exploration, environmental geology and geological hazards. Experiments with substituting field-based general education courses for those in traditional classroom settings indicate that student cognition, course enjoyment and recruiting of majors significantly increase in a field-based course. We offer a field-based introductory geology course (Geo 102) that is taught in seven, six-hour field trips during which students travel to localities of geologic interest to investigate a variety of fundamental geological problems. We compare the outcomes of Geo 102 with a traditional classroom-based geology course (Geo 101). For the comparison both courses are taught by the same instructor, use the same text and supplementary materials and take the same exams. The results of 7 years of reporting indicate that test scores and final grades are one-half grade point higher for Geo 102 students versus those in traditional introductory courses. Student evaluations of the course are also 0.8-1.4 points higher on a scale of 1-8, and are consistently the highest in the Department and College. Other observations include increased attendance, attention and curiosity. The later two are measured by the number of students asking questions of other students as well as the instructors, and the total number of questions asked during class time in the field versus the classroom. Normal classroom involvement includes two or three students asking nearly all of the questions, while in Geo 102 it is closer to half the class, and not the same students each time. Not only do more individuals participate in asking questions in Geo 102, but each participant asks more questions as well. Questions asked in class are generally specific to the discussion, while field questions are commonly multidisciplinary in nature. Field-based courses also encourage more students to collaborate with each other and to integrate shared observations due to the many different aspects of the geosciences present at each site. One of the most important pay-offs is the 50% increase in the number of students changing their major to geology in the field-based versus classroom-based courses. Field-based learning increases the depth of student understanding of the subjects they investigate as well as student involvement and enthusiasm in the class. The tradeoff we make for realizing significant individual and group discovery in the field is that more responsibility is placed on the student to understand the broad based geologic concepts found in the text. The field based approach allows the students to immediately apply their learning in real world applications.

A study of preservice elementary teachers enrolled in a discrepant-event-based physical science class

NASA Astrophysics Data System (ADS)

Lilly, James Edward

This research evaluated the POWERFUL IDEAS IN PHYSICAL SCIENCE (PIiPS) curriculum model used to develop a physical science course taken by preservice elementary teachers. The focus was on the evaluation of discrepant events used to induce conceptual change in relation to students' ideas concerning heat, temperature, and specific heat. Both quantitative and qualitative methodologies were used for the analysis. Data was collected during the 1998 Fall semester using two classes of physical science for elementary school teachers. The traditionally taught class served as the control group and the class using the PIiPS curriculum model was the experimental group. The PIiPS curriculum model was evaluated quantitatively for its influence on students' attitude toward science, anxiety towards teaching science, self efficacy toward teaching science, and content knowledge. An analysis of covariance was performed on the quantitative data to test for significant differences between the means of the posttests for the control and experimental groups while controlling for pretest. It was found that there were no significant differences between the means of the control and experimental groups with respect to changes in their attitude toward science, anxiety toward teaching science and self efficacy toward teaching science. A significant difference between the means of the content examination was found (F(1,28) = 14.202 and p = 0.001), however, the result is questionable. The heat and energy module was the target for qualitative scrutiny. Coding for discrepant events was adapted from Appleton's 1996 work on student's responses to discrepant event science lessons. The following qualitative questions were posed for the investigation: (1) what were the ideas of the preservice elementary students prior to entering the classroom regarding heat and energy, (2) how effective were the discrepant events as presented in the PIiPS heat and energy module, and (3) how much does the "risk taking factor" associated with not telling the students the answer right away, affect the learning of the material. It was found that preservice elementary teachers harbor similar preconceptions as the general population according to the literature. The discrepant events used in this module of the PIiPS curriculum model met with varied results. It appeared that those students who had not successfully confronted their preconceptions were less likely to accept the new concepts that were to be developed using the discrepant events. Lastly, students had shown great improvement in content understanding and developed the ability to ask deep and probing questions.

A guided inquiry approach to learning the geology of the U.S

USGS Publications Warehouse

Leech, M.L.; Howell, D.G.; Egger, A.E.

2004-01-01

A guided inquiry exercise has been developed to help teach the geology of the U.S. This exercise is intended for use early in the school term when undergraduate students have little background knowledge of geology. Before beginning, students should be introduced to rock types and have a basic understanding of geologic time. This exercise uses three maps: the U.S. Geological Survey's "A Tapestry of Time and Terrain" and "Landforms of the Conterminous United States" maps, and a geologic map of the United States. Using these maps, groups of 3 to 5 students are asked to identify between 8 and 12 geologic provinces based on topography, the age of rocks, and rock types. Each student is given a blank outline map of the contiguous U.S. and each group is given a set of the three maps and colored pencils; as a group, students work to define regions in the U.S. with similar geology. A goal of 8 to 12 geologic provinces is given to help establish the level of detail being asked of students. One member of each group is asked to present their group's findings to the class, describing their geologic provinces and the reasoning behind their choices.

A Brief Boot Camp for 4th-Year Medical Students Entering into Pediatric and Family Medicine Residencies

PubMed Central

Adler, Mark; Mangold, Karen; Trainor, Jennifer

2016-01-01

The transition from medical student to intern is a challenging process characterized by a steep learning curve. Focused courses targeting skills necessary for success as a resident have increased self-perceived preparedness, confidence, and medical knowledge. Our aim was to create a brief educational intervention for 4th-year medical students entering pediatric, family practice, and medicine/pediatric residencies to target skills necessary for an internship. The curriculum used a combination of didactic presentations, small group discussions, role-playing, facilitated debriefing, and simulation-based education. Participants completed an objective structured clinical exam requiring synthesis and application of multiple boot camp elements before and after the elective. Participants completed anonymous surveys assessing self-perceived preparedness for an internship, overall and in regards to specific skills, before the elective and after the course. Participants were asked to provide feedback about the course. Using checklists to assess performance, students showed an improvement in performing infant lumbar punctures (47.2% vs 77.0%; p < 0.01, 95% CI for the difference 0.2, 0.4%) and providing signout (2.5 vs. 3.9 (5-point scale) p < 0.01, 95% CI for the difference 0.6, 2.3). They did not show an improvement in communication with a parent. Participants demonstrated an increase in self-reported preparedness for all targeted skills, except for obtaining consults and interprofessional communication. There was no increase in reported overall preparedness. All participants agreed with the statements, “The facilitators presented the material in an effective manner,” “I took away ideas I plan to implement in internship,” and “I think all students should participate in a similar experience.” When asked to assess the usefulness of individual modules, all except order writing received a mean Likert score > 4. A focused boot camp addressing key knowledge and skills required for pediatric-related residencies was well received and led to improved performance of targeted skills and increased self-reported preparedness in many targeted domains. PMID:27014522

The effect of educational gifts from pharmaceutical firms on medical students' recall of company names or products.

PubMed

Sandberg, W S; Carlos, R; Sandberg, E H; Roizen, M F

1997-10-01

To assess the influence of pharmaceutical advertising (in the form of books) directed at medical students and also to examine students' attitudes toward pharmaceutical representatives after interacting with them. Two groups of fourth-year medical students were surveyed: 166 residency applicants to the Department of Anesthesia and Critical Care between 1991 and 1993, who were questioned during their personal interviews with the department chair, and 39 fourth-year students from the University of Chicago Pritzker School of Medicine in 1994-95, who were surveyed by telephone. The students were asked if they had ever received a book from a pharmaceutical representative and, if so, to name the book. Then they were asked to name the book-giving company or a product associated with the company. Responses were compared using chi-square analysis. In all, 90% of the students had received one or more books and accurately recalled titles for 89% of them. However, only 25% of the named books were accurately associated with a pharmaceutical company or product. The Pritzker students, asked to recall interactions with pharmaceutical representatives, reported being skeptical of representatives who ignored them because they were students, but they rated as helpful and informative those who conversed with them or gave them gifts. Although gifts to medical students do not necessarily engender company or product recall, attention paid to medical students by pharmaceutical representatives engenders goodwill toward the representatives and their messages.

Distance learning in toxicology: Resident and remote; Scotland, IPCS, IUPAC, and the world

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

Duffus, John H.

2005-09-01

Globally, very few college or university chemistry courses incorporate toxicology although public perception of chemicals and the chemical industry as threats to health and the environment has had an adverse effect on chemistry and on the use of its products. The International Union for Pure and Applied Chemistry (IUPAC) through its Commission on Toxicology recognized this and, with the support of the Committee on the Teaching of Chemistry has used the IUPAC web site to promote distance learning in toxicology for chemists. After preparation of a thoroughly refereed consensus Glossary of Terms for Chemists of Terms Used in Toxicology, amore » textbook Fundamental Toxicology for Chemists and a set of educational modules entitled Essential Toxicology were compiled and put through the normal thorough review procedure of IUPAC before being approved by the organization. There is now an additional Glossary of Terms Used in Toxicokinetics. The modules are freely downloadable in Adobe PDF format and are designed to be used both by educators and by students. Educators are asked to select whatever is appropriate to their students and to use the material as they wish, adding content specifically relevant to their circumstances. For self-study, the web modules have self-assessment questions and model answers. Currently the original Glossary for Chemists of Terms Used in Toxicology is being revised and it is expected that this will lead to further developments. The currently available components of the IUPAC programme may be accessed through the IUPAC website at the Subcommittee on Toxicology and Risk Assessment page: http://www.iupac.org/divisions/VII/VII.C.2/index.html.« less

Operating characteristics of six response distortion indicators for the personality assessment inventory.

PubMed

Morey, L C; Lanier, V W

1998-09-01

The characteristics of six different indicators of response distortion on the Personality Assessment Inventory (PAI; Morey, 1991) were evaluated by having college students complete the PAI under positive impression management, malingering, and honest responding conditions. The six indicators were the PAI Positive Impression (PIM) and Negative Impression (NIM) scales, the Malingering and Defensiveness Indexes, and two discriminant functions, one developed by Cashel and the other by Rogers. Protocols of students asked to malinger were compared with those of actual clinical patients, while protocols of students asked to manage their impression in a positive direction were compared with those of students asked to respond honestly. Comparisons between groups were accomplished through the examination of effect sizes and receiver operating characteristic (ROC) curves. All six indicators demonstrated the ability to distinguish between actual and feigned responding. The Rogers function was particularly effective in identifying malingering. The Cashel function was less effective than other measures in identifying positive impression management, although it appears to also have promise as an indicator of malingering.

Language used in interaction during developmental science instruction

NASA Astrophysics Data System (ADS)

Avenia-Tapper, Brianna

The coordination of theory and evidence is an important part of scientific practice. Developmental approaches to instruction, which make the relationship between the abstract and the concrete a central focus of students' learning activity, provide educators with a unique opportunity to strengthen students' coordination of theory and evidence. Therefore, developmental approaches may be a useful instructional response to documented science achievement gaps for linguistically diverse students. However, if we are to leverage the potential of developmental instruction to improve the science achievement of linguistically diverse students, we need more information on the intersection of developmental science instruction and linguistically diverse learning contexts. This manuscript style dissertation uses discourse analysis to investigate the language used in interaction during developmental teaching-learning in three linguistically diverse third grade classrooms. The first manuscript asks how language was used to construct ascension from the abstract to the concrete. The second manuscript asks how students' non-English home languages were useful (or not) for meeting the learning goals of the developmental instructional program. The third manuscript asks how students' interlocutors may influence student choice to use an important discourse practice--justification--during the developmental teaching-learning activity. All three manuscripts report findings relevant to the instructional decisions that teachers need to make when implementing developmental instruction in linguistically diverse contexts.

Why 3D Print? The 21st-Century Skills Students Develop While Engaging in 3D Printing Projects

ERIC Educational Resources Information Center

Trust, Torrey; Maloy, Robert W.

2017-01-01

The emergence of 3D printing has raised hopes and concerns about how it can be used effectively as an educational technology in school classrooms. This paper presents the results of a survey asking teachers from multiple grade levels and subject fields about the impact of 3D projects on student learning. Teachers were asked about the kinds of 3D…

The Emotion Revolution: Enhancing Social and Emotional Learning in School: Enhancing Social and Emotional Learning in School

ERIC Educational Resources Information Center

Brackett, Marc A.

2016-01-01

In this article, students were asked to describe in their own words via the Emotion Revolution study, the three emotions they felt most often each day at school. The top three feelings were: tired, bored, and stressed. Next, students were asked to describe in their own words how they wanted to feel at school each day. The top three emotions listed…

`Negative of my money, positive of her money': secondary students' ways of relating equations to a debt context

NASA Astrophysics Data System (ADS)

Whitacre, Ian; Pierson Bishop, Jessica; Lamb, Lisa L.; Philipp, Randolph A.; Bagley, Spencer; Schappelle, Bonnie P.

2015-02-01

We interviewed 40 students each in grades 7 and 11 to investigate their integer-related reasoning. In one task, the students were asked to write and interpret equations related to a story problem about borrowing money from a friend. All the students solved the story problem correctly. However, they reasoned about the problem in different ways. Many students represented the situation numerically without invoking negative numbers, whereas others wrote equations involving negative numbers. When asked to interpret equations involving negative numbers in relation to the story, students did so in two ways. Their responses reflect distinct perspectives concerning the relationship between arithmetic equations and borrowing/owing. We discuss these findings and their implications regarding the role of contexts in integer instruction.

Gender typing of sports: an investigation of Metheny's classification.

PubMed

Riemer, Brenda A; Visio, Michelle E

2003-06-01

The purpose of this study was to investigate if children perceived certain sports to be masculine, feminine, or neutral. Students attending a University Laboratory school (grades K-12) were asked to fill out a survey about sports during a class period, Children in grades K-6 were given a sport (such as baseball) and asked if a boy named David would play it, if a girl named Jane would play it, or if both David and Jane would play the sport. Students in grades 7-12 were asked to name their favorite athlete or team and sport and indicate what sports they felt was best for a girl and a boy. Then they were given a list of sports and asked to indicate, using a 5-point Likert-type scale, whether they believed the sport was masculine, neutral, or feminine. Results from loglinear analyses indicated that students sex-typed certain sports, such as aerobics and football. Additionally, although some responses from students in grades 7-12 indicated that individuals should be able to play any sport they wanted, there were many gendered rsponses in terms of what sport(s) girls and boys should participate in. The results are discussed with reference to Metheny's categories of permissible sports for girls and in the framework of the gender typing of sport.

Assessment of a Pharmaceutical Advertisement Analysis Module in a Drug Literature Evaluation Course.

PubMed

Amin, Mohamed Ezzat Khamis; Fattouh, Youssef

2017-08-01

Objective. To evaluate the impact of an educational module on students' self-efficacy when analyzing the content of promotional drug brochures (PDBs) and to assess the students' value of PDBs' as an educational tool. Methods. Third-year bachelor of pharmacy students participated in a one-hour lecture and a two-hour laboratory. Students completed a survey before and after participating in the module. Results. The module elicited a statistically significant change in students' self-efficacy beliefs regarding evaluating promotional drug brochures, while the average perceived value of promotional drug brochures did not change significantly after the module. Conclusion. A brief educational module can increase students' self-efficacy in evaluating the content of PDBs.

I Wish I'd Asked That: The Culture of Asking Questions in Astronomy

NASA Astrophysics Data System (ADS)

Baleisis, Audra

2009-01-01

I will present the results from a qualitative study of the values and norms for thinking about science in academic astronomy, as seen through astronomers’ beliefs about departmental speech events. In-depth interviews were carried out with 12 graduate students and 9 faculty members from a prominent astronomy department at a large, public university. Interviewees were asked about a variety of speaking events in their department. The speaking events chosen were those at which: (1) graduate students could be presenters and/or ask questions, and (2) presenters spoke about science research to an audience of academic peers. This included Coffee Hour, Journal Club, research seminars, Colloquium, and dissertation defense talks. These events are part of the socialization of students into "acting like an astronomer.” Socialization is a process by which novices learn the rules (can and can't do), norms (should and shouldn't do), and values of a culture. The values of astronomy culture are encoded within the rules for participation in these events and the assumptions that audience members make about speakers. When these values contradict each other speakers face the dilemma of choosing between conflicting behaviors. One of the central dilemmas that arose in this study was that of whether or not to ask a question during a talk. Both graduate students and faculty members wanted students to speak up more often. However, students had conflicting worries - of voicing a question and it being a "stupid question” vs. having remained silent if it turned out to have been a "good question.” I will argue that this anxiety is a product of academic culture and not an indicator of individual failure, and discuss a number of factors that influence this situation, such as the perceived goals of each event, and astronomers’ beliefs about intelligence and learning.

Doing Science and Asking Questions II: An Exercise That Generates Questions

NASA Astrophysics Data System (ADS)

Hurt Middlecamp, Catherine; Nickel, Anne-Marie L.

2005-08-01

Given the importance of questions in science, it is critical that students learn to ask questions as well as learning to answer them. This paper describes a classroom exercise to help students better ask their own questions. It has been classroom-tested in multiple formats and has also been used for curriculum development workshops for faculty. This exercise in creating questions can be easily customized to suit different instructional contexts; some variations are outlined. More broadly, this paper also discusses the pedagogical significance of questioning, raising four salient points: (1) learners are more likely to have a personal interest in the questions they raise; (2) questions can serve as entry points for issues relating to ethnicity and gender; (3) questions give control to the person who asks them; and (4) questions can challenge existing structures, categories, and norms.

Curriculum in the Age of Globalization

ERIC Educational Resources Information Center

Broom, Catherine

2010-01-01

When Canadian students are asked their perceptions of Mexico, their answers are filled with stereotypes from the media. When they are asked about Darfur, they have no idea what or where Darfur is, or what has occurred there. When they are asked to list the names of famous Canadians they state the names of white men, primarily politicians. When…

Test-Enhanced Learning in an Immunology and Infectious Disease Medicinal Chemistry/Pharmacology Course

PubMed Central

2015-01-01

Objective. To develop a series of active-learning modules that would improve pharmacy students’ performance on summative assessments. Design. A series of optional online active-learning modules containing questions with multiple formats for topics in a first-year (P1) course was created using a test-enhanced learning approach. A subset of module questions was modified and included on summative assessments. Assessment. Student performance on module questions improved with repeated attempts and was predictive of student performance on summative assessments. Performance on examination questions was higher for students with access to modules than for those without access to modules. Module use appeared to have the most impact on low performing students. Conclusion. Test-enhanced learning modules with immediate feedback provide pharmacy students with a learning tool that improves student performance on summative assessments and also may improve metacognitive and test-taking skills. PMID:27168610

Interpretive versus didactic learning approach towards oral biology: a student's perspective.

PubMed

Farooq, Imran

2014-10-01

This study analyzed the preference of dental students for oral biology questions that require either an interpretive or a descriptive approach to answer and to compare the preferences with their final examination result retrospectively. A questionnaire requiring student academic number and containing two questions (one asked with an interpretive approach/the other asked with a descriptive approach) from random topics of oral biology course was distributed among students who have already appeared in the final examination. Majority of the students who had achieved good grades (A+, A, B+, B) preferred interpretive questions whereas majority of the students with average grades (C+, C, D+, D) selected descriptive questions. Common reason for picking interpretive question was that it enhances critical thinking. The descriptive questions were argued to provide students with a chance to explain more. Hence, students should be encouraged to learn interpretively to promote enquiry based learning (EBL) and critical thinking.

Attitudes towards suicide following an undergraduate suicide prevention module: experience of medical students in Hong Kong.

PubMed

Yousuf, S; Beh, P S L; Wong, P W C

2013-10-01

To explore qualitative and quantitative changes in attitudes and experiences of medical students following a special study suicide prevention module. Pilot study. The University of Hong Kong, Hong Kong. A 2-week intensive special studies module was delivered to third- and fourth-year medical students in June 2011. The module was elective and involved several modes of teaching. All students filled the Chinese Attitude toward Suicide Questionnaire before and after the course. They also provided written feedback about the module experience. Three students participated in in-depth interviews. In all, 22 students aged 20 to 23 years enrolled in the special studies module; 15 (68%) of whom were male and only one was married. Positive trends were noted in attitudes towards suicide following the participation in the special studies module, namely, reduced negative appraisal of suicide, reduced stigmatisation of the phenomena, and increased sensitivity to suicide-related facts. Feedback of the students suggested inclusion of this module into the main medical curriculum, increased confidence in dealing with issues related to suicide, and appreciation of skills focusing on interviewing in patients. Overall the module was well received by medical students. A suicide prevention training module seems to have been valued by students and lead to positive attitudes towards understanding suicide. Adopting this initiative as a suicide prevention strategy warrants further exploration.

Evaluating the effectiveness of a practical inquiry-based learning bioinformatics module on undergraduate student engagement and applied skills.

PubMed

Brown, James A L

2016-05-06

A pedagogic intervention, in the form of an inquiry-based peer-assisted learning project (as a practical student-led bioinformatics module), was assessed for its ability to increase students' engagement, practical bioinformatic skills and process-specific knowledge. Elements assessed were process-specific knowledge following module completion, qualitative student-based module evaluation and the novelty, scientific validity and quality of written student reports. Bioinformatics is often the starting point for laboratory-based research projects, therefore high importance was placed on allowing students to individually develop and apply processes and methods of scientific research. Students led a bioinformatic inquiry-based project (within a framework of inquiry), discovering, justifying and exploring individually discovered research targets. Detailed assessable reports were produced, displaying data generated and the resources used. Mimicking research settings, undergraduates were divided into small collaborative groups, with distinctive central themes. The module was evaluated by assessing the quality and originality of the students' targets through reports, reflecting students' use and understanding of concepts and tools required to generate their data. Furthermore, evaluation of the bioinformatic module was assessed semi-quantitatively using pre- and post-module quizzes (a non-assessable activity, not contributing to their grade), which incorporated process- and content-specific questions (indicative of their use of the online tools). Qualitative assessment of the teaching intervention was performed using post-module surveys, exploring student satisfaction and other module specific elements. Overall, a positive experience was found, as was a post module increase in correct process-specific answers. In conclusion, an inquiry-based peer-assisted learning module increased students' engagement, practical bioinformatic skills and process-specific knowledge. © 2016 by The International Union of Biochemistry and Molecular Biology, 44:304-313 2016. © 2016 The International Union of Biochemistry and Molecular Biology.

Recruitment Strategies and Motivations for Sexually Transmitted Disease Testing Among College Students

PubMed Central

Williams, Jessica Roberts; Zenilman, Jonathan; Nanda, Joy P.; Mark, Hayley

2009-01-01

Objective The authors evaluated procedures for recruiting college students for sexually transmitted disease (STD) testing as part of a research study examining the impact of HSV serologic testing. Participants A convenience sample of 100 students was drawn from students aged 18 to 35 years enrolled at one university in a mid-Atlantic state between September 2004 and March 2006. Methods Six strategies were used to recruit students for participation in the study. Upon enrollment, participants were asked where they heard about the study. Students were also asked about their motivations for participation. Results Findings show that a significant recruitment strategy involves targeting places where students seek health care. Other effective strategies include those where information is directly provided to individuals. Most students were motivated to participate because of a possible past exposure to herpes simplex virus 2. Conclusions Targeting places where students seek health care and educating students about STDs are important strategies for recruiting students for STD testing. PMID:18980896

Hands-on lessons in ergonomics for youth

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

Bennett, C; Alexandre, M; Jacobs, K

Ergonomics risk factors apply to everybody. Numerous adults have experienced disabling injuries related to use of computers and other forms of technology. Now children are using technology even more than adults. Increasingly ergonomics risk factors are being recognized as present in the world of children. Outreach to schools and the surrounding community by employers may help protect the future work force. A growing body of researchers believe that children can benefit from the early introduction of ergonomics awareness and preventative measures. While individual representatives of the educational system may embrace the concept of introducing ergonomics into the classroom, a numbermore » of barriers can prevent implementation of integrated programs. Some of the barriers to introducing ergonomics in schools have been absence of a tie to educational standards, the existing demands on teaching hours, and the absence of easily executable lesson plans. Ergonomics is rarely included in teacher training and professional ergonomics expertise is needed for the development of a class-based program. As part of Strategic Vision plan for 2025, a National Laboratory identified community outreach and the future workforces as key areas for initiatives. A series of hands-on interactive modules have been developed by professional ergonomics specialists. They are being tested with elementary, middle and high school students. Where possible, the content has been tied to the educational standards in the State of California in the USA. Currently the modules include grip strength, effective breathing, optimal keyboard and mouse positions, optimizing chairs, posture and movement, backpack safety and safe lifting. Each module takes the students through a related activity or experience. An individual worksheet asks them questions about the experience and guides them to consider implications in their activities of daily living. A module on hearing is under development. The goal is to have a toolkit that teachers can use in classrooms with minimal training. The kit will come with lesson plans, including background material, key points, questions and answers, possible homework assignments and references. It will include instructions and worksheets for students as well as the materials needed for each module. A pre- and posttest will be administered to test the awareness and understanding of the principles introduced in through the modules. This interactive session will offer the opportunity to for attendees to participate in some of the modules that have been developed to provide experiential demonstration of ergonomics principles. Attendees will experience ergonomics in action and be able to evaluate the applicability of the process in their own area in the world of ergonomics. The session will consist of 20 minutes introduction, 40 minutes working with the toolkit, finally another 30 minutes for questions or discussion for a total time of 90 minutes.« less

Getting Students to Observe the Night Sky, Even When Your Sky is Cloudy Half the Time

NASA Astrophysics Data System (ADS)

Shipman, Harry L.

2010-01-01

Teachers of introductory astronomy classes often wish to get our students to look at the night sky However, most educational institutions in America are located in regions where cloudy nights are relatively common. This paper describes a low cost way to integrate observations into a course which lacks a dedicated astronomy lab. Students in two large. general science classes in fall 2008 and spring 2009 were asked to participate in one of two global star-counting projects. The fall project was coordinated by UCAR and asked for observations of the constellation Cygnus (http://www.windows.ucar.edu/citizen_science/starcount/results.html). The spring project was run by Project Globe and asked for observations of the constellation Orion. (http://www.globe.gov/GaN/ ). In both cases, students simply find the constellation, match the star pattern to charts that go to different limiting magnitudes, and report the data to the coordinating organization. A copy of the report is sent to the course instructor. The instructor can ask for additional information. Did it work? The success of this project was evaluated by analyzing the e-mail messages that students returned in response to the assignment. In both courses, a very large majority of the students actually did the exercise and submitted a report. Students reported that observing the sky in this way was satisfying to them., and sometimes the reports were quite enthusiastic. In spring 2009, some preparatory activies were conducted during class that were designed to sensitize students to the beauty of the sky. Analysis of student reports indicated that these preparatory activities were helpful, but not as helpful as the instructor would like. This research is part of the Teacher Professional Continuum project at the University of Delaware, which is supported by the National Science Foundation.

Encounters with the Unexpected: From Holbein to Hirst (and Back Again)

ERIC Educational Resources Information Center

Watts, Robert

2011-01-01

"Learning through art in the museum" is a Masters' level module established in 2006 through collaboration between the School of Education at Roehampton University, London and Interpretation and Education staff at Tate Britain and Tate Modern. On completion of the module, participants were asked to reflect on how the experience had…

Using Moos To Help Learn English; Video Jigsaw; Practicing Speaking with Follow-Up Interviews and Student-Read Dictations; "Ask the Expert": Oral Presentations that Work; The Medium Is the Message.

ERIC Educational Resources Information Center

Miller, James; Reynolds, Judith; Noble, P. C.; Altschuler, Lee; Schauber, Holli

2001-01-01

Four short articles provide teaching tips for the English-as-a-Second/Foreign-Language classroom, including the use of Moos, a video jigsaw, practicing oral language skills with interviews and student-read dictations, an ask the expert activity which builds learner confidence in speaking in front of groups of people. (Author/VWL)

Development of students' critical thinking: the educators' ability to use questioning skills in the baccalaureate programmes in nursing in Pakistan.

PubMed

Saeed, Tanveer; Khan, Shehla; Ahmed, Azra; Gul, Raisa; Cassum, Shanaz; Parpio, Yasmin

2012-03-01

To enhance the Critical Thinking skills of educators associated with the nursing baccalaureate programmes in Pakistan. By focusing on the type and level of questions asked by the educators. Ninety-one faculty members from 14 out of 17 schools participated in the study. Data on the faculty's questioning skills was obtained through classroom observations and field notes. The duration of the observations was 45-60 minutes. Using Bloom's Taxonomy for cognitive thinking, questions were categorised into high and low categories. Most of the questions (68.9 %) asked by the participants were of lower levels, while some (5.37 %) were ambiguous. In many instances, the participants did not allow a sufficient wait-time for students to think and respond. The findings suggest that educators must learn to use the questioning strategy effectively. They should ask higher level questions if they wish to inculcate Critical Thinking in students.

Factors promoting increased rate of tissue regeneration: the zebrafish fin as a tool for examining tissue engineering design concepts.

