Performance and palliative care: a drama module for medical students.

PubMed

Jeffrey, Ewan James; Goddard, Jen; Jeffrey, David

2012-12-01

This paper describes an innovative 2 weeks module for medical students facilitated by drama educators and a palliative medicine doctor. The module incorporates drama, end-of-life care, teamwork and reflective practice. The module contents, practical aspects of drama teaching and learning outcomes are discussed. Various themes emerged from a study of Harold Pinter's play, The Caretaker, which were relevant to clinical practice: silence, power, communication, uncertainty and unanswered questions. Drama teaching may be one way of enhancing students' confidence, increasing self- awareness, developing ethical thinking and fostering teamworking.

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.

Adding Instruction about Technology Infusion to the Secondary Social Studies Course with Web-Based Modules.

ERIC Educational Resources Information Center

Ehman, Lee H.

Modules to teach the appropriate integration of technology into social studies teaching were pilot-taught in a secondary social studies methods course. The seven modules emphasized the World Wide Web as a resource for teachers and students. Pre- and post-course surveys were conducted with the 24 students in the course. Both qualitative and…

Mineral Physics Educational Modules for Advanced Undergraduates and Graduate Students

NASA Astrophysics Data System (ADS)

Burnley, P. C.; Thomas, S.; Honn, D. K.

2011-12-01

We are assembling a group of web-based educational modules for a course entitled "Introduction to Mineral Physics". Although the modules are designed to function as part of a full semester course, each module will also be able to stand alone. The modules are targeted at entry level graduate students and advanced undergraduate students. Learning outcomes for the course are being developed in consultation with educators throughout the mineral physics community. Potential users include mineral physicists teaching "bricks and mortar" graduate classes at their own institutions, mineral physicists teaching graduate classes in a distance education setting, mineralogy teachers interested in including supplementary material in their undergraduate mineralogy class, undergraduates doing independent study projects and graduate students and colleagues in other subdisciplines who wish to brush up on mineral physics topics. The modules reside on the Science Education Resource Center at Carleton College web site in the On the Cutting Edge - Teaching Mineralogy collection. Links to the materials will be posted on the Consortium for Materials Properties Research in Earth Sciences website. The modules will be piloted in a graduate level distance education course in mineral physics taught from UNLV during the spring 2012 semester. This course and others like it can address the current problems faced by faculty in state universities where rising minimum enrollments are making it difficult to teach a suitable graduate course to incoming students.

Effectiveness of integrated teaching module in pharmacology among medical undergraduates.

PubMed

Yadav, Preeti P; Chaudhary, Mayur; Patel, Jayshree; Shah, Aashal; Kantharia, N D

2016-01-01

Over the years with advancement of science and technology, each subject has become highly specialized. Teaching of medical students has still remained separate in various departments with no scope of integration in majority of medical institutes in India. Study was planned to have an experience of integration in institute and sensitize faculty for integrated teaching-learning (TL) method. To prepare and test effectiveness of integrated teaching module for 2(nd) year MBBS student in pharmacology and to sensitize and motivate faculties toward advantages of implementing integrated module. Education intervention project implemented 2(nd) year MBBS students of Government Medical College and New Civil Hospital, Surat. Students of second MBBS were divided into two groups. One group was exposed to integrated teaching sessions and another to traditional method. Both the groups were assessed by pre- and post-test questionnaire, feedback and focus group discussions were conducted to know their experience about process. A total of 165 students of the 2(nd) year MBBS were exposed to the integrated teaching module for two topics in two groups. One group was taught by traditional teaching, and another group was exposed to the integrated TL session. Both the groups have shown a significant improvement in posttest scores but increase in mean score was more in integrated group. During analysis of feedback forms, it was noted that students preferred integrated TL methods since they help in better understanding. Faculty feedback shows consensus over the adaptation of integrated TL methods. Integrated TL sessions were well-appreciated by students and faculties. To improve the critical reasoning skills and self-directed learning of students, integrated TL is highly recommended for must know areas of curriculum.

Improved Student Linkage of Mendelian and Molecular Genetic Concepts through a Yeast-Based Laboratory Module

ERIC Educational Resources Information Center

Wolyniak, Michael J.

2013-01-01

A study of modern genetics requires students to successfully unite the principles of Mendelian genetics with the functions of DNA. Traditional means of teaching genetics are often successful in teaching Mendelian and molecular ideas but not in allowing students to see how the two subjects relate. The laboratory module presented here attempts to…

Transitions: A Classroom Management Concept Related to Effective Teaching. Student Guide. Utah Protocol Materials Project.

ERIC Educational Resources Information Center

Utah State Univ., Logan. Utah Protocol Materials Project.

This student guide is part of a protocol learning module designed to teach the prospective teacher to make smooth transitions from one activity to another, in order to deter disruptive behavior in the course of the transition. The entire module consists of this guide, a protocol film, and testing materials. The student guide contains: (a)…

Assessing an effective undergraduate module teaching applied bioinformatics to biology students

PubMed Central

2018-01-01

Applied bioinformatics skills are becoming ever more indispensable for biologists, yet incorporation of these skills into the undergraduate biology curriculum is lagging behind, in part due to a lack of instructors willing and able to teach basic bioinformatics in classes that don’t specifically focus on quantitative skill development, such as statistics or computer sciences. To help undergraduate course instructors who themselves did not learn bioinformatics as part of their own education and are hesitant to plunge into teaching big data analysis, a module was developed that is written in plain-enough language, using publicly available computing tools and data, to allow novice instructors to teach next-generation sequence analysis to upper-level undergraduate students. To determine if the module allowed students to develop a better understanding of and appreciation for applied bioinformatics, various tools were developed and employed to assess the impact of the module. This article describes both the module and its assessment. Students found the activity valuable for their education and, in focus group discussions, emphasized that they saw a need for more and earlier instruction of big data analysis as part of the undergraduate biology curriculum. PMID:29324777

Understanding Reactions to Workplace Injustice through Process Theories of Motivation: A Teaching Module and Simulation

ERIC Educational Resources Information Center

Stecher, Mary D.; Rosse, Joseph G.

2007-01-01

Management and organizational behavior students are often overwhelmed by the plethora of motivation theories they must master at the undergraduate level. This article offers a teaching module geared toward helping students understand how two major process theories of motivation, equity and expectancy theories and theories of organizational…

Stimulating Students' Intrinsic Motivation for Learning Chemistry through the Use of Context-Based Learning Modules

ERIC Educational Resources Information Center

Vaino, Katrin; Holbrook, Jack; Rannikmae, Miia

2012-01-01

This paper introduces a research project in which five chemistry teachers, working in cooperation with university researchers, implemented a new teaching approach using context-based modules specially designed to stimulate the intrinsic motivation of students. The intention was to induce change in chemistry teachers' teaching approach from more…

Many Paths toward Discovery: A Module for Teaching How Science Works

ERIC Educational Resources Information Center

Price, Rebecca M.; Perez, Kathryn E.

2018-01-01

Improving students' understanding of how science works requires explicit instruction. Here, we test the efficacy of a module based on two previously published activities (the "Cube Puzzle" and the case study "Asteroids and Dinosaurs") that teach how science works to college science majors. Students also use the How Science…

Validity of Basic Electronic 1 Module Integrated Character Value Based on Conceptual Change Teaching Model to Increase Students Physics Competency in STKIP PGRI West Sumatera

NASA Astrophysics Data System (ADS)

Hidayati, A.; Rahmi, A.; Yohandri; Ratnawulan

2018-04-01

The importance of teaching materials in accordance with the characteristics of students became the main reason for the development of basic electronics I module integrated character values based on conceptual change teaching model. The module development in this research follows the development procedure of Plomp which includes preliminary research, prototyping phase and assessment phase. In the first year of this research, the module is validated. Content validity is seen from the conformity of the module with the development theory in accordance with the demands of learning model characteristics. The validity of the construct is seen from the linkage and consistency of each module component developed with the characteristic of the integrated learning model of character values obtained through validator assessment. The average validation value assessed by the validator belongs to a very valid category. Based on the validator assessment then revised the basic electronics I module integrated character values based on conceptual change teaching model.

Using New Health Research. Teenage Health Teaching Modules. Field Tested and Revised.

ERIC Educational Resources Information Center

Education Development Center, Inc., Newton, MA.

The Teenage Health Teaching Modules (THTM) program is a health education curriculum for adolescents. Each THTM module frames an adolescent health task emphasizing development of self-assessment, communication, decision making, health advocacy, and self-management. This module is designed to improve students' ability to evaluate health research…

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.

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

The Coffee Project Revisited: Teaching Research Skills to Forensic Chemists

ERIC Educational Resources Information Center

Hamnett, Hilary J.; Korb, Ann-Sophie

2017-01-01

This study describes a new module design for teaching research skills to analytical chemists based on the use of a student-led, in-class experiment involving coffee. The module was redesigned in response to feedback from students, and aims to give them the skills they need to be productive in future research projects both within the institution…

Digital Learning and Teaching: Evaluation of Developments for Students in Higher Education.

ERIC Educational Resources Information Center

McClelland, Bob

2001-01-01

Focuses on an undergraduate module which served to provide a rationale for a web-based teaching, learning, and a support environment for academic staff and students. Explores module/program support development possibilities on the web from academic, quality, and commercial perspectives as well as the cybernetic and evolutionary nature of learning.…

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…

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…

Implementation of InTeGrate Modules into Introductory Courses in the El Paso Higher Education Community

NASA Astrophysics Data System (ADS)

Doser, D. I.; Villalobos, J. I.; Henry, I. E.

2014-12-01

InTeGrate (Interdisciplinary Teaching about Earth for a Sustainable Future) has developed teaching modules that focus on Earth sustainability and Earth-centered societal issues. We have begun to implement modules on climate change, earth materials and freshwater into introductory geology and environmental science courses taught at the University of Texas at El Paso (UTEP), El Paso Community College (EPCC) and local early college high schools (ECHS) for classes of 20 to 220 students. Our eventual goal is to insure students taking introductory classes at any institution will be exposed to comparable content and be similarly prepared for advanced courses. Our initial results suggest that the modules' use of case studies and analysis of authentic data sets are very appealing to our student body (over 70% Hispanic). Since many students do not speak English at home, they were challenged by vocabulary presented in some modules. Modules containing glossaries and extensive background material (such as concept maps and annotated figures) proved very helpful to these students. The use of pre-activity quizzes insured that the students had mastered basic concepts needed for in-class activities. Modifications required to teach these modules in larger classes included condensing materials and reducing the amount of color figures to save paper and printer costs, streamlining dissemination/collection of in-class group assignments, and adapting assignments such as jigsaws and gallery walks to the confines of a large lecture hall with fixed seating. Student reflections indicated students were able to make connections to societal issues and retain these ideas through the end of the courses.

A teaching module about stellar structure and evolution

NASA Astrophysics Data System (ADS)

Colantonio, Arturo; Galano, Silvia; Leccia, Silvio; Puddu, Emanuella; Testa, Italo

2017-01-01

In this paper, we present a teaching module about stellar structure, functioning and evolution. Drawing from literature in astronomy education, we designed the activities around three key ideas: spectral analysis, mechanical and thermal equilibrium, energy and nuclear reactions. The module is divided into four phases, in which the key ideas for describing stars' functioning and physical mechanisms are gradually introduced. The activities (20 hours) build on previously learned laws in mechanics, thermodynamics, and electromagnetism and help students combine them meaningfully in order to get a complete picture of processes that happens in stars. The module was piloted with two intact classes of secondary school students (N = 59 students, 17-18 years old), using a ten-question multiple-choice questionnaire as research instrument. Results support the effectiveness of the proposed activities. Implications for the teaching of advanced physics topics using stars as fruitful context are briefly discussed.

Sustainable development as a challenge for undergraduate students: the module "Science bears responsibility" in the Leuphana bachelor's programme : commentary on "a case study of teaching social responsibility to doctoral students in the climate sciences".

PubMed

Michelsen, Gerd

2013-12-01

The Leuphana Semester at Leuphana University Lüneburg, together with the module "Science bears responsibility" demonstrate how innovative methods of teaching and learning can be combined with the topic of sustainable development and how new forms of university teaching can be introduced. With regard to module content, it has become apparent that, due to the complexity of the field of sustainability, a single discipline alone is unable to provide analyses and solutions. If teaching in higher education is to adequately deal with this complexity, then it is necessary to develop inter- and transdisciplinary approaches that go beyond a purely specialist orientation.

Formulation of Multiple Choice Questions as a Revision Exercise at the End of a Teaching Module in Biochemistry

ERIC Educational Resources Information Center

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,"…

Development and Validation of a Web-Based Module to Teach Metacognitive Learning Strategies to Students in Higher Education

ERIC Educational Resources Information Center

Singh, Oma B.

2009-01-01

This study used a design based-research (DBR) methodology to examine how an Instructional Systematic Design (ISD) process such as ADDIE (Analysis, Design, Development, Implementation, Evaluation) can be employed to develop a web-based module to teach metacognitive learning strategies to students in higher education. The goal of the study was…

The development of a valid discovery-based learning module to improve students' mathematical connection

NASA Astrophysics Data System (ADS)

Kuneni, Erna; Mardiyana, Pramudya, Ikrar

2017-08-01

Geometry is the most important branch in mathematics. The purpose of teaching this material is to develop students' level of thinking for a better understanding. Otherwise, geometry in particular, has contributed students' failure in mathematics examinations. This problem occurs due to special feature in geometry which has complexity of correlation among its concept. This relates to mathematical connection. It is still difficult for students to improve this ability. This is because teachers' lack in facilitating students towards it. Eventhough, facilitating students can be in the form of teaching material. A learning module can be a solution because it consists of series activities that should be taken by students to achieve a certain goal. A series activities in this case is adopted by the phases of discovery-based learning model. Through this module, students are facilitated to discover concept by deep instruction and guidance. It can build the mathematical habits of mind and also strengthen the mathematical connection. Method used in this research was ten stages of research and development proposed by Bord and Gall. The research purpose is to create a valid learning module to improve students' mathematical connection in teaching quadrilateral. The retrieved valid module based on media expert judgment is 2,43 for eligibility chart aspect, 2,60 for eligibility presentation aspect, and 3,00 for eligibility contents aspect. Then the retrieved valid module based on material expert judgment is 3,10 for eligibility content aspect, 2,87 for eligibility presentation aspect, and 2,80 for eligibility language and legibility aspect.

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

Teaching crucial skills: An electrocardiogram teaching module for medical students.

PubMed

Chudgar, Saumil M; Engle, Deborah L; Grochowski, Colleen O'Connor; Gagliardi, Jane P

2016-01-01

Medical student performance in electrocardiogram (ECG) interpretation at our institution could be improved. Varied resources exist to teach students this essential skill. We created an ECG teaching module (ECGTM) of 75 cases representing 15 diagnoses to improve medical students' performance and confidence in ECG interpretation. Students underwent pre- and post-clerkship testing to assess ECG interpretation skills and confidence and also end-of-clinical-year testing in ECG and laboratory interpretation. Performance was compared for the years before and during ECGTM availability. Eighty-four percent of students (total n=101) reported using the ECGTM; 98% of those who used it reported it was useful. Students' performance and confidence were higher on the post-test. Students with access to the ECGTM (n=101) performed significantly better than students from the previous year (n=90) on the end-of-year ECG test. The continuous availability of an ECGTM was associated with improved confidence and ability in ECG interpretation. The ECGTM may be another available tool to help students as they learn to read ECGs. Copyright © 2016 Elsevier Inc. All rights reserved.

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…

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…

Tetrahymena in the classroom.

PubMed

Smith, Joshua J; Wiley, Emily A; Cassidy-Hanley, Donna M

2012-01-01

Tetrahymena has been a useful model in basic research in part due to the fact it is easy to grow in culture and exhibits a range of complex processes, all within a single cell. For these same reasons Tetrahymena has shown enormous potential as a teaching tool for fundamental principles of biology at multiple science education levels that can be integrated into K-12 classrooms and undergraduate and graduate college laboratory courses. These Tetrahymena-based teaching modules are inquiry-based experiences that are also effective at teaching scientific concepts, retaining students in science, and exciting students about the scientific process. Two learning communities have been developed that utilize Tetrahymena-based teaching modules. Advancing Secondary Science Education with Tetrahymena (ASSET) and the Ciliate Genomics Consortium (CGC) have developed modules for K-12 students and college-level curriculums, respectively. These modules range from addressing topics in ecology, taxonomy, and environmental toxicity to more advanced concepts in biochemistry, proteomics, bioinformatics, cell biology, and molecular biology. An overview of the current modules and their learning outcomes are discussed, as are assessment, dissemination, and sustainability strategies for K-12 and college-level curriculum. Copyright © 2012 Elsevier Inc. All rights reserved.

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…

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…

Problems and Methods of Teaching and Assessment of Students on Day Release in Higher Education.

ERIC Educational Resources Information Center

Trotman-Dickenson, Danusia

1980-01-01

Part-time students' characteristics and teaching and testing preferences were correlated with performance on a standardized economics exam. Learning modules are described. Methods of pinpointing student weaknesses and predicting students' final results are discussed as they relate to other subjects. (MSE)

Teaching About "Brain and Learning" in High School Biology Classes: Effects on Teachers' Knowledge and Students' Theory of Intelligence.

PubMed

Dekker, Sanne; Jolles, Jelle

2015-01-01

This study evaluated a new teaching module about "Brain and Learning" using a controlled design. The module was implemented in high school biology classes and comprised three lessons: (1) brain processes underlying learning; (2) neuropsychological development during adolescence; and (3) lifestyle factors that influence learning performance. Participants were 32 biology teachers who were interested in "Brain and Learning" and 1241 students in grades 8-9. Teachers' knowledge and students' beliefs about learning potential were examined using online questionnaires. Results indicated that before intervention, biology teachers were significantly less familiar with how the brain functions and develops than with its structure and with basic neuroscientific concepts (46 vs. 75% correct answers). After intervention, teachers' knowledge of "Brain and Learning" had significantly increased (64%), and more students believed that intelligence is malleable (incremental theory). This emphasizes the potential value of a short teaching module, both for improving biology teachers' insights into "Brain and Learning," and for changing students' beliefs about intelligence.

Design of Smart Educational Robot as a Tool For Teaching Media Based on Contextual Teaching and Learning to Improve the Skill of Electrical Engineering Student

NASA Astrophysics Data System (ADS)

Zuhrie, M. S.; Basuki, I.; Asto, B. I. G. P.; Anifah, L.

2018-04-01

The development of robotics in Indonesia has been very encouraging. The barometer is the success of the Indonesian Robot Contest. The focus of research is a teaching module manufacturing, planning mechanical design, control system through microprocessor technology and maneuverability of the robot. Contextual Teaching and Learning (CTL) strategy is the concept of learning where the teacher brings the real world into the classroom and encourage students to make connections between knowledge possessed by its application in everyday life. This research the development model used is the 4-D model. This Model consists of four stages: Define Stage, Design Stage, Develop Stage, and Disseminate Stage. This research was conducted by applying the research design development with the aim to produce a tool of learning in the form of smart educational robot modules and kit based on Contextual Teaching and Learning at the Department of Electrical Engineering to improve the skills of the Electrical Engineering student. Socialization questionnaires showed that levels of the student majoring in electrical engineering competencies image currently only limited to conventional machines. The average assessment is 3.34 validator included in either category. Modules developed can give hope to the future are able to produce Intelligent Robot Tool for Teaching.

COMPRES Mineral Physics Educational Modules for Advanced Undergraduates and Graduate Students

NASA Astrophysics Data System (ADS)

Burnley, P. C.; Thomas, S.

2012-12-01

The Consortium for Materials Properties Research in Earth Sciences (COMPRES) is a community-based consortium whose goal is to advance and facilitate experimental high pressure research in the Earth Sciences. An important aspect of this goal is sharing our knowledge with the next generation of researchers. To facilitate this, we have created a group of web-based educational modules on mineral physics topics. The modules reside in the On Cutting Edge, Teaching Mineralogy collection on the Science Education Resource Center (SERC) website. Although the modules are designed to function as part of a full semester course, each module can also stand alone. Potential users of the modules include mineral physics faculty teaching "bricks and mortar" classes at their own institutions, or in distance education setting, mineralogy teachers interested in including supplementary material in their mineralogy class, undergraduates doing independent study projects and graduate students and colleagues in other sub-disciplines who wish to brush up on a mineral physics topic. We used the modules to teach an on-line course entitled "Introduction to Mineral Physics" during the spring 2012 semester. More than 20 students and postdocs as well as 15 faculty and senior scientists participated in the course which met twice weekly as a webinar. Recordings of faculty lectures and student-led discussions of journal articles are now available upon request and edited versions of the lectures will be incorporated into the educational modules. Our experience in creating the modules and the course indicates that the use of 1) community-generated internet-based resources and 2) webinars to enable shared teaching between faculty at different universities, has the potential to both enrich graduate education and create efficiencies for university faculty.;

Project S.P.I.C.E.: Special Partnership in Career Education. Career/Educational Awareness Teaching Module.

ERIC Educational Resources Information Center

Emerson, Debby H.; And Others

The career/educational awareness teaching module is one of a series of six modules prepared by Project SPICE (Special Partnership in Career Education) as a means of providing career awareness information to educable mentally handicapped students (ages 11-to-13 years). After an overview, a module profile is provided which charts the activities and…

Project S.P.I.C.E.: Special Partnership in Career Education. Economic Awareness Teaching Module.

ERIC Educational Resources Information Center

Emerson, Debby H.; And Others

The economic awareness teaching module is one of a series of six modules prepared by Project SPICE (Special Partnership in Career Education) as a means of providing career awareness information to educable mentally handicapped students (ages 11-to-13 years). After an overview, a module profile is provided which charts the units, the activities in…

Project S.P.I.C.E.: Special Partnership in Career Education. Self-Awareness Teaching Module.

ERIC Educational Resources Information Center

Emerson, Debby H.; And Others

The self awareness teaching module is one of a series of six modules prepared by Project SPICE (Special Partnership in Career Education) as a means of providing career awareness information to educable mentally handicapped students (ages 11-to-13 years). After an overview, a module profile is provided which charts the units, the activities in each…

Project S.P.I.C.E.: Special Partnership in Career Education. Rights and Responsibility Teaching Module.

ERIC Educational Resources Information Center

Emerson, Debby H.; And Others

The rights and responsibility teaching module is one of a series of six modules prepared by Project SPICE (Special Partnership in Career Education) as a means of providing career awareness information to educable mentally handicapped students (ages 11-to-13 years). After an overview, a module profile is provided which charts the activities, and…

Project S.P.I.C.E.: Special Partnership in Career Education. Decision Making Teaching Module.

ERIC Educational Resources Information Center

Emerson, Debby H.; And Others

The decision making teaching module is one of a series of six modules prepared by Project SPICE (Special Partnership in Career Education) as a means of providing career awareness information to educable mentally handicapped students (ages 11-to-13 years). After an overview, a module profile is provided which charts the units, the activities in…

Communicating and Teaching Languages: A Module for Life

ERIC Educational Resources Information Center

Koglbauer, René; Andersen, Elizabeth; Stewart, Sophie

2016-01-01

This case study introduces a final year undergraduate module in the School of Modern Languages at Newcastle University. The module offers a model for embedding careers in modern languages teaching into the curriculum, and thereby enhancing student employability. The case study gives an insight into the various strands of activity undertaken by the…

The teaching of drug development to medical students: collaboration between the pharmaceutical industry and medical school

PubMed Central

Stanley, A G; Jackson, D; Barnett, D B

2005-01-01

Collaboration between the medical school at Leicester and a local pharmaceutical company, AstraZeneca, led to the design and implementation of an optional third year special science skills module teaching medical students about drug discovery and development. The module includes didactic teaching about the complexities of the drug discovery process leading to development of candidate drugs for clinical investigation as well as practical experience of the processes involved in drug evaluation preclinically and clinically. It highlights the major ethical and regulatory issues concerned with the production and testing of novel therapies in industry and the NHS. In addition it helps to reinforce other areas of the medical school curriculum, particularly the understanding of clinical study design and critical appraisal. The module is assessed on the basis of a written dissertation and the critical appraisal of a drug advertisement. This paper describes the objectives of the module and its content. In addition we outline the results of an initial student evaluation of the module and an assessment of its impact on student knowledge and the opinion of the pharmaceutical industry partner. This module has proven to be popular with medical students, who acquire a greater understanding of the work required for drug development and therefore reflect more favourably on the role of pharmaceutical companies in the UK. PMID:15801942

A Self-Instructional Course in Student Financial Aid Administration. Module 7: Calculating Cost of Attendance. Second Edition.

ERIC Educational Resources Information Center

Washington Consulting Group, Inc., Washington, DC.

The seventh module in a 17-module self-instructional course on student financial aid administration (designed for novice student financial aid administrators and other personnel) teaches how to calculate the cost of attendance. It provides a systematic introduction to the management of federal financial aid programs authorized by the Higher…

A Self-Instructional Course in Student Financial Aid Administration. Module 10: The Pell Grant Program. Second Edition.

ERIC Educational Resources Information Center

Washington Consulting Group, Inc., Washington, DC.

Module 10 of a 17-module self-instructional course in student financial aid administration (for novice student financial aid officers and other institutional personnel) examines the Pell Grant program's eligibility requirements and award calculation procedures. It is part of a complete system teaching management of federal financial aid programs…

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.

Teaching Psychological Research Methods through a Pragmatic and Programmatic Approach

ERIC Educational Resources Information Center

Rosenkranz, Patrick; Fielden, Amy; Tzemou, Effy

2014-01-01

Research methods teaching in psychology is pivotal in preparing students for the transition from student as learner to independent practitioner. We took an action research approach to re-design, implement and evaluate a module guiding students through a programmatic and pragmatic research cycle. These revisions allow students to experience how…

Piloting an outcome-based programme evaluation tool in undergraduate medical education.

PubMed

Raupach, Tobias; Schiekirka, Sarah; Münscher, Christian; Beißbarth, Tim; Himmel, Wolfgang; Burckhardt, Gerhard; Pukrop, Tobias

2012-01-01

Different approaches to performance-oriented allocation of resources according to teaching quality are currently being discussed within German medical schools. The implementation of these programmes is impeded by a lack of valid criteria to measure teaching quality. An assessment of teaching quality should include structural and procedural aspects but focus on learning outcome itself. The aim of this study was to implement a novel, outcome-based evaluation tool within the clinical phase of a medical curriculum and address differences between the novel tool and traditional evaluation methods. Student self-assessments before and after completion of a teaching module were used to compute performance gains for specific learning objectives. Mean performance gains in each module were compared to student expectations before the module and data derived from a traditional evaluation tool using overall course ratings at the end of the module. A ranking of the 21 modules according to computed performance gains yielded entirely different results than module rankings based on overall course ratings. There was no significant correlation between performance gain and overall ratings. However, the latter were significantly correlated to student expectations before entering the module as well as structural and procedural parameters (Pearson's r 0.7-0.9). Performance gain computed from comparative self-assessments adds an important new dimension to course evaluation in medical education. In contrast to overall course ratings, the novel tool is less heavily confounded by construct-irrelevant factors. Thus, it appears to be more appropriate than overall course ratings in determining teaching quality and developing algorithms to guide performance-oriented resource allocation in medical education.

Development and evaluation of a new occupational medicine teaching module to advance self-efficacy and knowledge among medical students.

PubMed

Braeckman, Lutgart; De Clercq, Bart; Janssens, Heidi; Gehanno, Jean-François; Bulat, Petar; Pauncu, Elena-Ana; Smits, Paul; van Dijk, Frank; Vanderlinde, Ruben; Valcke, Martin

2013-11-01

Self-efficacy is defined as a person's beliefs in his or her abilities to successfully complete a task, and has been shown to influence student motivation and academic achievement. The purpose of this study was to evaluate the impact of a new European teaching module in occupational medicine on undergraduate students' self-efficacy and knowledge in the subject matter. Pre-, in-between, and posttraining tests were used to assess self-efficacy and knowledge building of 261 third-year medical students on occupational health issues. Determinants of self-efficacy and knowledge were also identified. Repeated measurement data were analyzed with multilevel statistical procedures. The level of self-efficacy and knowledge in occupational medicine increased after the training. Students who frequently attended the lectures scored significantly higher than sporadic attendees. There was no relation between the level of self-efficacy and the final knowledge score. Teaching with the new occupational medicine module was effective. Lecture attendance is an important determinant of self-efficacy and performance. Self-efficacy was not associated with knowledge score. Encouraging classroom participation may enhance student achievement.

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.

Effectiveness of Online Module for Graduate Astronomy Course

NASA Astrophysics Data System (ADS)

Campbell, Lauren E. P.; Holley-Bockelmann, Kelly; Brame, Cynthia

2017-01-01

We noticed that teaching an important galaxy formation model in a graduate-level course (Structure and Dynamics of Galaxies) with lecture-style instruction did not promote active learning on the part of the student and that the level and quality of in-class discussion varied wildly from semester to semester. Hoping to improve the learning experience for the students, we designed and incorporated an online module to deliver course content, activities, and assessments. We investigate the effectiveness of this online module as a teaching tool by monitoring students’ learning gains and present our preliminary results.

What Research Says about Effective Teaching for Promoting Achievement and Positive Attitudes in Students. An Instructional Module Prepared for Undergraduate Teacher Education in the RAFT Project.

ERIC Educational Resources Information Center

Handley, Herbert M., Ed.

This module, developed by the Research Applications for Teaching (RAFT) project, was written to introduce the preservice teacher to the research base for effective teaching. Particular attention was given to the characteristics of teachers and teaching found in research literature to be associated with achievement and the development of positive…

Exploring the Views of Students on the Use of Facebook in University Teaching and Learning

ERIC Educational Resources Information Center

Donlan, Leah

2014-01-01

Facebook use among students is almost ubiquitous; however, its use for formal academic purposes remains contested. Through an online survey monitoring student use of module Facebook pages and focus groups, this study explores students' current academic uses of Facebook and their views on using Facebook within university modules. Students reported…

Systems Concepts Effectively Taught Using Systems Practices

ERIC Educational Resources Information Center

Ludwig, Claudia; Baliga, Nitin S.

2008-01-01

This article describes two lessons within the authors' education module entitled, Ecological Networks, that successfully teaches introductory systems content to middle and high school students. To catch students' attention when teaching these new concepts, they decided to use a network that was familiar and fun for students--a cell-phone…

Teenage Health Teaching Modules Evaluation.

ERIC Educational Resources Information Center

Ross, James G.; And Others

1991-01-01

Six articles describe the background, design, methods, findings, and implications of the 1986-89 Teenage Health Teaching Modules Evaluation study which (1) determined whether one comprehensive secondary school health education curriculum could positively affect student health knowledge, attitudes, practices, and self-reported behaviors; and (2)…

Planning Educational Activities and Teaching Strategies on Constructing a Conservation Educational Module

ERIC Educational Resources Information Center

Dimopoulos, Dimitrios I.; Paraskevopoulos, Stefanos; Pantis, John D.

2009-01-01

This paper describes the design of an educational module which aims to raise awareness and change the attitudes of elementary school students about focal endangered species in protected areas. The proposed design builds on, and extends the General Teaching Model. The educational module which was developed through this approach was pilot-tested in…

A Business Communication Module for an MBA "Managerial Accounting" Course: A Teaching Note

ERIC Educational Resources Information Center

Stout, David E.

2014-01-01

This Teaching Note describes a two-hour-and-40-minute "Business Communication" module developed and used by the author over the past six years in an MBA "Managerial Accounting" course at a university in the USA. The module has two modest but important goals: to sensitize graduate accounting students to the importance of…

Assessment for Learning: Capturing the Interest of Diverse Students on an Academic Writing Module in Postgraduate Vocational Education

ERIC Educational Resources Information Center

Strauss, P.; Mooney, S.

2017-01-01

This article discusses the complexities surrounding the teaching of a critical thinking and academic writing module on a vocational postgraduate programme. Students enrolled on this programme are strongly industry focused and often fail to see the relevance of such a module, despite the fact that most are international students with English as…

A Self-Instructional Course in Student Financial Aid Administration. Module 5: Title IV Institutional and Program Eligibility. Second Edition.

ERIC Educational Resources Information Center

Washington Consulting Group, Inc., Washington, DC.

The fifth module in a 17-module self-instructional course on student financial aid administration teaches novice student financial aid administrators and other personnel about Title IV institutional and program eligibility. This introduction to management of federal financial aid programs authorized by the Higher Education Act Title IV, discusses…

A Case-Based Toxicology Module on Agricultural- and Mining-Related Occupational Exposures

PubMed Central

2012-01-01

Objective. To develop and assess a toxicology module to teach pharmacy students about farming- and mining-related occupational exposures in the context of an existing toxicology elective course. Design. A teaching unit that included lectures and case studies was developed to address the unique occupational exposures of patients working in agricultural and mining environments. Upon completion of this 4-hour (2 class periods) module, students were expected to recognize the clinical signs and symptoms associated with these occupational exposures and propose acceptable therapeutic plans. Assessment. After completing the module, students scored significantly higher on a patient case involving suicide resulting from pesticide consumption. Seventy-three percent of the students scored higher than 90% on a 33-item multiple-choice examination. Eighty-two percent of students were able to correctly read a product label to determine the type of pesticide involved in an occupational exposure. Conclusion. Pharmacy students who completed a module on occupation exposure demonstrated competence in distinguishing occupational exposures from each other and from exposure to prescription and nonprescription drugs. This module can be used to educate future pharmacists about occupational health issues, some of which may be more prevalent in a rural setting. PMID:23049108

Occupational Safety. Hand Tools. Pre-Apprenticeship Phase 1 Training.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This self-paced student training module on safety when using hand tools is one of a number of modules developed for Pre-apprenticeship Phase 1 Training. Purpose of the module is to teach students the correct safety techniques for operating common hand- and arm-powered tools, including selection, maintenance, technique, and uses. The module may…

Matching medical student achievement to learning objectives and outcomes: a paradigm shift for an implemented teaching module.

PubMed

Atta, Ihab Shafek; AlQahtani, Fahd Nasser

2018-01-01

Low student achievement in a basic imaging module was the impetus for an assessment of the module. A valid, reliable, and structured Likert scale was designed to measure the degree of student satisfaction with the domains of the module, including learning objectives (LO), teaching strategy and tools (TT), assessment tools (AT), and allotted credit hours (CH). Further analysis was conducted of student dissatisfaction to determine the subdomain in which module improvement was to be implemented. Statistical analysis of data among Likert scale domains was conducted. Likert scale data showed the TT domain to be the major reason for low student achievement. Statistical studies revealed 57/117 students (48.6%) were dissatisfied with TT, compared with LO 16/117 (13.6%), AT 54/117 (46.1%), and CH 12/117 (10.2%). Significant P -values were obtained for LO vs TT ( P <0.0001), LO vs AT ( P <0.0001), LO vs CH ( P <0.03), TT vs CH ( P <0.0001), and AT vs CH ( P <0.0001). No significant difference was observed between TT and AT ( P <0.29). Regarding TT, 41/117 (34.9%) students were dissatisfied with lectures (L) compared to hospital-based teaching (HPT) 24/117 (20%), problem-based learning (PBL) 8/117 (6.8%), self-directed learning (SDL) 3/117 (2.5%), and seminars (S) 4/117 (3.4%). Significant P -values were obtained for L vs HPT ( P <0.0001), L vs PBL ( P <0.0001), L vs SDL ( P <0.0001), L vs S ( P <0.0001), HPT vs PBL ( P <0.002), HPT vs SDL ( P <0.0001), and HPT vs S ( P <0.0001). Regarding lecture modifications, student satisfaction was 78.3% compared to 52% before modification. A significant P -value ( P <0.0001) was obtained between Likert scale domains before and after modification. Lecture modification resulted in a good student response and satisfaction. The major reason for low student achievement was the teaching tools, particularly the lectures. Major modifications to lectures improved student achievement. The students and most of the teaching staff were highly satisfied with the modifications, which provided for reciprocal discussion and interaction. These results should encourage and guide other medical schools to investigate the points of weakness in their curriculum.

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.

The New Youth Entrepreneur: Money To Get Started. Module 5.