PubMed

Boominathan, Vijay P; Ferreira, Tracie L

2012-12-01

Student interest in topics of tissue engineering is increasing exponentially as the number of universities offering programs in bioengineering are on the rise. Bioengineering encompasses all of the STEM categories: Science, Technology, Engineering, and Math. Inquiry-based learning is one of the most effective techniques for promoting student learning and has been demonstrated to have a high impact on learning outcomes. We have designed program outcomes for our bioengineering program that require tiered activities to develop problem solving skills, peer evaluation techniques, and promote team work. While it is ideal to allow students to ask unique questions and design their own experiments, this can be difficult for instructors to have reagents and supplies available for a variety of activities. Zebrafish can be easily housed, and multiple variables can be tested on a large enough group to provide statistical value, lending them well to inquiry-based learning modules. We have designed a laboratory activity that takes observation of fin regeneration to the next level: analyzing conditions that may impact regeneration. Tissue engineers seek to define the optimum conditions to grow tissue for replacement parts. The field of tissue engineering is likely to benefit from understanding natural mechanisms of regeneration and the factors that influence the rate of regeneration. We have outlined the results of varying temperature on fin regeneration and propose other inquiry modules such as the role of pH in fin regeneration. Furthermore, we have provided useful tools for developing critical thinking and peer review of research ideas, assessment guidelines, and grading rubrics for the activities associated with this exercise.

Attitudes of health care students about computer-aided neuroanatomy instruction.

PubMed

McKeough, D Michael; Bagatell, Nancy

2009-01-01

This study examined students' attitudes toward computer-aided instruction (CAI), specifically neuroanatomy learning modules, to assess which components were primary in establishing these attitudes and to discuss the implications of these attitudes for successfully incorporating CAI in the preparation of health care providers. Seventy-seven masters degree, entry-level, health care professional students matriculated in an introductory neuroanatomy course volunteered as subjects for this study. Students independently reviewed the modules as supplements to lecture and completed a survey to evaluate teaching effectiveness. Responses to survey statements were compared across the learning modules to determine if students viewed the modules differently. Responses to individual survey statements were averaged to measure the strength of agreement or disagreement with the statement. Responses to open-ended questions were theme coded, and frequencies and percentages were calculated for each. Students saw no differences between the learning modules. Students perceived the learning modules as valuable; they enjoyed using the modules but did not prefer CAI over traditional lecture format. The modules were useful in learning or reinforcing neuroanatomical concepts and improving clinical problem-solving skills. Students reported that the visual representation of the neuroanatomical systems, computer animation, ability to control the use of the modules, and navigational fidelity were key factors in determining attitudes. The computer-based learning modules examined in this study were effective as adjuncts to lecture in helping entry-level health care students learn and make clinical applications of neuroanatomy information.

Interdisciplinary Integration of the CVS Module and Its Effect on Faculty and Student Satisfaction as Well as Student Performance

PubMed Central

2012-01-01

Background Beyond the adoption of the principles of horizontal and vertical integration, significant planning and implementation of curriculum reform is needed. This study aimed to assess the effect of the interdisciplinary integrated Cardiovascular System (CVS) module on both student satisfaction and performance and comparing them to those of the temporally coordinated CVS module that was implemented in the previous year at the faculty of Medicine of the King Abdulaziz University, Saudi Arabia. Methods This interventional study used mixed method research design to assess student and faculty satisfaction with the level of integration within the CVS module. A team from the medical education department was assembled in 2010/2011 to design a plan to improve the CVS module integration level. After delivering the developed module, both student and faculty satisfaction as well as students performance were assessed and compared to those of the previous year to provide an idea about module effectiveness. Results Many challenges faced the medical education team during design and implementation of the developed CVS module e.g. resistance of faculty members to change, increasing the percentage of students directed learning hours from the total contact hour allotted to the module and shifting to integrated item writing in students assessment, spite of that the module achieved a significant increase in both teaching faculty and student satisfaction as well as in the module scores. Conclusion The fully integrated CVS has yielded encouraging results that individual teachers or other medical schools who attempt to reformulate their curriculum may find valuable. PMID:22747781

Medical Students Learning Communication Skills in a Second Language: Empathy and expectations.

PubMed

Hashim, Muhammad J; Major, Stella; Mirza, Deen M; Prinsloo, Engela A M; Osman, Ossama; Amiri, Leena; McLean, Michelle

2013-02-01

Communications skills (CS) training for medical interviewing is increasingly being conducted in English at medical schools worldwide. In this study, we sought to identify whether Arabic-speaking medical students experienced difficulty with the different components of the CS training that were conducted in English. Individual third-year preclinical medical students (N = 45) were videotaped while interviewing simulated patients. Each student assessed his/her performance on a 13-item (5-point scale) assessment form, which was also completed by the tutor and other students in the group. Of the 13 components of their CS training, tutors awarded the lowest marks for students' abilities to express empathy, ask about patients' feelings, use transition statements, ask about functional impact, and elicit patients' expectations (P <0.001). The expression of empathy and the ability to elicit patients' feelings and expectations are difficult to develop in medical students learning CS in a second language.

Flexible learning: Evaluation of an international distance education programme designed to build the learning and teaching capacity of nurse academics in a developing country.

PubMed

Lewis, Peter A; Tutticci, Naomi F; Douglas, Clint; Gray, Genevieve; Osborne, Yvonne; Evans, Katie; Nielson, Catherine M

2016-11-01

The professional development of nurse academics has been high on the agenda in many of the Asia-Pacific's developing countries including Vietnam. In collaboration with the Vietnamese Nurses Association, an Australian university designed and delivered a distance learning programme (DLP). The DLP sought to build academic capacity with a specific focus on the skills required to develop, implement and deliver a new national nursing curriculum. This paper will describe the design and delivery of the DLP as well as report on programme evaluation survey findings. Of the 175 surveys administered 112 were returned yielding a response rate of 64%. The majority of Vietnamese nurse academics identified all DLP modules as 'very well' designed and easy to learn from (range 63.9%-84.2%). Predominantly, academics also found the module content to be 'of great use' to their professional practice (range 73%-89.5%). Asked specifically about the benefit of the DLP online discussions, 106 (95.5%) participants stated they found the online discussions to be of use. An explanatory comment was also requested to explore this question and responses yielded three themes: 'networking and collaboration'; 'acquiring new knowledge'; and 'improving English'. When asked if they had changed their academic practice as a result of DLP participation, 105 (94.6%) academics stated they had - change was focussed on student centred learning and building a staff community of practice. While these study results indicate the DLP to be successful, it will be how Vietnamese academics utilise and build these skills which will measure the real success of the programme in the future. Copyright © 2016 Elsevier Ltd. All rights reserved.

Student understanding of first order RC filters

NASA Astrophysics Data System (ADS)

Coppens, Pieter; Van den Bossche, Johan; De Cock, Mieke

2017-12-01

A series of interviews with second year electronics engineering students showed several problems with understanding first-order RC filters. To better explore how widespread these problems are, a questionnaire was administered to over 150 students in Belgium. One question asked to rank the output voltage of a low-pass filter with an AC or DC input signal while a second asked to rank the output voltages of a high-pass filter with doubled or halved resistor and capacitor values. In addition to a discussion of the rankings and students' consistency, the results are compared to the most common reasoning patterns students used to explain their rankings. Despite lecture and laboratory instruction, students not only rarely recognize the circuits as filters, but also fail to correctly apply Kirchhoff's laws and Ohm's law to arrive at a correct answer.

Dental students' evaluation of 2 community-oriented PBL modules.

PubMed

Pau, A K; Collinson, S; Croucher, R

1999-11-01

To evaluate dental students' perception of 2 problem-based learning (PBL) modules in Dental Public Health implemented within the context of a traditional formal curriculum. 2 dental community modules were implemented with an 8-month interval between them on the same group of dental undergraduates; the first in Term 2 and the second in Term 4 of a 5-year 15-term dental course. At the end of each module, a semi-structured questionnaire was administered to evaluate the introductory lecture, the fieldwork activity and the organisation of the modules. In both modules, students reported gaining insight into the subject matter, skills in teamwork, making presentations and collecting data. Some students in the 1st module needed more time to fulfil their learning objectives and had difficulty in collecting data. In the 2nd module, students reported that they lacked motivation because of the place of the module within their timetable. Opinions differed about groupwork. The content of and interest generated by fieldwork activity was rated more positively in the 2nd module than the 1st. Less positively rated in the 2nd module was the introductory lecture and module organisation. Implementing PBL within a traditional curriculum does not offer uniform outcomes for students. Optimum group size and adequate time are necessary if students are to benefit from PBL. A consistent and continuous PBL approach should be adopted rather than a sporadic one. Further research should establish the optimum balance between PBL and traditional approaches that would allow students to maximise the benefits of both and to identify those students best equipped to benefit from a 'mixed economy' of learning.

Robustness of 40 Gb/s ASK modulation formats in the practical system infrastructure

NASA Astrophysics Data System (ADS)

Pincemin, Erwan; Tan, Antoine; Bezard, Aude; Tonello, Alessandro; Wabnitz, Stefano; Ania-Castañòn, Juan-Diego; Turitsyn, Sergei

2006-12-01

In this work, we theoretically and experimentally analyzed the resilience of 40 Gb/s amplitude shift keying modulation formats to transmission impairments in standard single-mode fiber lines as well as to optical filtering introduced by the optical add/drop multiplexer cascade. Our study is a pre-requisite to assess the implementation of cost-effective 40 Gb/s modulation technology in next generation high bit-rate robust optical transport networks.

Building an open academic environment - a new approach to empowering students in their learning of anatomy through 'Shadow Modules'.

PubMed

Scott, Jonathan L; Moxham, Bernard J; Rutherford, Stephen M

2014-03-01

Teaching and learning in anatomy is undertaken by a variety of methodologies, yet all of these pedagogies benefit from students discussing and reflecting upon their learning activities. An approach of particular potency is peer-mediated learning, through either peer-teaching or collaborative peer-learning. Collaborative, peer-mediated, learning activities help promote deep learning approaches and foster communities of practice in learning. Students generally flourish in collaborative learning settings but there are limitations to the benefits of collaborative learning undertaken solely within the confines of modular curricula. We describe the development of peer-mediated learning through student-focused and student-led study groups we have termed 'Shadow Modules'. The 'Shadow Module' takes place parallel to the formal academically taught module and facilitates collaboration between students to support their learning for that module. In 'Shadow Module' activities, students collaborate towards curating existing online open resources as well as developing learning resources of their own to support their study. Through the use of communication technologies and Web 2.0 tools these resources are able to be shared with their peers, thus enhancing the learning experience of all students following the module. The Shadow Module activities have the potential to lead to participants feeling a greater sense of engagement with the subject material, as well as improving their study and group-working skills and developing digital literacy. The outputs from Shadow Module collaborative work are open-source and may be utilised by subsequent student cohorts, thus building up a repository of learning resources designed by and for students. Shadow Module activities would benefit all pedagogies in the study of anatomy, and support students moving from being passive consumers to active participants in learning. © 2013 Anatomical Society.

Blended learning for reinforcing dental pharmacology in the clinical years: A qualitative analysis.

PubMed

Eachempati, Prashanti; Kiran Kumar, K S; Sumanth, K N

2016-10-01

Blended learning has become the method of choice in educational institutions because of its systematic integration of traditional classroom teaching and online components. This study aims to analyze student's reflection regarding blended learning in dental pharmacology. A cross-sectional study was conducted in Faculty of Dentistry, Melaka-Manipal Medical College among 3 rd and 4 th year BDS students. A total of 145 dental students, who consented, participate in the study. Students were divided into 14 groups. Nine online sessions followed by nine face-to-face discussions were held. Each session addressed topics related to oral lesions and orofacial pain with pharmacological applications. After each week, students were asked to reflect on blended learning. On completion of 9 weeks, reflections were collected and analyzed. Qualitative analysis was done using thematic analysis model suggested by Braun and Clarke. The four main themes were identified, namely, merits of blended learning, skill in writing prescription for oral diseases, dosages of drugs, and identification of strengths and weakness. In general, the participants had a positive feedback regarding blended learning. Students felt more confident in drug selection and prescription writing. They could recollect the doses better after the online and face-to-face sessions. Most interestingly, the students reflected that they are able to identify their strength and weakness after the blended learning sessions. Blended learning module was successfully implemented for reinforcing dental pharmacology. The results obtained in this study enable us to plan future comparative studies to know the effectiveness of blended learning in dental pharmacology.

Introduction to the Welding Trade. Pre-Apprenticeship Phase 1 Training.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This student training module provides an introduction to the welding trade. (A companion instructor's guide is available separately as CE 032 888; other student modules are available as CE 032 890-891.) The modules are designed to introduce trade knowledge and skills to the student. This module contains a cover sheet listing module title, goal,…

Plumbing. Pre-Apprenticeship Phase 2 Training. Student Training Modules.

ERIC Educational Resources Information Center

Brath, Ed

These 26 Student Training Modules on plumbing comprise one of nine sets of self-paced learning modules developed for Pre-Apprenticeship Phase 2 Training. (A companion instructor's guide is available separately as CE 031 577.) The modules are designed to impart trade knowledge and skills to the student. Each module contains some or all of the…

Introduction to the Drywall Trade. Pre-Apprenticeship Phase 1 Training.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This student training module is an introduction to the drywall trade. (A companion instructor's guide is available separately as CE 032 886; also, other student modules are available--see note.) The modules are designed to introduce trade knowledge and skills to the student. This module contains a cover sheet listing module title, goal, and…

Plastering. Pre-Apprenticeship Phase 2 Training. Student Training Modules.

ERIC Educational Resources Information Center

Hamblen, Ron

These 20 Student Training Modules on plastering comprise one of nine sets of self-paced learning modules developed for Pre-Apprenticeship Phase 2 Training. (A companion instructor's guide is available separately as CE 031 569.) The modules are designed to impart trade knowledge and skills to the student. Each module contains some or all of the…

Drywall. Pre-Apprenticeship Phase 2 Training. Student Training Modules.

ERIC Educational Resources Information Center

Moore, Doug

These 18 Student Training Modules on drywall comprise one of nine sets of self-paced learning modules developed for Pre-Apprenticeship Phase 2 Training. (A companion instructor's guide is available separately as CE 031 573.) The modules are designed to impart trade knowledge and skills to the student. Each module contains some or all of the…

Floor Covering. Pre-Apprenticeship Phase 2 Training. Student Training Modules.

ERIC Educational Resources Information Center

Hamblen, Ron

These 21 Student Training Modules on floor covering comprise one of nine sets of self-paced learning modules developed for Pre-Apprenticeship Phase 2 Training. (A companion instructor's guide is available separately as CE 031 565.) The modules are designed to impart trade knowledge and skills to the student. Each module contains some or all of the…

Tilesetting. Pre-Apprenticeship Phase 2 Training. Student Training Modules.

ERIC Educational Resources Information Center

Ausland, Greg

These 24 Student Training Modules on tilesetting comprise one of nine sets of self-paced learning modules developed for Pre-Apprenticeship Phase 2 Training. (A companion instructor's guide is available separately as CE 031 563.) The modules are designed to impart trade knowledge and skills to the student. Each module contains some or all of the…

Bricklaying. Pre-Apprenticeship Phase 2 Training. Student Training Modules.

ERIC Educational Resources Information Center

Cholewinski, Scott

These 23 Student Training Modules on bricklaying comprise one of nine sets of self-paced learning modules developed for Pre-Apprenticeship Phase 2 Training. (A companion instructor's guide is available separately as CE 031 567.) The modules are designed to impart trade knowledge and skills to the student. Each module contains some or all of the…

Parts Counter. Pre-Apprenticeship Phase 2 Training. Student Training Modules.

ERIC Educational Resources Information Center

Snyder, James A.

These 23 Student Training Modules on parts counter comprise one of nine sets of self-paced learning modules developed for Pre-Apprenticeship Phase 2 Training. (A companion instructor's guide is available separately as CE 031 571.) The modules are designed to impart trade knowledge and skills to the student. Each module contains some or all of the…

Cement Finishing. Pre-Apprenticeship Phase 2 Training. Student Training Modules.

ERIC Educational Resources Information Center

Nama, Joe

These 20 Student Training Modules on cement finishing comprise one of nine sets of self-paced learning modules developed for Pre-Apprenticeship Phase 2 Training. (A companion instructor's guide is available separately as CE 031 575.) The modules are designed to impart trade knowledge and skills to the student. Each module contains some or all of…

Painting. Pre-Apprenticeship Phase 2 Training. Student Training Modules.

ERIC Educational Resources Information Center

Kracht, Shannon

These 21 Student Training Modules on painting comprise one of nine sets of self-paced learning modules developed for Pre-Apprenticeship Phase 2 Training. (A companion instructor's guide is available separately as CE 031 561.) The modules are designed to impart trade knowledge and skills to the student. Each module contains some or all of the…

A role of decision-making competency in science learning utilizing a social valuation framework

NASA Astrophysics Data System (ADS)

Katsuo, Akihito

2005-11-01

The role of decision-making in learning performance has been an occasional topic in the research literature in science education, but rarely has it been a central issue in the field. Nonetheless, recent studies regarding the topic in several fields other than education, such as cognitive neuroscience and social choice theory, indicate the fundamental importance(s) of the topic. This study focuses on a possible role of decision-making in science learning. Initially the study was designed to probe the decision-making ability of elementary school children with a modified version of the Iowa Gambling Task (IGT). The experiment involved six Montessori 3rd and 4th grade students as the experimental group and eight public school 3rd and 4th grade students as the control group. The result of the modified IGT revealed a tendency in choice trajectories favoring children at the Montessori school. However, the probabilistic value went below the statistically significant level set by the U test. A further study focused on the impact of better decision-making ability revealed in the first experiment on performances with a science learning module that emphasized collective reasoning. The instruction was based on a set of worksheets with multiple choices on which students were asked to make predictions with and to provide supportive arguments regarding outcomes of experiments introduced in the worksheet. Then the whole class was involved with a real experiment to see which choice was correct. The findings in the study indicated that the Montessori students often obtained higher scores than non-Montessori students in making decision with a tendency of consistency in terms of their choices of the alternatives on the worksheets. The findings of the experiments were supported by a correlational analysis that was performed at the end of study. Although no statistically significant correlations were found, there was a tendency for positively associative shifts between the scores of the modified IGT and the scores for the performances on the science module for the Montessori students.

KSC-07pd0897

NASA Image and Video Library

2007-04-17

KENNEDY SPACE CENTER, FLA. -- In the Space Station Processing Facility, journalists and photographers ask Japanese astronaut Takao Doi about the Experiment Logistics Module Pressurized Section for the Japanese Experiment Module, or JEM, that he will accompany on mission STS-123 to the International Space Station. Earlier, NASA and Japanese Aerospace and Exploration Agency (JAXA) officials welcomed the arrival of the logistics module. The logistics module will serve as an on-orbit storage area for materials, tools and supplies. It can hold up to eight experiment racks and will attach to the top of another larger pressurized module. Photo credit: NASA/George Shelton

Academic Attainment in Students with Dyslexia in Distance Education.

PubMed

Richardson, John T E

2015-11-01

This investigation studied attainment in students with dyslexia or other specific learning difficulties who were taking modules by distance learning with the Open University in 2012. Students with dyslexia or other specific learning difficulties who had no additional disabilities were just as likely as nondisabled students to complete their modules, but they were less likely to pass the modules that they had completed and less likely to obtain good grades on the modules that they had passed. Students with dyslexia or other specific learning difficulties who had additional disabilities were less likely to complete their modules, less likely to pass the modules that they had completed and less likely to obtain good grades on the modules that they had passed than were nondisabled students. Nevertheless, around 40% of students with dyslexia or other specific learning difficulties obtained good grades (i.e. those that would lead to a bachelor's degree with first-class or upper second-class honours). Copyright © 2015 John Wiley & Sons, Ltd.

Hypertension module: an interactive learning tool in physiology.

PubMed

Işman, C A; Gülpinar, M A; Kurtel, H; Alican, I; Yeğen, B C

2003-12-01

The aim of the present study was to evaluate the strong or weak aspects of an interactive study module introduced during the "Cardiovascular and Respiratory Systems Subject Committee" in the second year of the medical program. Five study groups consisting of 25 students attended two-hour module sessions for six weeks with the same tutor. According to the module assessment questionnaire, the majority of the students assessed the module as excellent or good. The students reported that they had gained not only in knowledge but also in skills development. The general opinion of the students was that both the organization and the implementation of the module met their expectations. Nearly one-half of the students reported that their expectations with regard to the educational environment and the participation of students were fully met. The major weakness in this new educational trial appears to be assessment of the module.

Education catching up with science: preparing students for three-dimensional literacy in cell biology.

PubMed

Kramer, Ijsbrand M; Dahmani, Hassen-Reda; Delouche, Pamina; Bidabe, Marissa; Schneeberger, Patricia

2012-01-01

The large number of experimentally determined molecular structures has led to the development of a new semiotic system in the life sciences, with increasing use of accurate molecular representations. To determine how this change impacts students' learning, we incorporated image tests into our introductory cell biology course. Groups of students used a single text dealing with signal transduction, which was supplemented with images made in one of three iconographic styles. Typically, we employed realistic renderings, using computer-generated Protein Data Bank (PDB) structures; realistic-schematic renderings, using shapes inspired by PDB structures; or schematic renderings, using simple geometric shapes to represent cellular components. The control group received a list of keywords. When students were asked to draw and describe the process in their own style and to reply to multiple-choice questions, the three iconographic approaches equally improved the overall outcome of the tests (relative to keywords). Students found the three approaches equally useful but, when asked to select a preferred style, they largely favored a realistic-schematic style. When students were asked to annotate "raw" realistic images, both keywords and schematic representations failed to prepare them for this task. We conclude that supplementary images facilitate the comprehension process and despite their visual clutter, realistic representations do not hinder learning in an introductory course.

Student Input in College Decision Making

ERIC Educational Resources Information Center

Schwartz, Celeste M.; Craig, Emory M.; Trzeciak, Jeff; Little, Julie K.; Diaz, Veronica

2008-01-01

Engaging students in making decisions, especially those that directly impact student life, benefits the institution and the students themselves. Students are often asked to evaluate faculty, courses, campus services, and their overall college experience, but their opinions are more rarely solicited for input about new institutional initiatives.…

Students Computer Literacy: Perception versus Reality

ERIC Educational Resources Information Center

Wilkinson, Kelly

2006-01-01

Students believe that they are computer literate. When asked, students perceive themselves as skilled in a variety of computer applications. This research compares students' perceptions with their reality. Students did not perform well on pretests of Microsoft Office, but improved their posttests scores with instruction. The study also examined…

Energy Conservation Curriculum for Secondary and Post-Secondary Students. Module 6: Hot Water Heating Conservation Opportunities.

ERIC Educational Resources Information Center

Navarro Coll., Corsicana, TX.

This module is the sixth in a series of eleven modules in an energy conservation curriculum for secondary and postsecondary vocational students. It is designed for use by itself or as part of a sequence of four modules on understanding utilities (see also modules 3, 5, and 7). The objective of this module is to train students in the recognition,…

EDDIE Seismology: Introductory spectral analysis for undergraduates

NASA Astrophysics Data System (ADS)

Soule, D. C.; Gougis, R.; O'Reilly, C.

2016-12-01

We present a spectral seismology lesson in which students use spectral analysis to describe the frequency of seismic arrivals based on a conceptual presentation of waveforms and filters. The goal is for students to surpass basic waveform terminology and relate a time domain signals to their conjugates in the frequency domain. Although seismology instruction commonly engages students in analysis of authentic seismological data, this is less true for lower-level undergraduate seismology instruction due to coding barriers to many seismological analysis tasks. To address this, our module uses Seismic Canvas (Kroeger, 2015; https://seiscode.iris.washington.edu/projects/seismiccanvas), a graphically interactive application for accessing, viewing and analyzing waveform data, which we use to plot earthquake data in the time domain. Once students are familiarized with the general components of the waveform (i.e. frequency, wavelength, amplitude and period), they use Seismic Canvas to transform the data into the frequency domain. Bypassing the mathematics of Fourier Series allows focus on conceptual understanding by plotting and manipulating seismic data in both time and frequency domains. Pre/post-tests showed significant improvements in students' use of seismograms and spectrograms to estimate the frequency content of the primary wave, which demonstrated students' understanding of frequency and how data on the spectrogram and seismogram are related. Students were also able to identify the time and frequency of the largest amplitude arrival, indicating understanding of amplitude and use of a spectrogram as an analysis tool. Students were also asked to compare plots of raw data and the same data filtered with a high-pass filter, and identify the filter used to create the second plot. Students demonstrated an improved understanding of how frequency content can be removed from a signal in the spectral domain.

Student seminar on smoking: A novel way to introduce different perspectives on smoking to medical students.

PubMed

Iqbal, Saima P; Rafi, Shahid; Rahman, Matiur

2013-03-01

The respiratory module at Shifa College of Medicine (SCM) is delivered in third year with emphasis on respiratory pathophysiology and respiratory medicine. Smoking as a topic was introduced to emphasize the preventive aspects of respiratory illnesses. An innovative approach to involve students in their learning was developed. To determine whether this innovation would be well received and effective for students' learning about smoking, we carried out this study. This is a one group post-test quasi-experiment. Two days were assigned for a smoking seminar. The class of 106 students was divided into 10 batches, and each batch was assigned a theme related to smoking. These themes were developed by the faculty, and each theme was related to a different perspective on smoking. A post-test questionnaire was distributed at the end of the seminar for feedback to see what aspects of students' learning were highlighted and what needed to be improved upon. Questions related to the usefulness of the activity were incorporated into the questionnaire and the students were asked to agree or disagree on a five-point Likert scale. Most (68.3%) students agreed that this activity improved their knowledge regarding smoking, and 54.8% agreed that it also helped in application of this knowledge. Improvement in presentation and counseling skills (59.8%), evidence-based medicine (47.6%), and softer skills, such as teamwork (72%) and creativity (63.4%), were also reported to be enhanced. Seminars led by the students have shown to be effective in breaking the monotony and generating an interest of the topic. Such an activity serves as a small step to make our graduates more empathic, humane, competent, and skilful.

E-learning and near-peer teaching in electrocardiogram education: a randomised trial.

PubMed

Davies, Andrew; Macleod, Rachael; Bennett-Britton, Ian; McElnay, Philip; Bakhbakhi, Danya; Sansom, Jane

2016-06-01

Near-peer teaching and electronic learning (e-learning) are two effective modern teaching styles. Near-peer sessions provide a supportive learning environment that benefits both the students and the tutor. E-learning resources are flexible and easily distributed. Careful construction and regular editing can ensure that students receive all of the essential material. The aim of this study is to compare the efficacy of e-learning and near-peer teaching during the pre-clinical medical curriculum. Thirty-nine second-year medical students were consented and randomised into two groups. Each group received teaching on electrocardiogram (ECG) interpretation from a predefined syllabus. Eighteen students completed an e-learning module and 21 students attended a near-peer tutorial. Students were asked to complete a multiple-choice exam, scored out of 50. Each student rated their confidence in ECG interpretation before and after their allocated teaching session. The near-peer group (84%) demonstrated a significantly higher performance than the e-learning group (74.5%) on the final assessment (p = 0.002). Prior to the teaching, the students' mean confidence scores were 3/10 in both the near-peer and e-learning groups (0, poor; 10, excellent). These increased to 6/10 in both cases following the teaching session. Both teaching styles were well received by students and improved their confidence in ECG interpretation. Near-peer teaching led to superior scores in our final assessment. Given the congested nature of the modern medical curriculum, direct comparison of the efficacy of these methods may aid course design. The aim of this study is to compare the efficacy of e-learning and near-peer teaching. © 2015 John Wiley & Sons Ltd.

Best practice strategies for effective use of questions as a teaching tool.

PubMed

Tofade, Toyin; Elsner, Jamie; Haines, Stuart T

2013-09-12

Questions have long been used as a teaching tool by teachers and preceptors to assess students' knowledge, promote comprehension, and stimulate critical thinking. Well-crafted questions lead to new insights, generate discussion, and promote the comprehensive exploration of subject matter. Poorly constructed questions can stifle learning by creating confusion, intimidating students, and limiting creative thinking. Teachers most often ask lower-order, convergent questions that rely on students' factual recall of prior knowledge rather than asking higher-order, divergent questions that promote deep thinking, requiring students to analyze and evaluate concepts. This review summarizes the taxonomy of questions, provides strategies for formulating effective questions, and explores practical considerations to enhance student engagement and promote critical thinking. These concepts can be applied in the classroom and in experiential learning environments.

Assessment of Spreadsheet-based Modules in a Physical Geology Course with Emphasis on the Effectiveness of the use of Excel

NASA Astrophysics Data System (ADS)

Lehto, H.; Vacher, H. L.