ERIC Educational Resources Information Center

Kourilsky, Marilyn; And Others

The New Youth Entrepreneur curriculum is a series of 12 youth-oriented educational modules containing instructional materials, learning activities, and checkup exercises designed to teach students key elements of entrepreneurship. This document is the fifth module, and introduces students to the financial issues involved in starting a business,…

[A new teaching mode improves the effect of comprehensive experimental teaching of genetics].

PubMed

Fenghua, He; Jieqiang, Li; Biyan, Zhu; Feng, Gao

2015-04-01

To improve the research atmosphere in genetics experimental teaching and develop students' creativity in research, we carried out a reform in comprehensive experimental teaching which is one of important modules for genetics practice. In our new student-centered teaching mode, they chose research topics, performed experiments and took innovative approaches independently. With the open laboratory and technical platform in our experimental teaching center, students finished their experiments and were required to write a mini-research article. Comprehensive experimental teaching is a scientific research practice before they complete their thesis. Through this teaching practice, students' research skills in experimental design and operation, data analysis and results presentation, as well as their collaboration spirit and innovation consciousness are strengthened.

Teaching Thinking Skills in Context-Based Learning: Teachers' Challenges and Assessment Knowledge

NASA Astrophysics Data System (ADS)

Avargil, Shirly; Herscovitz, Orit; Dori, Yehudit Judy

2012-04-01

For an educational reform to succeed, teachers need to adjust their perceptions to the reform's new curricula and strategies and cope with new content, as well as new teaching and assessment strategies. Developing students' scientific literacy through context-based chemistry and higher order thinking skills was the framework for establishing a new chemistry curriculum for Israeli high school students. As part of this endeavor, we developed the Taste of Chemistry module, which focuses on context-based chemistry, chemical understanding, and higher order thinking skills. Our research objectives were (a) to identify the challenges and difficulties chemistry teachers faced, as well as the advantages they found, while teaching and assessing the Taste of Chemistry module; and (b) to investigate how they coped with teaching and assessing thinking skills that include analyzing data from graphs and tables, transferring between multiple representations and, transferring between chemistry understanding levels. Research participants included eight teachers who taught the module. Research tools included interviews, classroom observations, teachers-designed students' assignments, and developers-designed students' assignments. We documented different challenges teachers had faced while teaching the module and found that the teachers developed different ways of coping with these challenges. Developing teachers' assessment knowledge (AK) was found to be the highest stage in teachers' professional growth, building on teachers' content knowledge (CK), pedagogy knowledge (PK), and pedagogical-content knowledge (PCK). We propose the use of assignments designed by teachers as an instrument for determining their professional growth.

Teaching About “Brain and Learning” in High School Biology Classes: Effects on Teachers' Knowledge and Students' Theory of Intelligence

PubMed Central

Dekker, Sanne; Jolles, Jelle

2015-01-01

This study evaluated a new teaching module about “Brain and Learning” using a controlled design. The module was implemented in high school biology classes and comprised three lessons: (1) brain processes underlying learning; (2) neuropsychological development during adolescence; and (3) lifestyle factors that influence learning performance. Participants were 32 biology teachers who were interested in “Brain and Learning” and 1241 students in grades 8–9. Teachers' knowledge and students' beliefs about learning potential were examined using online questionnaires. Results indicated that before intervention, biology teachers were significantly less familiar with how the brain functions and develops than with its structure and with basic neuroscientific concepts (46 vs. 75% correct answers). After intervention, teachers' knowledge of “Brain and Learning” had significantly increased (64%), and more students believed that intelligence is malleable (incremental theory). This emphasizes the potential value of a short teaching module, both for improving biology teachers' insights into “Brain and Learning,” and for changing students' beliefs about intelligence. PMID:26648900

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.

Collecting Student Feedback: A Comparison of Questionnaire and Other Methods

ERIC Educational Resources Information Center

Huxham, Mark; Laybourn, Phyllis; Cairncross, Sandra; Gray, Morag; Brown, Norrie; Goldfinch, Judy; Earl, Shirley

2008-01-01

A study was conducted comparing the feedback received from students about teaching obtained using different instruments. Twelve first- and second-year undergraduate modules were selected from seven different schools within a single university. Students studying each module were allocated to "questionnaire" and "comparator" groups. "Questionnaire"…

Bug Talk: A Learning Module on Insect Communication

ERIC Educational Resources Information Center

Bergman, Daniel J.

2008-01-01

The study of insects (entomology) can be used to stimulate students' interest in science and nature. It can develop students' understanding of fundamental science concepts, awareness of interdisciplinary connections, and mastery of science process skills. This teaching module provides opportunities for middle school students (Grades 5-8) to learn…

Teaching Bioinformatics and Neuroinformatics by Using Free Web-Based Tools

ERIC Educational Resources Information Center

Grisham, William; Schottler, Natalie A.; Valli-Marill, Joanne; Beck, Lisa; Beatty, Jackson

2010-01-01

This completely computer-based module's purpose is to introduce students to bioinformatics resources. We present an easy-to-adopt module that weaves together several important bioinformatic tools so students can grasp how these tools are used in answering research questions. Students integrate information gathered from websites dealing with…

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

Project S.P.I.C.E. Special Partnership in Career Education. Decision Making/Beginning Competency. A Teaching Module.

ERIC Educational Resources Information Center

Volusia County Schools, Daytona Beach, FL.

This fourth in a series of six teaching modules on decision making/beginning competency is part of the Special Partnership in Career Education (SPICE) program, which was designed to provide career awareness and exploration information to junior high-aged educable mentally handicapped students. The module follows a typical format that includes two…

Project S.P.I.C.E. Special Partnership in Career Education. Attitudes and Appreciations. A Teaching Module.

ERIC Educational Resources Information Center

Volusia County Schools, Daytona Beach, FL.

This second in a series of six teaching modules on attitudes and appreciations is part of the Special Partnership in Career Education (SPICE) program, which was designed to provide career awareness and exploration information to junior high-aged educable mentally handicapped students. The module follows a typical format that includes two major…

Project S.P.I.C.E. Special Partnership in Career Education. Career/Educational Awareness. A Teaching Module.

ERIC Educational Resources Information Center

Volusia County Schools, Daytona Beach, FL.

This third in a series of six teaching modules on career/educational awareness is part of the Special Partnership in Career Education (SPICE) program, which was designed to provide career awareness and exploration information to junior high-aged educable mentally handicapped students. The module follows a typical format that includes two major…

Project S.P.I.C.E. Special Partnership in Career Education. Self-Awareness. A Teaching Module.

ERIC Educational Resources Information Center

Volusia County Schools, Daytona Beach, FL.

This first in a series of six teaching modules on self-awareness is part of the Special Partnership in Career Education (SPICE) program, which was designed to provide career awareness and exploration information to junior high-aged educable mentally handicapped students. The module follows a typical format that includes two major sections:…

Project S.P.I.C.E. Special Partnership in Career Education. Employability Skills. A Teaching Module.

ERIC Educational Resources Information Center

Volusia County Schools, Daytona Beach, FL.

This sixth in a series of six teaching modules on employability skills is part of the Special Partnership in Career Education (SPICE) program, which was designed to provide career awareness and exploration information to junior high-aged educable mentally handicapped students. The module follows a typical format that includes two major sections:…

A "Do-It-Yourself" Interactive Bone Structure Module: Development and Evaluation of an Online Teaching Resource

ERIC Educational Resources Information Center

Rich, Peter; Guy, Richard

2013-01-01

A stand-alone online teaching module was developed to cover an area of musculoskeletal anatomy (structure of bone) found to be difficult by students. The material presented in the module was not formally presented in any other way, thus providing additional time for other curriculum components, but it was assessed in the final examination. The…

Teaching Students the Persuasive Message through Small Group Activity

ERIC Educational Resources Information Center

Creelman, Valerie

2008-01-01

Teaching students to write persuasive messages is a critical feature of any undergraduate business communications course. For the persuasive writing module in the author's course, students write a persuasive message on the basis of the four-part indirect pattern often used for sales or fund-raising messages. The course text she uses identifies…

Near-Peer Teaching Strategy in a Large Human Anatomy Course: Perceptions of Near-Peer Instructors

ERIC Educational Resources Information Center

Reyes-Hernández, Cynthia Guadalupe; Carmona Pulido, Juan Manuel; De la Garza Chapa, Roberto Isaac; Serna Vázquez, Ruth Patricia; Alcalá Briones, Ricardo Daniel; Plasencia Banda, Perla Marina; Villarreal Silva, Eliud Enrique; Jacobo Baca, Guillermo; de la Garza Castro, Oscar; Elizondo Omaña, Rodrigo Enrique; Guzmán López, Santos

2015-01-01

Near-peer teaching (NPT) is a strategy in which senior students assume the instructor role with junior peers (mentees). Senior students develop unique skills and knowledge through NPT, an experience which extends their learning beyond content mastery. Different teaching modules featuring NPT were utilized in the human anatomy course at the School…

New Materials for the Undergraduate Classroom to Build Pre-Service Teachers' NGSS Skills and Knowledge

NASA Astrophysics Data System (ADS)

Egger, A. E.; Awad, A. A.; Baldwin, K. A.; Birnbaum, S. J.; Bruckner, M. Z.; DeBari, S. M.; Dechaine, J.; Ebert, J. R.; Gray, K. R.; Hauge, R.; Linneman, S. R.; Monet, J.; Thomas, J.; Varrella, G.

2014-12-01

As part of InTeGrate, teams of 3 instructors at 3 different institutions developed modules that help prepare pre-service teachers to teach Earth science aligned with the NGSS. Modules were evaluated against a rubric, which addresses InTeGrate's five guiding principles, learning objectives and outcomes, assessment and measurement, resources and materials, instructional strategies and alignment. As all modules must address one or more Earth-related grand challenge facing society, develop student ability to address interdisciplinary problems, improve student understanding of the methods of geoscience, use authentic geoscience data, and incorporate systems thinking, they align well with the NGSS. Once modules passed the rubric, they were tested by the authors in their classrooms. Testing included pre- and post-assessment of geoscience literacy and assessment of student learning towards the module goal; materials were revised based on the results of testing. In "Exploring Geoscience Methods with Secondary Education Students," pre-service science teachers compare geoscientific thinking with the classic (experimental) scientific method, investigate global climate change and its impacts on human systems, and prepare an interdisciplinary lesson plan that addresses geoscience methods in context of a socioscientific issue. In "Soils and Society," pre-service elementary teachers explore societal issues where soil is important, develop skills to describe and test soil properties, and create a standards-based Soils and Society Kit that consists of lessons and supporting materials to teach K-8 students about a soil-and-society issue. In "Interactions between Water, Earth's Surface, and Human Activity," students explore the effects of running water on shaping Earth's surface both over geologic time and through short-term flooding events, and produce a brochure to inform citizens of the impact of living near a river. The modules are freely available at http://serc.carleton.edu/integrate/teaching_materials/modules_courses.html and include Instructor Stories, where each author describes how they adapted the module to their teaching environment. The goal of showing different implementations of the materialst is to facilitate adoption and adaption beyond the team of authors.

The New Youth Entrepreneur: Records and Books. Did You Make Any Money? Module 9.

ERIC Educational Resources Information Center

Kourilsky, Marilyn; And Others

The New Youth Entrepreneur curriculum is a series of 12 youth-oriented educational modules containing instructional materials, learning activities, and checkup exercises designed to teach students key elements of entrepreneurship. This document is the ninth module, and introduces students to recordkeeping and bookkeeping strategies essential for…

Teaching Experimental Methods: A Framework for Hands-On Modules

ERIC Educational Resources Information Center

Doherty, David

2011-01-01

Experiments provide a simple and engaging framework for familiarizing students with the process of quantitative social research. In this article, I illustrate how experiments can be used in the classroom environment by describing a module that was implemented in four high school classrooms. The module familiarized students with how the scientific…

Developing Classroom Interactions Which Signal Effective Teaching. A Module for Undergraduate Instruction in Teacher Education in the RAFT Program at Mississippi State University.

ERIC Educational Resources Information Center

Handley, Herbert M., Ed.

In this module, developed by the Research Applications for Teaching (RAFT) project, preservice teachers study the major types of classroom interactions which occur between teachers and students and review the research findings showing how these interactions are related to effective teaching. Much effort is spent on describing procedures for…

Structured Smoking Cessation Training for Medical Students: A Prospective Study

PubMed Central

Herold, Ronja; Schiekirka, Sarah; Brown, Jamie; Bobak, Alex; McEwen, Andy

2016-01-01

Introduction: Physician adherence to guideline recommendations regarding the provision of counseling and support for smokers willing to quit is low. A lack of training during undergraduate medical education has been identified as a potential cause. This prospective intervention study evaluated a novel teaching module for medical students. Methods: As part of a 6-week cardiovascular course, 125 fourth-year undergraduate medical students received a multimodal and interactive teaching module on smoking cessation, including online learning material, lectures, seminars, and practical skills training. Short- and medium-term effects on knowledge, skills, attitudes, and self-reported practice were measured using written examinations and an objective structured clinical examination at the end of the module and 6 months later. Results were compared to data obtained from a historical control cohort (n = 70) unexposed to the intervention. Results: At the 6-month follow-up, scores in the knowledge test were significantly higher in the intervention than the control group (61.1% vs. 51.7%; p < .001). A similar pattern was observed in the objective structured clinical examination (71.5% vs. 60.5%; p < .001). More students in the intervention than control group agreed that smoking was a chronic disease (83.1% vs. 68.1%; p = .045). The control group was more likely to report recording smoking status (p = .018), but no group difference was detected regarding the report of advising to quit (p = .154). Conclusions: A novel teaching module for undergraduate medical students produced a sustained learning outcome in terms of knowledge, skills, and attitudes but not self-reported practice. Implications: Studies across the world have identified considerable knowledge gaps and deficits in practical training with regard to smoking cessation counseling in undergraduate medical students. This paper describes a teaching intervention informed by current recommendations for the design of educational activities aimed at enabling medical students to deliver adequate behavior change counseling. The teaching module was tailored to the needs of a specific healthcare system. Given its effectiveness as demonstrated in this prospective study, a rollout of this intervention in medical schools might have the potential to substantially improve medical students’ knowledge, skills, and attitudes in relation to smoking cessation counseling. PMID:27613926

Health Instruction Packages: Office Skills for Dental Assistants.

ERIC Educational Resources Information Center

McEnery, Paula

These six modules provide information, illustrations, and exercises to teach dental assisting students a variety of office skills. The first module, "Patients' Records," stresses the importance of patient records to the dental health team, covers all of the items on a patient record, and teaches how to complete patient information cards…

Herman Method[TM]. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2010

2010-01-01

The "Herman Method"[TM] teaches reading in small groups of up to three students. The curriculum provides instruction in phonemic awareness, phonics, fluency, vocabulary, and reading comprehension, while also teaching spelling and writing. It contains 20 modules of instruction through a fifth grade level. Each module includes a reading,…

Polymer Chemistry. An Activity-Oriented Instructional Module. Volume 1. Bulletin 1840.

ERIC Educational Resources Information Center

Jones, Aline; And Others

This teaching module was developed by the project "Recent Developments in Science and Technology with Applications for Secondary Science Teaching." Premises about students and their learning and generalizations about content are described. Chapters included are: (1) "Introduction"; (2) "Monomers into Polymers"; (3) "Natural Polymers"; (4)…

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.

Undergraduate teaching modules featuring geodesy data applied to critical social topics (GETSI: GEodetic Tools for Societal Issues)

NASA Astrophysics Data System (ADS)

Pratt-Sitaula, B. A.; Walker, B.; Douglas, B. J.; Charlevoix, D. J.; Miller, M. M.

2015-12-01

The GETSI project, funded by NSF TUES, is developing and disseminating teaching and learning materials that feature geodesy data applied to critical societal issues such as climate change, water resource management, and natural hazards (serc.carleton.edu/getsi). It is collaborative between UNAVCO (NSF's geodetic facility), Mt San Antonio College, and Indiana University. GETSI was initiated after requests by geoscience faculty for geodetic teaching resources for introductory and majors-level students. Full modules take two weeks but module subsets can also be used. Modules are developed and tested by two co-authors and also tested in a third classroom. GETSI is working in partnership with the Science Education Resource Center's (SERC) InTeGrate project on the development, assessment, and dissemination to ensure compatibility with the growing number of resources for geoscience education. Two GETSI modules are being published in October 2015. "Ice mass and sea level changes" includes geodetic data from GRACE, satellite altimetry, and GPS time series. "Imaging Active Tectonics" has students analyzing InSAR and LiDAR data to assess infrastructure earthquake vulnerability. Another three modules are in testing during fall 2015 and will be published in 2016. "Surface process hazards" investigates mass wasting hazard and risk using LiDAR data. "Water resources and geodesy" uses GRACE, vertical GPS, and reflection GPS data to have students investigating droughts in California and the High Great Plains. "GPS, strain, and earthquakes" helps students learn about infinitesimal and coseismic strain through analysis of horizontal GPS data and includes an extension module on the Napa 2014 earthquake. In addition to teaching resources, the GETSI project is compiling recommendations on successful development of geodesy curricula. The chief recommendations so far are the critical importance of including scientific experts in the authorship team and investing significant resources in data preparation (student interns can be excellent for this). GETSI also includes a research element on the way instructors adapt or adopt the resources. After publication, 4 additional testers will be recruited per module. They will provide feedback on how they choose to use the module elements in their courses.

History, Applications, and Philosophy in Mathematics Education: HAPh—A Use of Primary Sources

NASA Astrophysics Data System (ADS)

Jankvist, Uffe Thomas

2013-03-01

The article first investigates the basis for designing teaching activities dealing with aspects of history, applications, and philosophy of mathematics in unison by discussing and analyzing the different `whys' and `hows' of including these three dimensions in mathematics education. Based on the observation that a use of history, applications, and philosophy as a `goal' is best realized through a modules approach, the article goes on to discuss how to actually design such teaching modules. It is argued that a use of primary original sources through a so-called guided reading along with a use of student essay assignments, which are suitable for bringing out relevant meta-issues of mathematics, is a sensible way of realizing a design encompassing the three dimensions. Two concrete teaching modules on aspects of the history, applications, and philosophy of mathematics—HAPh-modules—are outlined and the mathematical cases of these, graph theory and Boolean algebra, are described. Excerpts of student groups' essays from actual implementations of these modules are displayed as illustrative examples of the possible effect such HAPh-modules may have on students' development of an awareness regarding history, applications, and philosophy in relation to mathematics as a (scientific) discipline.

Design of Intelligent Robot as A Tool for Teaching Media Based on Computer Interactive Learning and Computer Assisted Learning to Improve the Skill of University Student

NASA Astrophysics Data System (ADS)

Zuhrie, M. S.; Basuki, I.; Asto B, I. G. P.; Anifah, L.

2018-01-01

The focus of the research is the teaching module which incorporates manufacturing, planning mechanical designing, controlling system through microprocessor technology and maneuverability of the robot. Computer interactive and computer-assisted learning is strategies that emphasize the use of computers and learning aids (computer assisted learning) in teaching and learning activity. This research applied the 4-D model research and development. The model is suggested by Thiagarajan, et.al (1974). 4-D Model consists of four stages: Define Stage, Design Stage, Develop Stage, and Disseminate Stage. This research was conducted by applying the research design development with an objective to produce a tool of learning in the form of intelligent robot modules and kit based on Computer Interactive Learning and Computer Assisted Learning. From the data of the Indonesia Robot Contest during the period of 2009-2015, it can be seen that the modules that have been developed confirm the fourth stage of the research methods of development; disseminate method. The modules which have been developed for students guide students to produce Intelligent Robot Tool for Teaching Based on Computer Interactive Learning and Computer Assisted Learning. Results of students’ responses also showed a positive feedback to relate to the module of robotics and computer-based interactive learning.

Teaching Students about Plagiarism Using a Web-Based Module

ERIC Educational Resources Information Center

Stetter, Maria Earman

2013-01-01

The following research delivered a web-based module about plagiarism and paraphrasing to avoid plagiarism in both a blended method, with live instruction paired with web presentation for 105 students, and a separate web-only method for 22 other students. Participants were graduates and undergraduates preparing to become teachers, the majority of…

"A Riddle, Wrapped in a Mystery, inside an Enigma": Teaching Post-Socialist Transformation to UK Students in Moscow

ERIC Educational Resources Information Center

Moran, Dominique; Round, John

2010-01-01

In the 20 years since the fall of the Berlin Wall, teaching post-socialist transition to undergraduate students has become increasingly challenging. This paper relates the development, planning and operation of a fieldwork module in Moscow, for Year Three geography undergraduates. It argues that "on-street" teaching and imaginative use…

Making Mitosis Visible

ERIC Educational Resources Information Center

Williams, Michelle; Linn, Marcia C.; Hollowell, Gail P.

2008-01-01

The Technology-Enhanced Learning in Science (TELS) center, a National Science Foundation-funded Center for Learning and Teaching, offers research-tested science modules for students in grades 6-12 (Linn et al. 2006). These free, online modules engage students in scientific inquiry through collaborative activities that include online…

The New Youth Entrepreneur: Getting Ready for Entrepreneurship. Opportunities-They Are All Around You. Module 2.

ERIC Educational Resources Information Center

Kourilsky, Marilyn; And Others

The New Youth Entrepreneur curriculum is a series of 12 youth-oriented educational modules containing instructional materials, learning activities, and checkup exercises designed to teach students key elements of entrepreneurship. This document is the second module, designed to help students define the notion of opportunity, determine sources of…

Broadening Student Perspectives on Marketing Research Ethics: Development and Applications of a Teaching Module

ERIC Educational Resources Information Center

Handlin, Amy

2012-01-01

This paper describes an ethics module developed by the author to engage marketing research students during the fall semester, when they are bombarded by political polls. The module matches ethically questionable polling practices to similarly troubling practices in marketing research. The goals are to show that ethical principles are not topic- or…

An Innovative Context-Based Module to Introduce Students to the Optical Properties of Materials

ERIC Educational Resources Information Center

Testa, I.; Lombardi, S.; Monroy, G.; Sassi, E.

2011-01-01

A context-based module to introduce secondary school students to the study of the optical properties of materials and geometric optics is presented. The module implements an innovative teaching approach in which the behaviour of the chosen application, in this article, the optical fibre, is iteratively explored and modelled by means of a…

Innovation Online Teaching Module Plus Digital Engineering Kit with Proteus Software through Hybrid Learning Method to Improve Student Skills

NASA Astrophysics Data System (ADS)

Kholis, Nur; Syariffuddien Zuhrie, Muhamad; Rahmadian, Reza

2018-04-01

Demands the competence (competence) needs of the industry today is a competent workforce to the field of work. However, during this lecture material Digital Engineering (Especially Digital Electronics Basics and Digital Circuit Basics) is limited to the delivery of verbal form of lectures (classical method) is dominated by the Lecturer (Teacher Centered). Though the subject of Digital Engineering requires learning tools and is required understanding of electronic circuits, digital electronics and high logic circuits so that learners can apply in the world of work. One effort to make it happen is by creating an online teaching module and educational aids (Kit) with the help of Proteus software that can improve the skills of learners. This study aims to innovate online teaching modules plus kits in Proteus-assisted digital engineering courses through hybrid learning approaches to improve the skills of learners. The process of innovation is done by considering the skills and mastery of the technology of students (students) Department of Electrical Engineering - Faculty of Engineering – Universitas Negeri Surabaya to produce quality graduates Use of online module plus Proteus software assisted kit through hybrid learning approach. In general, aims to obtain adequate results with affordable cost of investment, user friendly, attractive and interactive (easily adapted to the development of Information and Communication Technology). With the right design, implementation and operation, both in the form of software both in the form of Online Teaching Module, offline teaching module, Kit (Educational Viewer), and e-learning learning content (both online and off line), the use of the three tools of the expenditure will be able to adjust the standard needs of Information and Communication Technology world, both nationally and internationally.

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.

Teaching Mathematics Using Steplets

ERIC Educational Resources Information Center

Bringslid, Odd; Norstein, Anne

2008-01-01

This article evaluates online mathematical content used for teaching mathematics in engineering classes and in distance education for teacher training students. In the EU projects Xmath and dMath online computer algebra modules (Steplets) for undergraduate students assembled in the Xmath eBook have been designed. Two questionnaires, a compulsory…

Teaching the Scientific Method: It's All in the Perspective

ERIC Educational Resources Information Center

Ayers, James M.; Ayers, Kathleen M.

2007-01-01

A three unit module of inquiry, including morphological comparison, cladogram construction, and data mining has been developed to teach students the nature of experimental science. Students generate angiosperm morphological data, form cladistic hypotheses, then mine taxonomic, bioinformatic and historical data from many sources to replicate and…

A Research Module for the Organic Chemistry Laboratory: Multistep Synthesis of a Fluorous Dye Molecule

PubMed Central

2014-01-01

A multi-session research-like module has been developed for use in the undergraduate organic teaching laboratory curriculum. Students are tasked with planning and executing the synthesis of a novel fluorous dye molecule and using it to explore a fluorous affinity chromatography separation technique, which is the first implementation of this technique in a teaching laboratory. Key elements of the project include gradually introducing students to the use of the chemical literature to facilitate their searching, as well as deliberate constraints designed to force them to think critically about reaction design and optimization in organic chemistry. The project also introduces students to some advanced laboratory practices such as Schlenk techniques, degassing of reaction mixtures, affinity chromatography, and microwave-assisted chemistry. This provides students a teaching laboratory experience that closely mirrors authentic synthetic organic chemistry practice in laboratories throughout the world. PMID:24501431

A Research Module for the Organic Chemistry Laboratory: Multistep Synthesis of a Fluorous Dye Molecule.

PubMed

Slade, Michael C; Raker, Jeffrey R; Kobilka, Brandon; Pohl, Nicola L B

2014-01-14

A multi-session research-like module has been developed for use in the undergraduate organic teaching laboratory curriculum. Students are tasked with planning and executing the synthesis of a novel fluorous dye molecule and using it to explore a fluorous affinity chromatography separation technique, which is the first implementation of this technique in a teaching laboratory. Key elements of the project include gradually introducing students to the use of the chemical literature to facilitate their searching, as well as deliberate constraints designed to force them to think critically about reaction design and optimization in organic chemistry. The project also introduces students to some advanced laboratory practices such as Schlenk techniques, degassing of reaction mixtures, affinity chromatography, and microwave-assisted chemistry. This provides students a teaching laboratory experience that closely mirrors authentic synthetic organic chemistry practice in laboratories throughout the world.

An Interactive Computer Lab of the Galvanic Cell for Students in Biochemistry

ERIC Educational Resources Information Center

Ahlstrand, Emma; Buetti-Dinh, Antoine; Friedman, Ran

2018-01-01

We describe an interactive module that can be used to teach basic concepts in electrochemistry and thermodynamics to first year natural science students. The module is used together with an experimental laboratory and improves the students' understanding of thermodynamic quantities such as ?rG, ?rH, and ?rS that are calculated but not directly…

Blending online techniques with traditional face to face teaching methods to deliver final year undergraduate radiology learning content.

PubMed

Howlett, David; Vincent, Tim; Watson, Gillian; Owens, Emma; Webb, Richard; Gainsborough, Nicola; Fairclough, Jil; Taylor, Nick; Miles, Ken; Cohen, Jon; Vincent, Richard

2011-06-01

To review the initial experience of blending a variety of online educational techniques with traditional face to face or contact-based teaching methods to deliver final year undergraduate radiology content at a UK Medical School. The Brighton and Sussex Medical School opened in 2003 and offers a 5-year undergraduate programme, with the final 5 spent in several regional centres. Year 5 involves several core clinical specialities with onsite radiology teaching provided at regional centres in the form of small-group tutorials, imaging seminars and also a one-day course. An online educational module was introduced in 2007 to facilitate equitable delivery of the year 5 curriculum between the regional centres and to support students on placement. This module had a strong radiological emphasis, with a combination of imaging integrated into clinical cases to reflect everyday practice and also dedicated radiology cases. For the second cohort of year 5 students in 2008 two additional online media-rich initiatives were introduced, to complement the online module, comprising imaging tutorials and an online case discussion room. In the first year for the 2007/2008 cohort, 490 cases were written, edited and delivered via the Medical School managed learning environment as part of the online module. 253 cases contained a form of image media, of which 195 cases had a radiological component with a total of 325 radiology images. Important aspects of radiology practice (e.g. consent, patient safety, contrast toxicity, ionising radiation) were also covered. There were 274,000 student hits on cases the first year, with students completing a mean of 169 cases each. High levels of student satisfaction were recorded in relation to the online module and also additional online radiology teaching initiatives. Online educational techniques can be effectively blended with other forms of teaching to allow successful undergraduate delivery of radiology. Efficient IT links and good image quality are essential ingredients for successful student/clinician engagement. Copyright © 2009 Elsevier Ireland Ltd. All rights reserved.

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/.

Teaching about Implicit Prejudices and Stereotypes: A Pedagogical Demonstration

ERIC Educational Resources Information Center

Adams, Virgil H., III; Devos, Thierry; Rivera, Luis M.; Smith, Heather; Vega, Luis A.

2014-01-01

Social psychology instructors from five distinct state universities in California examined the effect of incorporating the implicit association test (IAT) in a teaching module on students' perceived knowledge of implicit biases and motivation to control prejudice. Students (N = 258) completed a knowledge survey on prejudice, stereotypes, and…

Enhanced Podcasts for Teaching Biochemistry to Veterinary Students

ERIC Educational Resources Information Center

Gough, Kevin C.

2011-01-01

The teaching of biochemistry within medical disciplines presents certain challenges; firstly to relay a large body of complex facts and abstract concepts, and secondly to motivate students that this relatively difficult topic is worth their time to study. Here, nutrient biochemistry was taught within a multidisciplinary module as part of an…

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

PubMed

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

2016-01-01

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

Design and evaluation of an online teaching strategy in an undergraduate psychiatric nursing course.

PubMed

Mahoney, Jane S; Marfurt, Stephanie; daCunha, Miguel; Engebretson, Joan

2005-12-01

Psychiatric nurse educators are challenged to prepare graduates in meeting the needs of individuals with a mental illness within an increasingly technology-based environment. This requires the development and evaluation of educational strategies that immerse students in web-based learning. This article presents an overview of a hybrid teaching design that includes classroom teaching and asynchronous threaded discussion in a teaching module in an undergraduate psychiatric nursing course. Evaluation of student preferences, advantages and disadvantages, and learning, as well as qualitative evaluation of students' description of critical thinking, supports the value of online teaching in psychiatric nursing education.

A Self-Instructional Course in Student Financial Aid Administration. Module 3: The Legislative and Regulatory Processes. Second Edition.

ERIC Educational Resources Information Center

Washington Consulting Group, Inc., Washington, DC.

The third of a 17-module self-instructional course on student financial aid administration, this module offers a systematic introduction to the management of federal financial aid programs authorized by Title IV of the Higher Education Act to novice financial aid administrators and other institutional personnel. It teaches the administrator to…

Appropriate Work Habits and Attitudes. Pre-Apprenticeship Phase 1 Training.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This self-paced student training module on work attitudes and habits is one of a number of modules developed for Pre-apprenticeship Phase 1 Training. Purpose of the module is to make students aware of the importance of developing appropriate work habits and attitudes and to teach them how best to prove these to fellow workers, supervisors, and…

Enhancing Intergenerational Contact.

ERIC Educational Resources Information Center

Ralston, Penny A.; And Others

This document is a curriculum module designed to assist secondary school home economic teachers in teaching students about aging. The three major purposes of this module are to provide data-based information on aging related to needs of students to enhance intergenerational contact; to facilitate the expansion of intergenerational contacts by…

Ecology: A Teaching Module. Occasional Paper No. 94.

ERIC Educational Resources Information Center

Brehm, Shirley; And Others

Designed to address conceptual problems associated with ecology, this module can be used with high school students or college nonscience majors including those in elementary education. The materials offer guidance to teachers in diagnosing student deficiencies, in creating dissatisfaction with misconceptions, and in providing opportunities for…

An Evaluation of Industrial/Organizational Psychology Teaching Modules for Use in Introductory Psychology.

ERIC Educational Resources Information Center

Maynard, Douglas C.; Bachiochi, Peter D.; Luna, Ana C.

2002-01-01

Evaluates four modules, created by the Society for Industrial and Organizational Psychology, for educating students about industrial/organizational (I/O) psychology. Reports that students' knowledge about I/O increased, and their interest in taking an I/O psychology course also increased. (CMK)

People Patterns: Fingerprinting. Environmental Module for Use in a Mathematics Laboratory Setting.

ERIC Educational Resources Information Center

Trojan, Arthur; Zastrocky, Mike

This module uses concepts of fingerprinting to illustrate and apply selected mathematical ideas. Specifically, students participate in activities that require pattern recognition, measuring using mm and cm, and identification of similar patterns. Inking of students' prints is done. Teaching suggestions are provided. (MK)

Evaluating the Effectiveness of Two Teaching Strategies to Improve Nursing Students' Knowledge, Skills, and Attitudes About Quality Improvement and Patient Safety.

PubMed

Maxwell, Karen L; Wright, Vivian H

The purpose of this study was to evaluate two teaching strategies with regard to quality and safety education for nurses content on quality improvement and safety. Two groups (total of 64 students) participated in online learning or online learning in conjunction with a flipped classroom. A pretest/posttest control group design was used. The use of online modules in conjunction with the flipped classroom had a greater effect on increasing nursing students' knowledge of quality improvement than the use of online modules only. There was no statistically significant difference between the groups for safety.

Development of active learning modules in pharmacology for small group teaching.

PubMed

Tripathi, Raakhi K; Sarkate, Pankaj V; Jalgaonkar, Sharmila V; Rege, Nirmala N

2015-01-01

Current teaching in pharmacology in undergraduate medical curriculum in India is primarily drug centered and stresses imparting factual knowledge rather than on pharmacotherapeutic skills. These skills would be better developed through active learning by the students. Hence modules that will encourage active learning were developed and compared with traditional methods within the Seth GS Medical College, Mumbai. After Institutional Review Board approval, 90 second year undergraduate medical students who consented were randomized into six sub-groups, each with 15 students. Pre-test was administered. The three sub-groups were taught a topic using active learning modules (active learning groups), which included problems on case scenarios, critical appraisal of prescriptions and drug identification. The remaining three sub-groups were taught the same topic in a conventional tutorial mode (tutorial learning groups). There was crossover for the second topic. Performance was assessed using post-test. Questionnaires with Likert-scaled items were used to assess feedback on teaching technique, student interaction and group dynamics. The active and tutorial learning groups differed significantly in their post-test scores (11.3 ± 1.9 and 15.9 ± 2.7, respectively, P < 0.05). In students' feedback, 69/90 students had perceived the active learning session as interactive (vs. 37/90 students in tutorial group) and enhanced their understanding vs. 56/90 in tutorial group), aroused intellectual curiosity (47/90 students of active learning group vs. 30/90 in tutorial group) and provoked self-learning (41/90 active learning group vs. 14/90 in tutorial group). Sixty-four students in the active learning group felt that questioning each other helped in understanding the topic, which was the experience of 25/90 students in tutorial group. Nevertheless, students (55/90) preferred tutorial mode of learning to help them score better in their examinations. In this study, students preferred an active learning environment, though to pass examinations, they preferred the tutorial mode of teaching. Further efforts are required to explore the effects on learning of introducing similar modules for other topics.

Interprofessional training: Start with the youngest! A program for undergraduate healthcare students in Geneva, Switzerland.

PubMed

van Gessel, Elisabeth; Picchiottino, Patricia; Doureradjam, Robert; Nendaz, Mathieu; Mèche, Petra

2018-03-08

Demography of patients and complexity in the management of multimorbid conditions has made collaborative practice a necessity for the future, also in Switzerland. Since 2012, the University of Applied Sciences (UAS) and its Healthcare School as well as the University of Geneva (UG) with its Medical Faculty have joined forces to implement a training program in collaborative practice, using simulation as one of the main learning/teaching process. The actual program consists of three sequential modules and totalizes 300 h of teaching and learning for approximately 1400-1500 students from six tracks (nutritionists, physiotherapists, midwives, nurses, technologists in medical radiology, physicians); in 2019 another hundred pharmacists will also be included. The main issues addressed by the modules are Module 1: the Swiss healthcare system and collaborative tools. Module 2: roles and responsibilities of the different health professionals, basic tools acquisition in team working (situation monitoring, mutual support, communication). Module 3: the axis of quality and safety of care through different contexts and cases. A very first evaluation of the teaching and learning and particularly on the aspects of acquisition of collaborative tools shows positive attitudes of students towards the implementation of this new training program. Furthermore, a pre-post questionnaire on teamwork aspects reveals significant modifications.