2013-12-01

Educators have used spreadsheets to teach math concepts for years. However, when spreadsheet-based modules began to be used to teach math and geology concepts at USF students found them difficult to use. Most often students expressed frustration that learning how to use Excel took precedence over learning the concepts presented in the modules. Was the Excel was getting in the way? To investigate this question, we placed students in Physical Geology courses into two groups: one group was given a set of modules that instructed them to use Excel for their calculations, while the modules given to the other group simple instructed them to do the calculations but they were not told what method to use. Our expectation was that students in the Non-Excel group would be less frustrated and thus attain a higher level of learning of the concepts presented in the modules. However, our results show that students had high gains for both the math and geology concepts presented in the modules whether Excel was used or not. We also tested the students' attitudes about the modules and the knowledge they gained and found that overall students were comfortable with the math and geology concepts presented in the modules, and most felt that the modules were worth their time; however they did not wish to complete any more modules. The only observed difference in gains was that students in the course led by the author of the modules had larger gains in knowledge versus those in the course led by another instructor. This difference may have been the result of differences in teaching style, such as the module author's mention and linking of the modules with lecture materials throughout the course. We believe that spreadsheet-based modules are a good tool for teaching math and geology concepts, as overall the students were confident in their new knowledge. We also found that the use of Excel within the module did not affect the learning outcomes. The one downside of this study was that after completing the modules the students did not wish to do any more, which may have to do with a strong tendency towards math avoidance.

Social Perceptions of Achieving Students and Achievement Goals of Students in Malaysia and the Philippines

ERIC Educational Resources Information Center

Bernardo, Allan B. I.; Ismail, Rosnah

2010-01-01

The study investigates the hypothesis that country differences in achievement goals of students are associated with differences in how students with different achievement goals are perceived by students in different cultures. University students from Malaysia and the Philippine were asked to complete questionnaires on their achievement goals and…

Student for Student: Peer Learning in Music Higher Education

ERIC Educational Resources Information Center

Reid, Anna; Duke, Michael

2015-01-01

Students of piano and saxophone were asked to explore what peer learning meant to them. Following instrumental-based discussions, and with no intervention from faculty, the students developed a series of videos intended for use with incoming students. This article analyses the students' discussions and videos, and describes the complexity of…

Johnson County Community College Fall 2001 New Student Survey.

ERIC Educational Resources Information Center

Weglarz, Shirley G.

This survey of new Johnson County Community College (JCCC) (Kansas) students was conducted in fall 2001 to determine new students' educational objectives, and what factors influenced new students' decisions to attend JCCC. Questions were also asked about the JCCC Student Success Center and new students' preferences for various media to provide…

Do Online Students Exhibit Different Learning Styles

ERIC Educational Resources Information Center

Hausler, Joel; Sanders, John W.; Young, Barbara

2007-01-01

We examined the relationship between learning styles and student type. This research seeks to examine if online students exhibit different learning styles from onsite students; and, if so, what accommodations relating to learning style differences may be made for online students? Students (N = 80) were asked to complete an online survey in order…

The Scientific Approach Learning: How prospective science teachers understand about questioning

NASA Astrophysics Data System (ADS)

Wiyanto; Nugroho, S. E.; Hartono

2017-04-01

In the new curriculum, questioning is one of theaspects of scientific approach learning. It means teachers should facilitate students to ask their questions during science learning. The purpose of this research was to reveal the prospective science teachers’ understanding about questioning and how the science teachers implement of that in the scientific approach learning. Data of the prospective science teachers’ understanding was explored from their teaching plan that produced during microteaching. The microteaching is an activity that should be followed by students before they conduct partnership program in school. Data about theimplementation of questioning that conducted by theteacher was be collected by video-assisted observation in junior school science class. The results showed that majority of the prospective science teachers had difficulty to write down in their teaching plan about how to facilitate students to ask their questions, even majority of them understood that questioning is not students’ activity, but it is an activity that should be done by teachers. Based on the observation showed that majority of teachers did not yet implement a learning that facilitates students to ask their questions.

Moving Knowledge Acquisition From the Lecture Hall to the Student Home: A Prospective Intervention Study.

PubMed

Raupach, Tobias; Grefe, Clemens; Brown, Jamie; Meyer, Katharina; Schuelper, Nikolai; Anders, Sven

2015-09-28

Podcasts are popular with medical students, but the impact of podcast use on learning outcomes in undergraduate medical education has not been studied in detail. Our aim was to assess the impact of podcasts accompanied by quiz questions and lecture attendance on short- and medium-term knowledge retention. Students enrolled for a cardio-respiratory teaching module were asked to prepare for 10 specific lectures by watching podcasts and submitting answers to related quiz questions before attending live lectures. Performance on the same questions was assessed in a surprise test and a retention test. Watching podcasts and submitting answers to quiz questions (versus no podcast/quiz use) was associated with significantly better test performance in all items in the surprise test and 7 items in the retention test. Lecture attendance (versus no attendance) was associated with higher test performance in 3 items and 1 item, respectively. In a linear regression analysis adjusted for age, gender, and overall performance levels, both podcast/quiz use and lecture attendance were significant predictors of student performance. However, the variance explained by podcast/quiz use was greater than the variance explained by lecture attendance in the surprise test (38.7% vs. 2.2%) and retention test (19.1% vs. 4.0%). When used in conjunction with quiz questions, podcasts have the potential to foster knowledge acquisition and retention over and above the effect of live lectures.

Effective Communication between Students and Lecturers: Improving Student-Led Communication in Educational Settings

ERIC Educational Resources Information Center

Merdian, Hannah Lena; Warrior, John Kyle

2015-01-01

This study investigated students' communication preferences in educational settings, resulting in an empirical model of effective communication between students and lecturers. Students from a psychology department at a UK university were asked about their preferred communication tool for academic purposes, including social networking, emails,…

College Students' Preinstructional Ideas about Stars and Star Formation

ERIC Educational Resources Information Center

Bailey, Janelle M.; Prather, Edward E.; Johnson, Bruce; Slater, Timothy F.

2009-01-01

This study (Note 1) investigated the beliefs about stars that students hold when they enter an undergraduate introductory astronomy course for nonscience majors. Students' preinstructional ideas were investigated through the use of several student-supplied-response (SSR) surveys, which asked students to describe their ideas about topics such as…

Students as "Humans Chromosomes" in Role-Playing Mitosis and Meiosis

ERIC Educational Resources Information Center

Chinnici, Joseph P.; Yue, Joyce W.; Torres, Kieron M.

2004-01-01

Students often find it challenging to understand mitosis and meiosis and determine their processes. To develop an easier way to understand these terms, students are asked to role-play mitosis and meiosis and students themselves act as human chromosomes, which help students to learn differences between mitosis and meiosis.

Suggestions from Student Teachers.

ERIC Educational Resources Information Center

Womack, Sid T.

Teachers and administrators can help simplify the adjustment of student teachers to the classroom by being aware of student teacher concerns and problem areas. Asked to voice concerns and suggestions for future students, two groups of students at a Texas university and an Oklahoma university cited discipline, stress and fatigue, and relations with…

Eighth-Grade Students' Perceptions of Teacher Effectiveness

ERIC Educational Resources Information Center

Sprague, Julie A.

2013-01-01

This quantitative study used a validated student survey instrument to collect 182 Midwestern eighth-grade students' perceptions of effective teachers. Balch's (2011) survey was used. The original intent of this survey was to have students rate the effectiveness of one teacher. In this study, students were asked to rate teacher effectiveness and…

Does Language Proficiency Modulate Oculomotor Control? Evidence from Hindi-English Bilinguals

ERIC Educational Resources Information Center

Singh, Niharika; Mishra, Ramesh Kumar

2012-01-01

Though many previous studies have reported enhanced cognitive control in bilinguals, few have investigated if such control is modulated by language proficiency. Here, we examined the inhibitory control of high and low proficient Hindi-English bilinguals on an oculomotor Stroop task. Subjects were asked to make a saccade as fast as possible towards…

Self-reported tobacco smoking practices among medical students and their perceptions towards training about tobacco smoking in medical curricula: A cross-sectional, questionnaire survey in Malaysia, India, Pakistan, Nepal, and Bangladesh.

PubMed

Sreeramareddy, Chandrashekhar T; Suri, Sushil; Menezes, Ritesh G; Kumar, H N Harsha; Rahman, Mahbubur; Islam, Md R; Pereira, Xavier V; Shah, Mohsin; Sathian, Brijesh; Shetty, Ullasa; Vaswani, Vina R

2010-11-16

Tobacco smoking issues in developing countries are usually taught non-systematically as and when the topic arose. The World Health Organisation and Global Health Professional Student Survey (GHPSS) have suggested introducing a separate integrated tobacco module into medical school curricula. Our aim was to assess medical students' tobacco smoking habits, their practices towards patients' smoking habits and attitude towards teaching about smoking in medical schools. A cross-sectional questionnaire survey was carried out among final year undergraduate medical students in Malaysia, India, Nepal, Pakistan, and Bangladesh. An anonymous, self-administered questionnaire included items on demographic information, students' current practices about patients' tobacco smoking habits, their perception towards tobacco education in medical schools on a five point Likert scale. Questions about tobacco smoking habits were adapted from GHPSS questionnaire. An 'ever smoker' was defined as one who had smoked during lifetime, even if had tried a few puffs once or twice. 'Current smoker' was defined as those who had smoked tobacco product on one or more days in the preceding month of the survey. Descriptive statistics were calculated. Overall response rate was 81.6% (922/1130). Median age was 22 years while 50.7% were males and 48.2% were females. The overall prevalence of 'ever smokers' and 'current smokers' was 31.7% and 13.1% respectively. A majority (> 80%) of students asked the patients about their smoking habits during clinical postings/clerkships. Only a third of them did counselling, and assessed the patients' willingness to quit. Majority of the students agreed about doctors' role in tobacco control as being role models, competence in smoking cessation methods, counseling, and the need for training about tobacco cessation in medical schools. About 50% agreed that current curriculum teaches about tobacco smoking but not systematically and should be included as a separate module. Majority of the students indicated that topics about health effects, nicotine addiction and its treatment, counselling, prevention of relapse were important or very important in training about tobacco smoking. Medical educators should consider revising medical curricula to improve training about tobacco smoking cessation in medical schools. Our results should be supported by surveys from other medical schools in developing countries of Asia.

Advancing non-directive pregnancy options counseling skills: A pilot Study on the use of blended learning with an online module and simulation.

PubMed

Lupi, Carla; Ward-Peterson, Melissa; Chang, Winnie

2016-10-01

Limitations on didactic time pose barriers to teaching non-directive pregnancy options counseling. This study set out to explore the use of an online module to support trainee performance in a pregnancy options counseling standardized-patient exercise implemented among third-year medical students, and to examine the effect of clinical experience on student performance. An online module was developed. A convenience sample of forty-six student performances in a family medicine clerkship participated in a standardized patient exercise. Trained faculty rated performances. Students completed a self-assessment and provided feedback on the online module. Chi-square and Mann-Whitney-U tests were used to analyze data. Three coders qualitatively examined narrative student comments. Thirty-four students passed, 11 achieved a minimal pass, and one failed. The mean global rating from faculty was 2.8 (pass). Students with prior clinical experience significantly outperformed those without on the global rating scale with mean scores of 3.1 compared to 2.7, respectively (p=.044). All students agreed that the online module helped prepare them for the exercise. Qualitative analysis of students' feedback on the module revealed strengths in content and pedagogy. In their self-assessments, all but two students referred to content explicitly conveyed in the module. All students agreed that an online module supported their performance of non-directive pregnancy options counseling skills. Prior clinical experience was associated with improved performance. This module, along with the simulated exercise, can be implemented as a blended learning exercise without additional faculty teaching effort in standardized patient resource centers. Students agreed that an online module facilitates simulated performance of non-directive pregnancy options counseling skills. Future work should compare the impact of this approach to others, and explore the additional training needed to maintain and build on initial learning. Copyright © 2016 Elsevier Inc. All rights reserved.

Housing and Home Furnishings Modules.

ERIC Educational Resources Information Center

Clemson Univ., SC. Vocational Education Media Center.

These sixty-seven modules provide student materials for a home economics course in housing and home furnishings. (A companion instructor's guide is available separately--see note.) Each module contains an objective, student information, learning activities (and activity sheets as needed), student self-checks, student self-check answers, check-out…

What Ideas Do Students Associate with "Biotechnology" and "Genetic Engineering"?

ERIC Educational Resources Information Center

Hill, Ruaraidh; Stanisstreet, Martin; Boyes, Edward

2000-01-01

Explores the ideas that students aged 16-19 associate with the terms 'biotechnology' and 'genetic engineering'. Indicates that some students see biotechnology as risky whereas genetic engineering was described as ethically wrong. (Author/ASK)

Calculus Student Descending a Staircase.

ERIC Educational Resources Information Center

Mueller, William

1999-01-01

Common student attitudes toward reform methods are conveyed through the thoughts of a student leaving a multivariable calculus exam and musings range over textbooks, homework, workload, group work, writing, noncomputational problems, instructional problems, instructional styles, and classroom activities. (Author/ASK)

Have We Come as Far as We Had Hoped? Discrimination in the Residency Interview.

PubMed

Hessel, Kara; DiPasco, Peter; Kilgore, Lyndsey; Shelley, Casey; Perry, Alvin; Wagner, Jamie

The primary objective was to use a pilot survey of fourth-year medical students at our institution to determine if female residency applicants were asked potentially illegal questions regarding family status and childbearing more frequently than male applicants. Secondary objectives included comparing the use of potentially illegal questions in surgical versus nonsurgical specialties and between community and academic residency programs. A 20-item questionnaire was distributed to all fourth-year medical students at the University of Kansas School of Medicine. Data were analyzed in SPSS using descriptive statistics, bivariate analysis, and multivariate analysis. University of Kansas Health System, Tertiary Care Center. Fourth-year medical students from the University of Kansas School of Medicine. There were 57 survey respondents (51% male and 49% female). Female applicants were more likely to report being asked about their desire to have a family than male applicants (32% vs. 3%, respectively, p = 0.041). However, male and female students were equally likely to report being asked specifically if they had or intended to have children (p = 0.194). No significant differences were found in potentially illegal question-asking between surgical and nonsurgical specialties or between community-based and academic programs. Although women now represent 47% of the applicant pool, gender discrimination in the residency interview has not been eradicated. Women are more likely to report potentially illegal questions regarding their desire to have a family on residency interviews than men. Community and academic programs appear to ask similar numbers and types of potentially illegal questions. Further study is warranted to determine if these findings apply to the entire applicant pool. Further education of interviewers is necessary regarding potentially illegal questions during the residency interview process. Copyright © 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Urban Middle School Students' Perceptions of the Value and Difficulty of Inquiry

NASA Astrophysics Data System (ADS)

Sandoval, William A.; Harven, Aletha M.

2011-02-01

Following their participation in a guided-inquiry unit, 129 seventh-graders from five diverse urban middle schools were asked about their perceptions of specific inquiry tasks, from an expectancy-value framework. Students were asked to rate the interest value, utility value, and task difficulty of (a) data collection design; (b) explanation; (c) data analysis; and (d) citing evidence for claims. The utility of all tasks was rated highly, while interest ratings were moderate. Students perceived these tasks as moderately different from their usual work, and not especially difficult. No gender differences were found in students' ratings. Investigation tasks were rated as more interesting and useful than argumentation tasks. Students from lower SES schools found all tasks more useful and interesting than their peers in higher SES schools. Students' justifications for their ratings suggest they valued the utility of knowing how to back up their ideas with evidence.

Cassini Scientist for a Day: Encouraging Science Research and Writing for Students on National and International Scales

NASA Astrophysics Data System (ADS)

Zimmerman Brachman, R.; Piazza, E.

2010-12-01

The Cassini Outreach Group for the Cassini mission to Saturn at NASA’s Jet Propulsion Laboratory runs an international essay contest called “Cassini Scientist for a Day.” Students write essays about Saturn and its rings and moons. The program has been run nine times, increasing in scope with each contest. Students in grades 5-12 gain skills in critical thinking, decision-making, researching, asking good questions, and communicating their ideas to scientists. Winners and their classes participate in teleconferencing question and answer sessions with Cassini scientists so students can ask questions to professional scientists. Videos of young Cassini scientists are included in the contest reference materials to provide role models for the students. Thousands of students in 27 countries on 6 continents have participated in the essay contest. Volunteers run the international contests outside of the United States, with their own rules, languages, and prizes.

Cassini Scientist for a Day: Encouraging Science Research and Writing for Students on National and International Scales

NASA Astrophysics Data System (ADS)

Zimmerman Brachman, R.; Wessen, A.; Piazza, E.

2011-10-01

The outreach team for the Cassini mission to Saturn at NASA's Jet Propulsion Laboratory (JPL) runs an international essay contest called "Cassini Scientist for a Day." Students write essays about Saturn and its rings and moons. The program has been run nine times, increasing in scope with each contest. Students in grades 5 to 12 (ages 10 to 18) gain skills in critical thinking, decision-making, researching, asking good questions, and communicating their ideas to scientists. Winners and their classes participate in teleconferencing question-and-answer sessions with Cassini scientists so students can ask questions to professional scientists. Videos of young Cassini scientists are included in the contest reference materials to provide role models for the students. Thousands of students in 50 countries on 6 continents have participated in the essay contest. Volunteers run the international contests outside of the United States, with their own rules, languages, and prizes.

Mapping Students' Spoken Conceptions of Equality

ERIC Educational Resources Information Center

Anakin, Megan

2013-01-01

This study expands contemporary theorising about students' conceptions of equality. A nationally representative sample of New Zealand students' were asked to provide a spoken numerical response and an explanation as they solved an arithmetic additive missing number problem. Students' responses were conceptualised as acts of communication and…

Teaching Calculus Students How to Study.

ERIC Educational Resources Information Center

Boelkins, Matthew R.; Pfaff, Thomas J.

1998-01-01

Addresses the problem of poor study habits in calculus students and presents techniques to teach students how to study consistently and effectively. Concludes that many students greatly appreciate the added structure, work harder than in previous courses, and witness newfound success as a consequence. (Author/ASK)

Urban college student self-report of hookah use with health care providers.

PubMed

Jani, Samir Ranjit; Brown, Darryl; Berhane, Zekarias; Peter, Nadja; Solecki, Susan; Turchi, Renee

2018-07-01

This study's purpose was to describe urban college students' communication about hookah with health care providers. Participants included a random sample of undergraduate urban college students and health care providers. Students surveyed determined the epidemiology of hookah use in this population, how many health care providers asked about hookah, and how many students admitted hookah use to a physician. Of 375 students surveyed, 78 (20.8%) had never tried it, 284 (75.7%) had smoked hookah at least once, and 64 students (22.6%) were classified as frequent hookah smokers. Only 15 (4.7%) reported a health care provider asking about hookah during visits, whereas 36 (12.7%) admitted their hookah use to a health care provider. Hookah use was found to be highly prevalent among students in one urban university. This study supports the hypothesis that few health care providers broach the topic with patients. Additional research on health consequences of hookah use, education, and improved screening is warranted.

Nutrition Education Module Appeals to Students at Georgia State

ERIC Educational Resources Information Center

Kicklighter, Jana; Jonnalagadda, Satya S.; McClendon, Jamie; Hopkins, Barbara L.

2005-01-01

This article describes the development and evaluation of a nutrition education module, "Nutrition Survival Skills," for freshmen students at a large urban university. Students' perceptions of the module, presented by five nutrition graduate students as part of Freshmen Learning Communities (FLCs) and Georgia State University (GSU) 1010,…

WISE-MD usage among millennial medical students.

PubMed

Phitayakorn, Roy; Nick, Michael W; Alseidi, Adnan; Lind, David Scott; Sudan, Ranjan; Isenberg, Gerald; Capella, Jeannette; Hopkins, Mary A; Petrusa, Emil R

2015-01-01

E-learning is increasingly common in undergraduate medical education. Internet-based multimedia materials should be designed with millennial learner utilization preferences in mind for maximal impact. Medical students used all 20 Web Initiative for Surgical Education of Medical Doctors modules from July 1, 2013 to October 1, 2013. Data were analyzed for topic frequency, time and week day, and access to questions. Three thousand five hundred eighty-seven students completed 35,848 modules. Students accessed modules for average of 51 minutes. Most frequent use occurred on Sunday (23.1%), Saturday (15.4%), and Monday (14.3%). Friday had the least use (8.2%). A predominance of students accessed the modules between 7 and 10 PM (34.4%). About 80.4% of students accessed questions for at least one module. They completed an average of 40 ± 30 of the questions. Only 827 students (2.3%) repeated the questions. Web Initiative for Surgical Education of Medical Doctors has peak usage during the weekend and evenings. Most frequently used modules reflect core surgical problems. Multiple factors influence the manner module questions are accessed. Copyright © 2015 Elsevier Inc. All rights reserved.

Virtual patient instruction for dental students: can it improve dental care access for persons with special needs?

PubMed

Sanders, Carla; Kleinert, Harold L; Boyd, Sara E; Herren, Chris; Theiss, Lynn; Mink, John

2008-01-01

An interactive, virtual-patient module was produced on compact disc (CD-ROM) in response to the critical need to increase dental students' clinical exposure to patients with developmental disabilities. A content development team consisting of dental faculty members, parents of children with developmental disabilities, an individual with a developmental disability, and educational specialists developed the interactive, virtual-patient module. The module focused on a young man with congenital deafblindness presenting as a new patient with a painful molar. Students were required to make decisions regarding clinical interactions throughout the module. Differences in both comfort and knowledge level were measured pre- and post-module completion, as well as the dental students' overall satisfaction with the learning experience. Significant results were obtained in students' perceived comfort and knowledge base. Participants reported overall satisfaction using the modules. This study demonstrated that an interactive, multi-media (CD-ROM), virtual patient learning module for dental students could be an effective tool in providing students needed clinical exposure to patients with developmental disabilities.

Helping Students Cope with Fears and Crises.

ERIC Educational Resources Information Center

Walz, Garry R., Ed.; Bleuer, Jeanne C., Ed.

This document consists of two modules extracted from a six-module larger work. Module 1 presents six articles on the topic of "helping students to cope with fears and crises." Module 2 contains 17 articles on "programs and practices for helping students cope with fears and crises." Article titles and authors are as follows: (1)…

Mentoring is a Lifelong Activity

NASA Astrophysics Data System (ADS)

Hamilton, Joseph

2016-09-01

One of the greatest personal benefits of mentoring and working with graduate students and postdoctoral fellows is the life-long journey together. Having graduate students who keep up with you, ask advice and sometimes get it when they haven't asked for it, being able to help them find a job, and in some cases, continuing to do research together for over 50 years is a real gift. Seeing the success of your students in their own research programs, or as Professors, or in industry, makes me feel proud like I do in my children, and when we gather at conferences, it does seem like a family.

The Influence of the Length of the School Day on the Percentage of Proficient and Advanced Proficient Scores on the New Jersey Assessment of Skills and Knowledge for Grades 6, 7, and 8

ERIC Educational Resources Information Center

Sammarone, Danielle

2016-01-01

The purpose for this correlational, cross-sectional, explanatory was to explain the influence of the length of the school day on the total percentage of students who scored Proficient or Advanced Proficient (TPAP) on the New Jersey Ask (NJ ASK) in Language Arts and Mathematics in Grades 6-8 in for student populations with low, median, and high…

Asking a Great Question: A Librarian Teaches Questioning Skills to First-Year Medical Students.

PubMed

Adams, Nancy E

2015-01-01

In a single one-hour session, first-year medical students were taught a framework for differentiating between lower-order questions that lead to knowledge of facts and higher-order questions that lead to integration of concepts and deeper learning, thereby preparing them for problem-based learning (PBL). Students generated lists of questions in response to an assertion prompt and categorized them according to Bloom's Taxonomy. These data were analyzed in addition to data from the course exam, which asked them to formulate a higher-level question in response to a prompt. Categorizing questions according to Bloom's Taxonomy was a more difficult task for students than was formulating higher-order questions. Students reported that the skills that they learned were used in subsequent PBL sessions to formulate higher-order learning objectives that integrated new and previously-learned concepts.

Are the Right Students Receiving Need Based Federal Student Financial Aid

ERIC Educational Resources Information Center

Kennedy, Joseph

2009-01-01

Students at a college or university who receive need-based financial aid, receive a tremendous financial resource compared to those students who do not receive need based financial aid. A sample of 100 students from various backgrounds and skills were surveyed. The survey asked questions of the two student groups: received need based financial aid…

Student Planners in School and Out of School: Who is Managing Whom?

ERIC Educational Resources Information Center

Lenters, Kimberly; McTavish, Marianne

2013-01-01

This paper examines the use of student planners (agendas) with elementary school students. It asks how teachers, students and parents in two classrooms engage in the literacy practice of using student planners. A literacy object originally introduced to manage schoolwork in and out of school for students with learning difficulties, planners are…

Using CensusAtSchool Data to Motivate Students

ERIC Educational Resources Information Center

Wong, Ian

2006-01-01

Imagine being able to engage students in learning statistics. Teachers would need their students to have access to a large database of real data, preferably about students. It would be even better if students were part of the database. Ideally, the data would enable students to ask questions of interest to them. For a teacher, it would be…

Self-esteem Modulates the P3 Component in Response to the Self-face Processing after Priming with Emotional Faces

PubMed Central

Guan, Lili; Zhao, Yufang; Wang, Yige; Chen, Yujie; Yang, Juan

2017-01-01

The self-face processing advantage (SPA) refers to the research finding that individuals generally recognize their own face faster than another’s face; self-face also elicits an enhanced P3 amplitude compared to another’s face. It has been suggested that social evaluation threats could weaken the SPA and that self-esteem could be regarded as a threat buffer. However, little research has directly investigated the neural evidence of how self-esteem modulates the social evaluation threat to the SPA. In the current event-related potential study, 27 healthy Chinese undergraduate students were primed with emotional faces (angry, happy, or neutral) and were asked to judge whether the target face (self, friend, and stranger) was familiar or unfamiliar. Electrophysiological results showed that after priming with emotional faces (angry and happy), self-face elicited similar P3 amplitudes to friend-face in individuals with low self-esteem, but not in individuals with high self-esteem. The results suggest that as low self-esteem raises fears of social rejection and exclusion, priming with emotional faces (angry and happy) can weaken the SPA in low self-esteem individuals but not in high self-esteem individuals. PMID:28868041

Self-esteem Modulates the P3 Component in Response to the Self-face Processing after Priming with Emotional Faces.

PubMed

Guan, Lili; Zhao, Yufang; Wang, Yige; Chen, Yujie; Yang, Juan

2017-01-01

The self-face processing advantage (SPA) refers to the research finding that individuals generally recognize their own face faster than another's face; self-face also elicits an enhanced P3 amplitude compared to another's face. It has been suggested that social evaluation threats could weaken the SPA and that self-esteem could be regarded as a threat buffer. However, little research has directly investigated the neural evidence of how self-esteem modulates the social evaluation threat to the SPA. In the current event-related potential study, 27 healthy Chinese undergraduate students were primed with emotional faces (angry, happy, or neutral) and were asked to judge whether the target face (self, friend, and stranger) was familiar or unfamiliar. Electrophysiological results showed that after priming with emotional faces (angry and happy), self-face elicited similar P3 amplitudes to friend-face in individuals with low self-esteem, but not in individuals with high self-esteem. The results suggest that as low self-esteem raises fears of social rejection and exclusion, priming with emotional faces (angry and happy) can weaken the SPA in low self-esteem individuals but not in high self-esteem individuals.

Logarithmic temporal axis manipulation and its application for measuring auditory contributions in F0 control using a transformed auditory feedback procedure

NASA Astrophysics Data System (ADS)

Yanaga, Ryuichiro; Kawahara, Hideki

2003-10-01

A new parameter extraction procedure based on logarithmic transformation of the temporal axis was applied to investigate auditory effects on voice F0 control to overcome artifacts due to natural fluctuations and nonlinearities in speech production mechanisms. The proposed method may add complementary information to recent findings reported by using frequency shift feedback method [Burnett and Larson, J. Acoust. Soc. Am. 112 (2002)], in terms of dynamic aspects of F0 control. In a series of experiments, dependencies of system parameters in F0 control on subjects, F0 and style (musical expressions and speaking) were tested using six participants. They were three male and three female students specialized in musical education. They were asked to sustain a Japanese vowel /a/ for about 10 s repeatedly up to 2 min in total while hearing F0 modulated feedback speech, that was modulated using an M-sequence. The results replicated qualitatively the previous finding [Kawahara and Williams, Vocal Fold Physiology, (1995)] and provided more accurate estimates. Relations with designing an artificial singer also will be discussed. [Work partly supported by the grant in aids in scientific research (B) 14380165 and Wakayama University.

Blended learning for reinforcing dental pharmacology in the clinical years: A qualitative analysis

PubMed Central

Eachempati, Prashanti; Kiran Kumar, K. S.; Sumanth, K. N.