Teaching Assembly for Disassembly; An Under-Graduate Module Experience

ERIC Educational Resources Information Center

Alexandri, Eleftheria

2014-01-01

This paper is about the experience of teaching Assembly for Disassembly to fourth year architect students within the module of sustainable design. When designing a sustainable building one should take into consideration the fact that the building is going to be demolished in some years; thus the materials should be assembled in such a way so that…

Podcasting to Provide Teaching and Learning Support for an Undergraduate Module on English Language and Communication

ERIC Educational Resources Information Center

Edirisingha, Palitha; Rizzi, Chiara; Nie, Ming; Rothwell, Libby

2007-01-01

This paper reports findings from research into the benefits of integrating podcasts into a first year undergraduate module on English Language and Communication at Kingston University. As part of a Faculty teaching and learning support scheme for first year undergraduates, six podcasts were developed to improve students' learning and study skills…

University Undergraduate Projects Can Enhance Sixth-Form Science Teaching

ERIC Educational Resources Information Center

James, Esther; Vinten, Claire; Wood, Eleanor; Merrick, Deborah

2011-01-01

All medical and veterinary students at the University of Nottingham carry out a third-year dissertation module. This module allows students to spend time experiencing contemporary research methods by engaging in research activities. In 2010, academic staff from the Medical and Veterinary Schools initiated educational research projects that enabled…

Health Instruction Packages: Drug Dosage, Classification, and Mixing.

ERIC Educational Resources Information Center

Bracchi, Dorothy P.; And Others

Text, illustrations, and exercises are utilized in a set of seven learning modules to instruct nursing students in the fundamentals of drug classification, dosage, and mixing. The first module, by Dorothy Bracchi, teaches the student to identify six classifications of medication often administered to orthopedic patients: anti-neurospasmolytic…

Health Instruction Packages: How to Take a Blood Pressure.

ERIC Educational Resources Information Center

Lancaster, Carolyn; And Others

Text, illustrations, and exercises are utilized in these four learning modules to teach dental hygiene students, nursing students, and the general public how to measure blood pressure. The first module, "Can You Take a Blood Pressure?" by Carolyn Lancaster, defines blood pressure, distinguishes between systolic and diastolic pressure and…

Health Instruction Packages: Basic Skills and Competencies.

ERIC Educational Resources Information Center

Ivor, Faye; And Others

Text, illustrations, and exercises are utilized in a set of six learning modules designed to instruct allied health services students and practitioners in necessary vocabulary skills and in selected job-related competencies. The first module, "Step into Medical Terminology" by Faye Ivor, teaches students to recognize the meaning of…

Involving Older People in the Design, Development, and Delivery of an Innovative Module on Aging for Undergraduate Students

ERIC Educational Resources Information Center

Tullo, Ellen; Greaves, Laura; Wakeling, Luisa

2016-01-01

As the number of older people in society increases, gaining an awareness of the needs of an aging population is important for university students from all academic backgrounds. Using a multidisciplinary approach to aging, we developed a new teaching module (NU-AGE [Newcastle University Aging Generations Education]) aimed at students enrolled in…

Focused didactic training for skills lab student tutors – which techniques are considered helpful?

PubMed Central

Heni, Martin; Lammerding-Köppel, Maria; Celebi, Nora; Shiozawa, Thomas; Riessen, Reimer; Nikendei, Christoph; Weyrich, Peter

2012-01-01

Objective: Peer-assisted learning is widely used in medical education. However, little is known about an appropriate didactic preparation for peer tutors. We herein describe the development of a focused didactic training for skills lab tutors in Internal Medicine and report on a retrospective survey about the student tutors’ acceptance and the perceived transferability of attended didactic training modules. Methods: The course consisted of five training modules: ‘How to present and explain effectively’: the student tutors had to give a short presentation with subsequent video analysis and feedback in order to learn methods of effective presentation. ‘How to explain precisely’: Precise explanation techniques were trained by exercises of exact description of geometric figures and group feedback. ‘How to explain on impulse’: Spontaneous teaching presentations were simulated and feedback was given. ‘Peyton’s 4 Step Approach’: Peyton‘s Method for explanation of practical skills was introduced and trained by the participants. ‘How to deal with critical incidents’: Possibilities to deal with critical teaching situations were worked out in group sessions. Twenty-three student tutors participated in the retrospective survey by filling out an electronic questionnaire, after at least 6 months of teaching experience. Results: The exercise ‘How to present and explain effectively’ received the student tutors’ highest rating for their improvement of didactic qualification and was seen to be most easily transferable into the skills lab environment. This module was rated as the most effective module by nearly half of the participants. It was followed by ‘Peyton’s 4 Step Approach’ , though it was also seen to be the most delicate method in regard to its transfer into the skills lab owing to time concerns. However, it was considered to be highly effective. The other modules received lesser votes by the tutors as the most helpful exercise in improving their didactic qualification for skills lab teaching. Conclusion: We herein present a pilot concept for a focused didactic training of peer tutors and present results of a retrospective survey among our skills lab tutors about the distinct training modules. This report might help other faculties to design didactic courses for skills lab student tutors. PMID:22737196

Focused didactic training for skills lab student tutors - which techniques are considered helpful?

PubMed

Heni, Martin; Lammerding-Köppel, Maria; Celebi, Nora; Shiozawa, Thomas; Riessen, Reimer; Nikendei, Christoph; Weyrich, Peter

2012-01-01

Peer-assisted learning is widely used in medical education. However, little is known about an appropriate didactic preparation for peer tutors. We herein describe the development of a focused didactic training for skills lab tutors in Internal Medicine and report on a retrospective survey about the student tutors' acceptance and the perceived transferability of attended didactic training modules. The course consisted of five training modules: 1. 'How to present and explain effectively': the student tutors had to give a short presentation with subsequent video analysis and feedback in order to learn methods of effective presentation. 2. 'How to explain precisely': Precise explanation techniques were trained by exercises of exact description of geometric figures and group feedback. 3. 'How to explain on impulse': Spontaneous teaching presentations were simulated and feedback was given. 4. 'Peyton's 4 Step Approach': Peyton's Method for explanation of practical skills was introduced and trained by the participants. 5. 'How to deal with critical incidents': Possibilities to deal with critical teaching situations were worked out in group sessions. Twenty-three student tutors participated in the retrospective survey by filling out an electronic questionnaire, after at least 6 months of teaching experience. The exercise 'How to present and explain effectively' received the student tutors' highest rating for their improvement of didactic qualification and was seen to be most easily transferable into the skills lab environment. This module was rated as the most effective module by nearly half of the participants. It was followed by 'Peyton's 4 Step Approach' , though it was also seen to be the most delicate method in regard to its transfer into the skills lab owing to time concerns. However, it was considered to be highly effective. The other modules received lesser votes by the tutors as the most helpful exercise in improving their didactic qualification for skills lab teaching. We herein present a pilot concept for a focused didactic training of peer tutors and present results of a retrospective survey among our skills lab tutors about the distinct training modules. This report might help other faculties to design didactic courses for skills lab student tutors.

A Prostate Fossa Contouring Instructional Module: Implementation and Evaluation.

PubMed

Gunther, Jillian R; Liauw, Stanley L; Choi, Seungtaek; Mohamed, Abdallah S R; Thaker, Nikhil G; Fuller, Clifton D; Stepaniak, Christopher J; Das, Prajnan; Golden, Daniel W

2016-07-01

Radiation oncology trainees frequently learn to contour through clinical experience and lectures. A hands-on contouring module was developed to teach delineation of the postoperative prostate clinical target volume (CTV) and improve contouring accuracy. Medical students independently contoured a prostate fossa CTV before and after receiving educational materials and live instruction detailing the RTOG approach to contouring this CTV. Metrics for volume overlap and surface distance (Dice similarity coefficient, Hausdorff distance (HD), and mean distance) determined discordance between student and consensus contours. An evaluation assessed perception of session efficacy (1 = "not at all" to 5 = "extremely"; reported as median[interquartile range]). Non-parametric statistical tests were used. Twenty-four students at two institutions completed the module, and 21 completed the evaluation (88% response). The content was rated as "quite" important (4[3.5-5]). The module improved comfort contouring a prostate fossa (pre 1[1-2] vs. post 4[3-4], p<.01), ability to find references (pre 2[1-3] vs. post 4[3.5-4], p<0.01), knowledge of CT prostate/pelvis anatomy (pre 2[1.5-3] vs. post 3[3-4], p<.01), and ability to use contouring software tools (pre 2[2-3.5] vs. post 3[3-4], p=.01). After intervention, mean DSC increased (0.29 to 0.68, p<0.01) and HD and mean distance both decreased, respectively (42.8 to 30.0, p<.01; 11.5 to 1.9, p<.01). A hands-on module to teach CTV delineation to medical students was developed and implemented. Student and expert contours exhibited near "excellent agreement" (as defined in the literature) after intervention. Additional modules to teach target delineation to all educational levels can be developed using this model. Copyright © 2016 American College of Radiology. Published by Elsevier Inc. All rights reserved.

First-Year University Physics Students' Knowledge about Direct Current Circuits: Probing Improvement in Understanding as a Function of Teaching and Learning Interventions

ERIC Educational Resources Information Center

Newman, Richard; van der Ventel, Brandon; Hanekom, Crischelle

2017-01-01

Probing university students' understanding of direct-current (DC) resistive circuits is still a field of active physics education research. We report here on a study we conducted of this understanding, where the cohort consisted of students in a large-enrollment first-year physics module. This is a non-calculus based physics module for students in…

Teaching about Mechanical Waves and Sound with a Tuning Fork and the Sun

ERIC Educational Resources Information Center

Leccia, Silvio; Colantonio, Arturo; Puddu, Emanuella; Galano, Silvia; Testa, Italo

2015-01-01

Literature in "Physics Education" has shown that students encounter many difficulties in understanding wave propagation. Such difficulties lead to misconceptions also in understanding sound, often used as context to teach wave propagation. To address these issues, we present in this paper a module in which the students are engaged in…

Key Issues in Sex Education: Reflecting on Teaching, Learning and Assessment

ERIC Educational Resources Information Center

Oerton, Sarah; Bowen, Helen

2014-01-01

Drawing upon critical reflections of staff and student experiences of teaching, learning and assessment on an undergraduate module entitled Key Issues in Sex Education, we discuss the strategies used to engage students in debates around sex and relationships education (SRE). To date, there is little research which evaluates how formal assessments…

Media in teaching college level nutrition. Is it effective and efficient?

PubMed

Short, S H

1975-06-01

Several techniques have been used, studied, and tested to teach nutrition at Syracuse University. One self-paced course in nutrition and food science tutors students completely through audio tapes integrated with films, slides, video tapes, discussion groups, laboratory manual, and computer-assisted instruction. Evaluation is by computerized tests given after each module at the student's discretion. Compressed-speech tapes are used to increase learning efficiency. Dietetic, nutrition, nursing, and pre-medical students are taught nutrition via these methods for selected modules, but they mainly learn by lectures supplemented by pertinent films, slides, transparencies, television commercials, telectures, videotapes, and simulations. Multi-media "happenings" are presented which gain students' attention and change attitudes while imparting nutritional information which is well retained.

Teaching home care electronic documentation skills to undergraduate nursing students.

PubMed

Nokes, Kathleen M; Aponte, Judith; Nickitas, Donna M; Mahon, Pamela Y; Rodgers, Betsy; Reyes, Nancy; Chaya, Joan; Dornbaum, Martin

2012-01-01

Although there is general consensus that nursing students need knowledge and significant skill to document clinical findings electronically, nursing faculty face many barriers in ensuring that undergraduate students can practice on electronic health record systems (EHRS). External funding supported the development of an educational innovation through a partnership between a home care agency staff and nursing faculty. Modules were developed to teach EHRS skills using a case study of a homebound person requiring wound care and the Medicare-required OASIS documentation system. This article describes the development and implementation of the module for an upper-level baccalaureate nursing program located in New York City. Nursing faculty are being challenged to develop creative and economical solutions to expose nursing students to EHRSs in nonclinical settings.

Multimedia Activities in L2 Course Websites--A Case Study of a Site Dedicated to Cultural Topics of Portuguese-Speaking Countries

ERIC Educational Resources Information Center

Vasconcelos, Ricardo

2012-01-01

This study examines student preferences and behavior when navigating online multimedia modules dedicated to teaching cultural aspects associated with an L2, and the contribution of the online multimedia format of the modules to raising interest in these cultural topics. It focuses on student options regarding reading texts on the modules' main…

Mangroves Build Land. "Mangroves are a Valuable Resource." Grades 7 and 8. A Two Lesson Unit. Student Learning Activity Module.

ERIC Educational Resources Information Center

Frank, James

This module is an activity and film-oriented unit focusing on the importance of mangroves in the South Florida ecosystem. The module is part of a series designed to be used by teachers, students, and community members to help them utilize community resources in developing and teaching environmental concepts and responsibility, and in seeking ways…

NASA's planetary protection program as an astrobiology teaching module

NASA Astrophysics Data System (ADS)

Kolb, Vera M.

2005-09-01

We are currently developing a teaching module on the NASA's Planetary Protection Program for UW-Parkside SENCER courses. SENCER stands for Science Education for New Civic Engagements and Responsibility. It is a national initiative of the National Science Foundation (NSF), now in its fifth year, to improve science education by teaching basic sciences through the complex public issues of the 21st century. The Planetary Protection Program is one such complex public issue. Teaching astrobiology and the NASA's goals via the Planetary Protection module within the SENCER courses seems to be a good formula to reach large number of students in an interesting and innovative way. We shall describe the module that we are developing. It will be launched on our web site titled "Astrobiology at Parkside" (http://oldweb.uwp.edu/academic/chemistry/kolb/organic_chemistry/, or go to Google and then to Vera Kolb Home Page), and thus will be available for teaching to all interested parties.

Building an open academic environment – a new approach to empowering students in their learning of anatomy through ‘Shadow Modules’

PubMed Central

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

2014-01-01

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. PMID:24117249

Certainty rating in pre-and post-tests of study modules in an online clinical pharmacy course - A pilot study to evaluate teaching and learning.

PubMed

Luetsch, Karen; Burrows, Judith

2016-10-14

Graduate and post-graduate education for health professionals is increasingly delivered in an e-learning environment, where automated, continuous formative testing with integrated feedback can guide students' self-assessment and learning. Asking students to rate the certainty they assign to the correctness of their answers to test questions can potentially provide deeper insights into the success of teaching, with test results informing course designers whether learning outcomes have been achieved. It may also have implications for decision making in clinical practice. A study of pre-and post-tests for five study modules was designed to evaluate the teaching and learning within a pharmacotherapeutic course in an online postgraduate clinical pharmacy program. Certainty based marking of multiple choice questions (MCQ) was adapted for formative pre- and post-study module testing by asking students to rate their certainty of correctness of MCQ answers. Paired t-tests and a coding scheme were used to analyse changes in answers and certainty between pre-and post-tests. A survey evaluated students' experience with the novel formative testing design. Twenty-nine pharmacists enrolled in the postgraduate program participated in the study. Overall 1315 matched pairs of MCQ answers and certainty ratings between pre- and post-module tests were available for evaluation. Most students identified correct answers in post-tests and increased their certainty compared to pre-tests. Evaluation of certainty ratings in addition to correctness of answers identified MCQs and topic areas for revision to course designers. A survey of students showed that assigning certainty ratings to their answers assisted in structuring and focusing their learning throughout online study modules, facilitating identification of areas of uncertainty and gaps in their clinical knowledge. Adding certainty ratings to MCQ answers seems to engage students with formative testing and feedback and focus their learning in a web-based postgraduate pharmacy course. It also offers deeper insight into the successful delivery of online course content, identifying areas for improvement of teaching and content delivery as well as test question design.

Teaching bioinformatics and neuroinformatics by using free web-based tools.

PubMed

Grisham, William; Schottler, Natalie A; Valli-Marill, Joanne; Beck, Lisa; Beatty, Jackson

2010-01-01

This completely computer-based module's purpose is to introduce students to bioinformatics resources. We present an easy-to-adopt module that weaves together several important bioinformatic tools so students can grasp how these tools are used in answering research questions. Students integrate information gathered from websites dealing with anatomy (Mouse Brain Library), quantitative trait locus analysis (WebQTL from GeneNetwork), bioinformatics and gene expression analyses (University of California, Santa Cruz Genome Browser, National Center for Biotechnology Information's Entrez Gene, and the Allen Brain Atlas), and information resources (PubMed). Instructors can use these various websites in concert to teach genetics from the phenotypic level to the molecular level, aspects of neuroanatomy and histology, statistics, quantitative trait locus analysis, and molecular biology (including in situ hybridization and microarray analysis), and to introduce bioinformatic resources. Students use these resources to discover 1) the region(s) of chromosome(s) influencing the phenotypic trait, 2) a list of candidate genes-narrowed by expression data, 3) the in situ pattern of a given gene in the region of interest, 4) the nucleotide sequence of the candidate gene, and 5) articles describing the gene. Teaching materials such as a detailed student/instructor's manual, PowerPoints, sample exams, and links to free Web resources can be found at http://mdcune.psych.ucla.edu/modules/bioinformatics.

Creating Open Education Resources for Teaching and Community Development through Action Research: The Milk Production and Hygiene Module

ERIC Educational Resources Information Center

Ssajjakambwe, Paul; Setumba, Christopher; Kisaka, Stevens; Bahizi, Gloria; Vudriko, Patrick; Kabasa, John D.; Kaneene, John B.

2013-01-01

One of the cornerstones of the AgShare program is the application of an information loop of action research in the training of graduate students to generate new and practical educational materials and interventions for creating open education research (OER) modules for teaching at universities, and for designing interventions and training…

A learning progression based teaching module on the causes of seasons

NASA Astrophysics Data System (ADS)

Galano, S.

2016-03-01

In this paper, we report about designing and validating a teaching learning module based on a learning progression and focused on the causes of seasons. An initial learning progression about the Celestial Motion big idea -causes of seasons, lunar and solar eclipse and Moon phases- was developed and validated. Existing curricula, research studies on alternative conceptions about these phenomena, and students' answers to an open questionnaire were the starting point to develop initial learning progressions; then, a two-tier multiple-choice questionnaire was designed to validate and improve it. The questionnaire was submitted to about 300 secondary-school students whose answers were used to revise the hypothesized learning progressions. This improved version of the learning progression was used to design a module focused on the causes of seasons in which students were engaged in quantitative measurements with a photovoltaic panel to explain changes of the Sun rays' flow on the Earth's surface over the year. The efficacy of our module in improving students' understanding of the phenomenon of the seasons was tested using our questionnaire as pre- and post-test.

Modules in Agricultural Education for Forestry.

ERIC Educational Resources Information Center

New York State Education Dept., Albany. Bureau of Occupational and Career Curriculum Development.

Each of the seven curriculum modules in this packet for forestry instruction contains a brief description of the module content, a list of the major divisions or units, the overall objectives, objectives by unit, content outline and suggested teaching methods, student application activities, and evaluation procedures. Module titles are Forest Fire…

Impact of Case-Based Lectures on Students' Performance in Vascular Physiology Module

ERIC Educational Resources Information Center

Latif, Rabia

2014-01-01

Lecture-Based Teaching (LBT) remains the predominant form of teaching in healthcare profession education. It is excellent in providing an overview of a particular topic to a large number of students. However, the concern, which has been highlighted time and again, is the monotony and passive nature of this form of information transmission, which…

DNA Replication and Transcription: An Innovative Teaching Strategy

ERIC Educational Resources Information Center

Fossey, Annabel; Hancock, Carolyn

2005-01-01

First-year students in genetics at the University of KwaZulu-Natal, South Africa, attend two general biology modules, one in each semester. Teaching involves four formal lectures per week of 45 min each, one 3-h practical, and one lecture period tutorial. These students, graduating from secondary education, are well schooled in rote learning but…

Introduction of Team-Based Learning (TBL) at Kilimanjaro Christian Medical University College: Experience with the Ectoparasites Module

PubMed Central

Nyindo, Mramba; Kitau, Jovin; Lisasi, Esther; Kapanda, Gibson; Matowo, Johnston; Francis, Patrick; Bartlett, John

2014-01-01

Background Contemporary teaching in sub-Saharan African medical schools is largely through didactic and problem-based approaches. These schools face challenges from burgeoning student numbers, severe faculty shortages, faculty without instruction in teaching methods, and severe infrastructure inadequacies. Team-based learning (TBL) is a pedagogy which may be attractive because it spares faculty time. TBL was piloted in a module on ectoparasites at the Kilimanjaro Christian Medical University College (KCMU Co). Methods TBL orientation began 6 weeks before starting the module. Students were issued background readings and individual and group readiness assessment tests, followed by module application, discussion, and evaluation. At completion, student perceptions of TBL were assessed using a 5-point Likert scale evaluating 6 domains, with a score of 5 being most favorable. Strength of consensus measures (sCns) were applied. Final examination scores were compiled for 2011 (didactic) and 2012 (TBL). Results 158 students participated in the module. The mean student scores across the 6 domains ranged from 4.2–4.5, with a high degree of consensus (range 85–90%). The final examination scores improved between 2011 and 2012 Conclusions KCMU Co student perceptions of TBL were very positive, and final exam grades improved. These observations suggest future promise for TBL applications at KCMU Co and potentially other schools. PMID:24491164

Students’ perceptions of lecturing approaches: traditional versus interactive teaching

PubMed Central

Abdel Meguid, Eiman; Collins, Matthew

2017-01-01

Background There is an increasing trend toward transcending from traditional teaching to student-centered methodologies that actively engage students. We aimed to analyze students’ perceptions of effective interactive teaching using PollEverywhere Audience Response System (ARS) as a worthwhile teaching methodology. It can be of great help in maintaining students’ attention and in facilitating the lecturer to pick up students’ misunderstandings and correct them. Materials and methods This system was introduced to the undergraduate dental curriculum to increase student’s motivation and attention, giving immediate feedback on student understanding during an anatomy module. Computer science (CS) students who were more familiar with the use of this technology were also involved in the study for comparison and validation of the findings. The lecturer strategically inserted questions using PollEverywhere ARS. Students’ perception of the effective interactive teaching using this technology was evaluated statistically using a questionnaire and focus groups. Results It promoted interactivity, focused attention, and provided feedback on comprehension. A total of 95% reported that it increased their participation and found that it clarified their thinking and helped to focus on key points. Another 81.7% mentioned that it increased their motivation to learn. Students regarded it as a useful method for giving real-time feedback, which stimulated their performance and participation. Data from CS students echoed the findings from the dental students. Reports from focus groups demonstrated that this strategy was helpful in focusing students’ attention and in clarifying information. Discussion PollEverywhere encouraged all students to participate during the learning process. This has proven to be an effective tool for improving students’ understanding and critical thinking. Conclusion Students regarded PollEverywhere as an effective teaching innovation that encouraged deeper ongoing retention of information. It was found to be an effective teaching aid in monitoring students’ progress and identifying deficiencies. This is of benefit in a module where interactivity is considered important. PMID:28360541

Undergraduate basic surgical skills education: impact on attitudes to a career in surgery and surgical skills acquisition.

PubMed

McAnena, P F; O'Halloran, N; Moloney, B M; Courtney, D; Waldron, R M; Flaherty, G; Kerin, M J

2018-05-01

Basic surgical skills modules in medical education are effective in teaching skills and increasing confidence among students approaching surgery. However, these modules are not delivered universally and their effect on the professional development of graduates has not been established. We aimed to assess the impact of a 10-week basic surgical skills module on attitudes and technical skills of first year medical students compared to interns. Eighteen students participated and were assessed using a 4-part questionnaire. Technical skills were assessed by observing students perform a basic interrupted suture, using the objective structured assessment of technical skills (OSATS) tool. Fourteen interns were recruited. Students were more confident in surgical scrubbing (mean score 4.0 vs. 2.86, p = 0.001), and performing a basic suture (4.05 vs. 1.93, p = 0.000), more enthusiastic about assisting with an operation (4.5 vs. 3.0, p = 0.001) and more likely to consider a career in surgery (4.16 vs. 2.28, p = 0.000). Technical skills were greater in the student group (mean score 30.8 vs. 19.6, p = 0.001). Five interns had taken part in surgical skills modules as undergraduates. Their technical skills were significantly higher compared to interns who had not (n = 9) (28.8 vs. 14.5, p = 0.006), and they were more likely to consider a career in surgery (3.6 vs. 1.5, p = 0.036). The introduction of surgical skills teaching to the undergraduate medical curriculum has a positive impact on students' attitudes towards surgery and accelerates basic technical skills development. Consideration should be given to development of a standardised undergraduate core curriculum in basic surgical skills teaching.

Terrestrial Laser Scanning and Structure from Motion teaching resources for undergraduate field education courses

NASA Astrophysics Data System (ADS)

Pratt-Sitaula, B. A.; Shervais, K.; Crosby, C. J.; Douglas, B. J.; Niemi, N. A.; Wang, G.; Charlevoix, D. J.

2015-12-01

Fieldwork is an integral part of the geosciences and there is a longstanding tradition of teaching field methods as part of the undergraduate curriculum. As new technology changes the ways in which we scientifically examine the Earth, and as workforce development demands evolve, there is growing interest in introducing these new technologies into field education courses. In collaboration with field education instructors, UNAVCO, the National Science Foundation's geodetic facility, has developed a module of teaching resources to integrate terrestrial lidar scanning into field courses. An NSF facility is well positioned to develop scalable resources that can then be distributed or adapted for broader implementation. The modules can also be accomplished using Structure from Motion methods in place of lidar scanning. Modules goals are for students to be able to: (A) design and conduct a complex TLS survey to address a geologic research question and (B) articulate the societal impetus for answering these research questions and identify why TLS is the appropriate method in some circumstances. The module is comprised of five units: (1) Introduction to survey design, (2) Stratigraphic section analysis, (3) Fault scarp analysis, (4) Geomorphic change detection, (5) Student-led survey design summative assessment. The modules, apart from the Introduction, are independent, thus select modules can be employed in a given field setting. Prototype module materials were developed from the last five years of UNAVCO support of undergraduate field courses. The current versions of the modules were tested in summer 2015 at the Indiana University and University of Michigan field camps. Results show that the majority of students are able to achieve the intended learning goals. Module materials are available on the UNAVCO Education and Community Engagement website.

Librarians Flip for Students: Teaching Searching Skills to Medical Students Using a Flipped Classroom Approach.

PubMed

Minuti, Aurelia; Sorensen, Karen; Schwartz, Rachel; King, Winifred S; Glassman, Nancy R; Habousha, Racheline G

2018-01-01

This article describes the development of a flipped classroom instructional module designed by librarians to teach first- and second-year medical students how to search the literature and find evidence-based articles. The pre-class module consists of an online component that includes reading, videos, and exercises relating to a clinical case. The in-class sessions, designed to reinforce important concepts, include various interactive activities. The specifics of designing both components are included for other health sciences librarians interested in presenting similar instruction. Challenges encountered, particularly in the live sessions, are detailed, as are the results of evaluations submitted by the students, who largely enjoyed the online component. Future plans are contingent on solving technical problems encountered during the in-class sessions.

Teaching calculus using module based on cooperative learning strategy

NASA Astrophysics Data System (ADS)

Arbin, Norazman; Ghani, Sazelli Abdul; Hamzah, Firdaus Mohamad

2014-06-01

The purpose of the research is to evaluate the effectiveness of a module which utilizes the cooperative learning for teaching Calculus for limit, derivative and integral. The sample consists of 50 semester 1 students from the Science Programme (AT 16) Sultan Idris Education University. A set of questions of related topics (pre and post) has been used as an instrument to collect data. The data is analyzed using inferential statistics involving the paired sample t-test and the independent t-test. The result shows that students have positive inclination towards the modulein terms of understanding.

Interactive instruction of cellular physiology for remote learning.

PubMed

Huang, C; Huang, H K

2003-12-01

The biomedical sciences are a rapidly changing discipline that have adapted to innovative technological advances. Despite these many advances, we face two major challenges: a) the number of experts in the field is vastly outnumbered by the number of students, many of whom are separated geographically or temporally and b) the teaching methods used to instruct students and learners have not changed. Today's students have adapted to technology--they use the web as a source of information and communicate via email and chat rooms. Teaching in the biomedical sciences should adopt these new information technologies (IT), but has thus far failed to capitalize on technological opportunity. Creating a "digital textbook" of the traditional learning material is not sufficient for dynamic processes such as cellular physiology. This paper describes innovative teaching techniques that incorporate familiar IT and high-quality interactive learning content with user-centric instruction design models. The Virtual Labs Project from Stanford University has created effective interactive online teaching modules in physiology (simPHYSIO) and delivered them over broadband networks to their undergraduate and medical students. Evaluation results of the modules are given as a measure of success of such innovative teaching method. This learning media strategically merges IT innovations with pedagogy to produce user-driven animations of processes and engaging interactive simulations.

A Blended Learning Experience for Teaching Microbiology

PubMed Central

Sancho, Pilar; Corral, Ricardo; Rivas, Teresa; González, María Jesús; Chordi, Andrés

2006-01-01

Objectives To create a virtual laboratory system in which experimental science students could learn required skills and competencies while overcoming such challenges as time limitations, high cost of resources, and lack of feedback often encountered in a traditional laboratory setting. Design A blended learning experience that combines traditional practices and e-learning was implemented to teach microbiological methods to pharmacy students. Virtual laboratory modules were used to acquire nonmanual skills such as visual and mental skills for data reading, calculations, interpretation of the results, deployment of an analytical protocol, and reporting results. Assesment Learning achievement was evaluated by questions about microbiology case-based problems. Students' perceptions were obtained by assessment questionnaire. Conclusion By combining different learning scenarios, the acquisition of the necessary but otherwise unreachable competences was achieved. Students achieved similar grades in the modules whose initiation was in the virtual laboratory to the grades they achieved with the modules whose complete or partial initiation took place in the laboratory. The knowledge acquired was satisfactory and the participants valued the experience. PMID:17149449

Math Space Mission. [A Product of] the Regional Math Network: A Teacher Invigoration and Curriculum Development Project.

ERIC Educational Resources Information Center

Harvard Univ., Cambridge, MA. Graduate School of Education.

This unit is intended to teach estimation skills in such a way as to be relevant and useful to students as they apply them in various problem-solving activities. The teaching activities feature the earth, exploration into space, and the other worlds in the solar system. The teacher's guide contains four modules. Module I suggests the use of…

Crossing the Gap between Indigenous Worldview and Western Science: Millet Festival as a Bridge in the Teaching Module

ERIC Educational Resources Information Center

Chiang, Chia-Ling; Lee, Huei

2015-01-01

The worldview within indigenous people's traditional knowledge and western science can be a world of difference. In order to help indigenous students cross the gap and develop a sense of cultural identification. Taking Bunun, one of the Taiwanese indigenous tribes, as our subject, this study aims to develop a teaching module through Bunun's Millet…

Effective Classroom Management. The Basic Element of Effective Teaching. A Module for Undergraduate Instruction in Teacher Education in the RAFT Program at Mississippi State University.

ERIC Educational Resources Information Center

Handley, Herbert M., Ed.

This module, developed by the Research Applications for Teaching (RAFT) project, introduces the undergraduate student to practices of teachers in effective schools which facilitate the climate for learning in the classroom. Used with Canter's materials on assertive discipline, the preservice teachers should have an opportunity to reflect carefully…

Evaluation of an art in health care elective module--a nurse education initiative.

PubMed

McCabe, Catherine; Neill, Freda; Granville, Gary; Grace, Sheila

2013-03-01

International literature suggests that nurse educators perceive a value in the arts and literature as a teaching strategy in helping nurses express a personal philosophy of nursing, teaching spirituality and non-verbal communication. The purpose of this study was to evaluate nursing students experiences of undertaking an interdisciplinary 'Art in Health' elective. The formative evaluation approach was based on the reflective practice model that encourages students (n = 60) to evaluate their own learning experience. 88% of nursing students valued the experience of learning with students from other disciplines or colleges. 63% commented on how they enjoyed the creative aspect of studio work and the element of diversity in brought to nursing. 63% indicated that the module gave them a greater insight into the presence of art in health care contexts and felt that they gained a deeper understanding of how art can help people in hospital. The module presents an innovative model of interdisciplinary curriculum development which appears to facilitate students in viewing patients from a more holistic perspective. As an education experience this module appears to have the potential to help students develop skills in working collaboratively with other health care and non health care disciplines. Copyright © 2012 Elsevier Ltd. All rights reserved.

Using anonymized reflection to teach ethics: a pilot study.

PubMed

Kyle, Gaye

2008-01-01

Anonymized reflection was employed as an innovative way of teaching ethics in order to enhance students' ability in ethical decision making during a Care of the Dying Patient and Family' module. Both qualitative and quantitative data were collected from the first two student cohorts who experienced anonymized reflection ( n = 24). The themes identified were the richness and relevance of scenarios, small-group work and a team approach to teaching. Students indicated that they preferred this style of teaching. This finding was verified by a postal questionnaire conducted four months later. The conclusions drawn from this study suggest that using anonymized reflection is an effective method for teaching ethics to nurses and indicates that learning about ethical issues in this way reduces uncertainties.

The Design and Implementation of Network Teaching Platform Basing on .NET

NASA Astrophysics Data System (ADS)

Yanna, Ren

This paper addresses the problem that students under traditional teaching model have poor operation ability and studies in depth the network teaching platform in domestic colleges and universities, proposing the design concept of network teaching platform of NET + C # + SQL excellent course and designing the overall structure, function module and back-end database of the platform. This paper emphatically expounds the use of MD5 encryption techniques in order to solve data security problems and the assessment of student learning using ADO.NET database access technology as well as the mathematical formula. The example shows that the network teaching platform developed by using WEB application technology has higher safety and availability, and thus improves the students' operation ability.

Impact of abbreviated lecture with interactive mini-cases vs traditional lecture on student performance in the large classroom.

PubMed

Marshall, Leisa L; Nykamp, Diane L; Momary, Kathryn M

2014-12-15

To compare the impact of 2 different teaching and learning methods on student mastery of learning objectives in a pharmacotherapy module in the large classroom setting. Two teaching and learning methods were implemented and compared in a required pharmacotherapy module for 2 years. The first year, multiple interactive mini-cases with inclass individual assessment and an abbreviated lecture were used to teach osteoarthritis; a traditional lecture with 1 inclass case discussion was used to teach gout. In the second year, the same topics were used but the methods were flipped. Student performance on pre/post individual readiness assessment tests (iRATs), case questions, and subsequent examinations were compared each year by the teaching and learning method and then between years by topic for each method. Students also voluntarily completed a 20-item evaluation of the teaching and learning methods. Postpresentation iRATs were significantly higher than prepresentation iRATs for each topic each year with the interactive mini-cases; there was no significant difference in iRATs before and after traditional lecture. For osteoarthritis, postpresentation iRATs after interactive mini-cases in year 1 were significantly higher than postpresentation iRATs after traditional lecture in year 2; the difference in iRATs for gout per learning method was not significant. The difference between examination performance for osteoarthritis and gout was not significant when the teaching and learning methods were compared. On the student evaluations, 2 items were significant both years when answers were compared by teaching and learning method. Each year, students ranked their class participation higher with interactive cases than with traditional lecture, but both years they reported enjoying the traditional lecture format more. Multiple interactive mini-cases with an abbreviated lecture improved immediate mastery of learning objectives compared to a traditional lecture format, regardless of therapeutic topic, but did not improve student performance on subsequent examinations.

Dutch Research on Knowledge-Based Instructional Systems: Introduction to the Special Issue.

ERIC Educational Resources Information Center

van Merrienboer, Jeroen J. G.

1994-01-01

Provides an overview of this issue that reviews Dutch research concerning knowledge-based instructional systems. Topics discussed include experimental research, conceptual models, design considerations, and guidelines; the design of student diagnostic modules, instructional modules, and interface modules; second-language teaching; intelligent…

An assessment of the feasibility and effectiveness of an e-learning module in delivering a curriculum in radiation protection to undergraduate medical students.

PubMed

Leong, Sum; Mc Laughlin, Patrick; O'Connor, Owen J; O'Flynn, Siun; Maher, Michael M

2012-03-01

Integrating radiation protection (RP) education in the undergraduate medical curriculum is gaining importance and is mandatory in certain jurisdictions. An e-learning module for RP was developed at the authors' medical school and was integrated into year 4 of the 5-year undergraduate medical program. The aim of this study was to investigate its impact on RP knowledge, student preferences for various teaching methods, self-assessment of RP knowledge, and perceptions of career prospects in radiology. Likert-type 5-point scale evaluations and general comments about the RP module and various methods of teaching were also obtained. An e-learning module in RP was designed and presented to year 4 medical undergraduates. All students were required to complete premodule and postmodule questionnaires. Eighty-nine percent (n = 113) and 99% (n = 126) of the 127 medical students successfully completed and returned the premodule and postmodule questionnaires, respectively. After the e-learning module, students' postmodule RP knowledge had improved significantly. Analysis of postmodule RP knowledge suggested that a favorable self-assessment of knowledge of RP, perception of career prospects in radiology, and completion of the e-learning module with an increased number of sessions were factors predictive of improved RP knowledge. Students expressed a preference for didactic lectures and clinical attachment for instruction in RP over e-learning. The development of an e-learning module in RP is feasible and results in improved knowledge of RP among medical undergraduates. Combining e-learning and more traditional educational programs such as a clinical radiology rotation is likely to improve student experience. Copyright © 2012 American College of Radiology. Published by Elsevier Inc. All rights reserved.

The Math You Need at Baylor University: Improving Quantitative Skills in an Introductory Geology Lab Course

NASA Astrophysics Data System (ADS)

Browning, S.

2014-12-01

The Math You Need (TMYN) modules were introduced at Baylor University in fall 2012 to address issues of math anxiety common among freshmen non-majors completing their lab science requirement, and to reduce lab time spent reviewing basic math concepts. Modules and associated assessment questions commonly use geoscience examples to illustrate the mathematical principles involved, reinforcing topics addressed in lab. Large enrollments in the course selected for these modules necessitate multiple graduate teaching assistants in the lab, making the online nature of the modules and minimal required involvement of the teaching assistants even more valuable. Students completed three selected modules before encountering associated topics in lab, as well as a pre and post-test to gauge improvement. This presentation will review lessons learned and changes made in the first two years of TMYN at Baylor. Results indicate continued increases in mean pre to post test scores (e.g. 3.2% in fall 2012 to 11.9% in spring 2014), percentage of student pre to post- test improvement (59% in fall 2012 to 72% in spring 2014) and student participation (95 in fall 2012 to 186 in spring 2014). Continued use of these modules is anticipated.

Preparation for Instruction. A Module of Instruction in Teacher Education. Prepared for Project RAFT.

ERIC Educational Resources Information Center

Handley, Herbert M., Ed.

This module, developed by the Research Applications for Teaching (RAFT) project, was written to assist students to write lesson plans that are effective and interactive. Students are given directions for the preparation of behavioral objectives and for the selection of appropriate instructional methodologies to meet the widely varying needs of…

Mangroves and Seawalls. "Increased Pressure for Land Fill Will Cause More and More Stress to Natural Areas." Grades 7 and 8. A Three Lesson Unit. Student Learning Activity Module.

ERIC Educational Resources Information Center

Frank, James

This module is an activity/discussion-centered unit focusing on the importance of shoreline surface area. The module is part of a series designed to be used by teachers, students, and community members to help them utilize community resources in developing and teaching environmental concepts and responsibility, and in seeking ways to solve…

Development of contextual teaching and learning based science module for junior high school for increasing creativity of students

NASA Astrophysics Data System (ADS)

Kurniasari, H.; Sukarmin; Sarwanto

2018-03-01

The purpose of this research are to analyze the the properness of contextual teaching and learning (CTL)-based science module for Junior High School for increasing students’ creativity and using CTL-based science module to increase students’ learning creativity. Development of CTL-based science module for Junior High School is Research and Development (R&D) using 4D Model consist of 4 steps: define, design, develop, and disseminate. Module is validated by 3 expert validators (Material, media, and language experts), 2 reviewer and 1 peer reviewer. . Based on the results of data analysis, it can be concluded that: the results of the validation, the average score of CTL-based science module is 88.28%, the value exceeded the value of the cut off score of 87.5%, so the media declared eligible for the study. Research shows that the gain creativity class that uses CTL-based science module has a gain of 0.72. Based on the results of the study showed that CTL-based science module effectively promotes creativity of students

ScienceFEST: Preservice Teachers link Math and Science in Astronomy Lessons

NASA Astrophysics Data System (ADS)

DeMuth, N. H.; Kasabian, J.

2005-05-01

Funded by the National Science Foundation, Science FEST (Science for Future Elementary School Teachers) aims to develop the science content and pedagogy for project participants by connecting their college coursework to the science they will eventually teach. Working individually and in pairs, future elementary and middle school teachers design a comprehensive module in astronomy that is inquiry-based and reflects the national and state science standards. Project participants then teach their modules in local elementary or middle school classrooms. Science FEST project participants report gaining a deep understanding of the science they are teaching, learning to engage all students to explore science concepts, and reflecting on their teaching and how it can be improved. The session presenters will share some of the instructional materials developed by the college students and how their experiences in Science FEST have enhanced their pre-professional development. The project's website can be found at www.science-fest.org.

Tracing Intercultural and Interlinguistic Moves within and beyond Student Mobility Programmes: The Case of the IEREST Project

ERIC Educational Resources Information Center

Cebron, Neva

2017-01-01

The paper presents the core aims and objectives of the teaching materials developed within the IEREST (Intercultural Education Resources for Erasmus Students and their Teachers) project, and shows how the innovative approach adopted for these activities can be implemented in the classroom. The IEREST teaching modules are innovative in that the…

More than Just a Game: The Role of Simulation in The Teaching of Product Design and Entrepreneurship to Mechanical Engineering Students

ERIC Educational Resources Information Center

Costello, Gabriel J.

2017-01-01

The purpose of this work is to contribute to the debate on the best pedagogical approach to developing undergraduate mechanical engineering skills to meet the requirements of contemporary complex working environments. The paper provides an example of using student-entrepreneur collaboration in the teaching of modules to Mechanical Engineering…

Earthquake Magnitude: A Teaching Module for the Spreadsheets Across the Curriculum Initiative

NASA Astrophysics Data System (ADS)

Wetzel, L. R.; Vacher, H. L.

2006-12-01

Spreadsheets Across the Curriculum (SSAC) is a library of computer-based activities designed to reinforce or teach quantitative-literacy or mathematics concepts and skills in context. Each activity (called a "module" in the SSAC project) consists of a PowerPoint presentation with embedded Excel spreadsheets. Each module focuses on one or more problems for students to solve. Each student works through a presentation, thinks about the in-context problem, figures out how to solve it mathematically, and builds the spreadsheets to calculate and examine answers. The emphasis is on mathematical problem solving. The intention is for the in- context problems to span the entire range of subjects where quantitative thinking, number sense, and math non-anxiety are relevant. The self-contained modules aim to teach quantitative concepts and skills in a wide variety of disciplines (e.g., health care, finance, biology, and geology). For example, in the Earthquake Magnitude module students create spreadsheets and graphs to explore earthquake magnitude scales, wave amplitude, and energy release. In particular, students realize that earthquake magnitude scales are logarithmic. Because each step in magnitude represents a 10-fold increase in wave amplitude and approximately a 30-fold increase in energy release, large earthquakes are much more powerful than small earthquakes. The module has been used as laboratory and take-home exercises in small structural geology and solid earth geophysics courses with upper level undergraduates. Anonymous pre- and post-tests assessed students' familiarity with Excel as well as other quantitative skills. The SSAC library consists of 27 modules created by a community of educators who met for one-week "module-making workshops" in Olympia, Washington, in July of 2005 and 2006. The educators designed the modules at the workshops both to use in their own classrooms and to make available for others to adopt and adapt at other locations and in other classes. When fully developed, the module collection will be available at the on-line Science Education Resource Center at Carleton College, searchable by quantitative skill, subject area, and Excel level. The number of modules will continue to grow through individual efforts as well as an additional module-making workshop in July of 2007 facilitated by the Washington Center for Improving the Quality of Undergraduate Education.

Construction of knowledge about teaching practice and educating students from diverse cultures in an online induction program

NASA Astrophysics Data System (ADS)

Bice, Lawrence Raymond

2005-11-01

Beginning teachers in both urban areas and geographically isolated rural areas often do not have access to a mentor teacher of the same content area or grade level in their school or district. This project is a study of learning in the on-line e-Mentoring for Student Success (eMSS) program, which provides induction for science and mathematics teachers in Montana and California. The study centered on a particular segment of eMSS called the Diversity Module. Two examinations were conducted: (1) Analysis of discourse by all participants in the Diversity Module, and (2) case study of five beginning teachers with diverse student populations. Analysis of learning by cases was conducted by examining discourse in the Diversity Module, private on-line discussions with their assigned mentors during a two-year period, and pre and post Diversity Module interviews and interviews of their mentors. Three frameworks were developed to aid understanding of findings: (1) discourse analysis, (2) competencies of multicultural teachers, and, (3) competencies of pedagogical and pedagogical content knowledge. Cases developed their knowledge of teaching along a continuum of needs over two years of participation in the eMSS program. Initial needs expressed by mentees were in areas such as classroom management and general methods of instruction. Cases increased their knowledge in virtually all aspects of pedagogical knowledge, changing their expressed needs to pedagogical content knowledge concerns such as adapting and differentiating instruction for particular content and individual students, and building their repertoire of instructional representations. Through on-line discussion, teachers developed or advanced awareness of student culture and learning characteristics, and adapted their practice to foster a climate of student respect. Findings provided little evidence of adapting instruction for diverse student learning. Teachers who had a strong awareness of their own and their students' cultures advanced their understanding of multicultural teaching competencies further than those who did not. Interview results indicated that learning sometimes takes place in a non-visible manner. Growth in multicultural teaching knowledge, as well as several aspects of pedagogical and pedagogical content knowledge, was clearly evident for participants who posted few messages, but read and actively reflected on thoughts of others.

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.

[Virtual educational proposal in cardiopulmonary resuscitation for the neonate care].

PubMed

Gonçalves, Gilciane Ribeiro; Peres, Heloisa Helena Ciqueto; Rodrigues, Rita de Cássia; Tronchin, Daisy Maria Rizatto; Pereira, Irene Mari

2010-06-01

The purpose of this study was to develop an educational proposal using virtual multimedia resources, to innovate, stimulate and diversify areas of communication and interaction, facilitating nurses' autonomous and reflexive process of teaching and learning. This is an applied research, following the cyclical and interactive phases of designing, planning, developing and implementing. The educational proposal was developed on the TelEduc platform, using specific tools for content organization and communication between students and administrator. The teaching modules were on the following themes: Module 1--Fundamentals of the heart anatomy and physiology in newborns; Module 2--Risk factors for the occurrence of cardiorespiratory arrest in newborns; Module 3--Planning nursing care; Module 4--Medications used in cardiopulmonary arrests in newborns; and Module 5--Cardiorespiratory arrest care in newborns. This study may contribute to innovating teaching in nursing from a virtual educational proposal on the important issue of newborn cardiopulmonary resuscitation care.

SU-E-P-04: Transport Theory Learning Module in the Maple Environment

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

Both, J

2014-06-01

Purpose: The medical physics graduate program at the University of Miami is developing a computerized instructional module which provides an interactive mechanism for students to learn transport theory. While not essential in the medical physics curriculum, transport theory should be taught because the conceptual level of transport theory is fundamental, a substantial literature exists and ought to be accessible, and students should understand commercial software which solves the Boltzmann equation.But conventional teaching and learning of transport theory is challenging. Students may be under prepared to appreciate its methods, results, and relevance, and it is not substantially addressed in textbooks formore » the medical physicists. Other resources an instructor might reasonably use, while excellent, may be too briskly paced for beginning students. The purpose of this work is to render teaching of transport theory more tractable by making learning highly interactive. Methods: The module is being developed in the Maple mathematics environment by instructors and graduate students. It will refresh the students' knowledge of vector calculus and differential equations, and will develop users' intuition for phase space concepts. Scattering concepts will be developed with animated simulations using tunable parameters characterizing interactions, so that students may develop a “feel” for cross section. Transport equations for one and multiple types of radiation will be illustrated with phase space animations. Numerical methods of solution will be illustrated. Results: Attempts to teach rudiments of transport theory in radiation physics and dosimetry courses using conventional classroom techniques at the University of Miami have had small success, because classroom time is limited and the material has been hard for our students to appreciate intuitively. Conclusion: A joint effort of instructor and students to teach and learn transport theory by building an interactive description of it will lead to deeper appreciation of the transport theoretical underpinnings of dosimetry.« less

Relativity, quantum physics and philosophy in the upper secondary curriculum: challenges, opportunities and proposed approaches

NASA Astrophysics Data System (ADS)

Henriksen, Ellen K.; Bungum, Berit; Angell, Carl; Tellefsen, Cathrine W.; Frågåt, Thomas; Vetleseter Bøe, Maria

2014-11-01

In this article, we discuss how quantum physics and relativity can be taught in upper secondary school, in ways that promote conceptual understanding and philosophical reflections. We present the ReleQuant project, in which web-based teaching modules have been developed. The modules address competence aims in the Norwegian national curriculum for physics (final year of upper secondary education), which is unique in that it includes general relativity, entangled photons and the epistemological consequences of modern physics. These topics, with their high demands on students’ understanding of abstract and counter-intuitive concepts and principles, are challenging for teachers to teach and for students to learn. However, they also provide opportunities to present modern physics in innovative ways that students may find motivating and relevant both in terms of modern technological applications and in terms of contributions to students’ intellectual development. Beginning with these challenges and opportunities, we briefly present previous research and theoretical perspectives with relevance to student learning and motivation in modern physics. Based on this, we outline the ReleQuant teaching approach, where students use written and oral language and a collaborative exploration of animations and simulations as part of their learning process. Finally, we present some of the first experiences from classroom tests of the quantum physics modules.

DrivAbility: teaching medical aspects of driving.

PubMed

Gibson, Jeremy; Whiteman, Liz

2012-06-01

Teaching medical aspects of fitness to drive (FTD) is currently inconsistent across UK medical schools, with almost one-third of UK medical schools offering no tuition on medical aspects of FTD. It is, therefore, not surprising to find that medical students and doctors tend to lack confidence regarding the medical aspects of FTD and Driver and Vehicle Licensing Agency (DVLA) medical standards. In response to this inconsistency we developed an innovative new learning module to teach our medical students the importance of giving appropriate advice to patients about driving, the role of the DVLA regarding medical aspects of FTD, how to recognise when patients should be referred to a driving assessment centre and what adaptations are available to allow patients with physical disabilities to drive safely. As far as we are aware Derby is the first centre in the world to incorporate the practical experience of driving adapted vehicles (at a driving assessment centre) into the undergraduate medical curriculum as an aid to teaching medical aspects of FTD. This practical learning module has proven popular with the students. Driving these adapted vehicles has allowed our students to appreciate some of the practical difficulties disabled drivers experience when learning new driving techniques. However, as only 18 driving assessment centres exist within the UK, an exact replication of this learning module will be limited elsewhere. Nevertheless, we would encourage other medical schools to evaluate the local resources that could enhance the delivery of their undergraduate curricula. © Blackwell Publishing Ltd 2012.

Simulation-based local anaesthesia teaching enhances learning outcomes.

PubMed

Marei, H F; Al-Jandan, B A

2013-02-01

The aim of this study was to evaluate the efficacy of simulation-based local anaesthesia teaching strategies compared to the traditional classroom lecture format on the acquisition of knowledge by students. Two groups of 10 students each were included in our study. Each of the dental students was enrolled in their third year of the programme. None of the students had ever received instructions in local anaesthesia. Group I received a 45-min instructional module that was delivered in the classroom in the traditional PowerPoint lecture format. Group II received a 45-min instructional module in the simulation laboratory as a short tutorial that was followed by an integrated practical demonstration and a hands-on practice session using local anaesthesia simulation phantoms. An identical 15-question multiple-choice test was used to test student knowledge acquisition at the end of the given session. There was a statistically significant difference between the two groups, as the participants in group II had higher score results than those of group I. In contrast to the traditional classroom lecture format, simulation-based local anaesthesia teaching is an effective tool to enhance the acquisition of theoretical knowledge by students. © 2012 John Wiley & Sons A/S.

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

Insights learned from teaching pathophysiology on the World Wide Web.

PubMed

Yucha, C; Princen, T

2000-02-01

This article describes a one-credit, graduate level pathophysiology module taught using the World Wide Web. Student outcomes are compared to those of students who took the same module in a traditional classroom setting. Although the majority of the graduate students were not Web literate, they became more comfortable with this instructional medium over time. A comparison of the Web-based instruction with the traditional format, both directed by the same instructor, showed no significant differences in student performance on a multiple choice examination.

Modified use of team-based learning in an ophthalmology course for fifth-year medical students.

PubMed

Altintas, Levent; Altintas, Ozgul; Caglar, Yusuf

2014-03-01

Team-based learning (TBL) is an interactive and analytic teaching strategy. TBL is a learner-centered strategy that uses a very structured individual and group accountability process and requires small groups to work together to solve problems. This study served to investigate whether the TBL concept could be modified and adopted to the fifth-year cornea module of an ophthalmology course. Questionnaires (using a Likert scale of 1-5) were distributed to 169 fifth-year medical students attending the cornea module applied as TBL in an ophthalmology course. The questionnaire consisted of two categories: the TBL format (7 items) and an open-ended question about the class (1 item). Feedback was then evaluated. The majority of students felt that modified TBL sessions were better at fulfilling learning objectives (121 students, 71.59%), enabled better understanding (134 students, 79.28%), were more interesting (146 students, 86.39%), ensured greater student participation (123 students, 72.78%), and involved greater effort on the part of students (148 students, 87.57%) compared with traditional teaching methods. Most of the students (129 students, 76.33%) agreed that more such sessions should be organized in the future. In conclusion, after adjustments to improve weaknesses, such as the short time allocation and students' lack of prior background, the outcomes of this modified TBL approach on the cornea module of an ophthalmology course provide a good basis for its continuation.

Teaching Skills in the Clinical Setting: Incorporating Creative Teaching Techniques. Health Occupations Clinical Teacher Education Series for Secondary and Post-Secondary Educators.

ERIC Educational Resources Information Center

Shea, Mary Lou; And Others

This learning module, which is part of a staff development program for health occupations clinical instructors, discusses various creative teaching techniques that can be used in teaching students to find information, use opportunities to learn, assume responsibility for self-learning, solve problems, apply skills learned to new situations,…

Exploring the use of tablet technology as a teaching tool at Kolej Matrikulasi Perak

NASA Astrophysics Data System (ADS)

Mohamad Amirnudin, Mohamad Tahar; Sulaiman, Hajar

2013-04-01

The use of technology in teaching and learning (T&L) of mathematics is gaining popularity these days. There are various technologies that are designed to facilitate the process of learning, such as graphic calculators, three-dimensional projectors and multimedia softwares. Tablet is a portable technology used as a tool for communication and information search. In addition, it can also be used as a teaching aid. Galaxy Tab (tab) is a tablet produced by the giant company SAMSUNG which uses Android operating system. For this study, the researcher had to download and install the two softwares, SynSpace and Google + into the tab. The purpose of this study was to explore the use of tabs in the T&L of mathematics and get the students' perceptions. This study is divided into five phases. In Phase One, the researcher prepared the lesson plan. In the Second Phase, a workshop was conducted to introduce the students to the basic use of tab which contained two modules: Module 1 was on Syncspace Applications and Module 2 was on Google+. Third phase involves teaching and learning mathematics using tab. In Phase Four, questionnaires were distributed and then collected to obtain the data for analysis. In Phase Five, the collected data was analyzed using simple statistics involving frequency tables and bar charts. The findings showed that the use of tab in teaching and learning mathematics was accepted very by the students at Kolej Matrikulasi Perak.

Teaching with Games: Online Resources and Examples for Entry Level Courses

NASA Astrophysics Data System (ADS)

Teed, R.; Manduca, C.

2004-12-01

Using games to teach introductory geoscience can motivate students to enthusiastically learn material that they might otherwise condemn as "boring". A good educational game is one that immerses the players in the material and engages them for as long as it takes to master that material. There are some good geoscience games already available, but instructors can also create their own, suitable to their students and the content that they are teaching. Game-Based Learning is a module on the Starting Point website for faculty teaching entry level geosciences. It assists faculty in using games in their teaching by providing a description of the features of game-based learning, why you would use it, how to use games to teach geoscience, examples, and references. Other issues discussed include the development of video games for teaching, having your students create educational games, what makes a good game, handling competition in the classroom, and grading. The examples include descriptions of and rules for a GPS treasure hunt, a geology quiz show, and an earthquake game, as well as links to several online geological video games, and advice on how to design a paleontology board game. Starting Point is intended to help both experienced faculty and new instructors meet the challenge of teaching introductory geoscience classes, including environmental science and oceanography as well as more traditional geology classes. For many students, these classes are both the first and the last college-level science class that they will ever take. They need to learn enough about the Earth in that one class to sustain them for many decades as voters, consumers, and sometimes even as teachers. Starting Point is produced by a group of authors working with the Science Education Resource Center. It contains dozens of detailed examples categorized by geoscience topic with advice about using them and assessing learning. Each example is linked to one of many modules, such as Game-Based Learning, Interactive Lectures, or Using an Earth History Approach. These modules describe teaching tools and techniques, provide examples and advice about using them in an introductory geoscience class, and give instructors details on how to create their own exercises.

Embedding the Teaching of Academic Writing into Anthropology Lectures

ERIC Educational Resources Information Center

Mostert, Linda Ann; Townsend, Rodwell

2018-01-01

This paper lends support to the argument that students require a variety of teaching strategies to help them improve their academic writing. The study described here took place in 2014 in the context of embedding the teaching of academic writing into anthropology modules. The strategies implemented were microthemes, peer feedback, annotated…

Coursework for Promoting Teaching and Learning

ERIC Educational Resources Information Center

Kandamby, G. W. T. C.

2017-01-01

Teaching is to be amalgamated with learning environment where students attend work with interest. Coursework was designed and conducted for Quantity Surveying module from 2014 as a study and found that it has supported for promoting teaching and learning. It was revealed that encouragement made only for attendance is not sufficient to obtain high…

Can Inquiry-Based Learning Strengthen the Links between Teaching and Disciplinary Research?

ERIC Educational Resources Information Center

Spronken-Smith, Rachel; Walker, Rebecca

2010-01-01

Inquiry-based learning has been promoted as a student-centred approach that can strengthen the links between teaching and research. This article examines the potential of inquiry-based learning to strengthen the teaching-research nexus by analysing three case studies: a "structured inquiry" third-year endocrinology medicine module, a…

Teaching and testing physical examination skills without the use of patients.

PubMed

Karnath, Bernard; Thornton, William; Frye, Ann W

2002-07-01

To design a cardiopulmonary physical exam curriculum that does not involve the use of patients. Bedside teaching is becoming a lost art, and the use of alternative methods of instruction such as simulation has become increasingly important. Simulators have been shown to enhance physical examination skills of students and physicians in training.(1) In 1995, a program was started to improve cardiopulmonary physical diagnosis and the teaching of auscultation at the University of Texas Medical Branch at Galveston (UTMB). The teaching manikin "Harvey" played a vital role in the development of the new curriculum. In 1997, UTMB adopted an organ-based approach to the basic science curriculum. The cardiopulmonary module in the basic science curriculum was a ten-week course taught in the second year of medical school. The physical diagnosis section of that course involved six instructional hours; four of the six hours were dedicated to cardiac auscultation and two hours to pulmonary auscultation. Only simulators and CD-ROMs were used for instruction. The 184 second-year medical students at UTMB were formed into small groups for instruction and practice. Although "Harvey" was an effective teaching tool, other simulators had to be developed for testing students' skills after instruction. It would be very difficult to administer a skills OSCE for 184 students without the development of several smaller transportable simulators. A commercially available blood pressure simulator from the Medical Plastics Laboratory, Inc., Gatesville, TX, was used to test the accuracy of students' blood pressure readings. Small auscultation transducers combined with a palpable pulse simulator, developed by one of the authors (WT) in collaboration with Andries Acoustics, Spicewood, TX, were used to efficiently test students' proficiency in cardiopulmonary auscultation. Digital simulated cardiopulmonary sounds were recorded onto a standard CD-ROM mini-disc and transmitted to the small transducers. Students used their own stethoscopes for auscultation. The targeted skills were efficiently tested in one hour of testing time per student. This cardiopulmonary instructional module was well received by the second-year medical students. In the skills OSCE, 80% of the students accurately measured systolic and diastolic blood pressure to within 5 mm Hg. Cardiopulmonary auscultation proficiency results showed average recognition of 60% for cardiac abnormalities and 88% for pulmonary sounds. Developing auscultation transducers with pulse simulation capability ensured that students could identify systole. Therefore, heart murmurs and sounds could be timed with the cardiac cycle. We found the results from the skills OSCE encouraging. Most students demonstrated reasonable competency in the skills taught, and the new transportable simulators performed well. The six-hour instructional module was meant to prepare students for their bedside teaching during the third year of medical school. The significant cost of the "Harvey" simulator may be a barrier to its widespread use for teaching. Therefore, continued development of smaller transportable simulators for teaching and testing purposes is important.

The Stuff of Legend, or Unpacking Cultural Baggage? Introducing First-Year English Literature and Humanities Students to Foundational Literary Texts

ERIC Educational Resources Information Center

Beyer, Charlotte

2013-01-01

This article explores teaching and learning perspectives in relation to a first-year English Literature module on foundational literary texts and considers the value of certain assessment modes. The essay discusses methodological and pedagogical questions and argues that the module provides a contextual platform from which first-year students are…

Mineral Resources in Mobile Phones: A Case Study of Boston and Vienna Teachers and Students

ERIC Educational Resources Information Center

Bookhagen, Britta; Koeberl, Christian; Juang, Linda; DeRosa, Donald A.

2017-01-01

As part of an outreach initiative by the Natural History Museum in Vienna, Austria, an interdisciplinary educational module was developed to teach students about sustainability through the lens of mineral resources used to produce mobile phones. The overall goal of the module is to provide teachers of different subjects with a multifaceted tool to…

Improving the 5th Formers' Continuous Writing Skills through the Creative Writing Module

ERIC Educational Resources Information Center

Murugiah, Mohana Ram

2013-01-01

Writing is a complex task. The development of students' writing skill depends on the teacher's teaching strategy and also the materials used in the writing lesson. In the present study, the effectiveness of a creative writing module was examined that was designed to improve the writing skill of a group of excellent students. It was added with…

Impact of Active Teaching Methods Implemented on Therapeutic Chemistry Module: Performance and Impressions of First-Year Pharmacy Students

ERIC Educational Resources Information Center

Derfoufi, Sanae; Benmoussa, Adnane; El Harti, Jaouad; Ramli, Youssef; Taoufik, Jamal; Chaouir, Souad

2015-01-01

This study investigates the positive impact of the Case Method implemented during a 4- hours tutorial in "therapeutic chemistry module." We view the Case Method as one particular approach within the broader spectrum of problem based or inquiry based learning approaches. Sixty students were included in data analysis. A pre-test and…

Technology-Based vs. Traditional Instruction: A Comparison of Two Methods for Teaching the Skill of Performing a 12-Lead ECG.

ERIC Educational Resources Information Center

Jeffries, Pamela R.; Woolf, Shirley; Linde, Beverly

2003-01-01

Electrocardiogram technique was taught to 32 nursing students using a self-study module, lecture-demonstration, and hands-on learning laboratories and to 45 students using interactive multimedia CD-ROM with self-study module. Pre/postprogram data show satisfaction and score improvement was high for both, with no significant differences. (Contains…

Designing and Assessing Learning

ERIC Educational Resources Information Center

Quan, Hong; Liu, Dandan; Cun, Xiangqin; Lu, Yingchun

2009-01-01

This paper analyses the design, implementation and assessment of a level 2 module for non-English major students in higher vocational and professional education. 1132001 is a code of module that uses active methods to teach college English in China. It specifically reflects on the module's advantage and defect for developing and improving learning…

Mathematics for Drafting.

ERIC Educational Resources Information Center

Clary, Joseph R.; Nery, Karen P.

This set of three modules was designed for use primarily to help teach and reinforce the basic mathematics skills in drafting classes. The modules are based on the needs of drafting students in beginning courses as determined by a survey of teachers across North Carolina. Each module consists of basic information and examples and problem sheets…

Modules in Agricultural Education for Agricultural Resources.

ERIC Educational Resources Information Center

New York State Education Dept., Albany. Bureau of Occupational and Career Curriculum Development.

Each of the 31 curriculum modules in this packet for agricultural resources instruction contains a brief description of the module content, a list of the major division or units, the overall objective, objectives by units, content outline and suggested teaching methods, student application activities, and evaluation procedures. A list of resource…

Incorporating Calculators into the Accounting Curriculum. Accounting I.

ERIC Educational Resources Information Center

Clayton, John

This document is a guide to aid teachers in incorporating the use of calculators in the high school Accounting Curriculum. The guide contains four learning modules. Each module consists of an introductory explanation, student performance objectives, content of the module, and teaching suggestions for using calculators in each application of course…

The New Youth Entrepreneur: Types of Business Ownership. Module 7.

ERIC Educational Resources Information Center

Kourilsky, Marilyn; And Others

The New Youth Entrepreneur curriculum is a series of 12 youth-oriented educational modules containing instructional materials, learning activities, and checkup exercises designed to teach students key elements of entrepreneurship. This document is the seventh module, and examines the potential advantages and disadvantages of entering into four…

Incorporating Calculators into the Recordkeeping Curriculum. Recordkeeping II.

ERIC Educational Resources Information Center

Marcellino, Sal

This document is a guide to aid teachers in incorporating the use of calculators in the high school Recordkeeping II curriculum. The guide contains nine learning modules. Each module consists of an introductory explanation, student performance objectives, content of the module, and teaching suggestions for using calculators in each application of…

Incorporating Calculators into the Accounting Curriculum. Accounting II.

ERIC Educational Resources Information Center

Clayton, John

This document is a guide to aid teachers in incorporating the use of calculators in the high school Accounting II curriculum. The guide contains 16 learning modules. Each module consists of an introductory explanation, student performance objectives, content of the module, and teaching suggestions for using calculators in each application of…

Modules in Agricultural Education for Agricultural Mechanics.

ERIC Educational Resources Information Center

New York State Education Dept., Albany. Bureau of Occupational and Career Curriculum Development.

Each of the 38 curriculum modules in this packet for agricultural mechanics instruction contains a brief description of the module content, a list of the major divisions or units, the overall objectives, objectives by unit, content outline and suggested teaching methods, student application activities, and evaluation procedures. A listing of…

Custom Sewing, Modules One, Two, and Three. Instructor Guide.

ERIC Educational Resources Information Center

Missouri Univ., Columbia. Instructional Materials Lab.

This document consists of three modules designed for a custom apparel and garment sewing program teaching students to construct, alter, and prepare garments and home fashions to customer specifications. Each module includes some or all of the following components: performance objectives, lesson plans, suggested activities, information sheets,…

Teaching cross-cultural communication skills online: a multi-method evaluation.

PubMed

Lee, Amy L; Mader, Emily M; Morley, Christopher P

2015-04-01

Cultural competency education is an important and required part of undergraduate medical education. The objective of this study was to evaluate whether an online cross-cultural communication module could increase student use of cross-cultural communication questions that assess the patient's definition of the problem, the way the problem affects their life, their concerns about the problem, and what the treatment should be (PACT). We used multi-method assessment of students assigned to family medicine clerkship blocks that were randomized to receive online cultural competency and PACT training added to their standard curriculum or to a control group receiving the standard curriculum only. Outcomes included comparison, via analysis of variance, of number of PACT questions used during an observed Standardized Patient Exercise, end-of-year OSCE scores, and qualitative analysis of student narratives. Students (n=119) who participated in the online module (n=60) demonstrated increased use of cross-cultural communication PACT questions compared to the control group (n=59) and generally had positive themes emerge from their reflective writing. The module had the biggest impact on students who later went on to match in high communication specialties. Online teaching of cross-cultural communication skills can be effective at changing medical student behavior.

Teaching dental students about patient communication following an adverse event: a pilot educational module.

PubMed

Raja, Sheela; Rajagopalan, Chelsea F; Patel, Janki; Van Kanegan, Kevin

2014-05-01

Adverse events are an important but understudied area in dentistry. Most dentists will face the issue of an adverse event several times in their clinical careers. The authors implemented a six-hour pilot educational module at one dental school to improve fourth-year dental students' knowledge and confidence in communicating with patients about adverse events. Based on results from the twenty-nine students who completed both the pre- and posttests, the module significantly increased the students' knowledge of the key concepts involved in adverse events. However, the module did not improve the students' confidence that they would be able to implement these communication skills in clinical situations. Based on these results, this article discusses how future educational efforts can be modified to better prepare students for the communication challenges associated with adverse events.

Senior Science Enrichment Modules. S.S.T.A. Research Centre Report No. 58.

ERIC Educational Resources Information Center

Fedorak, Allen; And Others

Presented is a set of learning modules intended for teaching science to students in grades eleven and twelve. Each module incorporates problem solving using the scientific viewpoint and emphasizing the interface between science and society. The fifteen modules presented include the following topics: group dynamics; the value of science; a puzzle…

Critical Analysis of an e-Learning and Interactive Teaching Module with Respect to the Interpretation of Emergency Computed Tomography of the Brain.

PubMed

Groth, Michael; Barthe, Käthe Greta; Riemer, Martin; Ernst, Marielle; Herrmann, Jochen; Fiehler, Jens; Buhk, Jan-Hendrik

2018-04-01

 To compare the learning benefit of three different teaching strategies on the interpretation of emergency cerebral computed tomography (CT) pathologies by medical students.  Three groups of students with different types of teaching (e-learning, interactive teaching, and standard curricular education in neuroradiology) were tested with respect to the detection of seven CT pathologies. The test results of each group were compared for each CT pathology using the chi-square test. A p-value ≤ 0.05 was considered to be significant.  Opposed to the results of the comparison group (curricular education), the e-learning group and interactive teaching tutorial group both showed a significantly better performance in detecting hyperdense middle cerebral artery sign (p = 0.001 and p < 0.0001) as well as subarachnoid hemorrhage (p = 0.03 and p = 0.001) on CT. Moreover, an increase in performance for the detection of subdural hematoma and skull fracture could be observed for both the interactive teaching group and the e-learning group, with statistical significance in the latter (p = 0.03 and p < 0.0001, respectively). No statistically significant differences were found for the detection of intracranial and epidural hemorrhage, as well as midline shift, among the groups studied.  Our study demonstrates potential learning benefits for both the interactive teaching tutorial and e-learning module group with respect to reading CT scans with slightly different advantages. Thus, the introduction of new learning methods in radiological education might be reasonable at an undergraduate stage but requires learning content-based considerations.   · E-learning can offer benefits regarding the reading of cerebral CT scans by students. · Interactive tutorial can offer benefits regarding the reading of cerebral CT scans by students. · E-learning and interactive tutorial feature different strengths for student learning in radiology. · Application of interactive teaching methods in radiology requires learning content-based considerations. · Groth M, Barthe KG, Riemer M et al. Critical Analysis of an e-Learning and Interactive Teaching Module with Respect to the Interpretation of Emergency Computed Tomography of the Brain. Fortschr Röntgenstr 2017; 190: 334 - 340. © Georg Thieme Verlag KG Stuttgart · New York.

A Comparison of Classroom and Online Asynchronous Problem-Based Learning for Students Undertaking Statistics Training as Part of a Public Health Masters Degree

ERIC Educational Resources Information Center

de Jong, N.; Verstegen, D. M. L.; Tan, F. E. S.; O'Connor, S. J.

2013-01-01

This case-study compared traditional, face-to-face classroom-based teaching with asynchronous online learning and teaching methods in two sets of students undertaking a problem-based learning module in the multilevel and exploratory factor analysis of longitudinal data as part of a Masters degree in Public Health at Maastricht University. 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.