2016-01-01

Objectives: Blended learning has become the method of choice in educational institutions because of its systematic integration of traditional classroom teaching and online components. This study aims to analyze student’s reflection regarding blended learning in dental pharmacology. Subjects and Methods: A cross-sectional study was conducted in Faculty of Dentistry, Melaka-Manipal Medical College among 3rd and 4th year BDS students. A total of 145 dental students, who consented, participate in the study. Students were divided into 14 groups. Nine online sessions followed by nine face-to-face discussions were held. Each session addressed topics related to oral lesions and orofacial pain with pharmacological applications. After each week, students were asked to reflect on blended learning. On completion of 9 weeks, reflections were collected and analyzed. Statistical Analysis: Qualitative analysis was done using thematic analysis model suggested by Braun and Clarke. Results: The four main themes were identified, namely, merits of blended learning, skill in writing prescription for oral diseases, dosages of drugs, and identification of strengths and weakness. In general, the participants had a positive feedback regarding blended learning. Students felt more confident in drug selection and prescription writing. They could recollect the doses better after the online and face-to-face sessions. Most interestingly, the students reflected that they are able to identify their strength and weakness after the blended learning sessions. Conclusions: Blended learning module was successfully implemented for reinforcing dental pharmacology. The results obtained in this study enable us to plan future comparative studies to know the effectiveness of blended learning in dental pharmacology. PMID:28031603

Family-School Bonding and Student Success.

ERIC Educational Resources Information Center

Pryor, Carolyn B.

A study of 310 ninth grade students and their parents in five communities was conducted to look at the relationships between parent-school bonding, student-school bonding, academic achievement, and other variables. Questionnaires were developed for both parents and students asking questions about attachment, commitment, beliefs about school,…

Determining What Our Students Need Most: Exploring Student Perceptions and Comparing Difficulty Ratings of Students and Faculty

ERIC Educational Resources Information Center

Gulacar, Ozcan; Bowman, Charles R.

2014-01-01

If the goal of teaching is to help students understand a subject, teaching cannot begin until student difficulties with a subject are understood. In order to create a guide for assessing student difficulties with chemistry material, students were asked to rate exam questions on three factors: problem difficulty, familiarity, and self-confidence.…

Relationships among Aspects of Student Alienation and Self Concept

ERIC Educational Resources Information Center

Tarquin, Kristen; Cook-Cottone, Catherine

2008-01-01

This study investigated the relationships among previous experiences of student alienation and the various aspects of self concept. A total of 351 undergraduate students were administered the Student Alienation and Trauma Survey-Revised (SATS-R) and the Tennessee Self Concept Scale: Second Edition (TSCS:2). Students were asked to report on their…

Self-Reports of Student Cheating: Does a Definition of Cheating Matter?

ERIC Educational Resources Information Center

Burrus, Robert T.; McGoldrick, KimMarie; Schuhmann, Peter W.

2007-01-01

The authors examine student cheating based on implicit and explicit definitions of cheating. Prior to being provided a definition of cheating, students reported whether they had cheated. Students were then provided a definition of cheating and asked to rereport their cheating behaviors. Results indicate that students do not understand what…

Civic Tolerance among Honors Students

ERIC Educational Resources Information Center

Shepherd, Gordon; Shepherd, Gary

2014-01-01

As important as cognitive outcomes are in assessing the educational merits of honors programs, the authors ask whether honors programs affect the values and social attitudes of their students differently than other students: in particular, whether honors students are more or less tolerant than other students and, if so, in what ways and why. There…

Gifted Elementary Students' Interactions with Female and Male Scientists in a Biochemistry Enrichment Program.

ERIC Educational Resources Information Center

She, Candace Hsiao-Ching; Barrow, Lloyd H.

1997-01-01

Examines how gender and self-concept relate to gifted elementary students' participation in a biochemistry enrichment program taught by female and male scientists. Students with low self-concepts asked more questions and received more feedback than students with high self-concepts. Student-initiated questions and gender differences in interaction…

Helping Young Students to Better Pose an Environmental Problem

ERIC Educational Resources Information Center

Pruneau, Diane; Freiman, Viktor; Barbier, Pierre-Yves; Langis, Joanne

2009-01-01

Grade 3 students were asked to solve a sedimentation problem in a local river. With scientists, students explored many aspects of the problem and proposed solutions. Graphic representation tools were used to help students to better pose the problem. Using questionnaires and interviews, researchers observed students' capacity to pose the problem…

First-Year Engineering Students' Portrayal of Engineering in a Proposed Museum Exhibit for Middle School Students

ERIC Educational Resources Information Center

Mena, Irene B.; Diefes-Dux, Heidi A.

2012-01-01

Students' perceptions of engineering have been documented through studies involving interviews, surveys, and word associations that take a direct approach to asking students about various aspects of their understanding of engineering. Research on perceptions of engineering rarely focuses on how students would portray engineering to others.…

Through the Eyes of Students

ERIC Educational Resources Information Center

Tinto, Vincent

2017-01-01

For years, our prevailing view of student retention has been shaped by theories that view student retention through the lens of institutional action and ask what institutions can do to retain their students. Students, however, do not seek to be retained. They seek to persist. The two perspectives, though necessarily related, are not the same.…

Voices of Chinese International Students in USA Colleges: "I Want to Tell Them That … "

ERIC Educational Resources Information Center

Heng, Tang T.

2017-01-01

As international student mobility worldwide reach new heights, there have been increasing conversations around how tertiary institutions need to rethink how they relate to and support international students for success. This study asks mainland Chinese students, the largest proportion of international students worldwide, to voice their desires…

Black, White, and Biracial Students' Engagement at Differing Institutional Types

ERIC Educational Resources Information Center

Harris, Jessica C.; BrckaLorenz, Allison

2017-01-01

Within this study, the authors are interested in engagement practices for Black students, White students, and the mixed-race college student population at Historically Black Colleges and Universities (HBCUs) and non-HBCUs. The authors asked the following research questions: How does engagement compare for Black, White, and biracial students with…

Elementary Students' Metaphors for Democracy

ERIC Educational Resources Information Center

Dundar, Hakan

2012-01-01

The purpose of the research was to reveal elementary 8th grade students' opinions concerning democracy with the aid of metaphors. The students were asked to produce metaphors about the concept of democracy. 140 students from 3 public schools in Ankara (Turkey) participated in the research. 55% of the students were females and 45% were males. The…

Investigating Teachers' Views of Student-Centred Learning Approach

ERIC Educational Resources Information Center

Seng, Ernest Lim Kok

2014-01-01

Conventional learning is based on low levels of students' participation where students are rarely expected to ask questions or to challenge the theories of the academic. A paradigm shift in curriculum has resulted in implementing student-centred learning (SCL) approach, putting students as the centre of the learning process. This mode of…

Facilitating Students' Ownership of Learning in Science by Developing Lifelong Learning Skills

ERIC Educational Resources Information Center

Fleming, Keith; Panizzon, Debra

2010-01-01

Learning is most effective when the scientific context used in the classroom is a transformed extension of the students' real world and so inspires students' intrinsic motivation, encouraging students to ask meaningful questions and seek their own answers through an inquiry or investigative approach. The Student Owned Learning Model (SOLM)…

Explaining Infinite Series--An Exploration of Students' Images

ERIC Educational Resources Information Center

Champney, Danielle Dawn

2013-01-01

This study uses self-generated representations (SGR)--images produced in the act of explaining--as a means of uncovering what university calculus students understand about infinite series convergence. It makes use of student teaching episodes, in which students were asked to explain to a peer what that student might have missed had they been…

Using Inquiry Effectively.

ERIC Educational Resources Information Center

Bibens, Robert F.

1980-01-01

The inquiry approach to learning is based on three phases. The exploratory phase encourages students to investigate a particular topic; the invention phase asks students to consider what they have learned; the final phase assists students in discovering the inadequacies of their inventions. (JN)

Relationships between drug company representatives and medical students: medical school policies and attitudes of student affairs deans and third-year medical students.

PubMed

Sierles, Frederick; Brodkey, Amy; Cleary, Lynn; McCurdy, Frederick A; Mintz, Matthew; Frank, Julia; Lynn, Deborah Joanne; Chao, Jason; Morgenstern, Bruce; Shore, William; Woodard, John

2009-01-01

The authors sought to ascertain the details of medical school policies about relationships between drug companies and medical students as well as student affairs deans' attitudes about these interactions. In 2005, the authors surveyed deans and student affairs deans at all U.S. medical schools and asked whether their schools had a policy about relationships between drug companies and medical students. They asked deans at schools with policies to summarize them, queried student affairs deans regarding their attitudes about gifts, and compared their attitudes with those of students who were studied previously. Independently of each other, 114 out of 126 deans (90.5%) and 114 out of 126 student affairs deans (90.5%) responded (identical numbers are not misprints). Ten schools had a policy regarding relationships between medical students and drug company representatives. Student affairs deans were much more likely than students to perceive that gifts were inappropriate. These 2005 policies show trends meriting review by current medical schools in considering how to comply with the 2008 Association of American Medical Colleges recommendations about relationships between drug companies and medical students or physicians.

"Why Can't We Just Have Sex?": An Analysis of Anonymous Questions about Sex Asked by Ninth Graders

ERIC Educational Resources Information Center

Pariera, Katrina L.; McCormack, Tiffany A.

2017-01-01

During the high school years, most young people in the United States receive school-based sexuality education, but there is little research on what they want to know about sex and sexuality but may be afraid to ask. This study is a content analysis of anonymous questions about sex (N = 645) asked by ninth-grade students from the greater Los…

Evaluation of the educational impact of a special study module on maritime medicine for medical undergraduate students.

PubMed

McCarthy, Nora; O'Flynn, Siun; Murphy, John; Barry, David; Canals, Maria Luisa

2013-01-01

The hazardous occupation of seafaring brings many unique medical challenges. Despite its international nature, maritime medicine does not typically form a part of undergraduate medical studies. A unique and innovative, optional student-selected module (SSM) 'maritime medicine' was offered to medical students. A key objective was to develop students' attitudes to maritime medicine and increase their awareness of the discipline and its specialised nature. The aim of this study was to assess qualitatively and quantitatively the educational impact of the maritime medicine SSM and to improve the module content and design for future academic years. Students' perceived relevance and knowledge before and after the module was assessed using a Likert-based questionnaire. Comparison was made with controls in the post module100 multiple choice question (MCQ) paper. Qualitative feedback was obtained from semi-structured focus student discussion groups and the questionnaire's free comments section. A significant increase in perceived knowledge was seen between pre and post module p < 3.45 × 10-10, matched with the module students performing significantly better than controls in the end-of-module MCQ paper (p < 8.99 × 10-20). Qualitative analysis revealed 5 main themes: teaching methods, appreciation of non-academic instructors, appreciation of maritime medicine unique requirements, timetabling and enjoyment. This unique and innovative maritime medicine module harnessed local expertise and raised the awareness and profile of maritime medicine among undergraduate medical students. It was very well received and had a significant educational impact. Practical teaching methods were highly valued by students, with these areas also performing best in quantitative analysis.

Who's Asking?

ERIC Educational Resources Information Center

Kohn, Alfie

2015-01-01

In this article, Alfie Kohn discusses four questions about questioning--starting with questions that are more basic, and progressing to some that are "deeper and potentially more subversive of traditional schooling." He begins by considering what questions we should ask students, and encourages teachers to keep questions with…

Teachers, Researchers, and Students Collaborating in Arctic Climate Change Research: The Partnership Between the Svalbard REU and ARCUS PolarTREC programs

NASA Astrophysics Data System (ADS)

Roof, S.; Warburton, J.; Oddo, B.; Kane, M.

2007-12-01

Since 2004, the Arctic Research Consortium of the U.S. (ARCUS) "TREC" program (Teachers and Researchers Exploring and Collaborating, now "PolarTREC") has sent four K-12 teachers to Svalbard, Norway to work alongside researchers and undergraduate students conducting climate change research as part of the Svalbard Research Experiences for Undergraduates (REU) Program. The benefits of this scientist/educator/student partnership are many. Researchers benefit from teacher participation as it increases their understanding of student learning and the roles and responsibilities of K-12 teachers. The TREC teacher contributes to the research by making observations, analyzing data, and carrying heavy loads of equipment. In collaborating with K- 12 teachers, undergraduate student participants discover the importance of teamwork in science and the need for effective communication of scientific results to a broad audience. The questions that K-12 teachers ask require the scientists and students in our program to explain their work in terms that non-specialists can understand and appreciate. The K-12 teacher provides a positive career role model and several Svalbard REU undergraduate students have pursued K-12 teaching careers after graduating. TREC teachers benefit from working alongside the researchers and by experiencing the adventures of real scientific research in a remote arctic environment. They return to their schools with a heightened status that allows them to share the excitement and importance of scientific research with their students. Together, all parties contribute to greatly enhance public outreach. With ARCUS logistical support, TREC teachers and researchers do live web conferences from the field, reaching hundreds of students and dozens of school administrators and even local politicians. Teachers maintain web journals, describing the daily activities and progress of the researcher team. Online readers from around the world write in to ask questions, which the TREC teacher answers after consulting the research team. TREC teachers have developed and distributed teaching modules using real questions and data from the research program. Our collaboration is successful in part because the teachers are well prepared by ARCUS in advance of the field experience and the Svalbard REU leaders treat the TREC teacher as a senior member of the research team. Reliable telephone and internet communication from the field site is also important because it greatly facilitates the daily outreach. Our success is measured by the hundreds of K-12 students exposed to arctic climate change research (some of which are now going to college to pursue geoscience studies!) and the mutual desire for continued collaboration between the Svalbard REU Program and the ARCUS PolarTREC Program.

Intercultural Learning--An Undergraduate Module Supporting the Development of Students' Cultural Awareness in International Settings

ERIC Educational Resources Information Center

Colaiacomo, Silvia; Puntil, Donata

2018-01-01

This report illustrates the context and development of the Intercultural Learning module, provided by the Modern Language Centre (MLC), King's College London. The Intercultural Learning Module is a one semester undergraduate course mostly attended by visiting study abroad students. The module aims to enhance students' intercultural awareness and…

India: A Myriad of Cultures. Three Learning Modules for Middle School Students.

ERIC Educational Resources Information Center

Jassim, Charlene

Three learning modules designed for middle school students by a middle school teacher are presented in this document. The three modules are designed to supplement the regular textbook program for teaching about India. They are specifically created to fulfill the needs and interests of 11- to 14-year-old students. The modules contain elements of…

Effects of a Science Education Module on Attitudes towards Modern Biotechnology of Secondary School Students

ERIC Educational Resources Information Center

Klop, Tanja; Severiens, Sabine E.; Knippels, Marie-Christine P. J.; van Mil, Marc H. W.; Ten Dam, Geert T. M.

2010-01-01

This article evaluated the impact of a four-lesson science module on the attitudes of secondary school students. This science module (on cancer and modern biotechnology) utilises several design principles, related to a social constructivist perspective on learning. The expectation was that the module would help students become more articulate in…

Professional Teacher Education Module Series. Assist Student Vocational Organization Members in Developing and Financing a Yearly Program of Activities, Module H-4 of Category H--Student Vocational Organization.

ERIC Educational Resources Information Center

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

This fourth in a series of six learning modules on student vocational organizations is designed to assist secondary and postsecondary vocational teachers in developing the competency to assist students in planning a student organization's (or club's) yearly program of activities, in properly managing organization finances, in selecting…

Tracking Student Progress Through an On-Line Astro101 Module

NASA Astrophysics Data System (ADS)

Howard, W. H., II; Hufnagel, B.

2004-05-01

We present an on-line module that helps introductory-level, non-science undergraduates extract information about neutron star binary star systems from X-ray light curves. The students interface directly with the High Energy Astrophysics Science Archive Research Center (HEASARC) data through CollegeHera. Hera is a new service offered by HEASARC that enables complete interactive analysis of archived data products (see the separate Lochner & Pence paper this meeting). One of the innovative features of this module is that it records detailed student progress and automatically reports this to the professor. As the student moves through the module, student answers to multiple choice and free response questions are recorded in a personal file on the server. This is an authenticated process. The student must fill out a registration form that includes their name, course, email, professor, and professor's email. This creates a session cookie for the student that stores the unique ID given to the user by the server. In turn, the unique ID is linked to the one file that records the student's responses. When the module is completed, a brief confirmation email is sent to the student, excluding the student's unique answers to discourage sharing with other students. Simultaneously, the professor entered during the registration receives an email with the student responses and their time of entry. PERL is used for all server-side programming, and form validation functions were written in JavaScript. A laptop with internet access will be available at the poster for participants to explore the module. Learning goals and other education information for the module are at a related paper in this meeting, Hufnagel, Lochner & Howard. This module required extensive cooperation with the Hera team, and was based on a module developed by James Lochner. Irina Nelson, formerly of the Office of University Programs at GSFC, conceived the overall project. Support for this work was provided by the Southeast Regional Clearinghouse (SERCH) and the Maryland Space Grant Consortium.

Effectively teaching self-assessment: preparing the dental hygiene student to provide quality care.

PubMed

Jackson, Sarah C; Murff, Elizabeth J Tipton

2011-02-01

Literature on self-assessment presents substantial evidence regarding the impact of self-assessment on dental practitioners and quality of care. Related dental hygiene research documents a need to enhance self-assessment curricula; however, no published curriculum module exists to effectively teach self-assessment. The purpose of this study was to explore the impact of a self-assessment educational module for dental hygiene curricula designed using adult learning principles. This module was implemented with thirty-three dental hygiene students in their junior year using a one-group, pretest-posttest design. Results analyzed using matched pairs Wilcoxon signed-rank test indicated the self-assessment module was effective (p<0.01 corresponding to a Bonferroni FWER of 0.20) in improving some aspects of the students' perceptions and voluntary clinical application of self-assessment. No statistically significant relationship was found between the students' perceptions and their application of self-assessment using Pearson's correlation. The quality of self-assessment comments on the students' daily clinical evaluation forms was also enhanced after module implementation (p<0.05). This change in quality after module implementation was demonstrated by a quantitative analysis using a self-designed rubric and a qualitative thematic analysis of student comments to identify predominant themes. Students also were surveyed to determine which module components were most effective. Findings indicate a self-assessment educational module enhanced these dental hygiene students' self-assessment perceptions and skills.

Exploration of the attitudes of nursing students to peer physical examination and physical examination of patients.

PubMed

Wearn, Andy M; Bhoopatkar, Harsh; Mathew, Thomas K; Stewart, Lisa

2013-08-01

The use of peer physical examination (PPE) in early clinical skills has been studied amongst medical students. The majority of students are comfortable with using peer physical examination, when sensitive areas are excluded. Students' attitudes are related to their personal characteristics: gender, age, religious faith, and ethnicity. There is no data on nursing students' attitudes to peer physical examination. Identify and explore: Dual cohort, cross-sectional, anonymous survey. Three-year undergraduate nursing programme, skills centre and service clinical learning. All first and third year nursing students were asked to complete a modified Examining Fellow Students questionnaire at the end of 2008. The questionnaire asked students to indicate which of 12 body areas they would not be willing to examine/have examined by a peer of the same/opposite gender. This study also asked students which of the 12 body areas they felt uncomfortable examining on patients. The response rate was 76% (128/168). The students were predominantly female (93% female; 7% male). Most students were comfortable with examining non-sensitive body regions of peers (78.2%-100% willing) and patients (92.3-100% willing). Male gender was significantly associated with willingness to examine and be examined by peers (p=0.001); Asian students were significantly less willing to engage in peer physical examination with opposite gender (p<0.007). Year 3 students were significantly more comfortable than Year 1 in examining patients of either gender (p<0.001). In spite of the male gender findings, this predominantly female population expresses similar attitudes to the gender-balanced medical student studies - high acceptability for non-sensitive areas. The role of characteristics and attitudes to peer physical examination shows similarities and differences to other studies. Student characteristics were not related to patient examination attitudes. Copyright © 2012 Elsevier Ltd. All rights reserved.

The Chicken Problem.

ERIC Educational Resources Information Center

Reeves, Charles A.

2000-01-01

Uses the chicken problem for sixth grade students to scratch the surface of systems of equations using intuitive approaches. Provides students responses to the problem and suggests similar problems for extensions. (ASK)

Education Catching Up with Science: Preparing Students for Three-Dimensional Literacy in Cell Biology

PubMed Central

Kramer, IJsbrand M.; Dahmani, Hassen-Reda; Delouche, Pamina; Bidabe, Marissa; Schneeberger, Patricia

2012-01-01

The large number of experimentally determined molecular structures has led to the development of a new semiotic system in the life sciences, with increasing use of accurate molecular representations. To determine how this change impacts students’ learning, we incorporated image tests into our introductory cell biology course. Groups of students used a single text dealing with signal transduction, which was supplemented with images made in one of three iconographic styles. Typically, we employed realistic renderings, using computer-generated Protein Data Bank (PDB) structures; realistic-schematic renderings, using shapes inspired by PDB structures; or schematic renderings, using simple geometric shapes to represent cellular components. The control group received a list of keywords. When students were asked to draw and describe the process in their own style and to reply to multiple-choice questions, the three iconographic approaches equally improved the overall outcome of the tests (relative to keywords). Students found the three approaches equally useful but, when asked to select a preferred style, they largely favored a realistic-schematic style. When students were asked to annotate “raw” realistic images, both keywords and schematic representations failed to prepare them for this task. We conclude that supplementary images facilitate the comprehension process and despite their visual clutter, realistic representations do not hinder learning in an introductory course. PMID:23222839

The relationship between facilitators' questions and the level of reflection in postsimulation debriefing.

PubMed

Husebø, Sissel Eikeland; Dieckmann, Peter; Rystedt, Hans; Søreide, Eldar; Friberg, Febe

2013-06-01

Simulation-based education is a learner-active method that may enhance teamwork skills such as leadership and communication. The importance of postsimulation debriefing to promote reflection is well accepted, but many questions concerning whether and how faculty promote reflection remain largely unanswered in the research literature. The aim of this study was therefore to explore the depth of reflection expressed in questions by facilitators and responses from nursing students during postsimulation debriefings. Eighty-one nursing students and 4 facilitators participated. The data were collected in February and March 2008, the analysis being conducted on 24 video-recorded debriefings from simulated resuscitation teamwork involving nursing students only. Using Gibbs' reflective cycle, we graded the facilitators' questions and nursing students' responses into stages of reflection and then correlated these. Facilitators asked most evaluative and fewest emotional questions, whereas nursing students answered most evaluative and analytic responses and fewest emotional responses. The greatest difference between facilitators and nursing students was in the analytic stage. Only 23 (20%) of 117 questions asked by the facilitators were analytic, whereas 45 (35%) of 130 students' responses were rated as analytic. Nevertheless, the facilitators' descriptive questions also elicited student responses in other stages such as evaluative and analytic responses. We found that postsimulation debriefings provide students with the opportunity to reflect on their simulation experience. Still, if the debriefing is going to pave the way for student reflection, it is necessary to work further on structuring the debriefing to facilitate deeper reflection. Furthermore, it is important that facilitators consider what kind of questions they ask to promote reflection. We think future research on debriefing should focus on developing an analytical framework for grading reflective questions. Such research will inform and support facilitators in devising strategies for the promotion of learning through reflection in postsimulation debriefings.

Effect of clinical vignettes on senior medical students' opinions of climate change.

PubMed

Prasad, Vinay; Thistlethwaite, William; Dale, William

2011-06-01

The consequences of climate change directly threaten human health. Some have argued that, as such, doctors have a special duty to solve climate change. Despite such recommendations, to our knowledge, there has been no previous work documenting physician attitudes on climate change, or the stability of those opinions. We invited 523 fourth-year medical students to a survey asking their opinion on climate change and their opinion regarding one of two fictional medical vignettes. In the vignettes, which are analogous to the climate change issue, students decide whether to discontinue a drug that may be adversely affecting laboratory values. In the climate change question, students are asked whether the United States should take efforts to discontinue the use of fossil fuels. Students are randomized to the order in which they receive the questions. Ninety-five percent (95% CI 89.1%-100%) of students initially asked about climate change feel the United States should take steps to curb carbon dioxide emissions, while only 73% (95% CI 57.5%-89.2%) of students respond similarly if first given an analogous patient vignette. Conversely, in all cases where a fictional medical vignette follows the climate change question, students are more likely to cease using a potentially harmful agent (66% CI 53.5%-71.8% vs. 52% CI 43.3%-67.1%). Our results suggest that student physician attitudes to climate change are mutable. Priming students into "medical mode" may alter their opinions on the scientific merit of nonmedical issues, and may be a vestige of a hidden medical curriculum. Further studies should explore the interrelationship between other sociopolitical beliefs and medical decision making.

Are medical students assigning proper global assessment of functioning scores?

PubMed

Warsi, Mustafa K; Sattar, S Pirzada; Din, Amad U; Petty, Frederick; Padala, Prasad R

2007-01-01

This article seeks to determine whether medical students can estimate the appropriate score for the Global Assessment of Functioning (GAF) compared with psychiatry residents and staff psychiatrists. The authors hypothesized that medical students' estimations of GAF scores for patients in clinical vignettes would differ from those assessed by the psychiatry residents and staff psychiatrists. The authors designed a cross-sectional confidential survey of medical students, psychiatry residents, and staff psychiatrists. Consenting participants were asked to provide demographic information and then complete the accompanying questionnaire after reading two vignettes. One of the vignettes described a depressed patient and the other a psychotic patient. The subjects were asked to estimate the GAF scores for the patients in both vignettes. Then the subjects were given the GAF scoring guide to review and were asked to re-assess their initial GAF scores for the patients in the vignettes. Medical students assigned much higher GAF scores for the patient in the vignette with less severe symptoms than the psychiatry residents and staff psychiatrists. The GAF scores of all three groups for the patient in the vignette with more severe symptoms were comparable. The ability of medical students to assign proper GAF scores needs to be studied further. Our study suggests that current 1-month rotations in psychiatry, without specific training on assigning GAF scores, may not provide medical students with enough information to assess GAF scores accurately. This might need to be addressed in psychiatry clerkships.

Professor Age and Gender Affect Student Perceptions and Grades

ERIC Educational Resources Information Center

Joye, Shauna W.; Wilson, Janie H.

2015-01-01

Student evaluations provide rich information about teaching performance, but a number of factors beyond teacher effectiveness influence student evaluations. In this study we examined the effects of professor gender and perceived age on ratings of effectiveness and rapport as well as academic performance. We also asked students to rate professor…

Stellar Ideas: Exploring Students' Understanding of Stars

ERIC Educational Resources Information Center

Agan, Lori

2004-01-01

In this study, high school and first-year undergraduate students were asked about their understanding of stars. The hypothesis guiding this research posits that high school students who have taken a semester-long astronomy course will have an understanding of stars most related to scientific knowledge, compared with high school students enrolled…

Creativity among Geomatical Engineering Students

ERIC Educational Resources Information Center

Keh, Lim Keng; Ismail, Zaleha; Yusof, Yudariah Mohammad

2017-01-01

This research aims to find out the creativity among the geomatical engineering students. 96 geomatical engineering students participated in the research. They were divided into 24 groups of 4 students. Each group were asked to solve a real world problem collaboratively with their creative thinking. Their works were collected and then analysed as…

Students as Audience: Identity and Information Literacy Instruction

ERIC Educational Resources Information Center

Willis, Carolyn N.; Thomas, Wm. Joseph

2006-01-01

This article encourages librarians to ask who their students are and how the makeup of the student body influences their instructional planning and presentations. Specifically included are implications for teaching space, planning for and presenting instructional content in person, and identifying outreach activities to selected student groups.…

Teacher and Student Intrinsic Motivation in Project-Based Learning

ERIC Educational Resources Information Center

Lam, Shui-fong; Cheng, Rebecca Wing-yi; Ma, William Y. K.

2009-01-01

In this study we examined the relationship between teacher and student intrinsic motivation in project-based learning. The participants were 126 Hong Kong secondary school teachers and their 631 students who completed evaluation questionnaires after a semester-long project-based learning program. Both teachers and students were asked to indicate…

Digesting Student-Authored Story Problems

ERIC Educational Resources Information Center

Alexander, Cathleen M.; Ambrose, Rebecca C.

2010-01-01

When students are asked to write original story problems about fractional amounts, it can illustrate their misunderstandings about fractions. Think about the situations students would describe to model 1/2 + 2/3. Three elements, in particular, challenge students: (1) Which of three models (region, or area; measure; or set) is best suited for a…

Investigating Sense of Community in First-Year College Students

ERIC Educational Resources Information Center

Jacobs, Jeff; Archie, Tim

2008-01-01

Why do students leave college and how can colleges retain them? Researchers and administrators have been asking these questions for decades and have discovered that student persistence is a complex phenomenon. First-year student departure from postsecondary institutions is a concern for most colleges and universities. U.S. colleges and…

The Student Assistance Program: Meeting the Needs of Students in Crisis.

ERIC Educational Resources Information Center

DeJong, William; DeRicco, Beth

2003-01-01

Examines the ethical questions involved in intervening when a student has emotional difficulties. Particularly asks how adjunct faculty can be prepared to handle these situations, given their busy schedules and minimal institutional involvement. Describes the student assistance program (SAP), a committee that offers guidance to faculty and…

Playing "Sherlock Holmes": Enhancing Students' Understanding of Prejudice and Stereotyping.