Effective or just practical? An evaluation of an online postgraduate module on evidence-based medicine (EBM)

PubMed Central

2013-01-01

Background Teaching the steps of evidence-based medicine (EBM) to undergraduate as well as postgraduate health care professionals is crucial for implementation of effective, beneficial health care practices and abandonment of ineffective, harmful ones. Stellenbosch University in Cape Town, South Africa, offers a 12-week, completely online module on EBM within the Family Medicine division, to medical specialists in their first year of training. The aim of this study was to formatively evaluate this module; assessing both the mode of delivery; as well as the perceived effectiveness and usefulness thereof. Methods We used mixed methods to evaluate this module: A document review to assess whether the content of the module reflects important EBM competencies; a survey of the students to determine their experiences of the module; and semi-structured interviews with the tutors to explore their perspectives of the module. Ethics approval was obtained. Results The document review indicated that EBM competencies were covered adequately, although critical appraisal only focused on randomised controlled trials and guidelines. Students had a positive attitude towards the module, but felt that they needed more support from the tutors. Tutors felt that students engaged actively in discussions, but experienced difficulties with understanding certain concepts of EBM. Furthermore, they felt that it was challenging explaining these via the online learning platform and saw the need to incorporate more advanced technology to better connect with the students. In their view the key to successful learning of EBM was to keep it relevant and applicable to everyday practice. Tutors also felt that an online module on EBM was advantageous, since doctors from all over the world were able to participate. Conclusion Our study has shown that the online module on EBM was effective in increasing EBM knowledge and skills of postgraduate students and was well received by both students and tutors. Students and tutors experienced generic challenges that accompany any educational intervention of EBM (e.g. understanding difficult concepts), but in addition had to deal with challenges unique to the online learning environment. Teachers of EBM should acknowledge these so as to enhance and successfully implement EBM teaching and learning for all students. PMID:23710548

Effective or just practical? An evaluation of an online postgraduate module on evidence-based medicine (EBM).

PubMed

Rohwer, Anke; Young, Taryn; van Schalkwyk, Susan

2013-05-27

Teaching the steps of evidence-based medicine (EBM) to undergraduate as well as postgraduate health care professionals is crucial for implementation of effective, beneficial health care practices and abandonment of ineffective, harmful ones. Stellenbosch University in Cape Town, South Africa, offers a 12-week, completely online module on EBM within the Family Medicine division, to medical specialists in their first year of training. The aim of this study was to formatively evaluate this module; assessing both the mode of delivery; as well as the perceived effectiveness and usefulness thereof. We used mixed methods to evaluate this module: A document review to assess whether the content of the module reflects important EBM competencies; a survey of the students to determine their experiences of the module; and semi-structured interviews with the tutors to explore their perspectives of the module. Ethics approval was obtained. The document review indicated that EBM competencies were covered adequately, although critical appraisal only focused on randomised controlled trials and guidelines. Students had a positive attitude towards the module, but felt that they needed more support from the tutors. Tutors felt that students engaged actively in discussions, but experienced difficulties with understanding certain concepts of EBM. Furthermore, they felt that it was challenging explaining these via the online learning platform and saw the need to incorporate more advanced technology to better connect with the students. In their view the key to successful learning of EBM was to keep it relevant and applicable to everyday practice. Tutors also felt that an online module on EBM was advantageous, since doctors from all over the world were able to participate. Our study has shown that the online module on EBM was effective in increasing EBM knowledge and skills of postgraduate students and was well received by both students and tutors. Students and tutors experienced generic challenges that accompany any educational intervention of EBM (e.g. understanding difficult concepts), but in addition had to deal with challenges unique to the online learning environment. Teachers of EBM should acknowledge these so as to enhance and successfully implement EBM teaching and learning for all students.

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.

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

PubMed

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

2013-11-01

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

Teaching Gene Technology in an Outreach Lab: Students' Assigned Cognitive Load Clusters and the Clusters' Relationships to Learner Characteristics, Laboratory Variables, and Cognitive Achievement

NASA Astrophysics Data System (ADS)

Scharfenberg, Franz-Josef; Bogner, Franz X.

2013-02-01

This study classified students into different cognitive load (CL) groups by means of cluster analysis based on their experienced CL in a gene technology outreach lab which has instructionally been designed with regard to CL theory. The relationships of the identified student CL clusters to learner characteristics, laboratory variables, and cognitive achievement were examined using a pre-post-follow-up design. Participants of our day-long module Genetic Fingerprinting were 409 twelfth-graders. During the module instructional phases (pre-lab, theoretical, experimental, and interpretation phases), we measured the students' mental effort (ME) as an index of CL. By clustering the students' module-phase-specific ME pattern, we found three student CL clusters which were independent of the module instructional phases, labeled as low-level, average-level, and high-level loaded clusters. Additionally, we found two student CL clusters that were each particular to a specific module phase. Their members reported especially high ME invested in one phase each: within the pre-lab phase and within the interpretation phase. Differentiating the clusters, we identified uncertainty tolerance, prior experience in experimentation, epistemic interest, and prior knowledge as relevant learner characteristics. We found relationships to cognitive achievement, but no relationships to the examined laboratory variables. Our results underscore the importance of pre-lab and interpretation phases in hands-on teaching in science education and the need for teachers to pay attention to these phases, both inside and outside of outreach laboratory learning settings.

The Appropriateness of Scratch and App Inventor as Educational Environments for Teaching Introductory Programming in Primary and Secondary Education

ERIC Educational Resources Information Center

Papadakis, Stamatios; Kalogiannakis, Michail; Orfanakis, Vasileios; Zaranis, Nicholas

2017-01-01

Teaching programming is a complex task. The task is even more challenging for introductory modules. There is an ongoing debate in the teaching community over the best approach to teaching introductory programming. Visual block-based programming environments allow school students to create their own programs in ways that are more accessible than in…

E-Learning and North-South collaboration: the experience of two public health schools in France and Benin.

PubMed

Edouard, Guévart; Dominique, Billot; Moussiliou, Paraïso Noël; Francis, Guillemin; Khaled, Bessaoud; Serge, Briançon

2009-10-14

Distance learning (e-learning) can facilitate access to training. Yet few public health E-learning experiments have been reported; institutes in developing countries experience difficulties in establishing on-line curricula, while developed countries struggle with adapting existing curricula to realities on the ground. In 2005, two schools of public health, one in France and one in Benin, began collaborating through contact sessions organised for Nancy University distance-learning students. This experience gave rise to a partnership aimed at developing training materials for e-Learning for African students. The distance-learning public health course at Nancy teaches public health professionals through a module entitled "Health and Development." The module is specifically tailored for professionals from developing countries. To promote student-teacher exchanges, clarify content and supervise dissertations, contact sessions are organized in centres proximate and accessible to African students. The Benin Institute's main feature is residential team learning; distance-learning courses are currently being prepared. The two collaborating institutions have developed a joint distance-learning module geared toward developing countries. The collaboration provides for the development, diffusion, and joint delivery of teaching modules featuring issues that are familiar to African staff, gives the French Institute credibility in assessing research work produced, and enables modules on specific African issues and approaches to be put online. While E-learning is a viable educational option for public health professionals, periodic contact can be advantageous. Our analysis showed that the benefit of the collaboration between the two institutions is mutual; the French Institute extends its geographical, cultural and contextual reach and expands its pool of teaching staff. The Benin Institute benefits from the technical partnership and expertise, which allow it to offer distance learning for Africa-specific contexts and applications.

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.

Secondary LD Mainstreaming Methods: Instructional Module. (An Instructional Module for Preservice or Inservice Training of Regular Secondary Educators).

ERIC Educational Resources Information Center

Reetz, Linda J.; Hoover, John H.

Intended for use in preservice or inservice training of regular secondary educators, the module examines principles of communication, assessment, teaching methods, and classroom management through text, an annotated bibliography, and overhead masters. The first section covers communicating with handicapped students, their parents, and other…

Parts Counter. Pre-Apprenticeship Phase 1 Training. Instructor's Guide.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This instructor's guide is designed to accompany self-paced student training modules on the Parts Counter Trade. Introductory materials include an introduction to pre-apprenticeship training, and a course outline. Teaching outlines are then provided for the 11 modules that comprise this course. For each module some or all of this material may be…

Modules in Agricultural Education for Agricultural Production.

ERIC Educational Resources Information Center

New York State Education Dept., Albany. Bureau of Occupational and Career Curriculum Development.

Each of the 61 modules in this packet contains a brief description of the module contents, a list of the major division of units, the overall objectives, objectives by units, content outline, and suggested teaching method, student application activities, and evaluation procedures. A list of resource materials is also included for each. Some of the…

Development and Evaluation of the SUMIT Microcomputer Module Entitled 'Predator Functional Response'.

ERIC Educational Resources Information Center

Shaltz, Mark B.

An experiment was conducted that compared the teaching effectiveness of a computer assisted instructional module and a lecture-discussion. The module, Predator Functional Response (PFR), was developed as part of the SUMIT (Single-concept User-adaptable Microcomputer-based Instructional Technique) project. A class of 30 students was randomly…

The Development of COBOL and RPG Instructional Modules to Audit Computerized Accounting Systems.

ERIC Educational Resources Information Center

Skudrna, Vincent J.

1982-01-01

Details steps involved (as found in the literature) in the systems approach to design and develop instruction in order to provide a rationale for the development of instructional modules in COBOL and RPG to teach accounting students how to audit computerized accounting systems. Outlines of two modules are appended. (EAO)

Modules in Agricultural Education for Agricultural Supplies and Services.

ERIC Educational Resources Information Center

New York State Education Dept., Albany. Bureau of Occupational and Career Curriculum Development.

Each of the 22 curriculum modules in this packet for instruction in agricultural supplies and services contains a brief description of the module content, a list of the major division or units, the overall objectives, objectives by units, content outline, and suggested teaching methods, student application activities, and evaluation procedures. A…

The New Youth Entrepreneur: How To Mind Your Own Business. Module 11.

ERIC Educational Resources Information Center

Kourilsky, Marilyn; And Others

The New Youth Entrepreneur curriculum is a series of 12 youth-oriented educational modules containing instructional materials, learning activities, and checkup exercises designed to teach students key elements of entrepreneurship. This document is the eleventh module, and focuses on issues related to managing the day-to-day affairs of a small…

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

ERIC Educational Resources Information Center

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

This module is one of a series of 127 performance-based teacher education (PBTE) learning packages focusing upon specific professional competencies of vocational teachers. The competencies upon which these modules are based were identified and verified through research as being important to successful vocational teaching at both the secondary and…

Teaching Modules for Nine Plays by Shakespeare.

ERIC Educational Resources Information Center

Smith, Denzell

The nine modules presented in this paper are designed to guide students in a one-semester Shakespeare Course through the reading of three Shakespearean tragedies ("Hamlet,""Othello," and "Macbeth"), three comedies ("Midsummer Night's Dream,""Merchant of Venice," and "The Tempest"), and…

SENSE IT: Teaching STEM Principles to Middle and High School Students through the Design, Construction and Deployment of Water Quality Sensors

ERIC Educational Resources Information Center

Hotaling, Liesl; Lowes, Susan; Stolkin, Rustam; Lin, Peiyi; Bonner, James; Kirkey, William; Ojo, Temitope

2012-01-01

This paper describes the structure and impact of an NSF-funded ITEST project designed to enrich science, technology, engineering, and mathematics (STEM) education using educational modules that teach students to construct, program, and test a series of sensors used to monitor water quality. During the two years of the SENSE IT project, over 30…

Measuring Challenge, Fun and Sterility on a "Phunometre" Scale: Evaluating Creative Teaching and Learning with Children and Their Student Teachers in the Primary School

ERIC Educational Resources Information Center

Elton-Chalcraft, Sally; Mills, Kären

2015-01-01

"It was the funnest week in the whole history of funnest weeks": our case study, the second phase in a three-phase research project, evaluates the successes and limitations of creative teaching and learning during the "The Creative and Effective Curriculum" module for PGCE primary student teachers which includes a one-week…

Instructional Efficiency of Changing Cognitive Load in an Out-of-School Laboratory

NASA Astrophysics Data System (ADS)

Scharfenberg, Franz-Josef; Bogner, Franz X.

2010-04-01

Our research objective focused on monitoring students' mental effort and cognitive achievement to unveil potential effects of an instructional change in an out-of-school laboratory offering gene technology modules. Altogether, 231 students (12th graders) attended our day-long hands-on module. Within a quasi-experimental design, a treatment group followed the newly developed two-step approach derived from cognitive load theory while a control group applied experimentation in a conventional one-step mode. The difference consisted of additional focused discussions combined with noting students' ideas (Step 1) prior to starting any experimental procedure (Step 2). We monitored mental effort (nine times during the teaching unit) and cognitive achievement (in a pre-post-design with follow-up test). The treatment demonstrated a change in instructional efficiency (by combining mental effort and cognitive achievement data), especially for intrinsically high-loaded students. Conclusions for optimizing individual cognitive load in science teaching were drawn.

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.

A model for the use of blended learning in large group teaching sessions.

PubMed

Herbert, Cristan; Velan, Gary M; Pryor, Wendy M; Kumar, Rakesh K

2017-11-09

Although blended learning has the potential to enhance the student experience, both in terms of engagement and flexibility, it can be difficult to effectively restructure existing courses. To achieve these goals for an introductory Pathology course, offered to more than 250 undergraduate students at UNSW Sydney, we devised a novel approach. For each topic presented over 2-3 weeks, a single face-to-face overview lecture was retained. The remaining content that had previously been delivered as conventional lectures was converted into short (12-18 min) online modules. These were based on lecture slides with added animations/highlights, plus narration using edited excerpts of previous lecture recordings. The modules also incorporated interactive questions and review quizzes with feedback which used various question types. Modules were developed in PowerPoint and iSpring and uploaded to Moodle as SCORM packages. Each topic concluded with an interactive large-group session focussing on integration of the content, with in-class questions to which students could respond via the Echo360 Active Learning Platform (ALP). Overall, more than 50% of face-to-face lecture time was replaced by online modules and interactive large-group sessions. Quantitative evaluation data included usage statistics from 264 students and feedback via online survey responses from 41 students. Qualitative evaluation data consisted of reflective commentaries from 160 student ePortfolios, which were analysed to identify factors affecting learning benefits and user acceptability. All of the modules were completed by 74% of students and on average, 83.1% of students eventually passed the optional review quizzes. Notably, 88.4% of students responded to in-class questions during the integration and feedback sessions via the ALP. Student reflections emphasised that the modules promoted understanding, which was reinforced through active learning. The modules were described as enjoyable, motivating and were appreciated for their flexibility, which enabled students to work at their own pace. In transforming this introductory Pathology course, we have demonstrated a model for the use of blended learning in large group teaching sessions, which achieved high levels of completion, satisfaction and value for learning.

SENSE IT: Student Enabled Network of Sensors for the Environment using Innovative Technology

NASA Astrophysics Data System (ADS)

Hotaling, L. A.; Stolkin, R.; Kirkey, W.; Bonner, J. S.; Lowes, S.; Lin, P.; Ojo, T.

2010-12-01

SENSE IT is a project funded by the National Science Foundation (NSF) which strives to enrich science, technology, engineering and mathematics (STEM) education by providing teacher professional development and classroom projects in which high school students build from first principles, program, test and deploy sensors for water quality monitoring. Sensor development is a broad and interdisciplinary area, providing motivating scenarios in which to teach a multitude of STEM subjects, from mathematics and physics to biology and environmental science, while engaging students with hands on problems that reinforce conventional classroom learning by re-presenting theory as practical tools for building real-life working devices. The SENSE IT program is currently developing and implementing a set of high school educational modules which teach environmental science and basic engineering through the lens of fundamental STEM principles, at the same time introducing students to a new set of technologies that are increasingly important in the world of environmental research. Specifically, the project provides students with the opportunity to learn the engineering design process through the design, construction, programming and testing of a student-implemented water monitoring network in the Hudson and St. Lawrence Rivers in New York. These educational modules are aligned to state and national technology and science content standards and are designed to be compatible with standard classroom curricula to support a variety of core science, technology and mathematics classroom material. For example, while designing, programming and calibrating the sensors, the students are led through a series of tasks in which they must use core mathematics and physics theory to solve the real problems of making their sensors work. In later modules, students can explore environmental science and environmental engineering curricula while deploying and monitoring their sensors in local rivers. This presentation will provide an overview of the educational modules. A variety of sensors will be described, which are suitably simple for design and construction from first principles by high school students while being accurate enough for students to make meaningful environmental measurements. The presentation will also describe how the sensor building activities can be tied to core curricula classroom theory, enabling the modules to be utilized in regular classes by mathematics, science and computing teachers without disrupting their semester’s teaching goals. Furthermore, the presentation will address of the first two years of the SENSE IT project, during which 39 teachers have been equipped, trained on these materials, and have implemented the modules with around approximately 2,000 high school students.

Assessing the Efficacy of a Student Expectations Questionnaire

ERIC Educational Resources Information Center

Warwick, Jon

2012-01-01

This article uses Rasch analysis to explore the efficacy of a questionnaire designed to assist university teaching staff in identifying those Level 4 students most in need of mathematics support. The students were all taking a mathematics module as part of their first year Computing curriculum, and the questionnaire explores the students' previous…

[Students assessment of teaching method used in the module "Help thesis writing": intended for interns at the Armed Forces Hospitals and held at the Army Center for Epidemiology and Public Health, Marseilles].

PubMed

Kasouati, Jalal; Velut, Guillaume; Deparis, Xavier; Touloune, Farida

2016-01-01

Educational assessment focuses on training institutions, programs, teachers or students. It may be predictive, summative or formative. Assessment of teaching by students (ATS) is one of the assessment tools included in the last category. Assessing teaching of the first part of the "Help thesis writing" training course. This is a cross-sectional study classified under the "ATS" agreement and focused on the "Help thesis writing" module provided to 27 participants preparing their end-of-study at CESPA. Participant representativeness was 100%. F/M sex ratio was 2, the average age was 25.5 years +/- 2.7 years, the respondents were mainly students serving as interns in general medicine. Over 85% of students said he had received no prior training in the treated areas. The participants had expectations that roughly met the objectives of the training. Apart from teaching rhythm which was deemed unsuitable by more than half of participants, 80% of participants were satisfied with the other aspects evaluated and 95.8% of them were planning to attend the second part of training. All the participants judged the training as helpful to significantly improve their knowledge and were certain it might have a positive impact on their research projects. Our study aimed to develop teacher-student complicity in order to achieve a common goal: "IMPROVING THE FORMATION".

Effectiveness of student-led objective tutorials in pharmacology teaching to medical students.

PubMed

Arora, Kriti; Hashilkar, Nayana Kamalnayan

2016-10-01

Current teaching in pharmacology is passive with less emphasis on clinical application. There is a need to incorporate newer instructional designs into pharmacology. Student-led objective tutorial (SLOT) is one of the novel designs to enhance interest among learners, provide opportunities for group learning, and facilitate self-directed learning. This study aims to assess the effectiveness of SLOTs over conventional tutorials (CTs) in pharmacology and to obtain feedback from the students regarding their perceptions about it. The regular batch of MBBS 2 nd professional in pharmacology was randomly divided into two groups. Five topics from central nervous system (CNS) were selected. One group received SLOT as the instructional strategy, whereas the other group went through CTs. At the end of the module, a written test was conducted to assess the effectiveness of both strategies. The students provided feedback regarding their experience using a prevalidated questionnaire. The mean scores of both the groups were analyzed using Mann-Whitney U-test. There was no significant difference in the mean scores of the end of the module test. However, the overall passing percentage was significantly higher in the intervention group ( P = 0.043). A total of 45.71% students favored it as a future tutorial method and expressed that SLOT enhanced their ability to learn independently. SLOT is an effective teaching-learning method to teach pharmacology to medical undergraduates. It enhances interest among learners and increases the ability to learn independently.

Development Module Oriented Science Technology Society Indue Science Literacy Assessment for 7th-Grade Junior High School Students in 2nd -Semester

NASA Astrophysics Data System (ADS)

Arbi, Y. R.; Sumarmin, R.; Putri, D. H.

2018-04-01

The problem in the science learning process is the application of the scientific approach takes a long time in order to provide conceptual understanding to the students, there is no teaching materials that can measure students reasoning and thinking ability, and the assessment has not measured students reasoning and literacy skills.The effort can be done is to develop science technology society module indue science literacy assessment. The purpose of the research was to produce a module oriented society indue science science technology literacy assessment. The research is development research using Plomp model, consist of preliminary, prototyping, and assessment phase. Data collect by questionnare and documantion. The result there is science technology society module indue science literacy assessment is very valid.

High definition video teaching module for learning neck dissection.

PubMed

Mendez, Adrian; Seikaly, Hadi; Ansari, Kal; Murphy, Russell; Cote, David

2014-03-25

Video teaching modules are proven effective tools for enhancing student competencies and technical skills in the operating room. Integration into post-graduate surgical curricula, however, continues to pose a challenge in modern surgical education. To date, video teaching modules for neck dissection have yet to be described in the literature. To develop and validate an HD video-based teaching module (HDVM) to help instruct post-graduate otolaryngology trainees in performing neck dissection. This prospective study included 6 intermediate to senior otolaryngology residents. All consented subjects first performed a control selective neck dissection. Subjects were then exposed to the video teaching module. Following a washout period, a repeat procedure was performed. Recordings of the both sets of neck dissections were de-identified and reviewed by an independent evaluator and scored using the Observational Clinical Human Reliability Assessment (OCHRA) system. In total 91 surgical errors were made prior to the HDVM and 41 after exposure, representing a 55% decrease in error occurrence. The two groups were found to be significantly different. Similarly, 66 and 24 staff takeover events occurred pre and post HDVM exposure, respectively, representing a statistically significant 64% decrease. HDVM is a useful adjunct to classical surgical training. Residents performed significantly less errors following exposure to the HD-video module. Similarly, significantly less staff takeover events occurred following exposure to the HDVM.

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.

Sensitive Electroanalysis Using Solid Electrodes.

ERIC Educational Resources Information Center

Wang, Joseph

1982-01-01

A hydrodynamic modulation voltammetry (HMV) experiment involving use of simple hydrodynamic modulation procedures is described. Competing with time/equipment restrictions of most teaching laboratories (stopped-stirring and stopped-flow volumetry), students perform both batch and flow analyses and are introduced to analytical flow systems and the…

Teaching Primary Health Care: An Interdisciplinary Approach.

ERIC Educational Resources Information Center

Bezzina, Paul; Keogh, Johann J.; Keogh, Mariana

1998-01-01

Nursing and radiology students (n=15) at the University of Malta who completed an interdisciplinary module on primary health care reported they found the theoretical material applicable to practice; the module enabled them to learn about their potential role in primary health care. (SK)

E-learning module on chronic low back pain in older adults: evidence of effect on medical student objective structured clinical examination performance.

PubMed

Weiner, Debra K; Morone, Natalia E; Spallek, Heiko; Karp, Jordan F; Schneider, Michael; Washburn, Carol; Dziabiak, Michael P; Hennon, John G; Elnicki, D Michael

2014-06-01

The Institute of Medicine has highlighted the urgent need to close undergraduate and graduate educational gaps in treating pain. Chronic low back pain (CLBP) is one of the most common pain conditions, and older adults are particularly vulnerable to potential morbidities associated with misinformed treatment. An e-learning case-based interactive module was developed at the University of Pittsburgh Center of Excellence in Pain Education, one of 12 National Institutes of Health-designated centers, to teach students important principles for evaluating and managing CLBP in older adults. A team of six experts in education, information technology, pain management, and geriatrics developed the module. Teaching focused on common errors, interactivity, and expert modeling and feedback. The module mimicked a patient encounter using a standardized patient (the older adult with CLBP) and a pain expert (the patient provider). Twenty-eight medical students were not exposed to the module (Group 1) and 27 were exposed (Group 2). Their clinical skills in evaluating CLBP were assessed using an objective structured clinical examination (OSCE). Mean scores were 62.0 ± 8.6 for Group 1 and 79.5 ± 10.4 for Group 2 (P < .001). Using an OSCE pass-fail cutoff score of 60%, 17 of 28 Group 1 students (60.7%) and 26 of 27 Group 2 students (96.3%) passed. The CLBP OSCE was one of 10 OSCE stations in which students were tested at the end of a Combined Ambulatory Medicine and Pediatrics Clerkship. There were no between-group differences in performance on eight of the other nine OSCE stations. This module significantly improved medical student clinical skills in evaluating CLBP. Additional research is needed to ascertain the effect of e-learning modules on more-advanced learners and on improving the care of older adults with CLBP. © 2014, Copyright the Authors Journal compilation © 2014, The American Geriatrics Society.

E-Learning Module on Chronic Low Back Pain in Older Adults: Evidence of Effect on Medical Student Objective Structured Clinical Examination Performance

PubMed Central

Weiner, Debra K.; Morone, Natalia E.; Spallek, Heiko; Karp, Jordan F.; Schneider, Michael; Washburn, Carol; Dziabiak, Michael P.; Hennon, John G.; Elnicki, D. Michael

2015-01-01

The Institute of Medicine has highlighted the urgent need to close undergraduate and graduate educational gaps in treating pain. Chronic low back pain (CLBP) is one of the most common pain conditions, and older adults are particularly vulnerable to potential morbidities associated with misinformed treatment. An e-learning case-based interactive module was developed at the University of Pittsburgh Center of Excellence in Pain Education, one of 12 National Institutes of Health–designated centers, to teach students important principles for evaluating and managing CLBP in older adults. A team of six experts in education, information technology, pain management, and geriatrics developed the module. Teaching focused on common errors, interactivity, and expert modeling and feedback. The module mimicked a patient encounter using a standardized patient (the older adult with CLBP) and a pain expert (the patient provider). Twenty-eight medical students were not exposed to the module (Group 1) and 27 were exposed (Group 2). Their clinical skills in evaluating CLBP were assessed using an objective structured clinical examination (OSCE). Mean scores were 62.0 ± 8.6 for Group 1 and 79.5 ± 10.4 for Group 2 (P < .001). Using an OSCE pass–fail cutoff score of 60%, 17 of 28 Group 1 students (60.7%) and 26 of 27 Group 2 students (96.3%) passed. The CLBP OSCE was one of 10 OSCE stations in which students were tested at the end of a Combined Ambulatory Medicine and Pediatrics Clerkship. There were no between-group differences in performance on eight of the other nine OSCE stations. This module significantly improved medical student clinical skills in evaluating CLBP. Additional research is needed to ascertain the effect of e-learning modules on more-advanced learners and on improving the care of older adults with CLBP. PMID:24833496

Interactive Video in the Special Classroom: A Pilot Study.

ERIC Educational Resources Information Center

Browning, Philip; And Others

1986-01-01

Describes a courseware development project at the University of Oregon which explored use of interactive video with mentally disabled students to teach life enhancement skills. Discussion of the results of a pilot study of one of the modules includes information on student achievement and teacher and student reactions. (MBR)

Improving Statistical Skills through Students' Participation in the Development of Resources

ERIC Educational Resources Information Center

Biza, Irene; Vande Hey, Eugénie

2015-01-01

This paper summarizes the evaluation of a project that involved undergraduate mathematics students in the development of teaching and learning resources for statistics modules taught in various departments of a university. This evaluation regards students' participation in the project and its impact on their learning of statistics, as…

Flipping one-shot library instruction: using Canvas and Pecha Kucha for peer teaching.

PubMed

Carroll, Alexander J; Tchangalova, Nedelina; Harrington, Eileen G

2016-04-01

This study sought to determine whether a flipped classroom that facilitated peer learning would improve undergraduate health sciences students' abilities to find, evaluate, and use appropriate evidence for research assignments. Students completed online modules in a learning management system, with librarians facilitating subsequent student-directed, in-person sessions. Mixed methods assessment was used to evaluate program outcomes. Students learned information literacy concepts but did not consistently apply them in research assignments. Faculty interviews revealed strengthened partnerships between librarians and teaching faculty. This pedagogy shows promise for implementing and evaluating a successful flipped information literacy program.

Teaching Two Basic Nanotechnology Concepts in Secondary School by Using a Variety of Teaching Methods

ERIC Educational Resources Information Center

Blonder, Ron; Sakhnini, Sohair

2012-01-01

A nanotechnology module was developed for ninth grade students in the context of teaching chemistry. Two basic concepts in nanotechnology were chosen: (1) size and scale and (2) surface-area-to-volume ratio (SA/V). A wide spectrum of instructional methods (e.g., game-based learning, learning with multimedia, learning with models, project based…

Constant Perimeter, Varying Area: A Case Study of Teaching and Learning Mathematics to Design a Fish Rack

ERIC Educational Resources Information Center

Rickard, Anthony

2005-01-01

This case study examines a sixth-grade teacher and her students in an urban school district in Alaska, engaging in an activity from a module that is part of the Math in a Cultural Context (MCC) series. By analyzing the module, the teacher's practice, classroom discourse, and students' work, the case shows that the teacher and the MCC module…

An Analysis of a Model for Developing Instructional Materials for Teaching Physical Science Concepts for Grade 8 Students in the Republic of China.

ERIC Educational Resources Information Center

Hsu, Shun-Yi

An instructional model based on a learning cycle including correlation, analysis, and generalization (CAG) was developed and applied to design an instructional module for grade 8 students in Taiwan, Republic of China. The CAG model was based on Piagetian theory and a concept model (Pella, 1975). The module developed for heat and temperature was…

Teaching Earth Sciences as an interdisciplinary subject: Novel module design involving research literature

NASA Astrophysics Data System (ADS)

Tong, Vincent C. H.

2010-05-01

The study of Earth Sciences requires an interdisciplinary approach as it involves understanding scientific knowledge originating from a wide spectrum of research areas. Not only does it include subjects ranging from, for instance, hydrogeology to deep crustal seismology and from climate science to oceanography, but it also has many direct applications in closely related disciplines such as environmental engineering and natural resources management. While research crossing traditional disciplinary boundaries in geosciences is becoming increasingly common, there is only limited integration of interdisciplinary research in the teaching of the subject. Given that the transition from undergraduate education based on subject modules to postgraduate interdisciplinary research is never easy, such integration is a highly desirable pedagogical approach at both undergraduate and postgraduate levels. My presentation is based on a recent teaching project involving novel design of an undergraduate course. The course is implemented in order to address the synergy between research and teaching (Tong, 2009). This project has been shown to be effective and successful in teaching geosciences undergraduates at the University of London. The module consists of studying core geophysical principles and linking them directly to a selection of recently published research papers in a wide range of interdisciplinary applications. Research reviewing and reporting techniques are systematically developed, practised and fully integrated into teaching of the core scientific theories. A fully-aligned assignment with a feedback website invites the students to reflect on the scientific knowledge and the study skills related to research literature they have acquired in the course. This teaching project has been recognized by a teaching award (http://www.clpd.bbk.ac.uk/staff/BETA). In this presentation, I will discuss how undergraduate teaching with a focus on research literature in Earth Sciences can be addressed through careful module design with aligned assessments and feedback. By providing an overview of the teaching project, I will highlight the importance of introducing interdisciplinary research at undergraduate levels (Tong, Nature, 2010). Main project outcomes with student feedback will also be assessed and explored for better teaching practices. References: Tong, C. H., Let interdisciplinary research begin in undergraduate years, Nature, v. 463, p. 157, 2010. Tong, C. H., Approaching research literature: Module design with Electronic feedback package on written assignment (Project report), 2009. (http://www.clpd.bbk.ac.uk/staff/BETA/vtong)

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

"Flipping" the introductory clerkship in radiology: impact on medical student performance and perceptions.

PubMed

Belfi, Lily M; Bartolotta, Roger J; Giambrone, Ashley E; Davi, Caryn; Min, Robert J

2015-06-01

Among methods of "blended learning" (ie, combining online modules with in-class instruction), the "flipped classroom" involves student preclass review of material while reserving class time for interactive knowledge application. We integrated blended learning methodology in a "flipped" introductory clerkship in radiology, and assessed the impact of this approach on the student educational experience (performance and perception). In preparation for the "flipped clerkship," radiology faculty and residents created e-learning modules that were uploaded to an open-source website. The clerkship's 101 rising third-year medical students were exposed to different teaching methods during the course, such as blended learning, traditional lecture learning, and independent learning. Students completed precourse and postcourse knowledge assessments and surveys. Student knowledge improved overall as a result of taking the course. Blended learning achieved greater pretest to post-test improvement of high statistical significance (P value, .0060) compared to lecture learning alone. Blended learning also achieved greater pretest to post-test improvement of borderline statistical significance (P value, .0855) in comparison to independent learning alone. The difference in effectiveness of independent learning versus lecture learning was not statistically significant (P value, .2730). Student perceptions of the online modules used in blended learning portions of the course were very positive. They specifically enjoyed the self-paced interactivity and the ability to return to the modules in the future. Blended learning can be successfully applied to the introductory clerkship in radiology. This teaching method offers educators an innovative and efficient approach to medical student education in radiology. Copyright © 2015 AUR. Published by Elsevier Inc. All rights reserved.

Occupational Home Economics Education Series. Window Treatment Services. Competency Based Teaching Module.

ERIC Educational Resources Information Center

Lowe, Phyllis; And Others

This module, one of ten competency based modules developed for vocational home economics teachers, is based on a job cluster in window treatment services. It can be used for various types of learners such as the handicapped, slowlearners, high school students, and adults including senior citizens. Focusing on the specific job title of window…

Module 4--Effective Teaching. School Improvement Specialist Training Materials: Performance Standards, Improving Schools, and Literature Review

ERIC Educational Resources Information Center

Appalachia Educational Laboratory at Edvantia (NJ1), 2005

2005-01-01

The School Improvement Specialist Project prepared seven modules. School improvement specialists, as defined by the Appalachia Educational Laboratory at Edvantia, are change agents who work with schools to help them improve in the following areas so as to increase student achievement. These modules are intended to provide training materials for…

The New Youth Entrepreneur: Getting Ready for Entrepreneurship. Business Ideas for All Communities. Module 3.

ERIC Educational Resources Information Center

Kourilsky, Marilyn; And Others

The New Youth Entrepreneur curriculum is a series of 12 youth-oriented educational modules containing instructional materials, learning activities, and checkup exercises designed to teach students key elements of entrepreneurship. This document is the third module, which focuses on issues related to starting a business and providing ideas for…

The New Youth Entrepreneur: You Can Make It Happen. YESS! You. The Business Plan. Module 12.

ERIC Educational Resources Information Center

Kourilsky, Marilyn; And Others

The New Youth Entrepreneur curriculum is a series of 12 youth-oriented educational modules containing instructional materials, learning activities, and checkup exercises designed to teach students key elements of entrepreneurship. This document is the twelfth module, and discusses the usefulness of a business plan for entrepreneurs starting small…

Form and Function: An Organic Chemistry Module. Teacher's Guide.

ERIC Educational Resources Information Center

Jarvis, Bruce; Mazzocchi, Paul; Hearle, Robert

This teacher's guide is designed to provide science teachers with the necessary guidance and suggestions for teaching organic chemistry. In this book, the diverse field of organic chemistry modules is introduced. The material in this book can be integrated with the other modules in a sequence that helps students to see that chemistry is a unified…

A pharmacy student's role as a teaching assistant in an undergraduate medicinal chemistry course - Implementation, evaluation, and unexpected opportunities for educational outreach.

PubMed

DellaVecchia, Matthew J; Claudio, Alyssa M; Fairclough, Jamie L

2017-11-01

To describe 1) a pharmacy student's teaching assistant (TA) role in an undergraduate medicinal chemistry course, 2) an active learning module co-developed by the TA and instructor, and 3) the unexpected opportunities for pharmacy educational outreach that resulted from this collaboration. Medicinal Chemistry (CHM3413) is an undergraduate course offered each fall at Palm Beach Atlantic University (PBA). As a TA for CHM3413, a pharmacy student from the Gregory School of Pharmacy (GSOP) at PBA co-developed and implemented an active learning module emphasizing foundational medicinal chemistry concepts as they pertain to performance enhancing drugs (PEDs). Surveys assessed undergraduate students' perceived knowledge of medicinal chemistry concepts, PEDs, and TA involvement. Students' (total n = 60, three fall semesters) perceived confidence in knowledge of medicinal chemistry concepts and PEDs increased significantly (p < 0.001) after the TA's module. Nearly 93% of students acknowledged this was their first interaction with a TA at PBA, ~ 82% "agreed/strongly agreed" that the TA provided effective instruction, and ~ 62% "agreed/strongly agreed" that TA availability raised overall confidence in CHM3413. Unexpected "side-effects" of this collaboration included opportunities for the TA and instructor to discuss health risks associated with PED usage with student-athletes and coaches at PBA. This collaboration developed the pharmacy student's teaching skills and reinforced knowledge of foundational pharmaceutical science concepts for both the TA and undergraduate students. Unexpected "side-effects" that resulted from this collaboration included opportunities for the TA and instructor to discuss health risks associated with PED usage with student-athletes in PBA's athletic department. Educational/interprofessional outreach opportunities resulted from a pharmacy student TA's involvement in an undergraduate medicinal chemistry course. An advanced pharmacy practice experience elective in sports pharmacy (based on Ambrose's model) begins Fall 2017. Copyright © 2017 Elsevier Inc. All rights reserved.

Ornamental Horticulture.

ERIC Educational Resources Information Center

New York State Education Dept., Albany. Bureau of Occupational and Career Curriculum Development.

Each of the 32 curriculum modules in this packet for ornamental horticulture instruction contains a brief description of the module content, a list of the major division or units, the overall objectives, objectives by units, content outline and suggested teaching methods, student application activities, and evaluation procedures. A listing of…

Health Instruction Packages: Cardiac Anatomy.

ERIC Educational Resources Information Center

Phillips, Gwen; And Others

Text, illustrations, and exercises are utilized in these five learning modules to instruct nurses, students, and other health care professionals in cardiac anatomy and functions and in fundamental electrocardiographic techniques. The first module, "Cardiac Anatomy and Physiology: A Review" by Gwen Phillips, teaches the learner to draw…

Lessons from interprofessional e-learning: piloting a care of the elderly module.

PubMed

Juntunen, Anitta; Heikkinen, Eija

2004-08-01

Educating health care professionals is a key issue in the provision of quality healthcare services. Interprofessional education has been suggested as a means of meeting this challenge. Four Finnish polytechnics providing education for nurses, social workers and physiotherapists wished to develop the content and methods of teaching the care of the elderly by collaboratively creating and implementing an interprofessional module of 15 European Credit Transfer units, using e-learning. This paper examines the planning and assessment of the impact of the pilot module. The web-based environment eminently suited teaching interprofessional care of the elderly. It supported content and methodological development and renewal of the module. It enabled discussion and collaboration between nursing, social work and rehabilitation teachers and students from the Polytechnics which are located in different parts of Finland. However, it became evident during the pilot that the most crucial challenges of the web-based pedagogy were in the ability of the teacher to supervise, support and motivate students and the organisation of interprofessional learning offered by collaborating institutions.

Evaluation of Health Profession Student Attitudes toward an Online Nutrition Education Problem-Based Learning Module

ERIC Educational Resources Information Center

Gould, Kathleen; Sadera, William

2015-01-01

The intent of problem-based learning (PBL) is to increase student motivation to learn, to promote critical thinking and to teach students to learn with complexity. PBL encourages students to understand that there are no straightforward answers and that problem solutions depend on context. This paper discusses the experience of undergraduate health…

Education modules using EnviroAtlas (#2)

EPA Science Inventory

Session Title #1: Exploration and Discovery through Maps: Teaching Science with Technology. Online maps have the power to spark student interest and bring students closer to their local natural environments. EnviroAtlas is an interactive, web-based tool that was designed by the...

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.

Introducing a teaching module to impart communication skills in the learning anaesthesiologists

PubMed Central

Gadre, Vaijayanti Nitin; Kelkar, Kalpana V; Kelkar, Vidya S; Jamkar, Maya A

2015-01-01

Background and Aims: Pre-operative negative valence communications adversely affect intra and post-operative pain experience. This study was conducted to evaluate the teaching of communication skills by teachers in anaesthesia department and whether the post-operative pain is effectively modified due to the skill of communication acquired by students. Methods: All students and teachers in the department participated in the study. Patients with uncomplicated pregnancy posted for elective lower segment caesarean section were involved. Students were taught to explain the anaesthesia plan pre-operatively to the patients in a positive manner. They were taught the practice of giving positive suggestions before any potentially painful stimulus. Pre-operatively all students informed the patients about the conduct of spinal anaesthesia. The teachers evaluated the students performing spinal block. The performance was rated for procedural and interpersonal skills (direct observation of procedural skills [DOPS] and Smith and Kendall Behavioural scale [SKBS] respectively). The extent of cooperation and the ease with which spinal block could be administered correctly by the student was judged by the teacher. Post-operatively students were randomly provided questionnaires to elicit answers from patients. Results: P value DOPS and SKBS (0.567, 0.867) show no significant statistical variation. P > 0.05 = not significant, indicates no significant variation in procedural and behavioural skills of students in two groups. Conclusion: Teaching of communication skills to students showed a demonstrable effect on their pre-operative dialogue with patients. Pain mechanism was effectively modulated by improving patients’ psychology to undergo anaesthesia. PMID:26195834

[Development and experimentation of a health promotion and health education module in the context of an on-line distance learning programme].

PubMed

Billot, Dominique

2007-01-01

The article presents the evolution of a health promotion and health education training module within the contexts of the development of a new on-line learning programme. Relying upon validated theoretical models, each step of the module's development is explicitly described, from the needs assessment phase to the experimental one. A detailed needs assessment brings to light the limitations of a traditional distance-learning module with regard to the very specific needs of students. The learning objectives were formulated to catch up with and be more in sync with the skills and competencies held and carried out by the educators in the field. The teaching methods were selected for their attributes of being more active and more diverse. Formative evaluation is introduced and certificatory evaluation aims to corroborate with the teaching objectives. Immediate results from experimentation done in these early stages gives prominence to the added value of this new on-line module, which appears to be much more adapted to the students' needs.

Curriculum Guide for Fashion Merchandising (Fashion Salesperson).

ERIC Educational Resources Information Center

Gregory, Margaret R.

This curriculum guide is designed to help teachers teach a course in fashion merchandising to high school students. The guide contains eight performance-based learning modules, each consisting of one to seven units. Each unit teaches a job-relevant task, and includes performance objectives, performance guides, resources, learning activities,…

For Earth's Sake: Lessons in Population and the Environment.

ERIC Educational Resources Information Center

Brouse, Deborah E.; Wasserman, Pamela B.

Intended to introduce young people to the remarkable interconnectedness of people and the environment, this middle school teaching kit is designed to give students an understanding of important population and environmental concepts while promoting a sense of individual responsibility for stewardship of the earth. The teaching modules in the kit…

Tools and Methods for Teaching Informatics at School: An Advanced Logo Course.

ERIC Educational Resources Information Center

Nikolov, Rumen

1992-01-01

Describes a course in educational informatics for preservice teachers and students in educational software development that emphasizes the use of LOGO, and summarizes course modules that cover tools and methods for teaching informatics, informatics curriculum design, introducing the basic notions of informatics, integrating informatics into the…

Teaching Embedded System Concepts for Technological Literacy

ERIC Educational Resources Information Center

Winzker, M.; Schwandt, A.

2011-01-01

A basic understanding of technology is recognized as important knowledge even for students not connected with engineering and computer science. This paper shows that embedded system concepts can be taught in a technological literacy course. An embedded system teaching block that has been used in an electronics module for non-engineers is…

First-Year Hands-On Design Course: Implementation & Reception

ERIC Educational Resources Information Center

Butterfield, Anthony E.; Branch, Kyle; Trujillo, Edward

2015-01-01

To incorporate active and collaborative teaching methods early in our curriculum, we have developed a freshman design laboratory. The course introduces numerous core concepts and lab skills, by way of seven teaching modules, including spectrometer construction and a collaborative project with seniors. Survey data show students enjoyed and learned…

Evaluation of traditional classroom teaching methods versus course delivery via the World Wide Web.

PubMed

Ryan, M; Carlton, K H; Ali, N S

1999-09-01

Higher education is moving with deliberate speed to an electronic classroom. Much has been published on faculty experiences with World Wide Web (WWW) course delivery. However, little research exists on the evaluation of these methods. The purpose of this study was to evaluate students' perceptions of two approaches to teaching: classroom and WWW modules. Classroom methods were rated significantly higher in relation to content, interaction, participation, faculty preparation, and communication. Technical skills were rated higher for WWW modules. Critical thinking and time allotted for assignments were not significantly different between classroom and WWW instruction. Open-ended comments were rich and supported both positive and negative aspects of classroom and WWW-based modules. Implications call for creativity in course development, course redesign and orientation, active communication with students, support for technical problems, faculty development, and university-wide planning through partnerships.

Use of standardized patients to teach medical students about living organ donation.

PubMed

Bramstedt, Katrina A; Moolla, Ariff; Rehfield, Patricia L

2012-03-01

Educators routinely use standardized patients to teach medical students a variety of clinical concepts. Standardized patients have also been used to teach students about medical ethics and deceased organ donation. Not reported before, however, is the use of standardized patients to educate medical students about the ethical issues in living organ donation. It seems important to fill this gap because in the United States, roughly 45% of organ donors are living donors, and these patients will visit physicians throughout their lifespan, not just with the occurrence of donation. This article reports an experience teaching concepts in living donation and transplant ethics to second-year osteopathic medicine students using a standardized patient and supplementary instructional materials (eg, film, panel discussion, reading list). Specifically, a transplant ethics module was created that included an actor portraying a living donor candidate who had a number of case variables pertaining to medical and psychosocial matters. Instructional themes included informed consent, altruism, patient selection criteria, organ vending, and post-donation support systems.

White Paper: Radiological Curriculum for Undergraduate Medical Education in Germany.

PubMed

Ertl-Wagner, B; Barkhausen, J; Mahnken, A H; Mentzel, H J; Uder, M; Weidemann, J; Stumpp, P

2016-11-01

Purpose: Radiology represents a highly relevant part of undergraduate medical education from preclinical studies to subinternship training. It is therefore important to establish a content base for teaching radiology in German Medical Faculties. Materials and Methods: The German Society of Radiology (DRG) developed a model curriculum for radiological teaching at German medical universities, which is presented in this article. There is also a European model curriculum for undergraduate teaching (U-level curriculum of the European Society of Radiology). In a modular concept, the students shall learn important radiological core principles in the realms of knowledge, skills and competences as well as core scientific competences in the imaging sciences. Results: The curriculum is divided into two modules. Module 1 includes principles of radiation biology, radiation protection and imaging technology, imaging anatomy as well as the risks and side effects of radiological methods, procedures and contrast media. This module is modality-oriented. Module 2 comprises radiological diagnostic decision-making and imaging-based interventional techniques for various disease entities. This module is organ system-oriented. Conclusion: The curriculum is meant as a living document to be amended and revised at regular intervals. The curriculum can be used as a basis for individual curricular development at German Medical Faculties. It can be integrated into traditional or reformed medical teaching curricula. Key Points: • Radiology is an integral and important part of medical education.• The German Society of Radiology (DRG) developed a model curriculum for teaching radiology at German Medical Faculties to help students develop the ability to make medical decisions based on scientific knowledge and act accordingly.• This curriculum can be used for individual curricular development at medical departments. It is divided into two modules with several chapters. Citation Format: • Ertl-Wagner B, Barkhausen J, Mahnken AH et al. White Paper: Radiological Curriculum for Undergraduate Medical Education in Germany. Fortschr Röntgenstr 2016; 188: 1017 - 1023. © Georg Thieme Verlag KG Stuttgart · New York.

Improvements in Undergraduate Science Education Using Web-Based Instructional Modules: The Natural Science Pages.

ERIC Educational Resources Information Center

Carpi, Anthony

2001-01-01

Explains the advantages of using the World Wide Web as an educational tool and describes the Natural Science Pages project which is a teaching module involving Internet access and Web use and aiming to improve student achievement. (Contains 13 references.) (YDS)

Teaching Science and Technology via Online Distance Learning: The Experience of Teaching Biostatistics in an Online Master of Public Health Programme

ERIC Educational Resources Information Center

Gemmell, Isla; Sandars, John; Taylor, Stewart; Reed, Katie

2011-01-01

This paper describes the development and teaching of a biostatistics module within a fully online distance learning Master of Public Health (MPH) programme at the University of Manchester. The MPH programme caters for students from over 40 countries worldwide and all materials are delivered via the Blackboard virtual learning environment. In this…

Project-based Modules from two STEM Learning Teams in Howard County, Maryland

NASA Astrophysics Data System (ADS)

Griffiths, L. N.; Bradley, L. A.

2011-12-01

In 2009, two Maryland school districts-Howard County Public School System and Prince George's County Public Schools-and the Goddard Space Flight Center of the National Aeronautics and Space Administration (NASA) partnered with the National Commission on Teaching and America's Future (NCTAF) to develop NASA 21st Century Learning Studios. In 2010, NCTAF expanded the program to include Learning Studios at two additional Maryland school districts (Anne Arundel County Public Schools and Baltimore County Public Schools), partnering with the United States Naval Academy and the University of Maryland. Overall, the focus of these Learning Studios is to combine the expertise of scientists with that of educators through Learning Teams to improve teaching and learning in science, technology, engineering and mathematics (STEM) fields, while delivering project-based modules to be implemented in other school districts. The focus of this paper is to summarize the experience and outcomes from two Learning Teams from the Howard County Public School System. STEM Learning Teams were established at Centennial High School and Hammond High School in Maryland. Each Team worked together for two years to create interdisciplinary units of study for their students with a focus on Earth Science. To maximize student interest, teachers worked with NASA scientists five times a year to develop four learning modules using practical examples and incorporating real scientific observations. A weathering and erosion module challenges students to collect appropriate field observations and determine erosion and deposition rates in a nearby lake. A plate tectonics module requires students to use measures of plate motion from the National Oceanic and Atmospheric Administration to estimate rates of convergence in southern Asia. A third module for lessons in climate change requires students to find open source climate data, determine changes in the atmosphere and estimate anthropogenic impacts. A follow-up exercise challenges students to find ways to alter their schools, homes and individual activities for reducing carbon footprints. A fourth module requires students to model solar and lunar eclipses in different ways, and to combine this understanding with the personal experiences of a NASA scientist. The intended outcomes from an implementation of these four modules are: to present real-world practical problems to be solved by the students; to expose students to areas of active research; and to expose students to careers in STEM. Such experience should improve their preparations for new opportunities after high school.

The learning unit "Orthodontic set-up" as a new-media module in teaching.

PubMed

Asselmeyer, T; Fischer, V; Matthies, H; Schwestka-Polly, R

2004-07-01

The present study examines the extent to which computer-assisted learning units provided independently of place and time are used in self-study as a supplement to the classical classroom instruction of dental students. Indications as to whether such teaching modules improve training in orthodontics should be obtained from this. Attention was focussed on the implementation and evaluation of the "Orthodontic set-up" teaching module, which can be accessed in the Internet and Intranet of the university. The didactic arrangement offered classical university courses in parallel (four lectures on the subjects of occlusion, function, diagnostics, and therapy) in addition to the electronically communicated teaching contents. In addition, intensive supervision during the production of the set-up was guaranteed. The use of this multimedia learning concept was in general assessed positively by 63 surveyed students in the 2002/03 winter semester. The results revealed on the one hand the intensity of use and features of the acquisition of knowledge (use types), and on the other hand, in terms of professional relevance, the contents were found to be well explained, didactically attractive, and understandably presented. However, numerous drawbacks were also mentioned (technical and time problems; qualification deficits). The experience gained in this project should encourage more future investment in the development of alternative university didactic models.

Teacher-Writer Memoirs as Lens for Writing Emotionally in a Primary Teacher Education Programme

ERIC Educational Resources Information Center

Deegan, James G.

2008-01-01

This article examines student teachers' experiences of writing emotionally through the lens of teacher-writer memoirs. The participants were 99 postgraduate student teachers on a sociology of teaching module in an initial primary teacher education programme in the Republic of Ireland. Analysis of journal responses indicated how student teachers…

Effects of Lexical Cohesion and Macrorules on EFL Students' Main Idea Comprehension

ERIC Educational Resources Information Center

Wilawan, Sujunya

2011-01-01

This study investigated the effects of an instructional procedure which incorporated lexical cohesion and macrorules to promote main idea comprehension of Thai EFL students. One hundred and six undergraduate students taking a reading module were randomly assigned to one of three teaching conditions: the combined use of lexical cohesion and…

Design and Development of a Geography Module for First-Year Primary Student Teachers

ERIC Educational Resources Information Center

Blankman, Marian; van der Schee, Joop; Boogaard, Marianne; Volman, Monique

2016-01-01

This paper describes the result of a design study in which a geography course was developed and tested aiming to develop the Pedagogical Content Knowledge (PCK) of first-year primary student teachers. This resulted in a course called "Consciously Teaching Geography" with characteristics as (1) starting from students' preconceptions and…

Developing and Translating a New Model for Teaching Empowerment Into Routine Chronic Care Management

PubMed Central

Wallace, Carolyn A; Pontin, David; Dokova, Klara; Mikkonen, Irma; Savage, Eileen; Koskinen, Liisa

2017-01-01

Background: Health professional education has been criticized for not integrating patient expertise into professional curricula to develop professional skills in patient empowerment. Objective: To develop and translate a new expert patient-centered model for teaching empowerment into professional education about routine chronic care management. Methods: Eight Finnish patients (known as expert patients), 31 students, and 11 lecturers from 4 European countries participated in a new pilot intensive educational module. Thirteen focus groups, artefacts, and an online student evaluation were analyzed using a thematic analysis and triangulated using a meta-matrix. Results: A patient-centered pedagogical model is presented, which describes 3 phases of empowerment: (1) preliminary work, (2) the elements of empowerment, and (3) the expected outcomes. These 3 phases were bound by 2 cross-cutting themes “time” and “enabling resources.” Conclusion: Patient expertise was embedded into the new module curriculum. Using an example of care planning, and Pentland and Feldman’s theory of routine organization, the results are translated into a patient-centered educational model for teaching empowerment to health profession students. PMID:29582009

Integration of an expert teaching assistant with distance learning software

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

Fonseca, S.P.; Reed, N.E.

1996-12-31

The Remote Teaching Assistant (RTA) software currently under development at UC Davis allows students and Teaching Assistants (TA`s) to interact through multimedia communication via the Internet. To resolve the problem of TA unavailability and limited knowledge, an Expert Teaching Assistant (ETA) module is being developed. When TA`s are not on-line, students in need of help consult ETA. The focus of this research is the development and integration of ETA with RTA, the establishment of an architecture suitable for use with education (the domain) in any sub-domain (course), and the creation of a mechanism usable by non-technical personnel to maintain knowledgemore » bases.« less

Teenage Pregnancy: An Intensive and Critical Problem in Search of a Solution. Student Fact Finder Leaflet.

ERIC Educational Resources Information Center

Glover-Smith, Alma

This document presents materials from a course designed to teach adolescents about teenage pregnancy and parenting. The materials are organized into nine modules, each of which contains instructions on how to use the module; a pre- and post-test on the information presented in the module; a fact finder leaflet of information; and relevant…

Project S.P.I.C.E. Special Partnership in Career Education. Economic Awareness. A Teaching Module.

ERIC Educational Resources Information Center

Volusia County Schools, Daytona Beach, FL.

This fifth in a series of six modules on economic awareness is part of the Special Partnership in Career Education (SPICE) program, which was designed to provide career awareness and exploration information to junior high-aged educable mentally handicapped students. The module follows a typical format that includes two major sections: overview and…

The New Youth Entrepreneur: How To Sell Your Idea. The "What's in It for Me" (WIIFM) Factor. Module 4.

ERIC Educational Resources Information Center

Kourilsky, Marilyn; And Others

The New Youth Entrepreneur currriculum is a series of 12 youth-oriented educational modules containing instructional materials, learning activities, and checkup exercises designed to teach students key elements of entrepreneurship. This document is the fourth module, which focuses on issues related to marketing, such as market niches and research,…

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

The use of podcasts to enhance research-teaching linkages in undergraduate nursing students.

PubMed

Strickland, Karen; Gray, Colin; Hill, Gordon

2012-07-01

An understanding of research is important to enable nurses to provide evidence-based care. However, undergraduate nursing students often find research a challenging subject. The purpose of this paper is to present an evaluation of the introduction of podcasts in an undergraduate research module to enhance research-teaching linkages between the theoretical content and research in practice and improve the level of student support offered in a blended learning environment. Two cohorts of students (n=228 and n=233) were given access to a series of 5 "guest speaker" podcasts made up of presentations and interviews with research experts within Edinburgh Napier. These staff would not normally have contact with students on this module, but through the podcasts were able to share their research expertise and methods with our learners. The main positive results of the podcasts suggest the increased understanding achieved by students due to the multi-modal delivery approach, a more personal student/tutor relationship leading to greater engagement, and the effective use of materials for revision and consolidation purposes. Negative effects of the podcasts centred around problems with the technology, most often difficulty in downloading and accessing the material. This paper contributes to the emerging knowledge base of podcasting in nurse education by demonstrating how podcasts can be used to enhance research-teaching linkages and raises the question of why students do not exploit the opportunities for mobile learning. Copyright © 2012 Elsevier Ltd. All rights reserved.

Emphasizing Bloom's Affective Domain to Reduce Pharmacy Students' Stigmatizing Attitudes.

PubMed

Muzyk, Andrew J; Lentz, Katie; Green, Cynthia; Fuller, Steve; May, D Byron; Roukema, Lorae

2017-03-25

Objective. To create a learning environment using Bloom's affective domain as a framework that would reduce third-year pharmacy students' stigmatizing attitudes toward patients with mental illness. Design. Prior to the start of the module, students were asked to complete the 27-question Attribution Questionnaire Short Form (AQ-27). The teaching approach and in-class activities were designed to allow students' to experience the major categories within Bloom's affective domain. The module used patient cases, interactive-learning activities, and reflective discussions to augment pharmacological and therapeutic knowledge with a humanistic understanding of mental illness. Students were asked to retake the AQ-27 after completing the module. Assessment. Paired responses on the AQ-27 were reported for 74 of 104 students, which represents a response rate of 71.2%. Students' scores changed significantly on nine of the 27 questions. Students' attitudes pre- to post-module revealed a significant increase in the help construct, while there was a significant decrease in the dangerousness and fear constructs. Conclusion. Designing and implementing a course along the continuum of Bloom's affective domain resulted in appropriate changes in students' attitudes toward patients with mental illness.

The use of the nominal group technique as an evaluative tool in the teaching and summative assessment of the inter-personal skills of student mental health nurses.

PubMed

Perry, Jonathan; Linsley, Sue

2006-05-01

Nominal group technique is a semi-quantitative/qualitative evaluative methodology. It has been used in health care education for generating ideas to develop curricula and find solutions to problems in programme delivery. This paper aims to describe the use of nominal group technique and present the data from nominal group evaluations of a developing module which used novel approaches to the teaching and assessment of interpersonal skills. Evaluations took place over 3 years. Thirty-six students took part in annual groups. Analysis of the data produced the following themes based on items generated in the groups: role play, marking, course content, teaching style and user involvement. Findings indicate that students valued the role play, feedback from service users and emphasis on engagement and collaboration elements of the module. The areas which participants found difficult and desired change included anxiety during experiential practice, the "snap shot" nature of assessment and the use of specific interventions. Indications are also given regarding the impact of changes made by teaching staff over the 3 year evaluation period. The findings support themes within the existing literature on the teaching of interpersonal skills and may to some extent point the way toward best practice in this area. The paper discusses these findings and their implications for nurse education.

Inspiring Inquiry: Scientists, science teachers, and GK-12 students learning climate science together

NASA Astrophysics Data System (ADS)

Stwertka, C.; Blonquist, J.; Feener, D.

2010-12-01

A major communication gap exists between climate scientists, educators, and society. As a result, findings from climate research, potential implications of climate change, and possible mitigation strategies are not fully understood and accepted outside of the climate science community. A good way to begin bridging the gap is to teach climate science to students in public schools. TGLL (Think Globally, Learn Locally) is an NSF GK-12 program based at the University of Utah, which partners graduate students in the biological, geological and atmospheric sciences with middle and high school teachers in the Salt Lake City School District to improve the communication skills of Fellows and enhance inquiry-based science teaching and learning in the classroom. Each TGLL Fellow works in the same classroom(s) throughout the year, developing his or her scientific communication skills while providing teachers with content knowledge, resources, classroom support, and enhancing the experience of students such that science becomes an interesting and accessible tool for acquiring knowledge. The TGLL Fellows work closely as a group to develop inquiry-based teaching modules (a series of lessons) and a field trip that involve students in doing authentic science. Lessons are designed to apply national and Utah core curriculum concepts to broader scientific issues such as habitat alteration, pollution and disturbance, invasive species, and infectious disease, with the focus of the 2010-2011 school year being climate change. The TGLL Global Climate Change module contains lesson plans on climate temporal and spatial scales, temperature variation, energy balance, the carbon cycle, the greenhouse effect, climate feedback loops, anthropogenic climate change indicators, climate change consequences and impacts, and actions students can take to reduce greenhouse gas emissions. The capstone experience for the module is a “Backyard Climate Change” field trip to a local pristine canyon. Students will map and measure the carbon dioxide flux of various ecosystem components, measure the albedo of various surfaces, learn about micro-scale climates and atmospheric pollen transport, measure water and air quality, and observe habitat alteration. Through the module and fieldtrip, TGLL Fellows aim to build student and teacher knowledge about climate change and create lasting projects that are adapted into the core science curriculum.

Promoting active learning using audience response system in large bioscience classes.

PubMed

Efstathiou, Nikolaos; Bailey, Cara

2012-01-01

This paper considers the challenges of bioscience teaching and learning in pre-registration nurse education. Effective learning requires active student participation which is problematic when teaching large groups of students. New technologies, such as the audience response system (ARS), have been introduced to increase student participation and support them in the understanding of complex bioscience concepts. Within one university department, an evaluation was undertaken to identify the perceptions of pre-registration nurse students on the use of ARS in the teaching and learning of bioscience. Our findings concur with others that ARS increases student participation and aids in identifying misconceptions and in correcting them. Students found ARS very useful and wanted ARS to be used in additional modules too. Although ARS did not seem to motivate students to study adequately before attending the relevant sessions, it increased discussion among students and awareness of their level of knowledge compared to their peers. Further research is required to identify the effectiveness of ARS in the teaching and learning of bioscience and its impact on the performance of the students in their final assessments. Copyright © 2011 Elsevier Ltd. All rights reserved.

Uniform instruction using web-based, asynchronous technology in a geographically distributed clinical clerkship: analysis of osteopathic medical student participation and satisfaction.

PubMed

Peska, Don N; Lewis, Kadriye O

2010-03-01

As medical schools in the United States increase their class sizes, many institutions are forced to extend their teaching affiliations outside of their immediate communities. Geographic distribution threatens the ability to provide the uniform learning opportunities that students need and accrediting bodies require. To determine if a Web-based, asynchronous learning module can provide an effective, uniform learning opportunity for osteopathic medical students enrolled in clinical clerkship. Third-year osteopathic medical students enrolled in an 8-week core clinical clerkship in surgery were required to participate in a Web-based, asynchronous, interactive instructional module designed to provide opportunities for higher-order thinking through analysis, synthesis, and reflective learning. The quantity and content of students' online course interactions were analyzed to determine quantitative and qualitative features of their course participation. At the completion of the clerkship, students completed a 10-item Likert-type survey of their experience to determine the most helpful attributes of the Web-based learning module. Responses were assigned numerical values from 1 (strongly disagree) to 5 (strongly agree) to obtain a mean score for each question. Sixty-three students completed the Web-based module. The content of their discussions, as determined by message coding, identified the critical thinking needed to acquire abstract conceptualization of the problems presented in a typical surgery clerkship. Students found the content of the module relevant to the clerkship (mean score, 4.18) and valued facilitator feedback (4.00). Although they did not prefer Web-based instruction of classroom lecture (2.66), students indicated that the Web-based module enhanced their overall learning experience in the clerkship (3.30). Web-based technology in the clinical education of third-year osteopathic medical students appears to afford an acceptable teaching alternative when face-to-face instruction cannot be provided. Further study of the impact of instructional design on the quality of higher-order thinking in this domain is needed, as is an appreciation for the dynamics of group learning in a virtual environment.

Integrating Ultrasound Teaching into Preclinical Problem-based Learning

PubMed Central

Tshibwabwa, Eli Tumba; Cannon, Jenifer; Rice, James; Kawooya, Michael G; Sanii, Reza; Mallin, Robert

2016-01-01

Objectives: The aim is to provide students in the preclinical with ultrasound image interpretation skills. Research question: Are students in smaller groups with access to a combination of lectures and hands-on patient contact most likely to have better ultrasound image interpretation skills, than students in larger groups with only interactive didactic lectures? Methodology: First-year students at the preclinical Program of the College of Medicine, participated in two 2-h introductory interactive ultrasound sessions. The study comprised two cohorts: 2012/2013 students, who were offered large group teaching (LGT) sessions (control group), and 2013/2014 students, who received the intervention in small group learning problem-based learning (PBL) sessions (experimental group). The overall learning objectives were identical for both groups. The success of the module was evaluated using pre- and post-tests as well as students’ feedback. Results: The students in the experimental group showed significantly higher scores in interpretations of images than those in the control group. The experimental group showed achievement of learning outcomes along with higher levels of satisfaction with the module compared to the latter. Conclusion: Posttest knowledge of the basics of ultrasound improved significantly over the pretest in the experimental group. In addition, students’ overall satisfaction of the ultrasound module was shown to be higher for the PBL compared to the LGT groups. Small groups in an interactive and PBL setting along with opportunities for hands-on practice and simultaneous visualization of findings on a high definition screen should enhance preclinical student learning of the basics of ultrasound. Despite the potential of ultrasound as a clinical, teaching and learning tool for students in the preclinical years, standardized recommendations have yet to be created regarding its integration into the curricula within academic institutions and clinical medicine. The interactive and PBL is here to stay at the college of medicine. Further research would be carried out to see if this trend persists in the upcoming vertical system-based curriculum of the college of medicine. PMID:27833780

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.

Flipping one-shot library instruction: using Canvas and Pecha Kucha for peer teaching*†

PubMed Central

Carroll, Alexander J.; Tchangalova, Nedelina; Harrington, Eileen G.

2016-01-01

Objective This study sought to determine whether a flipped classroom that facilitated peer learning would improve undergraduate health sciences students' abilities to find, evaluate, and use appropriate evidence for research assignments. Methods Students completed online modules in a learning management system, with librarians facilitating subsequent student-directed, in-person sessions. Mixed methods assessment was used to evaluate program outcomes. Results Students learned information literacy concepts but did not consistently apply them in research assignments. Faculty interviews revealed strengthened partnerships between librarians and teaching faculty. Conclusion This pedagogy shows promise for implementing and evaluating a successful flipped information literacy program. PMID:27076799

Ocean Acidification

ERIC Educational Resources Information Center

Ludwig, Claudia; Orellana, Mónica V.; DeVault, Megan; Simon, Zac; Baliga, Nitin

2015-01-01

The curriculum module described in this article addresses the global issue of ocean acidification (OA) (Feely 2009; Figure 1). OA is a harmful consequence of excess carbon dioxide (CO[subscript 2]) in the atmosphere and poses a threat to marine life, both algae and animal. This module seeks to teach and help students master the cross-disciplinary…

Vocational Preparatory Instruction: Staff Self-Training Program. Workplace Readiness Module.

ERIC Educational Resources Information Center

Palladino, Dolores

Designed for learning managers in a vocational preparatory instruction (VPI) lab, this three-part Workplace Readiness module provides teaching strategies they can use with students to: identify vocational interest and aptitude in making career choices; demonstrate job acquisition and job retention skills; and apply Secretary's Commission on…

Health Instruction Packages: Respiratory Therapy.

ERIC Educational Resources Information Center

Lavich, Margot; And Others

Text, illustrations, and exercises are utilized in these four learning modules to teach respiratory therapy students a variety of job-related skills. The first module, "Anatomy and Physiology of the Central Controls of Respiration" by Margot Lavich, describes the functions of the five centers of the brain that control respiration and…

Engineering Design Modules as Physics Teaching Tools

ERIC Educational Resources Information Center

Oliver, Douglas L.; Kane, Jackie

2011-01-01

Pre-engineering is increasingly being taught as a high school subject. This development presents challenges as well as opportunities for the physics education community. If pre-engineering is taught as a separate class, it may divert resources and students from traditional physics classes. However, design modules can be used as physics teaching…

Library Skills and Resources for Business Research.

ERIC Educational Resources Information Center

Lyle, Stanley P.; Ashbaugh, Donald L.

This independent study module is intended to introduce business administration students and managers to business information available in books, periodicals, and other library sources, and to teach library search strategies for the acquisition of needed information with a minimum expenditure of time. The module consists of six parts. The first…

Geometry in Nature: Patterns. Environmental Module for Use in a Mathematics Laboratory Setting.

ERIC Educational Resources Information Center

Trojan, Arthur; And Others

This module, designed to help students find and identify various geometric shapes and solids, contains 26 worksheets. Topics covered by these worksheets include: identification and grouping of objects with particular patterns, work with pentagons, hexagons, spirals, and symmetry. Teaching suggestions are included. (MK)

Health Instruction Packages: Nursing Care Plans.

ERIC Educational Resources Information Center

Kowalski, Dorcas S.; And Others

Text, illustrations, and exercises are provided in this set of learning modules to teach nurses and nursing students various patient care skills. The first module, "How to Write a Nursing Care Plan" by Dorcas S. Kowalski, discusses three tasks in developing patient care plans: identifying and prioritizing a patient's needs, gathering…

A Modern and Interactive Approach to Learning Laser and Optical Communications.

ERIC Educational Resources Information Center

Minasian, Robert; Alameh, Kamal

2002-01-01

Discusses challenges in teaching lasers and optical communications to engineers, including the prohibitive cost of laboratory experiments, and describes the development of a computer-based photonics simulation experiment module which provides students with an understanding and visualization of how lasers can be modulated in telecommunications.…

A Model for Persistent Improvement of Medical Education as Illustrated by the Surgical Reform Curriculum HeiCuMed.

PubMed

Kadmon, Guni; Schmidt, Jan; De Cono, Nicola; Kadmon, Martina

2011-01-01

Heidelberg Medical School underwent a major curricular change with the implementation of the reform curriculum HeiCuMed (Heidelberg Curriculum Medicinale) in October 2001. It is based on rotational modules with daily cycles of interactive, case-based small-group seminars, PBL tutorials and training of sensomotor and communication skills. For surgical undergraduate training an organisational structure was developed that ensures continuity of medical teachers for student groups and enables their unimpaired engagement for defined periods of time while accounting for the daily clinical routine in a large surgery department of a university hospital. It includes obligatory didactic training, standardising teaching material on the basis of learning objectives and releasing teaching doctors from clinical duties for the duration of a module. To compare the effectiveness of the undergraduate surgical reform curriculum with that of the preceding traditional one as reflected by students' evaluations. The present work analyses student evaluations of the undergraduate surgical training between 1999 and 2008 including three cohorts (~360 students each) in the traditional curriculum and 13 cohorts (~150 students each) in the reform curriculum. The evaluation of the courses, their organisation, the teaching quality, and the subjective learning was significantly better in HeiCuMed than in the preceding traditional curriculum over the whole study period. A medical curriculum based on the implementation of interactive didactical methods is more important to successful teaching and the subjective gain of knowledge than knowledge transfer by traditional classroom teaching. The organisational strategy adopted in the surgical training of HeiCuMed has been successful in enabling the maintenance of a complex modern curriculum on a continuously high level within the framework of a busy surgical environment.

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.