ERIC Educational Resources Information Center

Junn, Ellen N.; Grier, Leslie K.; Behrens, Debra P.

2001-01-01

Describes an experiential classroom exercise that was designed to help students understand stereotyping and prejudice. The instructor read behavioral and psychological descriptions, asked students to imagine they were Sherlock Holmes, and identify classmates to whom the descriptions might apply. States that students of color reported more benefits…

Teachers' and Students' Perceptions of Effective Physics Teacher Characteristics

ERIC Educational Resources Information Center

Korur, Fikret; Eryilmaz, Ali

2012-01-01

Problem Statement: What do teachers and students in Turkey perceive as the common characteristics of effective physics teachers? Purpose of Study: The first aim was to investigate the common characteristics of effective physics teachers by asking students and teachers about the effects of teacher characteristics on student physics achievement and…

Business Communication Students' Appraisal of Selected Communication Competencies

ERIC Educational Resources Information Center

English, Donald E.; Manton, Edgar J.; Walker, Janet I.

2008-01-01

The purpose of this study was to determine business communication students' perception of selected business communication competencies. Students enrolled in business communication classes at Texas A&M University-Commerce from the summer of 2006 until the spring 2007 were survey. Students were asked to evaluate each of the listed 44…

Issues in Curriculum and Instruction for Culturally and Linguistically Diverse Students

ERIC Educational Resources Information Center

Hogan, Kathleen; Hathcote, Andrea

2014-01-01

Teachers are being asked to educate a variety of students, including a growing number of students from culturally and linguistically diverse (CLD) backgrounds (Diaz-Rico, 2012. "A course for teaching English learners." Upper Saddle River, NY: Pearson). Because students from diverse backgrounds are the fastest growing population in…

How Can International Students Overcome Their Biggest Obstacle in an American University?

ERIC Educational Resources Information Center

White, Waneen Aden; Rosado, Caleb

2014-01-01

This paper focuses on an interdisciplinary project using an innovative teaching methodology developed to generate substantive interaction between international students and mainstream students on American campuses. The process was created after asking international students from a variety of countries the question, "What is the biggest…

Influence of Writing Ability and Computation Skill on Mathematics Writing

ERIC Educational Resources Information Center

Powell, Sarah R.; Hebert, Michael A.

2016-01-01

Mathematics standards expect students to communicate about mathematics using oral and written methods, and some high-stakes assessments ask students to answer mathematics questions by writing. Assumptions about mathematics communication via writing include (a) students possess writing skill, (b) students can transfer this writing skill to…

Student Perceptions of Writing Projects in a University Differential-Equations Course

ERIC Educational Resources Information Center

Latulippe, Christine; Latulippe, Joe

2014-01-01

This qualitative study surveyed 102 differential-equations students in order to investigate how students participating in writing projects in university-level mathematics courses perceive the benefits of writing in the mathematics classroom. Based on previous literature on writing in mathematics, students were asked specifically about the benefits…

Students' Attitudes toward Statistics across the Disciplines: A Mixed-Methods Approach

ERIC Educational Resources Information Center

Griffith, James D.; Adams, Lea T.; Gu, Lucy L.; Hart, Christian L.; Nichols-Whitehead, Penney

2012-01-01

Students' attitudes toward statistics were investigated using a mixed-methods approach including a discovery-oriented qualitative methodology among 684 undergraduate students across business, criminal justice, and psychology majors where at least one course in statistics was required. Students were asked about their attitudes toward statistics and…

Education: Mutualistic Interactions between Scientists and Children.

ERIC Educational Resources Information Center

Condon, Marty

1991-01-01

A project that introduced scientists to students and engaged students in creative scientific activities is described. Students were asked to help scientists identify patterns on the wing of a species of fruit fly. A combined research/education program is recommended. (KR)

Integrated modular teaching in dermatology for undergraduate students: A novel approach

PubMed Central

Karthikeyan, Kaliaperumal; Kumar, Annapurna

2014-01-01

Context: Undergraduate teaching in dermatology comprises didactic lectures and clinical classes. Integrated modular teaching is a novel approach, which integrates basic sciences with dermatology in the form of a module. Further the module also incorporates various teaching modalities, which facilitate active participation from students and promotes learning. The pre- and post-test values showed the effectiveness of the integrated module. The students feedback was encouraging. Aims: The aim of this study was to determine the acceptance and opinion of undergraduate students regarding integrated modular teaching as a new teaching aid in dermatology. Settings and Design: This was a descriptive study. Varied teaching methodologies involving multiple disciplines were undertaken in six major undergraduate topics in dermatology for seventh and eighth semester students. Materials and Methods: A total of six modules were conducted over a period of 12 months for students of seventh and eighth semesters. The topics for the various modules were sexually transmitted diseases, acquired immunodeficiency syndrome, oral ulcers, leprosy, connective tissue disorders and psoriasis. Faculty members from different disciplines participated. Pre- and post-test were conducted before and after the modules respectively to gauge the effectiveness of the modules. Results: It was found that almost every student had a better score on the posttest as compared to the pretest. General feedback obtained from the students showed that all of them felt that modular teaching was a more interesting and useful teaching learning experience than conventional teaching. Conclusions: Integrated modular teaching can be an effective adjunct in imparting theoretical and practical knowledge to the students. Further, various teaching methodologies can be used in integrated modules effectively with active student participation. Thus integrated modular teaching addresses two important issues in medical education, namely integration and active student participation. PMID:25165641

Integrated modular teaching in dermatology for undergraduate students: A novel approach.

PubMed

Karthikeyan, Kaliaperumal; Kumar, Annapurna

2014-07-01

Undergraduate teaching in dermatology comprises didactic lectures and clinical classes. Integrated modular teaching is a novel approach, which integrates basic sciences with dermatology in the form of a module. Further the module also incorporates various teaching modalities, which facilitate active participation from students and promotes learning. The pre- and post-test values showed the effectiveness of the integrated module. The students feedback was encouraging. The aim of this study was to determine the acceptance and opinion of undergraduate students regarding integrated modular teaching as a new teaching aid in dermatology. This was a descriptive study. Varied teaching methodologies involving multiple disciplines were undertaken in six major undergraduate topics in dermatology for seventh and eighth semester students. A total of six modules were conducted over a period of 12 months for students of seventh and eighth semesters. The topics for the various modules were sexually transmitted diseases, acquired immunodeficiency syndrome, oral ulcers, leprosy, connective tissue disorders and psoriasis. Faculty members from different disciplines participated. Pre- and post-test were conducted before and after the modules respectively to gauge the effectiveness of the modules. It was found that almost every student had a better score on the posttest as compared to the pretest. General feedback obtained from the students showed that all of them felt that modular teaching was a more interesting and useful teaching learning experience than conventional teaching. Integrated modular teaching can be an effective adjunct in imparting theoretical and practical knowledge to the students. Further, various teaching methodologies can be used in integrated modules effectively with active student participation. Thus integrated modular teaching addresses two important issues in medical education, namely integration and active student participation.

Information-Seeking Triggered by Age.

ERIC Educational Resources Information Center

Ng, Sik Hung; And Others

1991-01-01

Asked college students what information they would glean from drivers (aged 16 to 91) involved in traffic accident for assigning accident responsibility. Found ageist information-seeking across lifespan independent of driver gender, participant age, and participant gender. Participants would ask younger drivers about driving conduct (drinking,…

A Self-Instructional Course in Student Financial Aid Administration. Module 6: General Student Eligibility. Second Edition.

ERIC Educational Resources Information Center

Washington Consulting Group, Inc., Washington, DC.

Module 6 of a 17-module self-instructional course on student financial aid administration (for novice aid administrators and other personnel) presents a systematic introduction to the management of federal financial aid programs authorized by Title IV of the Higher Education Act with an emphasis on general student eligibility. Identifying the…

Academic Attainment in Students with Autism Spectrum Disorders in Distance Education

ERIC Educational Resources Information Center

Richardson, John T. E.

2017-01-01

This investigation studied attainment in students with autism spectrum disorders (ASDs) who were taking modules by distance learning with the UK Open University in 2012. Students with ASDs who had no additional disabilities were as likely as non-disabled students to complete the modules that they had taken, to pass the modules that they had…

Power Line Technician. Second Edition. Module B. Instructor's Manual [and] Student Workbook.

ERIC Educational Resources Information Center

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

This module is the second in a series that is designed to help students achieve greater professional and personal success as power line technicians. Each module represents one or more complete units of instruction with components organized into one instructor and one student "package": the instructor's manual and the student workbook.…

Power Line Technician. Second Edition. Module A. Instructor's Manual [and] Student Workbook.

ERIC Educational Resources Information Center

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

This module is the first in a series that is designed to help students achieve greater professional and personal success as power line technicians. Each module represents one or more complete units of instruction with components organized into one instructor and one student "package": the instructor's manual and the student workbook. The…

Development of a Flipped Medical School Dermatology Module.

PubMed

Fox, Joshua; Faber, David; Pikarsky, Solomon; Zhang, Chi; Riley, Richard; Mechaber, Alex; O'Connell, Mark; Kirsner, Robert S

2017-05-01

The flipped classroom module incorporates independent study in advance of in-class instructional sessions. It is unproven whether this methodology is effective within a medical school second-year organ system module. We report the development, implementation, and effectiveness of the flipped classroom methodology in a second-year medical student dermatology module at the University of Miami Leonard M. Miller School of Medicine. In a retrospective cohort analysis, we compared attitudinal survey data and mean scores for a 50-item multiple-choice final examination of the second-year medical students who participated in this 1-week flipped course with those of the previous year's traditional, lecture-based course. Each group comprised nearly 200 students. Students' age, sex, Medical College Admission Test scores, and undergraduate grade point averages were comparable between the flipped and traditional classroom students. The flipped module students' mean final examination score of 92.71% ± 5.03% was greater than that of the traditional module students' 90.92% ± 5.51% ( P < 0.001) score. Three of the five most commonly missed questions were identical between the two cohorts. The majority of students preferred the flipped methodology to attending live lectures or watching previously recorded lectures. The flipped classroom can be an effective instructional methodology for a medical school second-year organ system module.

Enhancing Scientific Communication Through an Undergraduate Biology and Journalism Partnership.

PubMed

Schwingel, Johanna M

2018-01-01

Scientific terminology presents an obstacle to effective communication with nonscientific audiences. To overcome this obstacle, biology majors in a general microbiology elective completed a project involving two different audiences: a scientific audience of their peers and a general, nonscientific audience. First, students presented an overview of a primary research paper and the significance of its findings to a general, nonscientific audience in an elevator-type talk. This was followed by a peer interview with a student in a journalism course, in which the biology students needed to comprehend the article to effectively communicate it to the journalism students, and the journalism students needed to ask questions about an unfamiliar, technical topic. Next, the biology students wrote a summary of their article for a scientific audience. Finally, the students presented a figure from the article to their peers in a scientific, Bio-Minute format. The biology-journalism partnership allowed biology students to develop their ability to communicate scientific information and journalism students their ability to ask appropriate questions and establish a base of knowledge from which to write.

Photographs and Committees: Activities That Help Students Discover Permutations and Combinations.

ERIC Educational Resources Information Center

Szydlik, Jennifer Earles

2000-01-01

Presents problem situations that support students when discovering the multiplication principle, permutations, combinations, Pascal's triangle, and relationships among those objects in a concrete context. (ASK)

Ask an anatomist: Identifying global trends, topics and themes of academic anatomists using twitter.

PubMed

Marsland, Madeleine J; Lazarus, Michelle D

2018-05-06

Social media (SoMe) is increasingly used in higher education (HE) to access knowledge and enable global communication. The SoMe platform Twitter ® is particularly beneficial in these contexts because it is readily accessible, easily searchable (via hashtags) and global. Given these advantages, the twitter platform @AskAnatomist was created to foster a global weekly tweet chat, where students and academics can ask and address anatomy-related questions. The aim of this study was to identify themes arising in the early stages of the @AskAnatomy Twitter community to gain insights into current needs/key areas for academic anatomists, students, and other followers. A qualitative analysis of tweets including the hashtag #AnatQ, (the associated @AskAnatomist hashtag), was undertaken to achieve this aim. Thematic analysis revealed three core themes arising in the formative stages of the @AskAnatomist Twitter site: (1) anatomical education modalities, (2) specific anatomy content, and (3) research motivations. These themes reveal controversies within the field of anatomical sciences, areas for potential education resource improvement and research, as well as the humor of anatomists. Though the original intent of the @AskAnatomist site was to engage the general public in anatomy content and knowledge, tweet analysis suggests that academic anatomists were the primary active "tweeters". Interestingly, this analysis reveals that the @AskAnatomist site progressed into a web-based community of practice (CoP), suggesting an additional benefit of SoMe communities in the field of anatomy. Anat Sci Educ 11: 270-281. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

Health risks encountered by Dutch medical students during an elective in the tropics and the quality and comprehensiveness of pre-and post-travel care.

PubMed

Sharafeldin, Elhadi; Soonawala, Darius; Vandenbroucke, Jan P; Hack, Evelien; Visser, Leo G

2010-12-02

Clinical and research electives abroad offer medical students many unique experiences. However, participating in an unfamiliar health-care setting combined with limited medical experience may place students at risk of illness. To improve pre-and post-travel care, we assessed the health risks and the quality and comprehensiveness of pre-and post-travel care in a cohort of Dutch medical students returning form an elective abroad. All medical students who had performed an elective in the tropics between July 2006 and December 2008 were sent an informative email asking them to complete a web-based questionnaire. 180 of 242 (74%) students completed the questionnaire. Regarding the risk of bloodborne viral infection: 67% of all students and 32% of junior students engaged in procedures that constitute a risk of exposure to bloodborne viral infection, often in countries with high HIV prevalence rates. None of nine students who experienced possible or certain mucosal or percutaneous exposure to potentially infectious body fluids reported the exposure at the time it occurred and none used PEP. Regarding other health risks: 8 of 40 (20%) students stopped using mefloquine due to adverse effects. This left a sizeable proportion unprotected in countries that are hyperendemic for malaria. Post-travel screening for schistosomiasis, tuberculosis (tuberculin skin test) and carriage of methicillin-resistant Staphylococcus aureus (MRSA) encompassed approximately half of all students who should have been screened. Based on the results of this study we have adopted an integral set of measures to reduce the health risks associated with an elective abroad. The pre and post-travel consult has been centralized and standardized as well as the distribution of PEP. In addition we have developed a mandatory module on Global Health for all medical students planning an elective abroad.

Health risks encountered by Dutch medical students during an elective in the tropics and the quality and comprehensiveness of pre-and post-travel care

PubMed Central

2010-01-01

Background Clinical and research electives abroad offer medical students many unique experiences. However, participating in an unfamiliar health-care setting combined with limited medical experience may place students at risk of illness. To improve pre-and post-travel care, we assessed the health risks and the quality and comprehensiveness of pre-and post-travel care in a cohort of Dutch medical students returning form an elective abroad. Methods All medical students who had performed an elective in the tropics between July 2006 and December 2008 were sent an informative email asking them to complete a web-based questionnaire. Results 180 of 242 (74%) students completed the questionnaire. Regarding the risk of bloodborne viral infection: 67% of all students and 32% of junior students engaged in procedures that constitute a risk of exposure to bloodborne viral infection, often in countries with high HIV prevalence rates. None of nine students who experienced possible or certain mucosal or percutaneous exposure to potentially infectious body fluids reported the exposure at the time it occurred and none used PEP. Regarding other health risks: 8 of 40 (20%) students stopped using mefloquine due to adverse effects. This left a sizeable proportion unprotected in countries that are hyperendemic for malaria. Post-travel screening for schistosomiasis, tuberculosis (tuberculin skin test) and carriage of methicillin-resistant Staphylococcus aureus (MRSA) encompassed approximately half of all students who should have been screened. Conclusions Based on the results of this study we have adopted an integral set of measures to reduce the health risks associated with an elective abroad. The pre and post-travel consult has been centralized and standardized as well as the distribution of PEP. In addition we have developed a mandatory module on Global Health for all medical students planning an elective abroad. PMID:21126347

Getting Down to Business: Health Spa, Module 16. [Student Module]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Wolman, Jean

This module on owning and operating a health spa is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided into…

Importance of Peer Support and Tutor Involvement in Entrepreneurship Education for Overseas Bioscience Students

ERIC Educational Resources Information Center

Mitchell, P. C.; McKeown, A. E.

2004-01-01

An increasing number of Bioscience courses embed entrepreneurship learning outcomes within the curriculum, across a number of modules and/or within a dedicated module. The level 2, Developing People and Products module is one such example, involving students in 100 study effort hours over 7 weeks. This module was delivered to students (n = 37)…

Getting Down to Business: Travel Agency, Module 9. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Rassen, Rachel L.

This module on owning and operating a travel agency is one of 36 modules in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are…

An Analysis of Student Participation in Governance at Herkimer County Community College with Recommendations for Improvement.

ERIC Educational Resources Information Center

Francis, Robert M.

A survey of 50 randomly selected, full-time, day students at Herkimer County Community College, New York, was conducted to identify those areas of college governance that students felt they should be involved in and to determine the percentage of students who actually participated in student government. The students were asked to indicate: (1)…

Stimulating Situational Interest and Student Questioning through Three Types of Historical Introductory Texts

ERIC Educational Resources Information Center

Logtenberg, Albert; van Boxtel, Carla; van Hout-Wolters, Bernadette

2011-01-01

This study investigates questions students ask related to an introductory text about a new topic in the history classroom. The effects of a narrative, problematizing, and expository introductory text on the situational interest of students and the number and type of student-generated questions, are compared. Participants are 174 students in higher…

Failures and Inabilities of High School Students about Quadratic Equations and Functions

ERIC Educational Resources Information Center

Memnun, Dilek Sezgin; Aydin, Bünyamin; Dinç, Emre; Çoban, Merve; Sevindik, Fatma

2015-01-01

In this research study, it was aimed to examine failures and inabilities of eleventh grade students about quadratic equations and functions. For this purpose, these students were asked ten open-ended questions. The analysis of the answers given by the students to these questions indicated that a significant part of these students had failures and…

Algorithmic Contexts and Learning Potentiality: A Case Study of Students' Understanding of Calculus

ERIC Educational Resources Information Center

Pettersson, Kerstin; Scheja, Max

2008-01-01

The study explores the nature of students' conceptual understanding of calculus. Twenty students of engineering were asked to reflect in writing on the meaning of the concepts of limit and integral. A sub-sample of four students was selected for subsequent interviews, which explored in detail the students' understandings of the two concepts.…

Academic Skills of the Returning Adult Student. Report of a Pilot Study.

ERIC Educational Resources Information Center

Sewall, Timothy J.

A study examined the academic skills, study habits, and attitudes of returning adult students and compared them to those of younger, traditional-aged students at the University of Wisconsin-Superior. To gather data for the study, researchers asked 432 students aged 25 and older and 500 traditional-aged students to complete the following four…

Turkish Primary Students' Conceptions about the Particulate Nature of Matter

ERIC Educational Resources Information Center

Ozmen, Haluk

2011-01-01

This study was conducted to determine 4th, 5th, and 6th grade primary students' conceptions about the particulate nature of matter in daily-life events. Five questions were asked of students and interviews were used to collect data. The interviews were conducted with 12 students, four students from each grade, after they finished the formal…

Student Annotation Form To Capture Reflections on Work Samples in Portfolios.

ERIC Educational Resources Information Center

Brookhart, Susan M.

Evidence is presented for the validity and reliability of a student annotation form used to collect student reflections on work samples in portfolios. The form was designed to be general enough to apply to many grades and subjects and simple enough for students at all levels to complete. The annotation forms asked students to indicate how…

Secondary Students Learning Mathematics through Digital Game Building: A Study of the Effects and Students' Perceptions

ERIC Educational Resources Information Center

Li, Qing; Vandermeiden, Elise; Lemieux, Collette; Nathoo, Shahista

2016-01-01

This study explored secondary students' learning experiences in mathematics through digital game building. In this study, students were asked to become designers and builders in order to coauthor their own mathematics learning. Grounded in enactivism, this study examined the impact of game building on students' achievement. In addition, it…

"The World is No Longer Flat to Me": Student Perceptions of Threshold Concepts in World Regional Geography

ERIC Educational Resources Information Center

Fouberg, Erin H.

2013-01-01

Through qualitative analysis of 80 student essays, the author examines geographic concepts students describe as holding traits of threshold concepts. With a group of 11 Honors students, the author employs metacogntion, asking students to analyze their own learning to discover their threshold concepts. Recognizing the role of liminality, this study…

The impact of representation format and task instruction on student understanding in science

NASA Astrophysics Data System (ADS)

Stephenson, Susan Raatz

The purpose of this study is to examine how representation format and task instructions impact student learning in a science domain. Learning outcomes were assessed via measures of mental model, declarative knowledge, and knowledge inference. Students were asked to use one of two forms of representation, either drawing or writing, during study of a science text. Further, instructions (summarize vs. explain) were varied to determine if students' intended use of the presentation influenced learning. Thus, this study used a 2 (drawing vs. writing) X 2 (summarize vs. explain) between-subjects design. Drawing was hypothesized to require integration across learning materials regardless of task instructions, because drawings (by definition) require learners to integrate new information into a visual representation. Learning outcomes associated with writing were hypothesized to depend upon task instructions: when asked to summarize, writing should result in reproduction of text; when asked to explain, writing should emphasize integration processes. Because integration processes require connecting and analyzing new and prior information, it also was predicted that drawing (across both conditions of task instructions) and writing (when combined the explain task instructions only) would result in increased metacognitive monitoring. Metacognitive monitoring was assessed indirectly via responses to metacognitive prompts interspersed throughout the study.

Questions Students Ask: Beta Decay.

ERIC Educational Resources Information Center

Koss, Jordan; Hartt, Kenneth

1988-01-01

Answers a student's question about the emission of a positron from a nucleus. Discusses the problem from the aspects of the uncertainty principle, beta decay, the Fermi Theory, and modern physics. (YP)

A multimedia Anatomy Browser incorporating a knowledge base and 3D images.

PubMed Central

Eno, K.; Sundsten, J. W.; Brinkley, J. F.

1991-01-01

We describe a multimedia program for teaching anatomy. The program, called the Anatomy Browser, displays cross-sectional and topographical images, with outlines around structures and regions of interest. The user may point to these structures and retrieve text descriptions, view symbolic relationships between structures, or view spatial relationships by accessing 3-D graphics animations from videodiscs produced specifically for this program. The software also helps students exercise what they have learned by asking them to identify structures by name and location. The program is implemented in a client-server architecture, with the user interface residing on a Macintosh, while images, data, and a growing symbolic knowledge base of anatomy are stored on a fileserver. This architecture allows us to develop practical tutorial modules that are in current use, while at the same time developing the knowledge base that will lead to more intelligent tutorial systems. PMID:1807699

UK medical students' perceptions, attitudes, and interest toward medical leadership and clinician managers.

PubMed

Rouhani, Maral J; Burleigh, Eleanor J; Hobbis, Chloe; Dunford, Charlotte; Osman, Nadir I; Gan, Christine; Gibbons, Norma B; Ahmed, Hashim U; Miah, Saiful

2018-01-01

We aimed to determine UK medical students' perceptions and attitudes and interest toward medical leadership and clinician managers. A cross-sectional study was conducted during the academic year 2015-2016. An online questionnaire was distributed to 2,349 final-year students from 10 UK medical schools. Participants were asked to complete a 5-point Likert scale on their current perceptions, attitudes, and interest toward medical leadership and clinician managers. They were also asked to self-rate their leadership competences set by the Medical Leadership Competency Framework and to rate the quality of management and leadership training they received from their medical school. In total, we received 114 complete responses. Only 7.9% of respondents were in agreement (strongly agree or agree) when asked whether they felt they were well informed about what a managerial position in medicine entails. When asked whether clinicians should influence managerial decisions within a clinical setting, 94.7% of respondents were in agreement with the statement. About 85% of respondents were in agreement that it is important for clinicians to have managerial or leadership responsibilities, with 63.2% of students in agreement that they would have liked more management or leadership training during medical school. Over half the respondents rated their management and leadership training they received during medical school as "very poor" or "poor" (54.4%). Our study suggests that UK medical students have an appetite for management and leadership training and appreciate its importance but feel that the training they are receiving is poor. This suggests that there is a gap between the demand for management and leadership training and the quality of training supplied by UK medical schools.

Earth Science in the News.

ERIC Educational Resources Information Center

Jackson, Julia A.; Paty, Alma Hale

2000-01-01

Offers two activities to help students explore the geosciences during Earth Science Week. Uses a fossil collection simulation that has students digging through strata of newspaper. Presents an interdisciplinary research project that has students investigate the fossils, minerals, and rocks of their home state. (ASK)

Human Development Student Modules.

ERIC Educational Resources Information Center

South Carolina State Dept. of Education, Columbia. Office of Vocational Education.

This set of 61 student learning modules deals with various topics pertaining to human development. The modules, which are designed for use in performance-based vocational education programs, each contain the following components: an introduction for the student, a performance objective, a variety of learning activities, content information, a…

Perceptions of Oncology as a Medical Specialty.

ERIC Educational Resources Information Center

Cassileth, Barrie R.; And Others

1980-01-01

The characteristics and prestige associated with oncology and assessed shifts in medical students' perceptions as a result of participation in an oncology course are explored. Respondents were asked to rate the prestige of eight specialities and asked to select characteristics "that best describe each type of specialist." (MLW)

Successful Daily Practices of Inclusion Teachers of Children with Down Syndrome.

ERIC Educational Resources Information Center

Wolpert, Gloria

This study asked 230 regular education teachers about their educational practices in teaching students with Down syndrome within their mainstream classes. Teachers completed surveys that asked about background experience; preparation for inclusion and the transition process; classroom information (curriculum, class arrangement, therapies, and…

Video Gameplay, Personality and Academic Performance

ERIC Educational Resources Information Center

Ventura, Matthew; Shute, Valerie; Kim, Yoon Jeon

2012-01-01

The relationship between video gameplay, video game genre preference, personality, and GPA was investigated in an online correlational study with university students. In addition to administering self-report measures of GPA and personality, we asked three different questions regarding styles of video gameplay. The first asked the average time…

Ask Questions to Encourage Questions Asked

ERIC Educational Resources Information Center

belcastro, sarah-marie

2017-01-01

We delineate some types of structured practice (modeling, requests, feedback, and space-making) that help students learn to pose appropriate questions and to initiate exploration of those questions. Developing skills requires practice, so we suggest ways to embed structured practice into existing class sessions. Including structured practice is…

Gains in Factual and Applied Knowledge: College Students Using IRIS Modules Assigned as Homework or in Class

ERIC Educational Resources Information Center

IRIS Center, 2017

2017-01-01

During the 2005-2006 academic year, the impact of IRIS Modules on student learning was conducted to examine how factors related to instructor application of the principles of the How People Learn theory (HPL) affect student learning. The module's content pertained to teaching self-regulation strategies to students. In an introductory class at a…

Professional Teacher Education Module Series. Develop Student Performance Objectives, Module B-2 of Category B--Instructional Planning.

ERIC Educational Resources Information Center

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

This second in a series of six learning modules on instructional planning is designed to give secondary and postsecondary vocational teachers skill in writing student performance objectives which spell out for teachers, students, and prospective employers exactly what is expected of students in the program. It is also intended to give experience…

Student and Tutor Perceptions of Learning and Teaching on a First-Year Study Skills Module in a University Computing Department

ERIC Educational Resources Information Center

Coughlan, Jane; Swift, Stephen

2011-01-01

The level of student preparedness for university-level study has been widely debated. Effective study skills modules have been linked to supporting students' academic development during the transition phase. However, few studies have evaluated the learning experience on study skills modules from both a student and staff perspective. We surveyed…

How do students implement collaborative testing in real-world contexts?

PubMed

Wissman, Kathryn T; Rawson, Katherine A

2016-01-01

Recent research has explored the effects of collaborative testing, showing costs and benefits during learning and for subsequent memory. However, no prior research is informative about whether and how students use collaborative testing in real-world contexts. Accordingly, the primary purpose of the current research was to explore the extent to which students use collaborative testing during self-regulated learning. We conducted three surveys (n = 692 across three samples) asking students about their use of collaborative testing, with a particular interest in conditions under which students report implementing collaborative testing. Among the key outcomes, a majority of students reported using collaborative testing when studying in a group. Additionally, students reported that key term definitions are the material most often used during collaborative testing. Students are also more motivated to use testing and believe testing is more effective and more fun when implemented in a group versus alone. Outcomes also shed light on metacognitive components of collaborative testing, with the student asking (versus answering) the question making the monitoring judgement whereas both students make the control decision about when to terminate practice. We discuss ways in which the collaborative memory literature can be extended to support more successful student learning.

Attack of the Killer Fungus: A Hypothesis-Driven Lab Module †

PubMed Central

Sato, Brian K.

2013-01-01

Discovery-driven experiments in undergraduate laboratory courses have been shown to increase student learning and critical thinking abilities. To this end, a lab module involving worm capture by a nematophagous fungus was developed. The goals of this module are to enhance scientific understanding of the regulation of worm capture by soil-dwelling fungi and for students to attain a set of established learning goals, including the ability to develop a testable hypothesis and search for primary literature for data analysis, among others. Students in a ten-week majors lab course completed the lab module and generated novel data as well as data that agrees with the published literature. In addition, learning gains were achieved as seen through a pre-module and post-module test, student self-assessment, class exam, and lab report. Overall, this lab module enables students to become active participants in the scientific method while contributing to the understanding of an ecologically relevant model organism. PMID:24358387

Recruit LEP Students for Vocational Programs. One of Four Performance-Based Modules To Prepare Vocational Educators To Serve LEP Students.

ERIC Educational Resources Information Center

Friedenberg, Joan E.; And Others

This module is one in a series of four performance-based modules developed to prepare vocational educators to serve limited English proficient (LEP) students. It is designed to help new and experienced vocational recruiters target their recruiting efforts for LEP persons. The module is made up of a series of five learning experiences, some…

Analyze the Role of a Teacher. Module. A Pre-Student Teaching Field Experience for Pre-Service Teachers.

ERIC Educational Resources Information Center

Browning, Ruth A.

This module is designed to aid preservice teachers in their first student teaching experience. The module is composed of five learning experiences which enable participants to assess their feelings toward teaching by focusing on three module components: (1) getting to know the students; (2) analyzing the role and activities of a teacher; and (3)…

Performance of First-Year Health Sciences Students in a Large, Diverse, Multidisciplinary, First-Semester, Physiology Service Module

ERIC Educational Resources Information Center

Tufts, Mark; Higgins-Opitz, Susan B.

2014-01-01

Health Science students at the University of KwaZulu-Natal perform better in their professional modules compared with their physiology modules. The pass rates of physiology service modules have steadily declined over the years. While a system is in place to identify "at-risk" students, it is only activated after the first semester. As a…

Student comprehension of mathematics through astronomy

NASA Astrophysics Data System (ADS)

Search, Robert

The purpose of this study is to examine how knowledge of astronomy can enhance college-level learning situations involving mathematics. The fundamental symbiosis between mathematics and astronomy was established early in the 17th century when Johannes Kepler deduced the 3 basic laws of planetary motion. This mutually harmonious relationship between these sciences has been reinforced repeatedly in history. In the early 20th century, for example, astronomer Arthur Eddington used photographic evidence from a 1919 solar eclipse to verify Einstein's mathematical theory of relativity. This study was conducted in 5 undergraduate mathematics classes over the course of 2 years. An introductory course in ordinary differential equations, taught in Spring Semester 2013, involved 4 students. A similar course in Spring Semester 2014 involved 6 students, a Summer Semester 2014 Calculus II course involved 2 students, and a Summer 2015 Astronomy course involved 8 students. The students were asked to use Kepler's astronomical evidence to deduce mathematical laws normally encountered on an undergraduate level. They were also asked to examine the elementary mathematical aspects involved in a theoretical trajectory to the planet Neptune. The summer astronomy class was asked to draw mathematical conclusions about large numbers from the recent discoveries concerning the dwarf planet Pluto. The evidence consists primarily of videotaped PowerPoint presentations conducted by the students in both differential equations classes, along with interviews and tests given in all the classes. All presentations were transcribed and examined to determine the effect of astronomy as a generator of student understanding of mathematics. An analysis of the data indicated two findings: definite student interest in a subject previously unknown to most of them and a desire to make the mathematical connection to celestial phenomena.

Computer simulations for the Mars Atmospheric and Volatile EvolutioN (MAVEN) mission through NASA's "Project Spectra!"

NASA Astrophysics Data System (ADS)

Christofferson, R.; Wood, E. L.; Euler, G.

2012-12-01

"Project Spectra!" is a standards-based light science and engineering program on solar system exploration that includes both hands-on paper and pencil activities as well as Flash-based computer games that help students solidify understanding of high-level planetary and solar physics. Using computer interactive games where students experience and manipulate the information makes abstract concepts accessible. Visualizing lessons with multi-media tools solidifies understanding and retention of knowledge. Since students can choose what to watch and explore, the interactives accommodate a broad range of learning styles. Students can go back and forth through the interactives if they've missed a concept or wish to view something again. In the end, students are asked critical thinking questions and conduct web-based research. As a part of the Mars Atmospheric and Volatile EvolutioN (MAVEN) mission education programming, we've developed two new "Project Spectra!" interactives that go hand-in-hand with a paper and pencil activity. The MAVEN mission will study volatiles in the upper atmosphere to help piece together Mars' climate history. In the first interactive, students explore black body radiation, albedo, and a simplified greenhouse effect to establish what factors contribute to overall planetary temperature and how they contribute. Students are asked to create a scenario in which a planet they build and design is able to maintain liquid water on the surface. In the second interactive, students are asked to consider Mars and the conditions needed for Mars to support water on the surface, keeping some variables fixed. Ideally, students will walk away with the very basic and critical elements required for climate studies, which has far-reaching implications beyond the study of Mars. These interactives are currently being pilot tested at Arvada High School in Colorado.

Computer simulations for the Mars Atmospheric and Volatile EvolutioN (MAVEN) mission through NASA's 'Project Spectra!'

NASA Astrophysics Data System (ADS)

Wood, E. L.

2013-12-01

'Project Spectra!' is a standards-based light science and engineering program on solar system exploration that includes both hands-on paper and pencil activities as well as Flash-based computer games that help students solidify understanding of high-level planetary and solar physics. Using computer interactive games where students experience and manipulate the information makes abstract concepts accessible. Visualizing lessons with multi-media tools solidifies understanding and retention of knowledge. Since students can choose what to watch and explore, the interactives accommodate a broad range of learning styles. Students can go back and forth through the interactives if they've missed a concept or wish to view something again. In the end, students are asked critical thinking questions and conduct web-based research. As a part of the Mars Atmospheric and Volatile EvolutioN (MAVEN) mission education programming, we've developed two new 'Project Spectra!' interactives that go hand-in-hand with a paper and pencil activity. The MAVEN mission will study volatiles in the upper atmosphere to help piece together Mars' climate history. In the first interactive, students explore black body radiation, albedo, and a simplified greenhouse effect to establish what factors contribute to overall planetary temperature and how they contribute. Students are asked to create a scenario in which a planet they build and design is able to maintain liquid water on the surface. In the second interactive, students are asked to consider Mars and the conditions needed for Mars to support water on the surface, keeping some variables fixed. Ideally, students will walk away with the very basic and critical elements required for climate studies, which has far-reaching implications beyond the study of Mars. These interactives were pilot tested at Arvada High School in Colorado.

Vodcasts and active-learning exercises in a "flipped classroom" model of a renal pharmacotherapy module.

PubMed

Pierce, Richard; Fox, Jeremy

2012-12-12

To implement a "flipped classroom" model for a renal pharmacotherapy topic module and assess the impact on pharmacy students' performance and attitudes. Students viewed vodcasts (video podcasts) of lectures prior to the scheduled class and then discussed interactive cases of patients with end-stage renal disease in class. A process-oriented guided inquiry learning (POGIL) activity was developed and implemented that complemented, summarized, and allowed for application of the material contained in the previously viewed lectures. Students' performance on the final examination significantly improved compared to performance of students the previous year who completed the same module in a traditional classroom setting. Students' opinions of the POGIL activity and the flipped classroom instructional model were mostly positive. Implementing a flipped classroom model to teach a renal pharmacotherapy module resulted in improved student performance and favorable student perceptions about the instructional approach. Some of the factors that may have contributed to students' improved scores included: student mediated contact with the course material prior to classes, benchmark and formative assessments administered during the module, and the interactive class activities.

Motivating medical students to learn teamwork skills.

PubMed

Aarnio, Matti; Nieminen, Juha; Pyörälä, Eeva; Lindblom-Ylänne, Sari

2010-01-01

This study examined teaching teamwork skills to first-year medical students. Teamwork skills focused on verbal communication in PBL-tutorial sessions and in healthcare teams. The aim was to find out how to teach teamwork skills to first-year medical students and how to motivate them to learn these skills. Three consecutive classes of first-year medical students (N = 342) participated in teamwork skills module in the years 2006, 2007 and 2008. After the first year, the introduction to the topic was revised in order to be more motivating to medical students. After each module data were collected with a feedback questionnaire containing numerical and open questions. By analyzing the students' numerical answers and the content of students' open answers regarding the module, we examined how the revised introduction affected students' perceptions of the usefulness of the module. Medical students' feedback in the years 1 (n = 81), 2 (n = 99) and 3 (n = 95) showed that the students found the module in the second and third years significantly more useful than in the first year. These results support earlier findings that clearly stated clinical relevance motivates medical students. When introducing multidisciplinary subjects to medical students, it is important to think through the clinical relevance of the topic and how it is introduced to medical students.

Student Misconceptions about Newtonian Mechanics: Origins and Solutions through Changes to Instruction

NASA Astrophysics Data System (ADS)

Adair, Aaron Michael

In order for Physics Education Research (PER) to achieve its goals of significant learning gains with efficient methods, it is necessary to figure out what are the sorts of preexisting issues that students have prior to instruction and then to create teaching methods that are best able to overcome those problems. This makes it necessary to figure out what is the nature of student physics misconceptions---prior beliefs that are both at variance to Newtonian mechanics and also prevent a student from properly cognizing Newtonian concepts. To understand the prior beliefs of students, it is necessary to uncover their origins, which may allow instructors to take into account the sources for ideas of physics that are contrary to Newtonian mechanics understanding. That form of instruction must also induce the sorts of metacognitive processes that allow students to transition from their previous conceptions to Newtonian ones, let alone towards those of modern physics. In this paper, the notions of basic dynamics that are common among first-year college students are studied and compared with previous literature. In particular, an analysis of historical documents from antiquity up to the early modern period shows that these conceptions were rather widespread and consistent over thousands of years and in numerous cultural contexts. This is one of the only analyses in PER that considers the original languages of some of these texts, along with appropriate historical scholarship. Based on the consistent appearance of these misconceptions, a test and interview module was devised to help elucidate the feelings students have that may relate to fictitious forces. The test looked at one-dimensional motion and forces. The first part of the interview asked each student about their answers to the test questions, while the second part asked how students felt when undergoing three cases of constant acceleration in a car. We determined that students confabulated relative motion with the experience of force; students claim to feel a force in the direction of relative motion even when the actual force is in the opposite direction. The interview process also showed how students had both their intuitive sense of physics as well as Newtonian concepts from instruction, and how each model was activated could be influenced by questions from the interviewer. In order to investigate how changes to instructional method and pedagogy may affect students' ability to overcome their non-Newtonian intuitions, an experimental lecturing series was devised that used individual voting machines ("clickers") to increase class participation and dialog in a fashion that was more student-centered. The experimental section also had video recordings of the lectures as well as concept-based video homework solutions. The initial availability of the videos hindered early use, and overall students rarely used these additions. The clicker system also had technical issues due to the volume of students and an interface that was not streamlined. Nonetheless, the results showed the experimental section to have significantly greater learning gains (d > 0.5, p ˜ 0.01), and we determined that this was most likely due to the clicker system.

Tornado! An Event-Based Science Module. Student Edition. Meteorology Module.

ERIC Educational Resources Information Center

Wright, Russell G.

This book is designed for middle school students to learn scientific literacy through event-based science. Unlike traditional curricula, the event-based earth science module is a student-centered, interdisciplinary, inquiry-oriented program that emphasizes cooperative learning, teamwork, independent research, hands-on investigations, and…

Earthquake!: An Event-Based Science Module. Student Edition. Earth Science Module.

ERIC Educational Resources Information Center

Wright, Russell G.

This book is designed for middle school students to learn scientific literacy through event-based science. Unlike traditional curricula, the event-based earth science module is a student-centered, interdisciplinary, inquiry-oriented program that emphasizes cooperative learning, teamwork, independent research, hands-on investigations, and…

Volcano!: An Event-Based Science Module. Student Edition. Geology Module.

ERIC Educational Resources Information Center

Wright, Russell G.

This book is designed for middle school students to learn scientific literacy through event-based science. Unlike traditional curricula, the event-based earth science module is a student-centered, interdisciplinary, inquiry-oriented program that emphasizes cooperative learning, teamwork, independent research, hands-on investigations, and…

Oil Spill! An Event-Based Science Module. Student Edition. Oceanography Module.

ERIC Educational Resources Information Center

Wright, Russell G.

This book is designed for middle school students to learn scientific literacy through event-based science. Unlike traditional curricula, the event-based earth science module is a student-centered, interdisciplinary, inquiry-oriented program that emphasizes cooperative learning, teamwork, independent research, hands-on investigations, and…

Teacher-Student Interactions during Read Alouds in the Elementary Classroom

ERIC Educational Resources Information Center

Rouech, Kristina E.

2013-01-01

Reading aloud to students is an important topic in educational research. Previous research clearly identified effective components and benefits of reading aloud to elementary students; however, very little data addresses the exact wording of the kinds of questions teachers ask and the responses that students give during a read aloud. This study…

University Student Expectations of Confidentiality When Disclosing Information to Their Professors

ERIC Educational Resources Information Center

Harris, Gregory E.; Dalton, Stephanie

2014-01-01

The purpose of this study was to explore university students' expectations of confidentiality when they make disclosures to their university professors. A secondary purpose was to consider if students have a higher expectation of confidentiality when talking with Psychology professors versus professors in other disciplines. Students were asked to…

Turning the Question Around: Do Colleges Fail to Meet Students' Expectations?

ERIC Educational Resources Information Center

Rosenbaum, James E.; Becker, Kelly Iwanaga; Cepa, Kennan A.; Zapata-Gietl, Claudia E.

2016-01-01

Research often focuses on how students fail to meet college expectations, but it rarely asks how colleges fail to meet students' expectations. This study examines students' expectations of college and their institutional confidence--their level of certainty that college will meet their expectations. Drawing on 65 pilot interviews and a survey of…

Motivating Students with Authentic Science Experiences: Changes in Motivation for School Science

ERIC Educational Resources Information Center

Hellgren, Jenny M.; Lindberg, Stina

2017-01-01

Background: Students' motivation for science declines over the early teenage years, and students often find school science difficult and irrelevant to their everyday lives. This paper asks whether creating opportunities to connect school science to authentic science can have positive effects on student motivation. Purpose: To understand how…

Shared Faculty-Student Lifestyle Habits and Their Implications for College Student Retention

ERIC Educational Resources Information Center

Boateng, Kwasi; Plopper, Bruce L.; Keith, David M.

2016-01-01

Previous research confirms that first-semester grade-point average (GPA) is related to college student persistence, retention, and graduation. Thus, it is important to identify factors related to enhancing first-semester GPA. In this study, researchers asked faculty and students in the disciplines of journalism, strategic communication or public…

Students' Reasons for Preferences of Contexts in Learning Mathematics

ERIC Educational Resources Information Center

Kazima, Mercy

2015-01-01

This paper reports on findings from a study that investigated reasons Malawian students have for preferring particular contexts in mathematics. The study explored students' preferences of contexts using a survey questionnaire that contained 27 contexts and asked students to indicate their level of interest for each context on a 4-point scale and…

Emirati, Omani and Saudi Students' Academic Literacy Socialization

ERIC Educational Resources Information Center

Al Murshidi, Ghadah

2014-01-01

The study investigated the academic literacy socialization of students at U.S. universities from the Gulf Region--Oman, Saudi Arabia, and United Arab Emirates (UAE). International students were contacted and asked if they would participate in the project. Fifty three students responded to the survey and interview, 77% of the respondents were male…

Tracking Students' Cognitive Processes during Program Debugging--An Eye-Movement Approach

ERIC Educational Resources Information Center

Lin, Yu-Tzu; Wu, Cheng-Chih; Hou, Ting-Yun; Lin, Yu-Chih; Yang, Fang-Ying; Chang, Chia-Hu

2016-01-01

This study explores students' cognitive processes while debugging programs by using an eye tracker. Students' eye movements during debugging were recorded by an eye tracker to investigate whether and how high- and low-performance students act differently during debugging. Thirty-eight computer science undergraduates were asked to debug two C…

Assessing Learning in a Sociology Department: What Do Students Say That They Learn?

ERIC Educational Resources Information Center

Bandini, Julia; Shostak, Sara; Cunningham, David; Cadge, Wendy

2016-01-01

Assessment plays a central role in evaluating and strengthening student learning in higher education, and sociology departments, in particular, have increasingly become interested in engaging in assessment activities to better understand students' learning. This qualitative study builds on previous research on assessment by asking what students in…

Using Kitchen Appliance Analogies to Improve Students' Reasoning about Neurological Results

ERIC Educational Resources Information Center

Vishton, Peter M.

2005-01-01

This article describes and evaluates a new technique for teaching students to interpret studies of patients with brain injuries. This technique asks students to consider how knives and blenders lose specific functionality when they are damaged. This approach better prepares students to make proper inferences from behavioral deficits observed after…

Student Interpretations of Written Comments on Graded Proofs

ERIC Educational Resources Information Center

Byrne, Martha; Hanusch, Sarah; Moore, Robert C.; Fukawa-Connelly, Tim

2018-01-01

Instructors often write feedback on students' proofs even if there is no expectation for the students to revise and resubmit the work. It is not known, however, what students do with that feedback or if they understand the professor's intentions. To this end, we asked eight advanced mathematics undergraduates to respond to professor comments on…

Student Misconceptions in Writing Balanced Equations for Dissolving Ionic Compounds in Water

ERIC Educational Resources Information Center

Naah, Basil M.; Sanger, Michael J.

2012-01-01

The goal of this study was to identify student misconceptions and difficulties in writing symbolic-level balanced equations for dissolving ionic compounds in water. A sample of 105 college students were asked to provide balanced equations for dissolving four ionic compounds in water. Another 37 college students participated in semi-structured…

Pseudolongitudinal Investigation on Chinese Students' Categorization of Kinematics and Mechanics Problems

ERIC Educational Resources Information Center

Zhu, Guangtian; Wang, Jue

2017-01-01

Students' categorization of physics problems reflects their expertise in problem solving. We conducted a pseudolongitudinal study to investigate the development of students' categorization ability. Over 250 Chinese students from grade 10 to grade 12 were asked to categorize 20 problems of kinematics and mechanics into suitable categories based on…

Students' Questions: Building a Bridge between Kolb's Learning Styles and Approaches to Learning

ERIC Educational Resources Information Center

de Jesus, Helena T. Pedrosa; Almeida, Patricia Albergaria; Teixeira-Dias, Jose Joaquim; Watts, Mike

2006-01-01

Purpose: The purpose of this study is to identify the types of questions that students ask during the learning of chemistry; discuss the role of students' questions in the process of constructing knowledge, and investigate the relationship between students' questions, approaches to learning, and learning styles. Design/methodology/approach: The…

Access and Funding for International Students in Alberta: Frequently Asked Questions

ERIC Educational Resources Information Center

Alberta Education, 2009

2009-01-01

Alberta classrooms are a microcosm of the world, with students representing a diversity of language and cultural groups. Some students are Canadian born or have adopted Canadian citizenship, while others are permanent residents, children of temporary foreign workers, refugees or students who have come to Canada specifically to study. Given this…

Inclusive Education at the Post-Secondary Level: Attitudes of Students and Professors

ERIC Educational Resources Information Center

Hindes, Yvonne; Mather, Jennifer

2007-01-01

Little research has focused on inclusion of students with disabilities at the university level. We asked students and professors at the University of Lethbridge to indicate their acceptance of three levels of inclusion (included in classes, provided with assistance and provided with professorial accommodation) for students with five categories of…

Cognitive Aids for Guiding Graph Comprehension

ERIC Educational Resources Information Center

Mautone, Patricia D.; Mayer, Richard E.

2007-01-01

This study sought to improve students' comprehension of scientific graphs by adapting scaffolding techniques used to aid text comprehension. In 3 experiments involving 121 female and 88 male college students, some students were shown cognitive aids prior to viewing 4 geography graphs whereas others were not; all students were then asked to write a…

Constructing the Cultural "Other": Prejudice and Intergroup Conflict in University Students' Discourses about "The Other"

ERIC Educational Resources Information Center

Ladegaard, Hans J.; Cheng, Ho Fai

2014-01-01

This article analyses how university students in Hong Kong talk about "self" and "other". Three groups of students, Hong Kong Chinese, Mainland Chinese, and Overseas Exchange students, were asked to characterise these three groups in a pre-discussion questionnaire, and subsequently discuss freely what they had written. Selected…

Latino Student's Perceptions of the University Campus Climate: Exploratory Study of First Generation Students

ERIC Educational Resources Information Center

Hernandez, Yvonne

2013-01-01

This study examines Latino student's impressions of the university campus climate. The over-arching question guiding this study asked: How do Latino first college generation students negotiate the psychosocial, cultural and environmental perspectives of the college experience? The conceptual framework integrates three major higher education…

Knowledge Structures: Where Can We Find Them?

ERIC Educational Resources Information Center

Law, Nancy

Knowledge elicitation through programming was studied to determine students' intuitive ideas about motion. The subjects, 17-year-old sixth-form science students and 14-year-old third-form students, were asked to write expert systems programs about motion; and their interactions with their own knowledge were observed. The 17-year-old students had…

How Do High School Students Prefer to Learn?

ERIC Educational Resources Information Center

Mills, Leila A.; Angnakoon, Putthachat

2015-01-01

The purpose of this study was to examine learning preference--the match between learners and learning methods--and students' information behaviour in technology-rich information environments. The major question asked was: How will high school students' information behaviour differ by gender and academic interests? A total of 88 students (37 girls,…

University Students' Perceptions of Conflict Resolution

ERIC Educational Resources Information Center

Scorzelli, James F.

2012-01-01

The purpose of this study was to compare the perceptions of American and international students on conflict resolution, and to determine if the students were willing to participate in conflict resolution. A survey was given to 226 students at an eastern university that asked them to identify a major international conflict and whether they felt…

Literacy on the Move: A Journal for the Journey

ERIC Educational Resources Information Center

Curtis, Laurie J.

2013-01-01

Travel provides students with multiple opportunities to learn about people, places, and the world around them. At times, students are given opportunities to travel causing them to be absent from the classroom. This manuscript provides a practical suggestion for engaging students in learning while on the journey. Students are asked to share and…

Beliefs and Expectations of Principles of Marketing Students

ERIC Educational Resources Information Center

Ferrell, Linda; Gonzalez, Gabriel

2004-01-01

Students were surveyed to determine their beliefs and expectations prior to taking their Principles of Marketing class. The students were surveyed on the first day of class before any introduction to the course. The students were asked eight open-ended questions to determine their knowledge and awareness about marketing as a field of study. The…

Transforming Reading Comprehension Instruction through Student Conferencing and Teacher Journaling

ERIC Educational Resources Information Center

Costello, David

2014-01-01

When I was asked to teach the entire literacy curriculum to my grade six students in only five months, I implemented reading conferences as an instructional practice to deepen students' reading comprehension. Classroom events related to reading conferences, student decision-making, and instructional planning were recorded in a journal. This…

Students' Cognitive Focus during a Chemistry Laboratory Exercise: Effects of a Computer-Simulated Prelab

ERIC Educational Resources Information Center

Winberg, T. Mikael; Berg, C. Anders R.

2007-01-01

To enhance the learning outcomes achieved by students, learners undertook a computer-simulated activity based on an acid-base titration prior to a university-level chemistry laboratory activity. Students were categorized with respect to their attitudes toward learning. During the laboratory exercise, questions that students asked their assistant…

Reliability and Agreement of Student Ratings of the Classroom Environment: A Reanalysis of TIMSS Data

ERIC Educational Resources Information Center

Ludtke, Oliver; Trautwein, Ulrich; Kunter, Mareike; Baumert, Jurgen

2006-01-01

In educational research, characteristics of the learning environment are generally assessed by asking students to evaluate features of their lessons. The student ratings produced by this simple and efficient research strategy can be analysed from two different perspectives. At the "individual level", they represent the individual student's…

College Chemistry Students' Use of Memorized Algorithms in Chemical Reactions

ERIC Educational Resources Information Center

Nyachwaya, James M.; Warfa, Abdi-Rizak M; Roehrig, Gillian H.; Schneider, Jamie L.

2014-01-01

This study sought to uncover memorized algorithms and procedures that students relied on in responding to questions based on the particulate nature of matter (PNM). We describe various memorized algorithms or processes used by students. In the study, students were asked to balance three equations of chemical reaction and then draw particulate…

Aural Image in Practice: A Multicase Analysis of Instrumental Practice in Middle School Learners

ERIC Educational Resources Information Center

Oare, Steve

2016-01-01

This multiple case study examined six adolescent band students engaged in self-directed practice. The students' practice sessions were videotaped. Students provided verbal reports during their practice and again retrospectively while reviewing their video immediately after practice. Students were asked to discuss their choice of practice…

Student Achievement in Ohio Charter Schools: A Comparative and Longitudinal Study

ERIC Educational Resources Information Center

Kotler, Ruth M.

2012-01-01

The purpose of this study was to investigate fifth-grade student achievement in Ohio public charter schools as compared to student achievement in traditional public schools, and to determine whether the performance of charter schools changed over time. Research questions asked 1) how does student achievement in Ohio's public charters compare to…

Measuring Student Satisfaction from the Student Outcomes Survey. Technical Paper

ERIC Educational Resources Information Center

Fieger, Peter

2012-01-01

The Student Outcomes Survey is an annual national survey of vocational education and training (VET) students. Since 1995, participants have been asked to rate their satisfaction with different aspects of their training, grouped under three main themes: teaching, assessment, and generic skills and learning experiences. While the composition of the…

Helping Students Improve Citation Performance

ERIC Educational Resources Information Center

Nienhaus, Brian

2004-01-01

During the author's final year in graduate school, he began teaching business communication. Without much forethought, he asked students to write a report with a sources requirement. When students turned their reports in, he learned that they were worlds apart on the practice of citing such sources. As a student in a rarefied academic environment,…

Students of Color and Public Montessori Schools: A Review of the Literature

ERIC Educational Resources Information Center

Debs, Mira C.; Brown, Katie E.

2017-01-01

Students of color comprise a majority in public Montessori school enrollments around the United States, and practitioners are often asked for evidence of the Montessori Method's benefits for these students. This article examines the relevant literature related to the experiences of students of color in public Montessori schools. Research finds…

Student-Produced Videos for Exam Review in Mathematics Courses

ERIC Educational Resources Information Center

Hulsizer, Heidi

2016-01-01

Videos have been used in classrooms for decades, but student-produced video has recently become a viable, economical option to enhance learning. Students were asked to create videos to be used for their exam review in two different undergraduate mathematics courses: Differential Equation and Complex Analysis. Students were then surveyed about…

A Study on High School Students' Perceptions of "Geographical Environment"

ERIC Educational Resources Information Center

Nurettin, Bilgen

2015-01-01

This research investigates how high school students perceive the concept "environment". The research was conducted on 191 Social Science High School students from 9 to 12th grades in Istanbul and Denizli within 2012 to 2013 academic year. In the study, students were asked to draw a picture of the "environment". The research…

Studying for Success: Diaries of Students' Study Behaviours

ERIC Educational Resources Information Center

Tomes, Jennifer L.; Wasylkiw, Louise; Mockler, Brittany

2011-01-01

The current study examined students' study behaviours using a diary methodology. Given the limitations of previous investigations, participants were asked to complete daily study diaries for 10 days prior to a course test to assess students' actual study behaviours. Results showed that students engaged in a diverse set of behaviours with only some…

Does Displaying the Class Results Affect Student Discussion during Peer Instruction?

PubMed Central

Strauss, Eric A.; Downey, Nicholas; Galbraith, Anne; Jeanne, Robert; Cooper, Scott

2010-01-01

The use of personal response systems, or clickers, is increasingly common in college classrooms. Although clickers can increase student engagement and discussion, their benefits also can be overstated. A common practice is to ask the class a question, display the responses, allow the students to discuss the question, and then collect the responses a second time. In an introductory biology course, we asked whether showing students the class responses to a question biased their second response. Some sections of the course displayed a bar graph of the student responses and others served as a control group in which discussion occurred without seeing the most common answer chosen by the class. If students saw the bar graph, they were 30% more likely to switch from a less common to the most common response. This trend was more pronounced in true/false questions (38%) than multiple-choice questions (28%). These results suggest that observing the most common response can bias a student's second vote on a question and may be misinterpreted as an increase in performance due to student discussion alone. PMID:20516358

The AIA Solar Learning Center: Taking Inquiry-based EPO Online

NASA Astrophysics Data System (ADS)

Wills-Davey, Meredith; Attrill, G. D. R.; Engell, A.