Interprofessional Learning – Development and Implementation of Joint Medical Emergency Team Trainings for Medical and Nursing Students at Universitätsmedizin Greifswald

PubMed Central

Partecke, Maud; Balzer, Claudius; Finkenzeller, Ingmar; Reppenhagen, Christiane; Hess, Ulrike; Hahnenkamp, Klaus; Meissner, Konrad

2016-01-01

Introduction: Interprofessional collaboration is of great importance in clinical practice, particularly in the field of emergency medicine. The professions involved in providing emergency care must work hand in hand, and tasks and routines must be coordinated effectively. However, medical and nursing students have only few opportunities to experience interprofessional cooperation during their formal training. Addressing this situation, the Department of Anesthesiology and the Vocational School of Greifswald University Medical School initiated a project to increase patient safety by integrating interprofessional human factor training into the curriculum of both health professions. This manuscript addresses how an interprofessional course module focusing on clinical emergency medicine can be taught with an emphasis on competency and problem-solving. In addition, it was important to identify suitable instruments for systematic quality development and assurance of this teaching and learning format. Project description: The aim of the project, which took place from October 2013 to September 2015, was the development, implementation and evaluation of a simulation-based, interprofessional course module on clinical emergency medicine. Target groups were medical and nursing students. Modern pedagogical models and methods were applied to the design and teaching of the course content. The project was carried out in separate phases: definition, planning, practical implementation, evaluation and documentation. The project was accompanied by systematic quality development. Established guidelines for quality-centered school development were applied to quality development, assurance and evaluation. Results: Over two years, a 16 credit-hour course module was developed and then taught and evaluated during the 2014 and 2015 summer semesters. A total of 120 medical students and 120 nursing students participated in the course module. Eighteen teachers from medicine and nursing were trained as instructors and assisted by 12 student tutors. Regular evaluations focused on different aspects of the project, using instruments for empirical educational research. Excellent ratings given to the course by the attendees indicate a high degree of satisfaction in both participating professions regarding course design and content, as well as the quality of teaching. Discussion: In a position paper, the GMA committee on Interprofessional Education in Health Professions issued recommendations for interprofessional education. The recommendations given for teaching and quality assurance are drawn upon here, and relevant examples from the course concept presented. Conclusion: The design of the course corresponds to the recommendations of the GMA committee on Interprofessional Education in the Health Professions. Based on these, and considering the satisfactory evaluations, both continuation and further development of this interprofessional teaching format are justified. PMID:27280143

Interprofessional Learning - Development and Implementation of Joint Medical Emergency Team Trainings for Medical and Nursing Students at Universitätsmedizin Greifswald.

PubMed

Partecke, Maud; Balzer, Claudius; Finkenzeller, Ingmar; Reppenhagen, Christiane; Hess, Ulrike; Hahnenkamp, Klaus; Meissner, Konrad

2016-01-01

Interprofessional collaboration is of great importance in clinical practice, particularly in the field of emergency medicine. The professions involved in providing emergency care must work hand in hand, and tasks and routines must be coordinated effectively. However, medical and nursing students have only few opportunities to experience interprofessional cooperation during their formal training. Addressing this situation, the Department of Anesthesiology and the Vocational School of Greifswald University Medical School initiated a project to increase patient safety by integrating interprofessional human factor training into the curriculum of both health professions. This manuscript addresses how an interprofessional course module focusing on clinical emergency medicine can be taught with an emphasis on competency and problem-solving. In addition, it was important to identify suitable instruments for systematic quality development and assurance of this teaching and learning format. The aim of the project, which took place from October 2013 to September 2015, was the development, implementation and evaluation of a simulation-based, interprofessional course module on clinical emergency medicine. Target groups were medical and nursing students. Modern pedagogical models and methods were applied to the design and teaching of the course content. The project was carried out in separate phases: definition, planning, practical implementation, evaluation and documentation. The project was accompanied by systematic quality development. Established guidelines for quality-centered school development were applied to quality development, assurance and evaluation. Over two years, a 16 credit-hour course module was developed and then taught and evaluated during the 2014 and 2015 summer semesters. A total of 120 medical students and 120 nursing students participated in the course module. Eighteen teachers from medicine and nursing were trained as instructors and assisted by 12 student tutors. Regular evaluations focused on different aspects of the project, using instruments for empirical educational research. Excellent ratings given to the course by the attendees indicate a high degree of satisfaction in both participating professions regarding course design and content, as well as the quality of teaching. In a position paper, the GMA committee on Interprofessional Education in Health Professions issued recommendations for interprofessional education. The recommendations given for teaching and quality assurance are drawn upon here, and relevant examples from the course concept presented. The design of the course corresponds to the recommendations of the GMA committee on Interprofessional Education in the Health Professions. Based on these, and considering the satisfactory evaluations, both continuation and further development of this interprofessional teaching format are justified.

Using Mouse Mammary Tumor Cells to Teach Core Biology Concepts: A Simple Lab Module.

PubMed

McIlrath, Victoria; Trye, Alice; Aguanno, Ann

2015-06-18

Undergraduate biology students are required to learn, understand and apply a variety of cellular and molecular biology concepts and techniques in preparation for biomedical, graduate and professional programs or careers in science. To address this, a simple laboratory module was devised to teach the concepts of cell division, cellular communication and cancer through the application of animal cell culture techniques. Here the mouse mammary tumor (MMT) cell line is used to model for breast cancer. Students learn to grow and characterize these animal cells in culture and test the effects of traditional and non-traditional chemotherapy agents on cell proliferation. Specifically, students determine the optimal cell concentration for plating and growing cells, learn how to prepare and dilute drug solutions, identify the best dosage and treatment time course of the antiproliferative agents, and ascertain the rate of cell death in response to various treatments. The module employs both a standard cell counting technique using a hemocytometer and a novel cell counting method using microscopy software. The experimental procedure lends to open-ended inquiry as students can modify critical steps of the protocol, including testing homeopathic agents and over-the-counter drugs. In short, this lab module requires students to use the scientific process to apply their knowledge of the cell cycle, cellular signaling pathways, cancer and modes of treatment, all while developing an array of laboratory skills including cell culture and analysis of experimental data not routinely taught in the undergraduate classroom.

Teaching Biotechnology through Case Studies--Can We Improve Higher Order Thinking Skills of Nonscience Majors?

ERIC Educational Resources Information Center

Dori, Yehudit J.; Tal, Revital T.; Tsaushu, Masha

2003-01-01

Teaching nonscience majors topics in biotechnology through case studies is the focus of this research. Our "Biotechnology, Environment, and Related Issues" module, developed within the "Science for All" framework, is aimed at elevating the level of students' scientific and technological literacy and their higher order thinking…

Teaching "Community Engagement" in Engineering Education for International Development: Integration of an Interdisciplinary Social Work Curriculum

ERIC Educational Resources Information Center

Gilbert, Dorie J.; Held, Mary Lehman; Ellzey, Janet L.; Bailey, William T.; Young, Laurie B.

2015-01-01

This article reviews the literature on challenges faced by engineering faculty in educating their students on community-engaged, sustainable technical solutions in developing countries. We review a number of approaches to increasing teaching modules on social and community components of international development education, from adding capstone…

Captivate MenuBuilder: Creating an Online Tutorial for Teaching Software

ERIC Educational Resources Information Center

Yelinek, Kathryn; Tarnowski, Lynn; Hannon, Patricia; Oliver, Susan

2008-01-01

In this article, the authors, students in an instructional technology graduate course, describe a process to create an online tutorial for teaching software. They created the tutorial for a cyber school's use. Five tutorial modules were linked together through one menu screen using the MenuBuilder feature in the Adobe Captivate program. The…

Questioning as a Teaching Tool. The Media Systems Series in Creative Teaching.

ERIC Educational Resources Information Center

Thompson, Carolyn

This two-part learning module was designed to help instructors in making effective use of questioning techniques in promoting the classroom involvement of non-traditional students. Part I identifies the characteristics and uses of three different types of questions: (1) convergent, eliciting questions, which are designed to verify student…

Outcomes of a service teaching module on ODEs for physics students

NASA Astrophysics Data System (ADS)

Hyland, Diarmaid; van Kampen, Paul; Nolan, Brien C.

2018-07-01

This paper reports on the first part of a multiphase research project that seeks to identify and address the difficulties encountered by physics students when studying differential equations. Differential equations are used extensively by undergraduate physics students, particularly in the advanced modules of their degree. It is, therefore, necessary that students develop conceptual understanding of differential equations in addition to procedural skills. We have investigated the difficulties encountered by third-year students at Dublin City University in an introductory differential equations module. We developed a survey to identify these difficulties and administered it to students who had recently completed the module. We found that students' mathematical ability in relation to procedural competence is an issue in their study of differential equations, but not as severe an issue as their conceptual understanding. Mathematical competence alone is insufficient if we expect our students to be able to recognize the need for differential equations in a physical context and to be able to set up, solve and interpret the solutions of such equations. We discuss the implications of these results for the next stages of the research project.

How 'blended' is blended learning?: students' perceptions of issues around the integration of online and face-to-face learning in a Continuing Professional Development (CPD) health care context.

PubMed

Glogowska, Margaret; Young, Pat; Lockyer, Lesley; Moule, Pam

2011-11-01

This paper explores students' perceptions of blended learning modules delivered in a Continuing Professional Development (CPD) health care context in the UK. 'Blended learning' is the term used to describe a hybrid model of learning where traditional face-to-face teaching approaches and newer electronic learning activities and resources are utilised together. A new model of CPD for health care practitioners based on a blended learning approach was developed at a university in the south west of England. As part of the evaluation of the new modules, a qualitative study was conducted, in which 17 students who had experienced the modules were interviewed by telephone. Three main themes emerged from the interviews relating to the 'blended' nature of the blended learning modules. These were i) issues around the opportunities for discussion of online materials face-to-face; ii) issues of what material should be online versus face-to-face and iii) balancing online and face-to-face components. Teaching staff engaged in the development of blended learning courses need to pay particular attention to the ways in which they develop and integrate online and face-to-face materials. More attention needs to be paid to allowing opportunity for students to come together to create a 'community of inquiry'. Copyright © 2011 Elsevier Ltd. All rights reserved.

Physician as teacher: promoting health and wellness among elementary school students.

PubMed

Stefaniak, Jill E; Lucia, Victoria C

2014-01-01

Every day, physicians engage in teaching during their patient encounters. It may be that medical students who are introduced to the principles of teaching and learning are more likely to become good communicators and learners. Service-learning may be an effective way for medical students to practice skills in teaching and communication in a real-world setting, while also filling a need within the community. The purpose of this study was to identify common themes within medical students' reflections on what they learned through participating in a teaching exercise with local elementary school children. As a required component of a longitudinal prevention and public health course that spans the first and second years of undergraduate medical education, second year students at the Oakland University William Beaumont School of Medicine, in Detroit, Michigan, in the USA completed a service-learning activity, which included teaching a standardized curricular module to local elementary school children. Students were required to complete a reflection assignment based on their teaching experience. Medical students' responses to assignment's three guided questions were qualitatively coded to identify common themes among the responses related to the teaching activity. Qualitative analysis of students' reflections revealed several themes regarding what the students learned and viewed as the benefits of the activity: The importance of early education and parental involvement; the importance of understanding your audience when teaching; the importance of simplifying complex concepts to the audience's level; and the importance of preparation for teaching. Medical students identified the difficulties of communicating at an audience appropriate level and providing patient education outside the confines of a controlled classroom setting. This activity provided medical students with hands-on experience presenting to an audience age-appropriate, health-related topics. Presenting in an elementary school environment helped students better understand what health information various age groups knew about and the importance of clarifying information when communicating with a younger audience.

'Students-as-partners' scheme enhances postgraduate students' employability skills while addressing gaps in bioinformatics education.

PubMed

Mello, Luciane V; Tregilgas, Luke; Cowley, Gwen; Gupta, Anshul; Makki, Fatima; Jhutty, Anjeet; Shanmugasundram, Achchuthan

2017-01-01

Teaching bioinformatics is a longstanding challenge for educators who need to demonstrate to students how skills developed in the classroom may be applied to real world research. This study employed an action research methodology which utilised student-staff partnership and peer-learning. It was centred on the experiences of peer-facilitators, students who had previously taken a postgraduate bioinformatics module, and had applied knowledge and skills gained from it to their own research. It aimed to demonstrate to peer-receivers, current students, how bioinformatics could be used in their own research while developing peer-facilitators' teaching and mentoring skills. This student-centred approach was well received by the peer-receivers, who claimed to have gained improved understanding of bioinformatics and its relevance to research. Equally, peer-facilitators also developed a better understanding of the subject and appreciated that the activity was a rare and invaluable opportunity to develop their teaching and mentoring skills, enhancing their employability.

The evaluation of student-centredness of teaching and learning: a new mixed-methods approach.

PubMed

Lemos, Ana R; Sandars, John E; Alves, Palmira; Costa, Manuel J

2014-08-14

The aim of the study was to develop and consider the usefulness of a new mixed-methods approach to evaluate the student-centredness of teaching and learning on undergraduate medical courses. An essential paradigm for the evaluation was the coherence between how teachers conceptualise their practice (espoused theories) and their actual practice (theories-in-use). The context was a module within an integrated basic sciences course in an undergraduate medical degree programme. The programme had an explicit intention of providing a student-centred curriculum. A content analysis framework based on Weimer's dimensions of student-centred teaching was used to analyze data collected from individual interviews with seven teachers to identify espoused theories and 34h of classroom observations and one student focus group to identify theories-in-use. The interviewees were identified by purposeful sampling. The findings from the three methods were triangulated to evaluate the student-centredness of teaching and learning on the course. Different, but complementary, perspectives of the student-centredness of teaching and learning were identified by each method. The triangulation of the findings revealed coherence between the teachers' espoused theories and theories-in-use. A mixed-methods approach that combined classroom observations with interviews from a purposeful sample of teachers and students offered a useful evaluation of the extent of student-centredness of teaching and learning of this basic science course. Our case study suggests that this new approach is applicable to other courses in medical education.

Model construction by students within an integrated medical curriculum.

PubMed

Barling, Peter M; Ramasamy, Perumal

2011-03-01

This paper presents our experience of running a special study module (SSM) in the second semester of the first year of our 5-year medical programme, worth 10 per cent of that semester's assessment, in which each student constructs an individually selected model illustrating a specific aspect of the teaching course. Each student conceptualises and develops his or her model, to clarify a specific aspect of medical teaching. The use of non-traditional materials in construction is strongly encouraged. Six weeks later, each student presents their model for assessment by four first-year academic teaching staff. The student is quizzed about the concepts that he or she presents, the mode of construction and the materials used. The students' projects broadly cover the disciplines of physiology, biochemistry and anatomy, but are somewhat biased towards anatomy. Students spend on average about 14 hours planning and building their models, at a time when they are busy with other teaching activities. The marks awarded for the projects closely follow a normal distribution. A survey suggests that most students enjoy the exercise and feel that it has enhanced their learning and understanding. It is clear from the wide variety of different topics, models and materials that students are highly resourceful in their modelling. Creative activity does not generally play a substantial part in medical education, but is of considerable importance. The development of their models stimulates, informs and educates the constructors, and provides a teaching resource for later use in didactic teaching. © Blackwell Publishing Ltd 2011.

The evaluation of student-centredness of teaching and learning: a new mixed-methods approach

PubMed Central

Lemos, Ana R.; Sandars, John E.; Alves, Palmira

2014-01-01

Objectives The aim of the study was to develop and consider the usefulness of a new mixed-methods approach to evaluate the student-centredness of teaching and learning on undergraduate medical courses. An essential paradigm for the evaluation was the coherence between how teachers conceptualise their practice (espoused theories) and their actual practice (theories-in-use). Methods The context was a module within an integrated basic sciences course in an undergraduate medical degree programme. The programme had an explicit intention of providing a student-centred curriculum. A content analysis framework based on Weimer’s dimensions of student-centred teaching was used to analyze data collected from individual interviews with seven teachers to identify espoused theories and 34h of classroom observations and one student focus group to identify theories-in-use. The interviewees were identified by purposeful sampling. The findings from the three methods were triangulated to evaluate the student-centredness of teaching and learning on the course. Results Different, but complementary, perspectives of the student-centredness of teaching and learning were identified by each method. The triangulation of the findings revealed coherence between the teachers’ espoused theories and theories-in-use. Conclusions A mixed-methods approach that combined classroom observations with interviews from a purposeful sample of teachers and students offered a useful evaluation of the extent of student-centredness of teaching and learning of this basic science course. Our case study suggests that this new approach is applicable to other courses in medical education. PMID:25341225

Development of a Support Environment for First Year Students Taking Materials Science/Engineering

ERIC Educational Resources Information Center

Laoui, Tahar; O'Donoghue, John

2008-01-01

This paper is based on the experience acquired in teaching materials science/engineering to first year university students. It has been observed that students struggle with some of the fundamental materials concepts addressed in the module/course. This applies to delivered lectures but extends to the incorporation of tutorial sessions provided…

Not What They Want, but What They Need: Teaching Politics to Journalism Students

ERIC Educational Resources Information Center

Clark, Tor; Jones, Alistair

2017-01-01

There is an issue around getting students engaged in subject matter about which they may have little interest. Often, such subject matter is essential to their studies. The module Essential Public Affairs is such a concern for students of journalism. It is essential for their professional qualification. This article explores a pilot project which…

Technology Acceptance of Healthcare E-Learning Modules: A Study of Korean and Malaysian Students' Perceptions

ERIC Educational Resources Information Center

Neo, Mai; Park, Heykyung; Lee, Min-Jae; Soh, Jian-Yuan; Oh, Ji-Young

2015-01-01

Educators today are moving towards transforming their teaching and learning methods from conventional teacher-centered approaches to student-centered learning approaches with the support of technology so as to better motivate students to participate and engage in their learning process. This study was developed as a joint collaborative effort…

Piquing Student Interest with Pharmacology: An Interdisciplinary Program Helps High School Students Learn Biology and Chemistry Principles

ERIC Educational Resources Information Center

Halpin, Myra J.; Hoeffler, Leanne; Schwartz-Bloom, Rochelle D.

2005-01-01

To help students learn science concepts, Pharmacology Education Partnership (PEP)--a science education program that incorporates relevant topics related to drugs and drug abuse into standard biology and chemistry curricula was developed. The interdisciplinary PEP curriculum provides six modules to teach biology and chemistry principles within the…

Evaluation: Test Construction and Use. An Instructional Model for Undergraduate Teacher Education in the RAFT Program at Mississippi State University.

ERIC Educational Resources Information Center

Handley, Herbert M., Ed.

This module developed by the Research Applications for Teaching (RAFT) project assists the preservice teacher in constructing test items to better measure the outcomes of instructional objectives. Student teachers are also assisted in the interpretation of results of a student's performance on a standardized test. Students also…

Peer-Assisted Learning: Filling the Gaps in Basic Science Education for Preclinical Medical Students

ERIC Educational Resources Information Center

Sammaraiee, Yezen; Mistry, Ravi D.; Lim, Julian; Wittner, Liora; Deepak, Shantal; Lim, Gareth

2016-01-01

In contrast to peer-assisted learning (PAL) in clinical training, there is scant literature on the efficacy of PAL during basic medical sciences teaching for preclinical students. A group of senior medical students aimed to design and deliver clinically oriented small-group tutorials after every module in the preclinical curriculum at a United…

Cause-effect analysis: improvement of a first year engineering students' calculus teaching model

NASA Astrophysics Data System (ADS)

van der Hoff, Quay; Harding, Ansie

2017-01-01

This study focuses on the mathematics department at a South African university and in particular on teaching of calculus to first year engineering students. The paper reports on a cause-effect analysis, often used for business improvement. The cause-effect analysis indicates that there are many factors that impact on secondary school teaching of mathematics, factors that the tertiary sector has no control over. The analysis also indicates the undesirable issues that are at the root of impeding success in the calculus module. Most important is that students are not encouraged to become independent thinkers from an early age. This triggers problems in follow-up courses where students are expected to have learned to deal with the work load and understanding of certain concepts. A new model was designed to lessen the impact of these undesirable issues.

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.

Project TIMS (Teaching Integrated Math/Science)

NASA Technical Reports Server (NTRS)

Edwards, Leo, Jr.

1993-01-01

The goal of this project is to increase the scientific knowledge and appreciation bases and skills of pre-service and in-service middle school teachers, so as to impact positively on teaching, learning, and student retention. This report lists the objectives and summarizes the progress thus far. Included is the working draft of the TIMS (Teaching Integrated Math/Science) curriculum outline. Seven of the eight instructional subject-oriented modules are also included. The modules include informative materials and corresponding questions and educational activities in a textbook format. The subjects included here are the universe and stars; the sun and its place in the universe; our solar system; astronomical instruments and scientific measurements; the moon and eclipses; the earth's atmosphere: its nature and composition; and the earth: directions, time, and seasons. The module not included regards winds and circulation.

Effects of Implementing a Hybrid Wet Lab and Online Module Lab Curriculum into a General Chemistry Course: Impacts on Student Performance and Engagement with the Chemistry Triplet

ERIC Educational Resources Information Center

Irby, Stefan M.; Borda, Emily J.; Haupt, Justin

2018-01-01

Here, we describe the implementation a hybrid general chemistry teaching laboratory curriculum that replaces a portion of a course's traditional "wet lab" experiences with online virtual lab modules. These modules intentionally utilize representations on all three levels of the chemistry triplet-macroscopic, submicroscopic, and symbolic.…

Integrated Design of Basic Training, Practicum and End-of-Course Assignment Modules in the Teacher Training Degree: Perception of University Teachers, Students, and School Teachers

NASA Astrophysics Data System (ADS)

Torremorell, Maria Carme Boqué; de Nicolás, Montserrat Alguacil; Valls, Mercè Pañellas

Teacher training at the Blanquerna Faculty of Psychology and Educational and Sports Sciences (FPCEE), in Barcelona, has a long pedagogical tradition based on teaching innovation. Its educational style is characterised by methods focused on the students' involvement and on close collaboration with teaching practice centres. Within a core subject in the Teacher Training diploma course, students were asked to assess different methodological proposals aimed at promoting the development of their personal, social, and professional competences. In the assessment surveys, from a sample of 145 students, scores for variables very satisfactory or satisfactory ranged from 95.8 % to 83.4 % for the entire set of methodological actions under analysis. Data obtained in this first research phase were very useful to design basic training modules for the new Teacher Training Degree. In the second phase (in process), active teachers are asked for their perception on the orientation of the practicum, its connection with the end-of-course assignment, and the in-service student's incidence on innovation processes at school.

Using EarthLabs to Enhance Earth Science Curriculum in Texas

NASA Astrophysics Data System (ADS)

Chegwidden, D. M.; Ellins, K. K.; Haddad, N.; Ledley, T. S.

2012-12-01

As an educator in Texas, a state that values and supports an Earth Science curriculum, I find it essential to educate my students who are our future voting citizens and tax payers. It is important to equip them with tools to understand and solve the challenges of solving of climate change. As informed citizens, students can help to educate others in the community with basic knowledge of weather and climate. They can also help to dispose of the many misconceptions that surround the climate change, which is perceived as a controversial topic. As a participant in a NSF-sponsored Texas Earth and Space (TXESS) Revolution teacher professional development program, I was selected to participate in a curriculum development project led by TERC to develop and test education resources for the EarthLabs climate literacy collection. I am involved in the multiple phases of the project, including reviewing labs that comprise the Climate, Weather and Biosphere module during the development phase, pilot teaching the module with my students, participating in research, and delivering professional development to other Texas teachers to expose them to the content found in the module and to encourage them to incorporate it into their teaching. The Climate, Weather and the Biosphere module emphasizes different forms of evidence and requires that learners apply different inquiry-based approaches to build the knowledge they need to develop as climate literate citizens. My involvement with the EarthLabs project has strengthened my overall knowledge and confidence to teach about Earth's climate system and climate change. In addition, the project has produced vigorous classroom discussion among my students as well as encouraged me to collaborate with other educators through our delivery of professional development to other teachers. In my poster, I will share my experiences, describe the impact the curriculum has made on my students, and report on challenges and valuable lessons gained by being an active participant in the EarthLabs curriculum review, implementation and professional development process.

Science FEST: Preservice Teachers link Math and Science in Astronomy Lessons

NASA Astrophysics Data System (ADS)

DeMuth, N. H.; Kasabian, J.; Hacking, P. B.

2005-12-01

Funded by the National Science Foundation and corporate sponsored by Northrop Grumman, Science FEST (Science for Future Elementary School Teachers) aims to develop the science content and pedagogy for project participants by connecting their college coursework to the science they will eventually teach. Working individually and in pairs, future elementary and secondary school teachers design a comprehensive module in astronomy that is inquiry-based and reflects national and state science standards. Project participants then teach their module in local elementary or middle school classrooms. Science FEST project participants report gaining a deep understanding of the science they are teaching, learning to engage all students to explore science concepts, and reflecting on their teaching and how it can be improved. The project's website can be found at www.science-fest.org.

A Comparative Study of the Effect of Web-Based versus In-Class Textbook Ethics Instruction on Accounting Students' Propensity to Whistle-Blow

ERIC Educational Resources Information Center

McManus, Lisa; Subramaniam, Nava; James, Wendy

2012-01-01

The authors examined whether accounting students' propensity to whistle-blow differed between those instructed through a web-based teaching module and those exposed to a traditional in-class textbook-focused approach. A total of 156 students from a second-year financial accounting course participated in the study. Ninety students utilized the…

Teaching geriatric medicine at the Queen's University of Belfast.

PubMed

Stout, R W

1983-01-01

Undergraduate teaching at the Queen's University, Belfast, takes place in the fourth year of a five year curriculum. It lasts three weeks and this is divided into two parts. First, held within the university department, is topic-based teaching including seminars, discussions, case histories and visits. The second phase of two weeks consists of attachment of two to four students to geriatric medical units both in and outside Belfast. The whole of this module is situated within a combined course involving community medicine, general practice, geriatric medicine and mental health lasting 12 weeks and involving one-third of the year of 150 students each time. In addition to the three weeks teaching in geriatrics, joint discussion groups are held.

Online video in clinical skills education of oral medication administration for undergraduate student nurses: a mixed methods, prospective cohort study.

PubMed

Holland, Agi; Smith, Fiona; McCrossan, Gill; Adamson, Elizabeth; Watt, Susan; Penny, Kay

2013-06-01

Improvements in the safety of the prescribing, dispensing and administration of medicines are identified as a priority across international healthcare systems. It is therefore essential that higher education institutions play their part in helping to meet this patient safety objective. New developments in clinical skills education which are aligned to emerging educational theory are available, but evaluations and supportive evidence are limited. To evaluate the use of an online best practice exemplar as an adjunct to the clinical skills teaching of oral medication administration to undergraduate student nurses. Mixed-methods prospective cohort design. Two intakes of undergraduate nursing students (n=168, n=154) undertaking a first year clinical skills based module at a British university. The Control group received standard teaching using lectures and skills classes facilitated by experienced clinical skills lecturers. The Intervention group received the standard teaching and unlimited access to an online video clip of medication administration. Performance and satisfaction were measured using module assessment results and a satisfaction questionnaire. Qualitative data were gathered using focus groups (n=16, n=20). The Intervention group was significantly (p=0.021) more likely to pass the assessment and rate their satisfaction with the teaching significantly higher (p<0.05) on more than half of the items from the Student Satisfaction Survey. Two Categories were identified from focus group data; Classroom Learning and Transfer to Practice. Classroom Learning included four themes of Peers, Self, Teaching and Time and when Classroom Learning was positive, the Transfer to Practice of the clinical skill was enhanced. An online video of a best practice exemplar as an adjunct to taught clinical skills sessions improves student assessment results and satisfaction ratings. The video was also reported to positively influence all themes identified in Classroom Learning and was perceived to promote the Transfer to Practice of teaching input. Copyright © 2012 Elsevier Ltd. All rights reserved.

Classroom Modules for Nanotechnology Undergraduate Education: Development, Implementation and Evaluation

ERIC Educational Resources Information Center

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

2011-01-01

In order to address the challenges and restrictions given by a traditional classroom lecture environment, the top-down and bottom-up nanotechnology teaching modules were developed, implemented and evaluated. Then based on the hypothesis that instructors could further develop students' interest in this emerging area through the introduction of the…

Diversity and Periodicity: An Inorganic Chemistry Module. Teacher's Guide.

ERIC Educational Resources Information Center

Huheey, James; Sandoval, Amado

This teacher's guide is designed to provide science teachers with the necessary guidance and suggestions for teaching inorganic chemistry. The material in this book can be integrated with the other modules in a sequence that helps students to see that chemistry is a unified science. Contents include: (1) "Periodicity: A Chemical Calendar"; (2)…

Communities of Molecules: A Physical Chemistry Module. Teacher's Guide.

ERIC Educational Resources Information Center

DeVoe, Howard; Hearle, Robert

This teacher's guide is designed to provide science teachers with the necessary guidance and suggestions for teaching physical chemistry. The material in this book can be integrated with the other modules in a sequence that helps students see that chemistry is a unified science. Contents include: (1) "Introduction of Physical Chemistry"; (2) "The…

Respiration and Photosynthesis: A Teaching Module. Occasional Paper No. 90.

ERIC Educational Resources Information Center

Bishop, Beth A.; And Others

Designed to address the major conceptual problems associated with respiration and photosynthesis, this module can be used with high school students or college nonscience majors including those in elementary education. It is one in a series developed by the project Overcoming Critical Barriers to Learning in Nonmajors' Science Courses. The…

Travel and Tourism Module. An Advanced-Level Option For Distribution and Marketing.

ERIC Educational Resources Information Center

New York State Education Dept., Albany. Bureau of Occupational Education Curriculum Development.

Intended as an advanced option for distributive education students in the twelfth grade, this travel and tourism module is designed to cover a minimum of ten weeks or a maximum of twenty weeks. Introductory material includes information on employment demands, administrative considerations, course format, teaching suggestions, expected outcomes,…

Development and Evaluation of LEGUME ID: A ToolBook Multimedia Module.

ERIC Educational Resources Information Center

Hannaway, David B.; And Others

1992-01-01

Describes the development and advantages of LEGUME ID, a multimedia module for agricultural education. LEGUME ID is an example of how teachers, given the opportunity through accessible computer software programs, can create powerful teaching tools. Summarized is a student response to the use of this teacher-produced software program. (MCO)

Resources and Wastes. In-Service Package for Volunteer Workshop Leaders.

ERIC Educational Resources Information Center

Miiller, Marnie

Designed to be used as a supplementary teaching aid for subjects such as science, social studies, and environmental education, this packet of modules contains materials related to waste and waste management for secondary level students. Each of the eight modules consists of a teacher's page, background information, references, questions, projects,…

Introduction to Agricultural Products and Processing. Teacher Edition.

ERIC Educational Resources Information Center

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

This document consists of the teacher's guide to a module designed to teach high school students entry-level job competencies in the new areas of agriculture that are now emerging. The module, one of a series of publications designed to identify these new competencies, contains 11 instructional units that cover the following topics: trends in…

Developing an On-Line Interactive Health Psychology Module

ERIC Educational Resources Information Center

Upton, Dominic; Cooper, Carol

2006-01-01

On-line teaching material in health psychology was developed which ensured a range of students could access appropriate material for their course and level of study. This material has been developed around the concept of smaller "content chunks" which can be combined into whole units of learning (topics), and ultimately, a module. On the…

Teaching Adult Learner Characteristics and Facilitation Strategies through Simulation-Based Practice

ERIC Educational Resources Information Center

Speed, Sally A.; Bradley, Elizabeth; Garland, Krista Vince

2015-01-01

This article relates a project in which a curriculum module was developed to help graduate students more effectively manage behaviors of adults in facilitation sessions. The module was piloted in the project and later included in a graduate level course in the Creative Studies Department of SUNY Buffalo State. The curriculum identified…

Health Instruction Packages: Consumer--Basic Nutrition.

ERIC Educational Resources Information Center

Kidd, Audrey E.; And Others

These six learning modules present text, illustrations, and exercises designed to teach the general public and nutrition students about basic nutrition and diet. The first module, "High Fiber Diet--Live Longer and Better!" by Audrey E. Kidd, discusses the benefits of a high fiber diet and lists the foods that are high in fiber. The…

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

Earthtech, Dig-Texas and Upward Bound: Outreach to At-Risk Students with Interdisciplinary STEM Activities

NASA Astrophysics Data System (ADS)

Olgin, J. G.; Güereque, M.; Pennington, D. D.; Everett, A.; Dixon, J. G.; Reyes, A.; Houser, P. I. Q.; Baker, J. A.; Stocks, E.; Ellins, K.

2015-12-01

The Geological Sciences department at the University of Texas at El Paso (UTEP) hosted the EarthTech outreach program - a one-week intensive summer camp for low-income, at-risk high school students. The EarthTech program engaged students in STEM activities from geological and environmental sciences. Developed and led by university student-mentors with guidance from a supervising faculty member, the course engaged Upward Bound students with lectures, interactive projects, and excursions to local ecological preserves and geological sites around El Paso, Texas. Topics covered plant and animal distribution and diversity, water and soil dynamics, evolution and paleontology, geohazards, and planetary science. Field trips were combined with hands-on activities, including activities from DIG Texas teaching modules. The NSF-funded DIG Texas Instructional Blueprints project is organizing vetted, high quality online educational resources and learning activities into teaching modules. The modules follow a storyline and demonstrate congruency with the Next Generation Science Standards. Selected DIG Texas resources were included in the daily curriculum to complement the field trip and other hands-on activities. EarthTech students created ESRI Online GIS story maps in which they showed the locations of the field trips, incorporated photographs they had taken, and provided written reflections about their camp experiences. The DIG Texas project evaluation collected survey and interview data from the university student mentors throughout the week to ascertain the efficacy of the program. This poster presentation will include an overview of the program, including examples of work and evaluation results.

The implementation of multiple interprofessional integrated modules by health sciences faculty in Chile.

PubMed

Castillo-Parra, Silvana; Oyarzo Torres, Sandra; Espinoza Barrios, Mónica; Rojas-Serey, Ana María; Maya, Juan Diego; Sabaj Diez, Valeria; Aliaga Castillo, Verónica; Castillo Niño, Manuel; Romero Romero, Luis; Foster, Jennifer; Hawes Barrios, Gustavo

2017-11-01

Multiple interprofessional integrated modules (MIIM) 1 and 2 are two required, cross-curricular courses developed by a team of health professions faculty, as well as experts in education, within the Faculty of Medicine of the University of Chile. MIIM 1 focused on virtual cases requiring team decision-making in real time. MIIM 2 focused on a team-based community project. The evaluation of MIIM included student, teacher, and coordinator perspectives. To explore the perceptions of this interprofessional experience quantitative data in the form of standardised course evaluations regarding teaching methodology, interpersonal relations and the course organisation and logistics were gathered. In addition, qualitative perceptions were collected from student focus groups and meetings with tutors and coordinators. Between 2010 and 2014, 881 students enrolled in MIIM. Their evaluation scores rated interpersonal relations most highly, followed by organisation and logistics, and then teaching methodology. A key result was the learning related to interprofessional team work by the teaching coordinators, as well as the participating faculty. The strengths of this experience included student integration and construction of new knowledge, skill development in making decisions, and collective self-learning. Challenges included additional time management and tutors' role. This work requires valuation of an alternative way of learning, which is critical for the performance of future health professionals.

Are Fourth-Year Medical Students Effective Teachers of the Physical Examination to First-Year Medical Students?

PubMed Central

Haist, Steven A; Wilson, John F; Fosson, Sue E; Brigham, Nancy L

1997-01-01

OBJECTIVE To determine if fourth-year medical students are as effective as faculty in teaching the physical examination to first-year medical students. DESIGN Stratified randomization of the first-year students. SETTING A public medical school. PARTICIPANTS All 100 first-year medical students in one medical school class were randomly assigned (controlling for gender) to either a faculty or a fourth-year student preceptor for the Physical Examination Module. MAIN RESULTS The first-year students of faculty preceptors scored no differently on the written examination than the students of the fourth-year medical student preceptors (82.8% vs 80.3%, p = .09) and no differently on a standardized patient practical examination (95.5% vs 95.4%, p = .92). Also, the first-year students rated the two groups of preceptors similarly on an evaluation form, with faculty rated higher on six items and the student preceptors rated higher on six items (all p > .10). The fourth-year student preceptors rated the experience favorably. CONCLUSIONS Fourth-year medical students were as successful as faculty in teaching first-year medical students the physical examination as measured by first-year student’s performances on objective measures and ratings of teaching effectiveness.

Reform in Mathematics Education: "What Do We Teach for and Against?"

ERIC Educational Resources Information Center

Petric, Marius

2011-01-01

This study examines the implementation of a problem-based math curriculum that uses problem situations related to global warming and pollution to involve students in modeling polynomial, exponential, and logarithmic functions. Each instructional module includes activities that engage students in investigating current social justice and…

Using the Film JFK To Teach Critical Thinking.