2009-05-01

The observations of the Atmospheric Imaging Assembly aboard the Solar Dynamics Observatory (SDO-AIA) are expected to be groundbreaking within the field of heliophysics. To properly promote and explain the data produced by AIA, it is important that an innovative EPO effort be put forth. This has led to the development of "The AIA Solar Learning Center” (SLC), an inquiry-based educational website geared towards teaching about AIA and the Sun in general. The goal of the SLC is to provide K-12 students, teachers, parents, and homeschoolers with information and education about the Sun, primarily through hands-on activity modules that explain different aspects of our nearest star and the methods of observing it. While each module ultimately aims to impart information about the Sun or some related physical process, the activities also range across a host of different disciplines, including geology, chemistry, history, music, and art. In order to make the content applicable and accessible, activities are tailored to multiple difficulty levels, catering to different age groups. There is also a strong push towards facilitating teachers; activities are designed to fulfill specific teaching standards, and a host of additional teaching material is provided, including lesson plans and powerpoint presentations. Ultimately, the SLC aims to make science and the Sun inviting and accessible. The "Meet the Scientists” page will provide pictures and personal bios of participating scientists. Students will have the opportunity to interactively ask solar-related questions. There is even a host of lighter fare, such as a solar music playlist and links to relevant Facebook pages.

Class Projects on the Internet.

ERIC Educational Resources Information Center

Nicholson, Danny

1996-01-01

Discusses the use of the Internet in the classroom. Presents a project on renewable energy sources in which students produce web pages. Provides the web page address of the project completed by students. (ASK)

Depression and College Students

MedlinePlus

... depression and other mental health issues? Reference Share Depression and College Students Download PDF Download ePub Order ... Answers to college students’ frequently asked questions about depression Feeling moody, sad, or grouchy? Who doesn’t ...

The Poisons Project.

ERIC Educational Resources Information Center

Crawford, Barbara A.

1998-01-01

Details a project in which students explore and study the poisons in their environment by asking and finding answers to their own research questions. Includes some suggestions for involving students successfully in inquiry-based learning. (DDR)

Remembering Memories about Students with Disabilities

ERIC Educational Resources Information Center

Miller, Maury; Gresham, Pamela; Fouts, Bonnia

2011-01-01

Preservice general education classroom teachers in an inclusion course were asked to describe their own earliest memories of students with disabilities in school. Substantial literature links early memories to subsequent thoughts and attitudes. Subjects also completed the Opinions Relative to Integration of Students with Disabilities attitude…

Impact of Communication on Parents' and First-Year College Students' Ratings of Student Academic, Emotional, and Social Adjustment

ERIC Educational Resources Information Center

Yogan, Lissa; Freedle, Agata; Ringenberg, Matthew

2017-01-01

This study explored the effects of parents' and students' communication patterns on students' social, emotional, and academic adjustment to college. It matched 118 pairs of parents and students (n = 236) and asked them to report their frequency and mode of communication, as well as the first-year students' perceived adjustment to college. The…

AIAA Educator Academy: Enriching STEM Education for K-12 Students

NASA Astrophysics Data System (ADS)

Slagle, E.; Bering, E. A.; Longmier, B. W.; Henriquez, E.; Milnes, T.; Wiedorn, P.; Bacon, L.

2012-12-01

Educator Academy is a K-12 STEM curriculum developed by the STEM K-12 Outreach Committee of the American Institute of Aeronautics and Astronautics (AIAA). Consisting of three independent curriculum modules, K-12 students participate in inquiry-based engineering challenges to improve critical thinking skills and enhance problem solving skills. The Mars Rover Celebration Curriculum Module is designed for students in grades 3-8. Throughout this module, students learn about Mars and the solar system. Working with given design criteria, students work in teams to do basic research about Mars that will determine the operational objectives and structural features of their rover. Then, students participate in the design and construction of a model of a mock-up Mars Rover to carry out a specific science mission on the surface of Mars. At the end of this project, students have the opportunity to participate in a regional capstone event where students share their rover designs and what they have learned. The Electric Cargo Plan Curriculum Module is designed for students in grades 6-12. Throughout this module, students learn about aerodynamics and the four forces of flight. Working individually or in teams, students design and construct an electrically-powered model aircraft to fly a tethered flight of at least one lap without cargo, followed by a second tethered flight of one lap carrying as much cargo as possible. At the end of this project, students have the opportunity to participate in a regional capstone event where students share what they have learned and compete with their different cargo plane designs. The Space Weather Balloon Curriculum Module is designed for students in grades 9-12. Throughout this module, students learn and refine physics concepts as well as experimental research skills. Students participate in project-based learning that is experimental in nature. Students are engaged with the world around them as they collaborate to launch a high altitude balloon equipped with HD cameras. To better assist teachers in implementing one or more of these Curriculum Modules, teacher workshops are held to give teachers a hands-on look at how this curriculum is used in the classroom. And, to provide further support, teachers are each provided with an AIAA professional member as a mentor for themselves and/or their students. These curriculum modules, provided by AIAA are available to any K-12 teachers as well as EPO officers for use in formal or informal education settings.

From Asking to Answering: Making Questions Explicit

ERIC Educational Resources Information Center

Washington, Gene

2006-01-01

"From Asking To Answering: Making Questions Explicit" describes a pedagogical procedure the author has used in writing classes (expository, technical and creative) to help students better understand the purpose, and effect, of text-questions. It accomplishes this by means of thirteen discrete categories (e.g., CLAIMS, COMMITMENT, ANAPHORA, or…

Why Don't You Ask Comprehension Questions? (When the Principal Asks).

ERIC Educational Resources Information Center

Harp, Bill

1989-01-01

Discusses literature and research concerning comprehension questions, particularly in the context of the Whole Language Movement. Notes that there are other ways for students to demonstrate their text comprehension, such as literature logs, small group discussion, and individual or group projects. Suggests several implications for the classroom.…

Integration and Evaluation of Substance Abuse Research Education Training (SARET) into a Master of Social Work program.

PubMed

Tuchman, Ellen; Hanley, Kathleen; Naegle, Madeline; More, Frederick; Bereket, Sewit; Gourevitch, Marc N

2017-01-01

The Substance Abuse Research and Education Training (SARET) program is funded by the National Institutes of Drug Abuse in 2006 as a novel approach to spark interest in substance abuse research among medical, dental, nursing, and social work graduate students through a Web-based curriculum and research mentorships. This report presents the initial integration of the intervention in a Master of Social Work (MSW) program, the components of the program, and the mixed-methods evaluation of its effect on students' attitudes towards substance abuse research and treatment. SARET comprises 2 main components: stipend-supported research mentorships and a Web-based module series, consisting of 6 interactive, multimedia modules addressing core SA research topics, delivered via course curricula and in the research mentorships. An initial evaluation was designed to assess SARET's acceptability and short-term impact on participants' interest in SA research. The components of this Web-based curriculum evaluation include focus group feedback on the relevance of the modules to SW students, number of courses into which the modules were integrated with number of module completions, changes in interest in SA research associated with module completion. The full series of Web-based modules has been integrated across several courses in the social work curriculum, and social work students have become integral participants in the summer mentored research experience. One hundred eighteen students completed at least 1 module and 42 students completed all 6 modules. Neurobiology, Screening, and Epidemiology were the most widely viewed modules. Students reported positive impact on their vision of SA-related clinical care, more positive attitudes about conducting research, and in some cases, change in career. The SARET program's modules and summer mentored research increased clinical and research interest related to SUDs, as well as interprofessional attitudes among social work students. Participants have shown some early research success. Longer-term follow-up will enable us to continue to assess the effectiveness of the program.

Toxic Leak!: An Event-Based Science Module. Student Edition. Groundwater Module.

ERIC Educational Resources Information Center

Wright, Russell G.

This book is designed for the middle school students to learn scientific literacy through event-based science. Unlike traditional curricula, the event-based earth science module is a student-centered, interdisciplinary, inquiry-oriented program that emphasizes cooperative learning, teamwork, independent research, hands-on investigations, and…

Management and Family Economics Student Modules. Instructor's Guide.

ERIC Educational Resources Information Center

South Carolina State Dept. of Education, Columbia. Home Economics Education Section.

This instructor's guide was designed to help teachers present a performance-based course in family management and economics to high school students. The guide contains a listing of the modules contained in the student modules with suggested levels and courses for teaching; additional learning experiences; lists of supplemental resources and…

Fire!: An Event-Based Science Module. Student Edition. Chemistry and Fire Ecology Module.

ERIC Educational Resources Information Center

Wright, Russell G.

This book is designed for middle school students to learn scientific literacy through event-based science. Unlike traditional curricula, the event-based earth science module is a student-centered, interdisciplinary, inquiry-oriented program that emphasizes cooperative learning, teamwork, independent research, hands-on investigations, and…

Foods and Nutrition. Student Modules and Instructor's Guide.

ERIC Educational Resources Information Center

South Carolina State Dept. of Education, Columbia. Office of Vocational Education.

These 64 performance-based instructional modules are for the home economics content area of food and nutrition. Each module is composed of an introduction for the student, a performance objective, a variety of learning activities (reading assignments, tasks, written assignments), content information, a student self-check, recommended references,…

Dynamic e-Learning Modules for Student Lecture Preparation

ERIC Educational Resources Information Center

McIntyre, Timothy; Wegener, Margaret; McGrath, Dominic

2018-01-01

We have developed and demonstrated the effectiveness of a set of online interactive learning modules to accompany physics courses at first- and second-year university levels. Students access the modules prior to attending lectures to familiarize themselves with content which is then discussed and reaffirmed in class. Student surveys and access…

Comparing the efficacy of multimedia modules with traditional textbooks for learning introductory physics content

NASA Astrophysics Data System (ADS)

Stelzer, Timothy; Gladding, Gary; Mestre, José P.; Brookes, David T.

2009-02-01

We compared the efficacy of multimedia learning modules with traditional textbooks for the first few topics of a calculus-based introductory electricity and magnetism course. Students were randomly assigned to three groups. One group received the multimedia learning module presentations, and the other two received the presentations via written text. All students were then tested on their learning immediately following the presentations as well as 2weeks later. The students receiving the multimedia learning modules performed significantly better on both tests than the students experiencing the text-based presentations.

Medical Student Perceptions of Cost-Conscious Care in an Internal Medicine Clerkship: A Thematic Analysis.

PubMed

Tartaglia, Kimberly M; Kman, Nicholas; Ledford, Cynthia

2015-10-01

Although as much as 87 % of all healthcare spending is directed by physicians, studies have demonstrated that they lack knowledge about the costs of medical care. Similarly, learners have not traditionally received instruction on cost-conscious care. To examine medical students' perceptions of healthcare delivery as it relates to cost consciousness Retrospective qualitative analysis of medical student narratives Third-year medical students during their inpatient internal medicine clerkship Students completed a reflective exercise wherein they were asked to describe a scenario in which a patient experienced lack of attention to cost-conscious care, and were asked to identify solutions and barriers. We analyzed these reflections to learn more about students' awareness and perceptions regarding the practice of cost-conscious care within our medical center. Eighty students submitted the assignment between July and December 2012. The most common problems identified included unnecessary tests and treatments (n = 69) and duplicative tests and treatments (n = 20.) With regards to solutions, students described 82 scenarios, with 125 potential solutions identified. Students most commonly used discussion with the team (speak up, ask why) as the process they would use (n = 28) and most often wanted to focus lab testing (n = 38) as the intervention. The most common barriers to high-value care included increased time and effort (n = 19), ingrained practices (n = 17), and defensive medicine or fear of missing something (n = 18.) Even with minimal clinical experience, medical students were able to identify instances of lack of attention to cost-conscious care as well as potential solutions. Although students identified the hierarchy in healthcare teams as a potential barrier to improving high value care, most students stated they would feel comfortable engaging the team in discussion. Future efforts to empower learners at all levels to question value decisions and to develop and implement solutions may result in improved healthcare.

The effectiveness of e-learning in pediatric medical student education.

PubMed

Khasawneh, Rima; Simonsen, Kari; Snowden, Jessica; Higgins, Joy; Beck, Gary

2016-01-01

Electronic learning allows individualized education and may improve student performance. This study assessed the impact of e-modules about infection control and congenital infections on medical knowledge. A descriptive study was conducted involving third-year medical students on pediatric clerkship. e-Module content in three different formats was developed: a text monograph, a PowerPoint presentation, and a narrated PowerPoint lecture. Students' use of the e-modules was tracked, as was participation in the infectious disease rotation and the order of pediatric rotation. Pre- and posttests specific to the e-module content and National Board of Medical Examiners (NBME) pediatric exam scores were recorded. Among 67 participants, 63% of them visited at least one e-module. Neither accessing any e-modules, timing of pediatric clerkship, nor assignment to ID rotation resulted in improved posttest nor NBME scores. Seventy percent of students rated the e-modules as satisfactory and reported usage improved their confidence with the congenital infections topic. e-Modules did not improve student performance on NBME or posttest; however, they were perceived as satisfactory and to have improved confidence among those who used them. This study underscores the importance of formally evaluating electronic and other innovative curricula when implemented within existing medical education frameworks.

Using Data to Improve Student Outcomes: Learning from Leading Colleges. Education Trust Higher Education Practice Guide #2

ERIC Educational Resources Information Center

Education Trust, 2016

2016-01-01

All across the country, leaders in colleges and universities are asking the same question: What can we do to improve student success, especially for the low-income students and students of color whose graduation rates often lag behind? This second practice guide: "Using Data to Improve Student Outcomes: Learning from Leading Colleges"…

Do We See Eye to Eye? Moderators of Correspondence between Student and Faculty Evaluations of Day-to-Day Teaching

ERIC Educational Resources Information Center

Cain, Kathleen M.; Wilkowski, Benjamin M.; Barlett, Christopher P.; Boyle, Colleen D.; Meier, Brian P.

2018-01-01

Students and instructors show moderate levels of agreement about the quality of day-to-day teaching. In the present study, we replicated and extended this finding by asking how correspondence between student and instructor ratings is moderated by time of semester and student demographic variables. Participants included 137 students and 5…

Security Blanket or Crutch? Crib Card Usage Depends on Students' Abilities

ERIC Educational Resources Information Center

Burns, Kathleen C.

2014-01-01

This study investigated whether students use crib cards as a security blanket or a crutch by asking students to tally the number of times they used them during exams in a statistics class. There was a negative correlation between the number of times students used their crib cards and exam performance. High-achieving students did not utilize their…

Latino/a and Black Students and Mathematics. The Students at the Center Series

ERIC Educational Resources Information Center

Gutierrez, Rochelle; Irving, Sonya E.

2012-01-01

Using new perspectives on mathematics as a cultural and social activity and new research on learning outside the school, the authors ask readers to rethink the problem of mathematical achievement for all students, and for Latino/a and black students in particular. The paper argues that doing so will help those students connect how they learn in…

Moving Knowledge Acquisition From the Lecture Hall to the Student Home: A Prospective Intervention Study

PubMed Central

Grefe, Clemens; Brown, Jamie; Meyer, Katharina; Schuelper, Nikolai; Anders, Sven

2015-01-01

Background Podcasts are popular with medical students, but the impact of podcast use on learning outcomes in undergraduate medical education has not been studied in detail. Objective Our aim was to assess the impact of podcasts accompanied by quiz questions and lecture attendance on short- and medium-term knowledge retention. Methods Students enrolled for a cardio-respiratory teaching module were asked to prepare for 10 specific lectures by watching podcasts and submitting answers to related quiz questions before attending live lectures. Performance on the same questions was assessed in a surprise test and a retention test. Results Watching podcasts and submitting answers to quiz questions (versus no podcast/quiz use) was associated with significantly better test performance in all items in the surprise test and 7 items in the retention test. Lecture attendance (versus no attendance) was associated with higher test performance in 3 items and 1 item, respectively. In a linear regression analysis adjusted for age, gender, and overall performance levels, both podcast/quiz use and lecture attendance were significant predictors of student performance. However, the variance explained by podcast/quiz use was greater than the variance explained by lecture attendance in the surprise test (38.7% vs 2.2%) and retention test (19.1% vs 4.0%). Conclusions When used in conjunction with quiz questions, podcasts have the potential to foster knowledge acquisition and retention over and above the effect of live lectures. PMID:26416467

Lyme Disease Frequently Asked Questions (FAQ)

MedlinePlus

... dedicated to developing a talented, committed team of students and residents who provide Lyme disease education and ... community-based. Members are medical and public health students chosen annually from a selected university system in ...

Are Your Cells Pregnant? Relating Biology Laboratory Exercises to Everyday Life.

ERIC Educational Resources Information Center

Rhodes, Simon J.; Banner, Lisa R.

2001-01-01

Presents a laboratory exercise that allows students to investigate the principles of hormone release from endocrine cells, which is highly relevant to students' everyday lives. (Contains 17 references.) (ASK)

Development, implementation and evaluation of a terminal and hospice care educational online module for preclinical students.

PubMed

Tse, Chung Sang; Ellman, Matthew S

2017-03-01

To explore the application of an online learning tool to teach preclinical medical students terminal and hospice care in a blended curricula. We created and evaluated a 30 min interactive online module at the Yale School of Medicine. Second-year medical students were randomly assigned to complete the online module or not (control group) prior to attending a required half-day hospice clinical experience. We assessed the students' knowledge and attitudes with a 23-item survey. 152 students (response rate 51%) participated in this study from 2012 to 2014. 56% (n=85) completed the online module, 37% (n=56) did not and 7% (n=11) did not indicate whether they had completed the module or not. Students who completed the online module prior to the hospice experience scored higher (p<0.05, two-way analysis of variance) on 5 out of 8 of the multiple choice questions pertaining to hospice and palliative care, but their attitudes were similar to those who did not complete the online module. Overall, the students felt somewhat uncomfortable caring for dying patients although they regarded it as a physician's duty and felt that palliative/hospice care education is important in medical school. When combined with a mentored clinical hospice experience, an online module appears to enhance the teaching of the dying process and terminal care for preclinical medical students. This online module may prove useful for other institutions. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

How Do Organic Chemistry Students Understand and Apply Hydrogen Bonding?

NASA Astrophysics Data System (ADS)

Henderleiter, J.; Smart, R.; Anderson, J.; Elian, O.

2001-08-01

Students completing a year-long organic chemistry sequence were interviewed to assess how they understood, explained, and applied knowledge of hydrogen bonding to the physical behavior of molecules. Students were asked to define hydrogen bonding and explain situations in which hydrogen bonding could occur. They were asked to predict and explain how hydrogen bonding influences boiling point, the solubility of molecules, and NMR and IR spectra. Results suggest that although students may be able to give appropriate definitions of hydrogen bonding and may recognize when this phenomenon can occur, significant numbers cannot apply their knowledge of hydrogen bonding to physical properties of molecules or to the interpretation of spectral data. Some possess misconceptions concerning boiling points and the ability of molecules to induce hydrogen bonding. Instructional strategies must be adjusted to address these issues.

Teacher’s Stimulus Helps Students Achieve Mathematics Reasoning and Problem Solving Competences

NASA Astrophysics Data System (ADS)

Hidayah, Isti; Pujiastuti, Emi; Chrisna, Jeanet Eva

2017-04-01

The students’ problem-solving ability in mathematics learning still becomes a challenge for teachers, especially in primary education. The scientific approach, with its activities including observing, asking, collecting information/experimenting/trying, associating/analysing information/reasoning, communicating/presenting/ networking is expected to be able to help students to achieve their competence of reasoning and problem-solving. The Missouri Mathematics Project learning by using student worksheet and manipulative (classical and group) have helped students achieved problem-solving competence. The implementation of scientific approach in the activities of observing, experimenting, and communicating are good. However, the questioning and associating activities are still less promoted. The result of observation towards four meetings of learning by using teaching aids shows that the expected activity which did not emerge during the learning is “students ask questions from the factual thing to hypothetical thing, starting with guidance from teacher until they can do by themselves”. The result of analysis towards theoretical background and research result conclude that the students’ asking and thinking abilities can be developed gradually by delivering stimuli in the form of tasks which have been designed by the teacher. The task could be a problem or a clue; then the students determine things such as: “what the question?”, “facts from pictures/text/graphs/tables”, “find the hidden question”, what’s extra?”, “what’s missing?”, “what’s wrong?”, alternatively, “make up the problem.

A Module on Death and Dying to Develop Empathy in Student Pharmacists

PubMed Central

Olin, Jacqueline L.; Thornton, Phillip L.; Dolder, Christian R.; Hanrahan, Conor

2011-01-01

Objective To implement an integrated module on death and dying into a 15-week bioethics course and determine whether it increased student pharmacists’ empathy. Design Students participated in a 5-week death and dying module that included presentation of the film Wit, an interactive lecture on hospice, and a lecture on the ethics of pain management. Assessment Fifty-six students completed the 30-item Balanced Emotional Empathy Scale (BEES) before and after completing the module and wrote a reflective essay. Students demonstrated an appreciation of patient-specific values in their essay. Quantitative data collected via BEES scores demonstrated significant improvement in measured empathy. Conclusion A 5-week instructional model on death and dying significantly increased student empathy. PMID:21769147

Do perceptions of effective distractive driving public service announcements differ between adults and teens?

PubMed

Solomon, Barbara J; Hendry, Phyllis; Kalynych, Colleen; Taylor, Pam; Tepas, Joseph J

2010-10-01

Motor vehicle crashes remain the leading cause of death and disability in teenagers. Graduated licensing laws, enforcement of a legal drinking age of 21 years, zero tolerance, and mandatory restraints have been successful in reducing crashes and fatalities. Media safety campaigns have been less successful. This study was designed to analyze whether perceived effectiveness of public service announcements (PSAs) differed between teens and adults. We hypothesized that adult-derived intent differs from teen perception. High-school students attending an annual municipal student safety exposition were asked to rank order six PSAs that were previously judged by an almost all adult committee. Additionally, students were asked to rate the PSAs on an agreement Likert scale assessing interest, understandability, and believability and to indicate potential effect on driving behavior. Students further graded their agreement with 10 top-published driving distracters and were asked to list additional perceived driving distracters. Of the 330 surveys collected, 201 students aged 14 years to 19 years selected at least one choice and 181 ranked-ordered >1 PSA. The PSA #3 selected by the original adult judges was ranked second (33%) by teens with PSA #1 in first place (34%). PSA 1 was not considered as effective by the adult judges. Student age, race, grade, or gender did not produce statistically significant differences. A cohort of 186 teens responded to nationally noted driving distracters with >86% in agreement. Eating and applying cosmetics were additional distracters noted by students completing the survey. Preventative media messages should include teen stakeholder review. The components of effective adolescent safety messages continue to require further study.

Taking "The Math You Need When You Need It" Modules Beyond Introductory Geology Courses

NASA Astrophysics Data System (ADS)

Baer, E. M.; Wenner, J. M.; Burn, H. E.

2012-12-01

"The Math You Need, When You Need It" (TMYN) modules are finding use well beyond the courses for which they were originally written. However, faculty survey responses indicate that the modules are used in similar ways, suggesting that the overall design of the modules is effective. TMYN modules are online resources designed to help students develop quantitative skills in conjunction with introductory geology courses. Since 2010, 29 faculty members at 26 institutions used these asynchronous resources at in 68 different courses nationwide, impacting about 3000 students. After each use of the modules, instructors responded to a survey about their use of the modules and the impact on each course and student cohort. Of the 29 instructors, 16 responded with a total of 36 implementations, a 52% response rate. Survey responses indicate use of TMYN modules in classes well beyond their original design. The modules were originally designed for students in introductory geology classes, especially those targeted at non-geoscience majors. Sixty-nine percent (22/32) of TMYN courses included introductory geology courses such as Physical Geology, Earth System Science and Environmental Geology. The remainder of courses included multiple uses in oceanography and meteorology courses and more specialized geoscience courses such as geomorphology, structural geology and hydrology. Surveys suggest that only 63% of courses that used TMYN (20/32) were targeted to students in general education courses. Nine percent (3/32) of courses were targeted to STEM majors and 19% (6/32) were specifically targeted to geoscience majors, including upper-level courses. Despite the wide variety of institutions, instructors, classes, and student educational goals, faculty incorporated the modules into their curriculum in as originally designed, indicating that the overall design of the modules is effective. Twenty-two respondents indicate that modules were assigned immediately prior to using a skill in the classroom (either in lab exercises or a lecture period). Almost all instructors employed pre- and posttests to gauge learning. More than ¾ of survey respondents introduced the modules within the first week of class. In all but one instance, students were instructed to complete an online quiz immediately after working through the online modules and most (77%) designed these post-module quizzes as formative assessments allowing at least 3 attempts. The grades on these modules contributed to students' grades but were relatively low stakes with 88% reporting that the modules contributed to less than 10% of a student's course grade. Given the use beyond the introductory geology classroom and the similarity of the use of these modules in a wide variety of courses, it appears that the design of the modules is sound. However, previous studies have indicated that mathematical skills are not easily transferred (e.g. Bassok. and Holyoak, 1989) suggesting the adaptation of the modules for use outside the geosciences.

An attempt to estimate students' workload.

PubMed

Pogacnik, M; Juznic, P; Kosorok-Drobnic, M; Pogacnik, A; Cestnik, V; Kogovsek, J; Pestevsek, U; Fernandes, Tito

2004-01-01

Following the recent introduction of the European Credit Transfer System (ECTS) into several European university programs, a new interest has developed in determining students' workload. ECTS credits are numerical values describing the student workload required to complete course units; ECTS has the potential to facilitate comparison and create transparency between institutional curricula. ECTS credits are frequently listed alongside institutional credits in course outlines and module summaries. Measuring student workload has been difficult; to a large extent, estimates are based only upon anecdotal and casual information. To gather more systematic information, we asked students at the Veterinary Faculty, University of Ljubljana, to estimate the actual total workload they committed to fulfill their coursework obligations for specific subjects in the veterinary degree program by reporting their attendance at defined contact hours and their estimated time for outside study, including the time required for examinations and other activities. Students also reported the final grades they received for these subjects. The results show that certain courses require much more work than others, independent of credit unit assignment. Generally, the courses with more contact hours tend also to demand more independent work; the best predictor of both actual student workload and student success is the amount of contact time in which they participate. The data failed to show any strong connection between students' total workload and grades they received; rather, they showed some evidence that regular presence at contact hours was the most positive influence on grades. Less frequent presence at lectures tended to indicate less time spent on independent study. It was also found that pre-clinical and clinical courses tended to require more work from students than other, more general subjects. While the present study does not provide conclusive evidence, it does indicate the need for further inquiry into the nature of the relationship between teaching and learning in higher education and for evaluation of the benefits (or otherwise) of more "self-directed" study.

Memorial Consequences of Answering SAT II Questions

ERIC Educational Resources Information Center

Marsh, Elizabeth J.; Agarwal, Pooja K.; Roediger, Henry L., III

2009-01-01

Many thousands of students take standardized tests every year. In the current research, we asked whether answering standardized test questions affects students' later test performance. Prior research has shown both positive and negative effects of multiple-choice testing on later tests, with negative effects arising from students selecting…

Meet the Mealworms

ERIC Educational Resources Information Center

Staller, Teena

2005-01-01

Engaging fourth-grade students in hands-on science was easy when a container of mealworms arrived the second week of school. The author's naturally curious students immediately began asking questions, and soon they were eagerly investigating animal characteristics and behavior. But, the journey did not stop there. After students tested mealworms…

Tactile Scanning and Memory for a Spatial Display by Blind Students.

ERIC Educational Resources Information Center

Berla, Edward P.

1981-01-01

Thirty-six braille students (grades 4 through 12) were asked to inspect a tactile display consisting of nine removable symbols. Students in the lower grades benefited most from the systematic searching training and were superior to the control group in the same grades. (Author)

Asking the Right Questions: Helping Mainstream Students Understand Other Cultures.

ERIC Educational Resources Information Center

Taylor, Jefferey H.

Two common tendencies that lead many mainstream students to misinterpret other cultures are the combative response and the exoticizing response. These misinterpretations, however, can be excellent learning moments for helping students understand the constructed nature of culture and the contextual nature of learning. Transformational multicultural…

Reading Practices: Postgraduate Thai Student Perceptions

ERIC Educational Resources Information Center

Bell, Joyce

2007-01-01

The importance of reading for academic study cannot be overemphasized. At the postgraduate level, students are faced with complex text interpretation processes. Yet, while concerns have been expressed regarding the English as a second language literacy (Fitzgerald, 1995), few international students have been asked for their views on their…

The California School Psychologist, 1999.

ERIC Educational Resources Information Center

Wilson, Marilyn, Ed.

1999-01-01

This publication of the California Association of School Psychologists includes articles written by practitioners, trainers, and students. The topics represent a sampling of the broad range of students that school psychologists are asked to serve today. Two articles discuss current findings relevant to working with the populations of students who…

Promoting Discussions in ESL Students

ERIC Educational Resources Information Center

Navarro, Ann

2010-01-01

Background: Teachers who work with English as a Second Language (ESL) students, struggle with promoting discussion during guided reading. When ESL students are asked comprehension questions during group discussions and throughout the reading of a book, often teachers receive minimal feedback. Purpose: The purpose of this research is to identify…

Storying Selves in Conventional and Creative Resumes

ERIC Educational Resources Information Center

Harter, Lynn M.; Quinlan, Margaret M.

2008-01-01

This article presents an activity in which students use narrative theory as a conceptual canvas for understanding resumes as autobiographical performances shaped by social and material forces. By asking students to story their lives in both conventional and creative resumes, this assignment invites students to produce autobiographical discourse…

Longitudinal Analysis of the Environmental Attitudes of University Students

ERIC Educational Resources Information Center

Shephard, Kerry; Harraway, John; Jowett, Tim; Lovelock, Brent; Skeaff, Sheila; Slooten, Liz; Strack, Mick; Furnari, Mary

2015-01-01

This article addresses the important questions that higher education institutions ask concerning their impact on their students' sustainability-related attributes "How do our students" worldviews change as they experience higher education with us?" The process of monitoring such a dynamic entity is fraught with statistical…

Pre-Service Teachers' Perceptions of Middle School Students

ERIC Educational Resources Information Center

O'Connor, Kevin J.; D'Angelo, Christina M.

2013-01-01

This report shares a study that explored the perceptions pre-service teachers have of middle school students. Participants were asked to complete the "Adjective Checklist" ("ACL") by endorsing the words they considered most characteristic of a typical middle school student. Items most frequently endorsed indicated a…

A Framework for Physics Projects.

ERIC Educational Resources Information Center

Erzberger, Andria; And Others

1996-01-01

Describes the activities of the Physics Teachers Action Research Group in which college physics teachers work together in planning, revising, and evaluating student projects that foster greater conceptual understanding and address student misconceptions. Presents the details of a project in which students were asked to build an accelerometer. (JRH)

Houseboats

ERIC Educational Resources Information Center

Ray, Shefali

2007-01-01

This lesson uses a text about the houseboats of Kashmir to give students practice with descriptions, compound words, and participles. The lesson plan could be adapted to tourist destinations familiar to the students. Students are asked to write a description of their homes and create a tourism brochure for their own cities or towns.

Courage in the Classroom.

ERIC Educational Resources Information Center

Costin, Frank

Challenges to the psychology teacher are considered, including engaging students in the learning process, helping students develop a historical perspective in their study of psychology, and dealing with controversial topics. Resistance to answering questions is likely to be greatest when the lecturer asks for highly specific facts. Students may be…

Medical student retention of embryonic development: impact of the dimensions added by multimedia tutorials.

PubMed

Marsh, Karen R; Giffin, Bruce F; Lowrie, Donald J

2008-01-01

The purpose of this project was to develop Web-based learning modules that combine (1) animated 3D graphics; (2) 3D models that a student can manipulate independently; (3) passage of time in embryonic development; and (4) animated 2D graphics, including 2D cross-sections that represent different "slices" of the embryo, and animate in parallel. These elements were presented in two tutorials, one depicting embryonic folding and the other showing development of the nervous system after neural tube formation. The goal was to enhance the traditional teaching format-lecture combined with printed diagrams, text, and existing computer animations-with customized, guided, Web-based learning modules that surpassed existing resources. To assess module effectiveness, we compared quiz performance of control groups who attended lecture and did not use a supporting module, with study groups who used a module in addition to attending lecture. We also assessed our students' long-term retention of the material, comparing classes who had used the module with students from a previous year that had not seen the module. Our data analysis suggests that students who used a module performed better than those given only traditional resources if they used the module after they were already somewhat familiar with the material. The findings suggest that our modules-and possibly computer-assisted-instruction modules in general-are more useful if used toward the later stages of learning, rather than as an initial resource. Furthermore, our data suggest that the animation aids in long-term retention. Both medical students at the University of Cincinnati and medical faculty from across the country commented favorably on their experiences with the embryonic development modules. Copyright 2008 American Association of Anatomists

Signal Classification in Fading Channels Using Cyclic Spectral Analysis

DTIC Science & Technology

2009-07-01

Classifier Design The proposed classifier is designed to classify AM, BFSK, OFDM, DS - CDMA , 4-ASK, 8-ASK, BPSK, QPSK, 8-PSK, 16-PSK, 16-QAM, and 64-QAM...five independent neural networks, each trained to classify a signal as either AM, BFSK, DS - CDMA , or a linear modulation scheme with a real-valued...in an SOF image that resembles those of QAM and PSK signals. Additionally, the DS - CDMA scheme can be thought to look like a BPSK signal. However, due

The effectiveness of web-programming module based on scientific approach to train logical thinking ability for students in vocational high school

NASA Astrophysics Data System (ADS)

Nashiroh, Putri Khoirin; Kamdi, Waras; Elmunsyah, Hakkun

2017-09-01

Web programming is a basic subject in Computer and Informatics Engineering, a program study in a vocational high school. It requires logical thinking ability in its learning activities. The purposes of this research were (1) to develop a web programming module that implement scientific approach that can improve logical thinking ability for students in vocational high school; and (2) to test the effectiveness of web programming module based on scientific approach to train students' logical thinking ability. The results of this research was a web-programming module that apply scientific approach for learning activities to improve logical thinking ability of students in the vocational high school. The results of the effectiveness test of web-programming module give conclusion that it was very effective to train logical thinking ability and to improve learning result, this conclusion was supported by: (1) the average of posttest result of students exceeds the minimum criterion value, it was 79.91; (2) the average percentage of students' logical thinking score is 82,98; and (3) the average percentage of students' responses to the web programming module was 81.86%.

Tobacco Cessation and Prevention Practices Reported by Second and Fourth Year Students at US Medical Schools

PubMed Central

Brooks, Daniel R.; Powers, Catherine A.; Brooks, Katie R.; Rigotti, Nancy A.; Bognar, Bryan; McIntosh, Scott; Zapka, Jane

2008-01-01

Background Tobacco dependence counseling is recommended to be included as core curriculum for US medical students. To date, there has been little information on students’ self-reported skills and practice opportunities to provide 5A’s (Ask, Advise, Assess, Assist, and Arrange) counseling for tobacco cessation. Methods We conducted anonymous surveys of second year and fourth year students at multiple US medical schools between February 2004 and March 2005 (overall response rate 70%). We report on the tobacco control practices of the 860 second year and 827 fourth year students completing the survey. Measurements and Main Results Fourth year students reported multiple opportunities to learn tobacco counseling in case-based discussions, simulated patient encounters, and clinical skills courses. They reported more instruction in family medicine (79%) and Internal Medicine (70%) than Pediatrics (54%), Obstetrics/Gynecology (41%), and Surgery clerkships (16%). Compared with asking patients about smoking, advising smokers to quit, and assessing patient willingness to quit, fourth year students were less likely to have multiple practice opportunities to assist the patient with a quit plan and arrange follow-up contact. More than half of second year students reported multiple opportunities for asking patients about smoking but far fewer opportunities for practicing the other 4 As. Conclusions By the beginning of their fourth year, most students in this group of medical schools reported multiple opportunities for training and practicing basic 5A counseling, although clear deficits for assisting patients with a quit plan and arranging follow-up care exist. Addressing these deficits and integrating tobacco teaching through tailored specific instruction across all clerkships, particularly in Surgery, Pediatrics, and Obstetrics/Gynecology is a challenge for medical school education. PMID:18612747

A Self-Instructional Course in Student Financial Aid Administration. Module 17--Evaluation of Student Aid Management: Self-Evaluation, Audit, and Program Review. Second Edition.

ERIC Educational Resources Information Center

Washington Consulting Group, Inc., Washington, DC.

The 17th module in the 17-module self-instructional course on student financial aid administration discusses the evaluation of student aid management in terms of self-evaluation, audit, and program review. The full course offers a systematic introduction to the management of federal financial aid programs authorized by Title IV of the Higher…

Student questions in urban middle school science communities of practice

NASA Astrophysics Data System (ADS)

Groome, Meghan

This dissertation examines student questions within three Communities of Practice (CoP), all urban middle school science environments. The study analyzed student questions from a sociocultural perspective and used ethnographic research techniques to detail how the CoP's shaped questions in the classroom. In the first study, two case study girls attempted to navigate questioning events that required them to negotiation participation. Their access to participation was blocked by participation frameworks that elevated some students as "gatekeepers" while suppressing the participation of others. The next two studies detail the introduction of written questioning opportunities, one into a public middle school classroom and the other into an informal classroom. In both studies, students responded to the interventions differently, most notable the adoption of the opportunity by female students who do not participate orally. Dissertation-wide findings indicate all students were able to ask questions, but varied in level of cognitive complexity, and the diagnostic interventions were able to identify students who were not known to be "target students", students who asked a high number of questions and were considered "interested in science". Some students' roles were as "gatekeepers" to participation of their peers. Two out of three teachers in the studies reported major shifts in their teaching practice due to the focus on questions and the methods used here have been found to be effective in producing educational research as well as supporting high-need classrooms in prior research. In conclusion, these studies indicate that social factors, including participation frameworks, gender dynamics, and the availability of alternative participation methods, play an important role in how students ask science-related questions. It is recommended that researchers continue to examine social factors that reduce student questions and modify their teaching strategies to facilitate questioning. This data should be shared with teachers and teacher educators to inform them how to increase and use student questions as well as alternate participation methods that strive for "science for all". Future research should focus on how students act as "gatekeepers" for the participation and potential ways to shift underrepresented students into the STEM pipeline.

Students' attitude-related responses to inquiry learning in undergraduate kinesiology laboratory instruction

NASA Astrophysics Data System (ADS)

Henige, Kimberly Ann

The purpose of this investigation was to determine whether the student attitudes are impacted when teaching methods in an undergraduate Kinesiology lab course shift from a traditional, cookbook-style, low inquiry-level to an investigative, high inquiry-level approach. Students participated in five weeks of Level 0-1 (low) inquiry activities, followed by five weeks of a Level 3 (high) inquiry project. The same Likert-scale survey was administered to students before and after each 5-week period. The attitudes measured by the survey included students' (a) attitude to scientific inquiry, (b) adoption of scientific attitudes, (c) enjoyment of science lessons, and (d) motivation in science. Repeated measures ANOVAs revealed no significant change in any of the attitude measures when the survey results from the different time points were compared. An open-ended qualitative survey was given to the students at the end of the semester and provided more insight. When asked to compare the low and high-level inquiry experiences, most students reported enjoying the higher level of inquiry more. On the other hand, most students felt they learned more during the low inquiry-level activities. The reported level of motivation in lab was about the same for both levels. When asked what they liked most about the high-level inquiry project, students favored aspects such as the independence, responsibility, and personal relevance. When asked what they liked the least, most students said there was nothing they disliked. Of the minority of students who did not like the high-level of inquiry, most claimed to be uncomfortable with the lack of structure and guidance. Other findings were that many students expressed a new or increased respect and appreciation for what scientists do. Some students experienced a decrease in their reliance on science to be true and correct. While some students thought the high-level inquiry was harder, others perceived it as being easier. These findings illustrate how students enrolled in the same course can have very different experiences with inquiry. In general, the effect of high-level inquiry was not negative, and in fact, was found to have some desirable effects on students.

Creating a Bridge between Industry and Higher Education through an Operations Consultancy Module

ERIC Educational Resources Information Center

Bak, Ozlem

2011-01-01

This paper explores the challenges and use of a postgraduate consultancy module in teaching operations management. The consultancy module extends the traditional learning boundaries between students and lecturers to a tripartite grouping of students, university and industry. The interaction within this group may be influenced by students' skills…

Assessment of Computer-Mediated Module Intervention in a Pharmacy Calculations Course

ERIC Educational Resources Information Center

Bell, Edward C.; Fike, David S.; Liang, Dong; Lockman, Paul R.; McCall, Kenneth L.

2017-01-01

Computer module intervention is the process of exposing students to a series of discrete exercises for the purpose of strengthening students' familiarity with conceptual material. The method has been suggested as a remedy to student under-preparedness. This study was conducted to determine the effectiveness of module intervention in improving and…

Online Video Modules for Improvement in Student Learning

ERIC Educational Resources Information Center

Lancellotti, Matthew; Thomas, Sunil; Kohli, Chiranjeev

2016-01-01

The objective of this teaching innovation was to incorporate a comprehensive set of short online video modules covering key topics from the undergraduate principles of marketing class, and to evaluate its effectiveness in improving student learning. A quasiexperimental design was used to compare students who had access to video modules with a…

Using Next-Generation Sequencing to Explore Genetics and Race in the High School Classroom

PubMed Central

Yang, Xinmiao; Hartman, Mark R.; Harrington, Kristin T.; Etson, Candice M.; Fierman, Matthew B.; Slonim, Donna K.; Walt, David R.

2017-01-01

With the development of new sequencing and bioinformatics technologies, concepts relating to personal genomics play an increasingly important role in our society. To promote interest and understanding of sequencing and bioinformatics in the high school classroom, we developed and implemented a laboratory-based teaching module called “The Genetics of Race.” This module uses the topic of race to engage students with sequencing and genetics. In the experimental portion of this module, students isolate their own mitochondrial DNA using standard biotechnology techniques and collect next-generation sequencing data to determine which of their classmates are most and least genetically similar to themselves. We evaluated the efficacy of this module by administering a pretest/posttest evaluation to measure student knowledge related to sequencing and bioinformatics, and we also conducted a survey at the conclusion of the module to assess student attitudes. Upon completion of our Genetics of Race module, students demonstrated significant learning gains, with lower-performing students obtaining the highest gains, and developed more positive attitudes toward scientific research. PMID:28408407

Learning (Not) to Talk about Race: Investigating What Doctoral Students Learn about Race Variables and Statistical Modeling

ERIC Educational Resources Information Center

Armijo, Michael; Lundy-Wagner, Valerie; Merrill, Elizabeth

2012-01-01

This paper asks how doctoral students understand the use of race variables in statistical modeling. More specifically, it examines how doctoral students at two universities are trained to define, operationalize, and analyze race variables. The authors interviewed students and instructors in addition to conducting a document analysis of their texts…

Students' Visualization of Diagrams Representing the Human Circulatory System: The Use of Spatial Isomorphism and Representational Conventions

ERIC Educational Resources Information Center

Cheng, Maurice M. W.; Gilbert, John K.

2015-01-01

This study investigated students' interpretation of diagrams representing the human circulatory system. We conducted an interview study with three students aged 14-15 (Year 10) who were studying biology in a Hong Kong school. During the interviews, students were asked to interpret diagrams and relationships between diagrams that represented…

Turkish Young Children's Views on Science and Scientists

ERIC Educational Resources Information Center

Ozgelen, Sinan

2012-01-01

The purpose of the study was to investigate 3rd grade primary students' views on science and scientists. The sample consisted of 254 3rd grade public school students in Mersin. Primary students were asked to answer three basic questions; 1) What is science? 2) Who does science? 3) How is science done? Primary students were requested to give…

Evaluating Student-Generated Film as a Learning Tool for Qualitative Methods: Geographical "Drifts" and the City

ERIC Educational Resources Information Center

Anderson, Jon

2013-01-01

Film as a tool for learning offers considerable opportunity for enhancing student understanding. This paper reflects on the experiences of a project that required students to make a short film demonstrating their practical understanding of qualitative methods. In the psychogeographical tradition, students were asked to "drift" across the…

Using Elaborative Interrogation To Help Students Overcome Their Inaccurate Science Beliefs.

ERIC Educational Resources Information Center

Woloshyn, Vera E.; And Others

One hundred and forty students in grades 6 and 7 were asked to process 32 science statements. Half of the statements were consistent with their prior knowledge, whereas the remaining facts were inconsistent with it. Half of the students were instructed to read the sentences for understanding (reading controls). The remaining students were…

Applying Self-Efficacy Theory to Understanding the Behavioral Expectations of College Students with Disabilities in Requesting Accommodations

ERIC Educational Resources Information Center

Snitker-Magin, Mikael C.

2010-01-01

The purpose of the study was to apply Bandura's self-efficacy theory to understanding the behavior of college students with disabilities in requesting accommodations. Students with disabilities were recruited from 20 two-year and four-year postsecondary institutions by asking student disabilities services staff to forward an email invitation to…

Teaching and Experiencing the Misinformation Effect: A Classroom Exercise

ERIC Educational Resources Information Center

Swenson, John Eric, III; Schneller, Gregory R.

2011-01-01

Students from four sections of Introduction to Psychology (N=82) were taught that participating in a classroom exercise may make memories vulnerable to the misinformation effect. All students were shown a short video clip of a car wreck. Students were then asked either "leading" or "non-leading" questions about the video clip. Students were also…

Aliteracy among College Students: Why Don't They Read?

ERIC Educational Resources Information Center

Goodwin, Latty

A study examined the reading behaviors of college students--in particular it asked why aliteracy occurs among college students. A survey designed to identify the aliterate population was administered to a psychology class of 40 students from a variety of majors, and included both genders, some ethnic variety (mostly Anglo), and a range of ages.…

Teacher-Student Interaction and Learning in Online Theological Education. Part Four: Findings and Conclusions

ERIC Educational Resources Information Center

Heinemann, Mark H.

2007-01-01

Many theological educators ask how online classes can provide students with the kind of personal teacher-student interaction that is needed in a healthy and holistic approach to preparation for ministry. A quantitative study was undertaken for the purposes of examining the relationships between three major types of teacher-student interaction…

Teacher-Student Interaction and Learning in On-Line Theological Education. Part III: Methodological Approach

ERIC Educational Resources Information Center

Heinemann, Mark H.

2006-01-01

Many theological educators ask how on-line classes can provide students with the kind of personal teacher-student interaction that is needed in a healthy and holistic approach to preparation for ministry. A quantitative study was undertaken for the purposes of examining the relationships between three major types of teacher-student interaction…

Teacher-Student Interaction and Learning in On-Line Theological Education. Part I: Concepts and Concerns

ERIC Educational Resources Information Center

Heinemann, Mark H.

2005-01-01

Many theological educators ask how on-line classes can provide students with the kind of personal teacher-student interaction that is needed in a healthy and holistic approach to preparation for ministry. A quantitative study was undertaken for the purpose of examining the relationships between three major types of teacher-student interaction…

Teacher-Student Interaction and Learning in Online Theological Education. Part II: Additional Theoretical Frameworks

ERIC Educational Resources Information Center

Heinemann, Mark H.

2005-01-01

Many theological educators ask how on-line classes can provide students with the kind of personal teacher-student interaction that is needed in a healthy and holistic approach to preparation for ministry. A quantitative study was undertaken for the purpose of examining the relationships between three major types of teacher-student interaction…

Analyzing Student Teacher Critical Thinking through Blogs in an Electronic Community of Practice

ERIC Educational Resources Information Center

Clark, Taylorann K.; Paulsen, Thomas H.

2016-01-01

Technology is becoming increasingly popular in higher education in the way students are asked to communicate and collaborate. The student teaching experience is an integral part of developing critical thinking skills in pre-service teachers. During this experience, it is important that student teachers practice the theory they have been taught in…

Implementation of a Formative Assessment Model Incorporating Peer and Self-Assessment

ERIC Educational Resources Information Center

Orsmond, Paul; Merry, Stephen; Callaghan, Arthur

2004-01-01

This paper reports a study designed to enhance students' ability to implement assessment marking criteria and to develop the role of dialogue in student learning. Pairs or trios of undergraduate biology students were asked to complete a poster on the theme of histology using student/tutor-constructed marking criteria. The study showed: (1)…

Student Suicide and Educator Duty: A Law and Policy Survey.

ERIC Educational Resources Information Center

Rittenmeyer, Steven

This paper outlines educators' responsibilities when a student speaks of suicide. It focuses on suicide in Illinois and reports on a survey that asked principals about suicide behavior in their schools. The results were divided into three categories: districts with fewer than 1,000 students, districts with 1,000 to 2,500 students, and districts…

Problem Solving: How Can We Help Students Overcome Cognitive Difficulties

ERIC Educational Resources Information Center

Cardellini, Liberato

2014-01-01

The traditional approach to teach problem solving usually consists in showing students the solutions of some example-problems and then in asking students to practice individually on solving a certain number of related problems. This approach does not ensure that students learn to solve problems and above all to think about the solution process in…

Changing Direction: Assessing Student Thoughts and Feelings about a New Program in Strategic Communication.

ERIC Educational Resources Information Center

Frisby, Cynthia M.; Reber, Bryan H.; Cameron, Glen T.

A number of recent studies have examined integration of advertising and public relations, but none reports what students think. Over three semesters, students in an introduction to strategic communication course were asked to assess an integrated public relations and advertising curriculum. Students supported integration and viewed a focus on new…

Making the Choice: Helping Your Students Explore College Options.

ERIC Educational Resources Information Center

Cantor, Jonathan

2002-01-01

Notes that for prospective theater majors, the choice between pursuing the Bachelor of Fine Arts or the Bachelor of Arts degree is crucial to the student's chances of success in college. Discusses how the degrees differ and how to advise students. Includes some questions that prospective students should ask of theatre programs, and notes answers…

Improving Reading Comprehension of At-Risk High-School Students: The ART of Reading Program

ERIC Educational Resources Information Center

McCallum, R. Steve; Krohn, Katherine R.; Skinner, Christopher H.; Hilton-Prillhart, Angela; Hopkins, Michael; Waller, Steven; Polite, Fritz

2011-01-01

Participants (115 low-socioeconomic-status [SES], inner-city, high-school students) were exposed to three reading conditions: (1) a control condition in which students silently read brief selected passages; (2) an experimental condition in which students were prompted to perform a three-part (Ask, Read, and Tell [ART]) comprehension enhancement…

High School Graduation of Students with Disabilities: How Long Does It Take?

ERIC Educational Resources Information Center

Schifter, Laura

2011-01-01

This study explores the high school graduation experiences of students with disabilities, using data from the National Longitudinal Transition Study-2 (NLTS2, 2010), and asking: (a) After entering high school, on average, how long does it take for students with disabilities to graduate? (b) Is time to graduation different for students with…

Harnessing Students' Interest in Physics with Their Own Video Games

ERIC Educational Resources Information Center

Like, Christopher

2011-01-01

Many physics teachers assign projects where students are asked to measure real-world motion. One purpose of this student-centered activity is to cultivate the relevance of physics in their lives. Typical project topics may include measuring the speed of a student's fastball and calculating how much reaction time batters are given. Another student…

Evaluating Students' Conceptual Understanding of Balanced Equations and Stoichiometric Ratios Using a Particulate Drawing

ERIC Educational Resources Information Center

Sanger, Michael J.

2005-01-01

A total of 156 students were asked to provide free-response balanced chemical equations for a classic multiple-choice particulate-drawing question first used by Nurrenbern and Pickering. The balanced equations and the number of students providing each equation are reported in this study. The most common student errors included a confusion between…

A Year without Paper: Tablet Computers in the Classroom

ERIC Educational Resources Information Center

Fons, John

2010-01-01

Students can be seen throughout any campus in America carrying their cell phones, laptop computers, and iPhones. I've seen a tremendous increase in the student use of laptop computers during lectures and students often ask for electronic copies of lectures rather than printed versions. In an attempt to adapt to my students' increasingly…

Students' Performance in Investigative Activity and Their Understanding of Activity Aims

ERIC Educational Resources Information Center

Gomes, Alessandro Damasio Trani; Borges, A. Tarciso; Justi, Rosaria

2008-01-01

This study investigates the relationship between the students' understanding of the aims of an investigative activity and their performance when conducting it. One hundred and eighty-one year nine students from a public middle school in Brazil took part in the study. Students working in pairs were asked to investigate two problems using a…

Supporting Argumentation through Students' Questions: Case Studies in Science Classrooms

ERIC Educational Resources Information Center

Chin, Christine; Osborne, Jonathan

2010-01-01

This study explores how student-generated questions can support argumentation in science. Students were asked to discuss which of two graphs showing the change in temperature with time when ice is heated to steam was correct. Four classes of students, aged 12-14 years, from two countries, first wrote questions about the phenomenon. Then, working…

"I'd Be So Much More Comfortable Posting Anonymously": Identified versus Anonymous Participation in Student Discussion Boards

ERIC Educational Resources Information Center

Roberts, Lynne D.; Rajah-Kanagasabai, Camilla J.

2013-01-01

Academic staff members encourage university students to use online student discussion boards within learning management systems to ask and answer questions, share information and engage in discussion. We explore the impact of anonymity on student posting behaviour. An online survey was completed by 131 second year undergraduate psychology students…

Development and Application of an Instrument to Identify Students Misconceptions: Diffusion and Osmosis

ERIC Educational Resources Information Center

Misischia, Cynthia M.

2010-01-01

A large number of undergraduate students have naive understandings about the processes of Diffusion and Osmosis. Some students overcome these misconceptions, but others do not. The study involved nineteen undergraduate movement science students at a Midwest University. Participants' were asked to complete a short answer (fill-in the blank) test,…

What's in a Domain: Understanding How Students Approach Questioning in History and Science

ERIC Educational Resources Information Center

Portnoy, Lindsay Blau

2013-01-01

During their education, students are presented with information across a variety of academic domains. How students ask questions as they learn has implications for understanding, retention, and problem solving. The current research investigates the influence of age and prior knowledge on the ways students approach questioning across history and…

21st Century Teaching and Learning: An Assessment of Student Website Evaluation Skills

ERIC Educational Resources Information Center

Pinkham, Caroline; Wintle, Sarah E.; Silvernail, David L.

2008-01-01

Over the past 20 years, the amount of information available to students via the Internet has increased dramatically. Access for students to technological resources used to locate information on the Internet has likewise increased. As a result, teachers are now being asked to teach students important 21st Century Skills, including the ability to…

Decisions Made in the Practice Room: A Qualitative Study of Middle School Students' Thought Processes while Practicing

ERIC Educational Resources Information Center

Oare, Steve

2012-01-01

The purpose of this study is to describe the decision-making processes of novice band students while engaged in individual practice. Five seventh- through ninth-grade students were videotaped while practicing and subsequently interviewed using retrospective verbal protocol. Students were asked to discuss the goals they had while practicing, their…

A Unique Methodology for Implementing High School Capstone Experiences through Teacher Professional Development

ERIC Educational Resources Information Center

Chin, Jessica; Zeid, Abe; Duggan, Claire; Kamarthi, Sagar

2011-01-01

Innovators and abstract thinkers--students who question why are going to be the future of engineering, of science and cures for diseases. Rarely do students ask where and how innovation is created. Students, particularly post-secondary students have lost their curiosity and they have lost their ability to question. Why? Because the relationship…

What's in a Domain: Understanding How Students Approach Questioning in History and Science

ERIC Educational Resources Information Center

Portnoy, Lindsay Blau; Rabinowitz, Mitchell

2014-01-01

How students ask questions as they learn has implications for understanding, retention, and problem solving. The current research investigates the influence of domain, age, and previous experience with content on the ways students approach questioning across history and science texts. In 3 experiments, 3rd-, 8th-, and 10th-grade students in large…

High School Student's Perceptions of Geography: A Phenomenological Study

ERIC Educational Resources Information Center

Roberson, Dwayne D.

2017-01-01

The purpose of this study was to explore the experiences of high school students' perceptions of their Geography course in a Southeast Texas high school. Five focus groups of students were assembled (seventeen students in two groups of four and three groups of three participants) and asked a series of six questions relating to the different…

From out of the Fields: Migrant Student Success in a Post-Secondary Community College Setting

ERIC Educational Resources Information Center

Alaniz, Monica Jean

2010-01-01

This study examines factors that contribute to migrant student success while navigating a post-secondary community college setting. While the majority of studies dealing with migrant education use a deficit approach--concentrating on the factors that inhibit student success--this study asks why certain migrant students at South Texas College in…

Integrated, Marginal, and Resilient: Race, Class, and the Diverse Experiences of White First-Generation College Students

ERIC Educational Resources Information Center

Stuber, Jenny Marie

2011-01-01

While first-generation college students are "at risk", the majority "do" persist. Using in-depth interviews with 28 white college students I ask: How do white, first-generation, working-class students understand their college experiences, especially in terms of their academic, social, and cultural adjustment? Moreover, what kinds of factors seem…

Cognition and Self-Efficacy of Stratigraphy and Geologic Time: Implications for Improving Undergraduate Student Performance in Geological Reasoning

ERIC Educational Resources Information Center

Burton, Erin Peters; Mattietti, G. K.

2011-01-01

In general, integration of spatial information can be difficult for students. To study students' spatial thinking and their self-efficacy of interpreting stratigraphic columns, we designed an exercise that asks college-level students to interpret problems on the principles of superposition, original horizontality and lateral continuity, and…

Clock Buddies: An Accessible, Engaging Problem-Solving Activity with Rich Mathematical Content

ERIC Educational Resources Information Center

Borkovitz, Debra K.; Haferd, Thomas

2017-01-01

Clock Buddies is our favorite first-day-of-class activity. It starts as a nonthreatening icebreaker activity that helps students learn one another's names, but it soon asks students to find their own strategies for solving a real-world scheduling problem. Even highly math phobic students work with others and succeed. Students gain insight from…