ERIC Educational Resources Information Center

Bassham, Gregory; Nardone, Henry

1997-01-01

A college instructional module uses the film "JFK" and related reading materials to convince even the less motivated students that reasoning abilities can be of significant personal and public value. Small groups are assigned presentations based on research and readings. Student response has been enthusiastic and the technique has been…

Age Modulates Attitudes to Whole Body Donation among Medical Students

ERIC Educational Resources Information Center

Perry, Gary F.; Ettarh, Raj R.

2009-01-01

Managing a whole body donor program is necessary for facilitating a traditional dissection-based anatomy curriculum in medicine and health sciences. Factors which influence body donations to medical science can therefore affect dissection-based anatomy teaching. In order to determine whether age influences the attitudes of medical students to…

The Design and Evaluation of a Cryptography Teaching Strategy for Software Engineering Students

ERIC Educational Resources Information Center

Dowling, T.

2006-01-01

The present paper describes the design, implementation and evaluation of a cryptography module for final-year software engineering students. The emphasis is on implementation architectures and practical cryptanalysis rather than a standard mathematical approach. The competitive continuous assessment process reflects this approach and rewards…

Embedded C Programming: A Practical Course Introducing Programmable Microprocessors

ERIC Educational Resources Information Center

Laverty, David M.; Milliken, Jonny; Milford, Matthew; Cregan, Michael

2012-01-01

This paper presents a new laboratory-based module for embedded systems teaching, which addresses the current lack of consideration for the link between hardware development, software implementation, course content and student evaluation in a laboratory environment. The course introduces second year undergraduate students to the interface between…

Assessment of students' satisfaction with a student-led team-based learning course.

PubMed

Bouw, Justin W; Gupta, Vasudha; Hincapie, Ana L

2015-01-01

To date, no studies in the literature have examined student delivery of team-based learning (TBL) modules in the classroom. We aimed to assess student perceptions of a student-led TBL elective. Third-year pharmacy students were assigned topics in teams and developed learning objectives, a 15-minute mini-lecture, and a TBL application exercise and presented them to student colleagues. Students completed a survey upon completion of the course and participated in a focus group discussion to share their views on learning. The majority of students (n=23/30) agreed that creating TBL modules enhanced their understanding of concepts, improved their self-directed learning skills (n=26/30), and improved their comprehension of TBL pedagogy (n=27/30). However, 60% disagreed with incorporating student-generated TBL modules into core curricular classes. Focus group data identified student-perceived barriers to success in the elective, in particular the development of TBL application exercises. This study provides evidence that students positively perceived student-led TBL as encouraging proactive learning from peer-to-peer teaching.

Application of NX Siemens PLM software in educational process in preparing students of engineering branch

NASA Astrophysics Data System (ADS)

Sadchikova, G. M.

2017-01-01

This article discusses the results of the introduction of computer-aided design NX by Siemens Plm Software to the classes of a higher education institution. The necessity of application of modern information technologies in teaching students of engineering profile and selection of a software product is substantiated. The author describes stages of the software module study in relation to some specific courses, considers the features of NX software, which require the creation of standard and unified product databases. The article also gives examples of research carried out by the students with the various software modules.

Civic Learning and Teaching as a Resource for Sexual Justice: An Undergraduate Religious Studies Course Module

ERIC Educational Resources Information Center

Vasko, Elisabeth T.

2017-01-01

Civic learning and teaching, a form of critical and democratically engaged pedagogy, is utilized in an upper-level undergraduate sexual ethics course to leverage public problem solving around the sexual violence on a mid-size Catholic collegiate campus. Through the course, students, faculty, staff, and community members work together to deepen…

Development of an Augmented Reality Game to Teach Abstract Concepts in Food Chemistry

ERIC Educational Resources Information Center

Crandall, Philip G.; Engler, Robert K.; Beck, Dennis E.; Killian, Susan A.; O'Bryan, Corliss A.; Jarvis, Nathan; Clausen, Ed

2015-01-01

One of the most pressing issues for many land grant institutions is the ever increasing cost to build and operate wet chemistry laboratories. A partial solution is to develop computer-based teaching modules that take advantage of animation, web-based or off-campus learning experiences directed at engaging students' creative experiences. We…

Curriculum Materials for Teaching Students the Competencies Needed for Employment in Nonfarm Agricultural Business. Final Report.

ERIC Educational Resources Information Center

Williams, David L.; And Others

Developed by means of a research project, this teaching guide includes five instructional modules in which competencies for agribusiness occupations are stressed. These competencies were identified from a review of the literature and evaluated by a jury of teachers and agribusinessmen in terms of qualifications needed for entry-level employment.…

Lecturer e-Training Program to Support University Teaching

ERIC Educational Resources Information Center

Chang-Tik, Chan

2017-01-01

This article attempts to explore the extent to which Lecturer e-Training Program (LeP) supports lecturers in their preparation for student-centred teaching. LeP was conducted in a blended mode, that is, it involved an online self-paced learning module followed by an interactive online discussion and ended with a face-to-face action learning. It…

Reactions to Diversity: Using Theater to Teach Medical Students about Cultural Diversity.

PubMed

Ivory, Kimberley D; Dwyer, Paul; Luscombe, Georgina

2016-01-01

Training medical students to understand the effects of culture and marginalization on health outcomes is important to the future health of increasingly diverse populations. We devised and evaluated a short training module on working with diversity to challenge students' thinking about the role of both patient and practitioner culture in health outcomes. The workshop combined didactic teaching about culture as a social determinant of health using the cultural humility model, interactive exercises, and applied theater techniques. We evaluated changes in the students' perceptions and attitudes over time using the Reaction to Diversity Inventory. There was initial significant improvement. Women and students with no past diversity training responded best. However, scores largely reverted to baseline over 12 months.

Intelligent systems for human resources.

PubMed

Kline, K B

1988-11-01

An intelligent system contains knowledge about some domain; it has sophisticated decision-making processes and the ability to explain its actions. The most important aspect of an intelligent system is its ability to effectively interact with humans to teach or assist complex information processing. Two intelligent systems are Intelligent Tutoring Systems (ITs) and Expert Systems. The ITSs provide instruction to a student similar to a human tutor. The ITSs capture individual performance and tutor deficiencies. These systems consist of an expert module, which contains the knowledge or material to be taught; the student module, which contains a representation of the knowledge the student knows and does not know about the domain; and the instructional or teaching module, which selects specific knowledge to teach, the instructional strategy, and provides assistance to the student to tutor deficiencies. Expert systems contain an expert's knowledge about some domain and perform specialized tasks or aid a novice in the performance of certain tasks. The most important part of an expert system is the knowledge base. This knowledge base contains all the specialized and technical knowledge an expert possesses. For an expert system to interact effectively with humans, it must have the ability to explain its actions. Use of intelligent systems can have a profound effect on human resources. The ITSs can provide better training by tutoring on an individual basis, and the expert systems can make better use of human resources through job aiding and performing complex tasks. With increasing training requirements and "doing more with less," intelligent systems can have a positive effect on human resources.

Educational Software for Interactive Training of Students on the Theme "Mutual Intersecting of Pyramids and Prisms in Axonometry"

ERIC Educational Resources Information Center

Karaibryamov, Samet; Tsareva, Bistra; Zlatanov, Boyan

2012-01-01

This work acquaints with the program Sam for interactive computer training of students on the theme "Mutual intersecting of pyramids and prisms in axonometry". The program containing three modules--teacher, student and autopilot--allows for briefest time to teach and study the whole variety of the tasks on this theme. A classification of…

Testing the Flat World Thesis: Using a Public Dataset to Engage Students in the Global Inequality Debate

ERIC Educational Resources Information Center

Arabandi, Bhavani; Sweet, Stephen; Swords, Alicia

2014-01-01

We present a learning module to engage students in the global inequality debate using Google Public Data World Development Indicators. Goals of this article are to articulate the importance and urgency of teaching global issues to American students; situate the central debate in the globalization literature, paying particular attention to global…

Ocean Tracks: Investigating Marine Migrations in a Changing Ocean

NASA Astrophysics Data System (ADS)

Krumhansl, R.; Kochevar, R. E.; Aluwihare, L.; Bardar, E. W.; Hirsch, L.; Hoyle, C.; Krumhansl, K.; Louie, J.; Madura, J.; Mueller-Northcott, J.; Peach, C. L.; Trujillo, A.; Winney, B.; Zetterlind, V.; Busey, A.

2015-12-01

The availability of scientific data sets online opens up exciting new opportunities to raise students' understanding of the worlds' oceans and the potential impacts of climate change. The Oceans of Data Institute at EDC; Stanford University; and the Scripps Institution of Oceanography have been collaborating, with the support of three National Science Foundation grants over the past 5 years, to bring marine science data sets into high school and undergraduate classrooms. These efforts have culminated in the development of a web-based student interface to data from the Tagging of Pacific Predators (TOPP) program, NOAA's Global Drifter Program, and NASA Earth-orbiting satellites through a student-friendly Web interface, customized data analysis tools, multimedia supports, and course modules. Ocean Tracks (http://oceantracks.org), which incorporates design principles based on a broad range of research findings in fields such as cognitive science, visual design, mathematics education and learning science, focuses on optimizing students' opportunities to focus their cognitive resources on viewing and comparing data to test hypotheses, while minimizing the time spent on downloading, filtering and creating displays. Ocean Tracks allows students to display the tracks of elephant seals, white sharks, Bluefin tuna, albatross, and drifting buoys along with sea surface temperature, chlorophyll-A, bathymetry, ocean currents, and human impacts overlays. A graphing tool allows students to dynamically display parameters associated with the track such as speed, deepest daily dive and track tortuosity (curviness). These interface features allow students to engage in investigations that mirror those currently being conducted by scientists to understand the broad-scale effects of changes in climate and other human activities on ocean ecosystems. In addition to supporting the teaching of the Ocean and Climate Literacy principles, high school curriculum modules facilitate the teaching of content, practices and cross-cutting concepts in the Framework for K-12 Science Education. Undergraduate modules currently under development support the teaching of content related to marine productivity, ocean circulation and upwelling, animal-environment interactions, ocean ecosystems, and human impacts.

Teaching Chemical Equilibrium with the Jigsaw Technique

NASA Astrophysics Data System (ADS)

Doymus, Kemal

2008-03-01

This study investigates the effect of cooperative learning (jigsaw) versus individual learning methods on students’ understanding of chemical equilibrium in a first-year general chemistry course. This study was carried out in two different classes in the department of primary science education during the 2005-2006 academic year. One of the classes was randomly assigned as the non-jigsaw group (control) and other as the jigsaw group (cooperative). Students participating in the jigsaw group were divided into four “home groups” since the topic chemical equilibrium is divided into four subtopics (Modules A, B, C and D). Each of these home groups contained four students. The groups were as follows: (1) Home Group A (HGA), representin g the equilibrium state and quantitative aspects of equilibrium (Module A), (2) Home Group B (HGB), representing the equilibrium constant and relationships involving equilibrium constants (Module B), (3) Home Group C (HGC), representing Altering Equilibrium Conditions: Le Chatelier’s principle (Module C), and (4) Home Group D (HGD), representing calculations with equilibrium constants (Module D). The home groups then broke apart, like pieces of a jigsaw puzzle, and the students moved into jigsaw groups consisting of members from the other home groups who were assigned the same portion of the material. The jigsaw groups were then in charge of teaching their specific subtopic to the rest of the students in their learning group. The main data collection tool was a Chemical Equilibrium Achievement Test (CEAT), which was applied to both the jigsaw and non-jigsaw groups The results indicated that the jigsaw group was more successful than the non-jigsaw group (individual learning method).

Alcohol Pharmacology Education Partnership: Using Chemistry and Biology Concepts To Educate High School Students about Alcohol

PubMed Central

2015-01-01

We developed the Alcohol Pharmacology Education Partnership (APEP), a set of modules designed to integrate a topic of interest (alcohol) with concepts in chemistry and biology for high school students. Chemistry and biology teachers (n = 156) were recruited nationally to field-test APEP in a controlled study. Teachers obtained professional development either at a conference-based workshop (NSTA or NCSTA) or via distance learning to learn how to incorporate the APEP modules into their teaching. They field-tested the modules in their classes during the following year. Teacher knowledge of chemistry and biology concepts increased significantly following professional development, and was maintained for at least a year. Their students (n = 14 014) demonstrated significantly higher scores when assessed for knowledge of both basic and advanced chemistry and biology concepts compared to students not using APEP modules in their classes the previous year. Higher scores were achieved as the number of modules used increased. These findings are consistent with our previous studies, demonstrating higher scores in chemistry and biology after students use modules that integrate topics interesting to them, such as drugs (the Pharmacology Education Partnership). PMID:24803686

A multi-method study to determine the effectiveness of, and student attitudes to, online instructional videos for teaching clinical nursing skills.

PubMed

Kelly, Mary; Lyng, Colette; McGrath, Mary; Cannon, Gerald

2009-04-01

E-learning is regularly promoted in higher education settings as a way of fostering more flexible approaches to learning. It has been argued however that the 'potential benefits of new information and communication technology instruments in education' have not been subjected to critical scrutiny (Debande, O., 2004. ICTs and the development of e-learning in Europe: the role of the public and private sectors. European Journal of Education 39 (2), 191-208, p. 192). This paper outlines a multi-method evaluation of an e-learning innovation designed to teach clinical skills to student nurses. Responding to the challenges of teaching clinical skills to large class sizes, we developed a set of instructional videos for one undergraduate skills-based module, which are now integral to the module and available online to students on a continuous basis. Evaluation suggests that students' performance outcomes are unchanged. The students view the flexible and self-management aspects of this method of learning positively, with some attitudinal differences between male and female, and mature and non-mature students. However, it is best used to complement rather than replace lecturer demonstration, lending support to a 'blended' model (Collis, B., van der Wende, M., 2002. Models of Technology and Change in Higher Education: An International Comparative Survey on The Current and Future Use of ICT in Higher Education, University of Twente, Center for Higher Education Policy Studies, The Netherlands).

Northern Ireland and 'The Troubles', outlining an innovative approach to nursing/midwifery student teaching and module evaluation.

PubMed

McMullan, Johanna; Clarke, Susan A; O'Hagan, Marie Therese; O'Connor, Tony; Power, John J

2016-02-01

This discussion paper outlines an approach to developing and evaluating an educative programme primarily delivered by lay `citizen trainers' in educating student nurses, and student midwives to the impact of and experience of extended and extensive civil unrest within their communities (`the Troubles' ). This is drawn from experience within the Northern Ireland `Troubles' and all of the citizen trainers were directly affected physically/psychologically. The programme was intended to both educate but primarily to help facilitate student nurses and student midwives to better understanding to experience and context and to more effective care delivery to those affected by/damaged by `the Troubles'. Evaluation of the teaching and learning by the students was significantly positive. Copyright © 2015 Elsevier Ltd. All rights reserved.

Integrating Complementary and Alternative Medicine Education Into the Pharmacy Curriculum

PubMed Central

Wallis, Marianne

2008-01-01

Objectives To evaluate the effectiveness of an integrated approach to the teaching of evidence-based complementary and alternative medicine (CAM) in a pharmacy curriculum. Design Evidence-based CAM education was integrated throughout the third, fourth, and fifth years of the pharmacy curriculum. Specifically, an introductory module focusing on CAM familiarization was added in the third year and integrated, evidence-based teaching related to CAM was incorporated into clinical topics through lectures and clinical case studies in the fourth and fifth years. Assessment Students' self-assessed and actual CAM knowledge increased, as did their use of evidence-based CAM resources. However, only 30% of the fourth-year students felt they had learned enough about CAM. Students preferred having CAM teaching integrated into the curriculum beginning in the first year rather than waiting until later in their education. Conclusion CAM education integrated over several years of study increases students' knowledge and application. PMID:19002274

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.

An Interdisciplinary Module on Regulating Carbon Emissions to Mitigate Climate Change

NASA Astrophysics Data System (ADS)

Penny, S.; Sethi, G.; Smyth, R.; Leibensperger, E. M.; Gervich, C.; Batur, P.

2016-12-01

The dynamics of the unfolding carbon regulatory process presents a unique and timely opportunity to teach students about the grand challenge brought by climate change and the importance of systems thinking and interdisciplinary problem solving. In this poster, we summarize our recently developed 4-week activity-based class module "Regulating Carbon Emissions to Mitigate Climate Change," which we have developed as part of the InTeGrate ("Interdisciplinary Teaching about Earth for a Sustainable Future") program. These materials are suitable for introductory non-majors, environmental sciences majors, and political science majors, and we have formally piloted in each of these settings. This module is truly interdisciplinary and spans topics such as the Supreme Court ruling in Massachusetts v. EPA, costs and benefits of carbon abatement, and climate sensitivity. We discuss the unique challenges (and rewards!) that we experienced teaching materials entirely outside one's expertise.

Teaching High School Students Machine Learning Algorithms to Analyze Flood Risk Factors in River Deltas

NASA Astrophysics Data System (ADS)

Rose, R.; Aizenman, H.; Mei, E.; Choudhury, N.

2013-12-01

High School students interested in the STEM fields benefit most when actively participating, so I created a series of learning modules on how to analyze complex systems using machine-learning that give automated feedback to students. The automated feedbacks give timely responses that will encourage the students to continue testing and enhancing their programs. I have designed my modules to take the tactical learning approach in conveying the concepts behind correlation, linear regression, and vector distance based classification and clustering. On successful completion of these modules, students will learn how to calculate linear regression, Pearson's correlation, and apply classification and clustering techniques to a dataset. Working on these modules will allow the students to take back to the classroom what they've learned and then apply it to the Earth Science curriculum. During my research this summer, we applied these lessons to analyzing river deltas; we looked at trends in the different variables over time, looked for similarities in NDVI, precipitation, inundation, runoff and discharge, and attempted to predict floods based on the precipitation, waves mean, area of discharge, NDVI, and inundation.

The Efficacy of Residents as Teachers in an Ophthalmology Module.

PubMed

Ryg, Peter A; Hafler, Janet P; Forster, Susan H

2016-01-01

Resident physicians have reported spending upward of 25% of their time teaching fellow residents and medical students. Until relatively recently, there have not been formal requirements in residency programs to learn teaching skills. The first goal of this study was to develop a novel residents-as-teachers training program to educate Ophthalmology residents on facilitating group learning and emphasizing critical-thinking skills. The second goal was to educate residents on how to teach clinical reasoning skills. We designed a longitudinal residents-as-teachers program that consisted of a 2-hour workshop, voluntary observation of their teaching in the small group, and student feedback on their teaching. The focus of the workshop was to educate the residents on how to facilitate critical thinking and clinical reasoning in a small group format. Voluntary video recording of residents' teaching was offered, and feedback on their teaching was provided. Yale University School of Medicine, Department of Ophthalmology and Visual Science. In total, ten second-year medical student groups consisting of approximately 7 to 11 students in each group were organized in this course and each group had one teacher: 4 senior Ophthalmology residents and 6 community faculty. This study found that the resident teachers who completed the residents-as-teachers program were equally as effective as community faculty teachers in building medical students' comprehension of ophthalmic principles during small group seminars according to the students' evaluation of teaching performance. We also found that all of the medical students' responses were overwhelmingly positive toward having residents as teachers. The medical students particularly noted residents' preparedness and effectiveness in facilitating a discussion during the small group seminars. Our novel program was effective at teaching residents how to teach critical-thinking skills and the resident teachers were well received by medical students in the classroom. Given the requirement that residents learn teaching skills during residency and our preliminary success, we plan to continue inviting residents to teach small group seminars in Ophthalmology, and we will continue to provide them with the residents-as-teachers program. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

The special study module: a novel approach to undergraduate teaching in occupational medicine.

PubMed

Fletcher, G; Agius, R M

1995-12-01

Difficulties in teaching occupational medicine to undergraduates stem from the reduced availability of teaching time and the perception of the specialty. Recent changes in the General Medical Council curricular framework have permitted the development of a special study module (options course) in occupational medicine, in which a small number of motivated undergraduates elected to participate and which was adequately resourced. This course laid particular emphasis on changing students' attitudes towards the specialty, self-learning techniques, problem-solving and other skills such as workplace assessment. The objectives, content and teaching methods of the course are described, as is a preliminary evaluation. It is suggested that other medical schools should adopt and refine this approach in order to improve the quality of undergraduate training in at least a proportion of the output of medical schools.

Introducing e-learning/teaching in a physiology course for medical students: acceptance by students and subjective effect on learning.

PubMed

Felder, E; Fauler, M; Geiler, S

2013-12-01

Retrieval of information has substantially changed within the last two decades. Naturally, this has also affected learning/teaching techniques, and methods that are commonly referred to as "e-learning" have become an important part in modern education. Institutions have to decide if (and how) to implement this new form of teaching but face the problem that little subject-specific research has been published for different teaching modes and methods. The present study compares a course module of the physiology laboratory course for medical students in the preclinical phase before and after the introduction of computer-aided course instructions (CACI). Students were provided with an online questionnaire containing Likert items evaluating workspace redesign, acceptance of course instructions, incentive to actively participate in the course, and subjective gain of knowledge. CACI was clearly preferred over the previously used paper workbook. However, the questionnaire also revealed that the gain in knowledge, as subjectively perceived by the students, had not improved, which is in agreement with several studies that neglected a beneficial effect of e-learning on learning success. We conclude that the CACI meet today's student's expectations and that introducing this system seems justified from this perspective.

Peer teacher training (PTT) program for health professional students: interprofessional and flipped learning.

PubMed

Burgess, Annette; Roberts, Chris; van Diggele, Christie; Mellis, Craig

2017-12-04

The need for developing healthcare professional students' peer teaching skills is widely acknowledged, and a number of discipline-based peer teacher training programs have been previously reported. However, a consensus on what a student peer teaching skills program across the health professions should entail, and the associated benefits and challenges, has not been previously described. The purpose of this study was to demonstrate the design and implementation of an interprofessional Peer Teacher Training (PTT) program, and explore outcomes and participant perceptions, using Experience-Based Learning (ExBL) theory. In 2016, an interprofessional team of academics from across three healthcare faculties: Medicine, Pharmacy and Health Sciences, developed and implemented a six module, flipped learning, interprofessional PTT program. Pre- and post questionnaires, using a Likert scale of 1-5, as well as open ended questions, were distributed to students. Descriptive statistics were used to analyse quantitative data, and thematic analysis was used to analyse qualitative data. Ninety senior students from across the three faculties participated. Eighty nine percent of participants completed a pre- and post-course questionnaire. Students felt the required pre-class preparation, including online pre-reading, discussion board, videos, and teaching activities enhanced their face-to-face learning experience. In class, students valued the small-group activities, and the opportunities to practice their teaching skills with provision of feedback. Students reported increased confidence to plan and deliver peer teaching activities, and an increased awareness of the roles and responsibilities of health professionals outside of their own discipline, and use of different terminology and communication methods. Students' suggestions for improving the PTT, included; less large group teaching; more online delivery of theory; and inclusion of a wider range of health professional disciplines. The PTT program provided a theoretically informed framework where students could develop and practice their teaching skills, helping to shape students' professional values as they assume peer teaching responsibilities and move towards healthcare practice. The flipped learning, interprofessional format was successful in developing students' skills, competence and confidence in teaching, assessment, communication and feedback. Importantly, participation increased students' awareness and understanding of the various roles of health professionals.

Courses without classrooms.

PubMed

Boyer, S A

1999-01-01

There is an alternative to classroom lecture that provides faster, more complete instruction and introduces the learner to clinical application of skills in a safe environment. This teaching style uses multiple media to present professional, published resources that provide excellent quality, topic-specific information. The benefits of this type of teaching/learning module include improved use of student and instructor time, scheduling advantages, increased learning, revenue generation potential, and student empowerment. With this approach, a strong, sound educational base is built, and each course includes some degree or form of clinical application as a key component.

Your Official U.S. Constitution Sign-On Information and Documents.

ERIC Educational Resources Information Center

National Conference of Christians and Jews, New York, NY.

These learning materials are centered around the idea that each individual should "sign" the U.S. Constitution. A facsimile of the U.S. Constitution is included in each learning packet for students to sign. Section 1 contains five teaching modules on the constitutional process that can be used with any subject. The first two modules,…

Evaluation of a Pre-Service Training Module in Microcomputer Applications for the Teaching of Reading.

ERIC Educational Resources Information Center

Balajthy, Ernest

1988-01-01

Discussion of the need for increased teacher training in computer applications in education focuses on the evaluation of a training module developed to train preservice teachers in computer applications for reading courses. Student ratings of the importance of computers, self-perception of knowledge of computers, and attitudes toward computers are…

Successes and Failures Teaching Visual Ethics: A Class Study

ERIC Educational Resources Information Center

Roundtree, Aimee Kendall

2010-01-01

This article discusses and evaluates the inclusion of ethics learning modules in a graduate- level visual design theory course. Modules were designed as a part of an NEH grant. Students grappled with case studies that probed the ethics of visuals at the crux of the BP oil refinery accident, NASA space shuttle disasters, the Enron collapse, and…

Development of a group work assessment pedagogy using constructive alignment theory.

PubMed

Croy, Suzanne R

2018-02-01

The purpose of this paper is to explore group work assessment underpinned by constructive alignment theory to develop a new assessment pedagogy. A review was undertaken of an existing module 'Mental Health Nursing 1', with student nurses participating in the BSc (Hons) Nursing Programme. Constructive alignment theory requires teachers to adopt a deep approach to learning where module learning outcomes are aligned with the teaching environment and modes of assessment. As the module progressed, reviewing the Mental Health Nursing 1 module became an excellent opportunity to begin to understand how constructive alignment theory can inform a group work assessment pedagogy. Working using a constructively aligned assessment process became a valuable learning experience for the module leader whilst at the same time revealed a gap in the research around the impact of constructively aligned teaching and group work assessment. Copyright © 2017 Elsevier Ltd. All rights reserved.

Developing workshop module of realistic mathematics education: Follow-up workshop

NASA Astrophysics Data System (ADS)

Palupi, E. L. W.; Khabibah, S.

2018-01-01

Realistic Mathematics Education (RME) is a learning approach which fits the aim of the curriculum. The success of RME in teaching mathematics concepts, triggering students’ interest in mathematics and teaching high order thinking skills to the students will make teachers start to learn RME. Hence, RME workshop is often offered and done. This study applied development model proposed by Plomp. Based on the study by RME team, there are three kinds of RME workshop: start-up workshop, follow-up workshop, and quality boost. However, there is no standardized or validated module which is used in that workshops. This study aims to develop a module of RME follow-up workshop which is valid and can be used. Plopm’s developmental model includes materials analysis, design, realization, implementation, and evaluation. Based on the validation, the developed module is valid. While field test shows that the module can be used effectively.

Direct short-term effects of EBP teaching: change in knowledge, not in attitude; a cross-cultural comparison among students from European and Asian medical schools

PubMed Central

Widyahening, Indah S.; van der Heijden, Geert J.M.G.; Moy, Foong Ming; van der Graaf, Yolanda; Sastroasmoro, Sudigdo; Bulgiba, Awang

2012-01-01

Introduction We report about the direct short-term effects of a Clinical Epidemiology and Evidence-based Medicine (CE-EBM) module on the knowledge, attitude, and behavior of students in the University Medical Center Utrecht (UMCU), Universitas Indonesia (UI), and University of Malaya (UM). Methods We used an adapted version of a 26-item validated questionnaire, including four subscales: knowledge, attitude, behavior, and future use of evidence-based practice (EBP). The four components were compared among the students in the three medical schools before the module using one-way ANOVA. At the end of the module, we measured only knowledge and attitudes. We computed Cronbach's α to assess the reliability of the responses in our population. To assess the change in knowledge and attitudes, we used the paired t-test in the comparison of scores before and after the module. Results In total, 526 students (224 UI, 202 UM, and 100 UMCU) completed the questionnaires. In the three medical schools, Cronbach's α for the pre-module total score and the four subscale scores always exceeded 0.62. UMCU students achieved the highest pre-module scores in all subscales compared to UI and UM with the comparison of average (SD) score as the following: knowledge 5.04 (0.4) vs. 4.73 (0.69) and 4.24 (0.74), p<0.001; attitude 4.52 (0.64) vs. 3.85 (0.68) and 3.55 (0.63), p<0.001; behavior 2.62 (0.55) vs. 2.35 (0.71) and 2.39 (0.92), p=0.016; and future use of EBP 4.32 (0.59) vs. 4.08 (0.62) and 3.7 (0.71), p<0.01. The CE-EBM module increased the knowledge of the UMCU (from average 5.04±0.4 to 5.35±0.51; p<0.001) and UM students (from average 4.24±0.74 to 4.53±0.72; p<0.001) but not UI. The post-module scores for attitude did not change in the three medical schools. Conclusion EBP teaching had direct short-term effects on knowledge, not on attitude. Differences in pre-module scores are most likely related to differences in the system and infrastructure of both medical schools and their curriculum. PMID:23121993

Direct short-term effects of EBP teaching: change in knowledge, not in attitude; a cross-cultural comparison among students from European and Asian medical schools.

PubMed

Widyahening, Indah S; van der Heijden, Geert J M G; Moy, Foong Ming; van der Graaf, Yolanda; Sastroasmoro, Sudigdo; Bulgiba, Awang

2012-10-31

We report about the direct short-term effects of a Clinical Epidemiology and Evidence-based Medicine (CE-EBM) module on the knowledge, attitude, and behavior of students in the University Medical Center Utrecht (UMCU), Universitas Indonesia (UI), and University of Malaya (UM). We used an adapted version of a 26-item validated questionnaire, including four subscales: knowledge, attitude, behavior, and future use of evidence-based practice (EBP). The four components were compared among the students in the three medical schools before the module using one-way ANOVA. At the end of the module, we measured only knowledge and attitudes. We computed Cronbach's α to assess the reliability of the responses in our population. To assess the change in knowledge and attitudes, we used the paired t-test in the comparison of scores before and after the module. In total, 526 students (224 UI, 202 UM, and 100 UMCU) completed the questionnaires. In the three medical schools, Cronbach's α for the pre-module total score and the four subscale scores always exceeded 0.62. UMCU students achieved the highest pre-module scores in all subscales compared to UI and UM with the comparison of average (SD) score as the following: knowledge 5.04 (0.4) vs. 4.73 (0.69) and 4.24 (0.74), p<0.001; attitude 4.52 (0.64) vs. 3.85 (0.68) and 3.55 (0.63), p<0.001; behavior 2.62 (0.55) vs. 2.35 (0.71) and 2.39 (0.92), p=0.016; and future use of EBP 4.32 (0.59) vs. 4.08 (0.62) and 3.7 (0.71), p<0.01. The CE-EBM module increased the knowledge of the UMCU (from average 5.04±0.4 to 5.35±0.51; p<0.001) and UM students (from average 4.24±0.74 to 4.53±0.72; p<0.001) but not UI. The post-module scores for attitude did not change in the three medical schools. EBP teaching had direct short-term effects on knowledge, not on attitude. Differences in pre-module scores are most likely related to differences in the system and infrastructure of both medical schools and their curriculum.

Impact of distributed virtual reality on engineering knowledge retention and student engagement

NASA Astrophysics Data System (ADS)

Sulbaran, Tulio Alberto

Engineering Education is facing many problems, one of which is poor knowledge retention among engineering students. This problem affects the Architecture, Engineering, and Construction (A/E/C) industry, because students are unprepared for many necessary job skills. This problem of poor knowledge retention is caused by many factors, one of which is the mismatch between student learning preferences and the media used to teach engineering. The purpose of this research is to assess the impact of Distributed Virtual Reality (DVR) as an engineering teaching tool. The implementation of DVR addresses the issue of poor knowledge retention by impacting the mismatch between learning and teaching style in the visual versus verbal spectrum. Using as a point of departure three knowledge domain areas (Learning and Instruction, Distributed Virtual Reality and Crane Selection as Part of Crane Lift Planning), a DVR engineering teaching tool is developed, deployed and assessed in engineering classrooms. The statistical analysis of the data indicates that: (1) most engineering students are visual learners; (2) most students would like more classes using DVR; (3) engineering students find DVR more engaging than traditional learning methods; (4) most students find the responsiveness of the DVR environments to be either good or very good; (5) all students are able to interact with DVR and most of the students found it easy or very easy to navigate (without previous formal training in how to use DVR); (6) students' knowledge regarding the subject (crane selection) is higher after the experiment; and, (7) students' using different instructional media do not demonstrate statistical difference in knowledge retained after the experiment. This inter-disciplinary research offers opportunities for direct and immediate application in education, research, and industry, due to the fact that the instructional module developed (on crane selection as part of construction crane lift planning) can be used to convey knowledge to engineers beyond the classrooms. This instructional module can also be used as a workbench to assess parameters on engineering education such as time on task, assessment media, and long-term retention among others.

The Integration of technology in teaching mathematics

NASA Astrophysics Data System (ADS)

Muhtadi, D.; Wahyudin; Kartasasmita, B. G.; Prahmana, R. C. I.

2017-12-01

This paper presents the Transformation of Technological Pedagogical and Content Knowledge (TPACK) of three pre-service math teacher. They participate in technology-based learning modules aligned with teaching practice taught school and became characteristic of teaching method by using the mathematical software. ICT-based learning environment has been the demands in practice learning to build a more effective approach to the learning process of students. Also, this paper presents the results of research on learning mathematics in middle school that shows the influence of design teaching on knowledge of math content specifically.

Theorising Teaching and Learning: Pre-Service Teachers' Theoretical Awareness of Learning

ERIC Educational Resources Information Center

Brante, Göran; Holmqvist Olander, Mona; Holmquist, Per-Ola; Palla, Marta

2015-01-01

We examine pre-service teachers' theoretical learning during one five-week training module, and their educators' learning about better lecture design to foster student learning. The study is iterative: interventions (one per group) were implemented sequentially in student groups A-C, the results of the previous intervention serving as the baseline…

Managing the Office Environment. Instructor's Guide. Student Activity Packet. Office Occupations.

ERIC Educational Resources Information Center

Johnson, Diane E.

This training package, one in a series of instructional modules consisting of an instructor's guide and a student activity packet, deals with managing the office environment. Included in the instructor's guide are general directions for implementing the presentation; a detailed guide for teaching the lesson that includes performance objectives,…

"Victims of History": Challenging Students' Perceptions of Women in History

ERIC Educational Resources Information Center

Lockyer, Bridget; Tazzymant, Abigail

2016-01-01

As postgraduate historians with teaching responsibilities at the University of York, Bridget Lockyer and Abigail Tazzyman were concerned to tackle some of the challenges reported by their students who had generally only encountered women's history in a disconnected way through stand-alone topics or modules. Their response was to create a series of…

Undergraduate Student Perceptions of the Use of Ultrasonography in the Study of "Living Anatomy"

ERIC Educational Resources Information Center

Ivanusic, Jason; Cowie, Brian; Barrington, Michael

2010-01-01

Ultrasonography is a noninvasive imaging modality, and modern ultrasound machines are portable, inexpensive (relative to other imaging modalities), and user friendly. The aim of this study was to explore student perceptions of the use of ultrasound to teach "living anatomy". A module utilizing transthoracic echocardiography was developed and…

Independent Learning Modules Enhance Student Performance and Understanding of Anatomy

ERIC Educational Resources Information Center

Serrat, Maria A.; Dom, Aaron M.; Buchanan, James T., Jr.; Williams, Alison R.; Efaw, Morgan L.; Richardson, Laura L.

2014-01-01

Didactic lessons are only one part of the multimodal teaching strategies used in gross anatomy courses today. Increased emphasis is placed on providing more opportunities for students to develop lifelong learning and critical thinking skills during medical training. In a pilot program designed to promote more engaged and independent learning in…

An Integrated Modular Approach to Teaching Introductory Economics.

ERIC Educational Resources Information Center

Hallagan, William; Donnelly, John

1985-01-01

Described is the design and administration of a large two-semester course in principles of economics that permits both students and faculty some choice of both subject matter and meeting times. Students complete a standardized nine-week core and are then allowed to select topical modules. Advantages and disadvantages are discussed. (Author/RM)

Using Students' Knowledge to Generate Individual Feedback: Concept for an Intelligent Educational System on Logistics.

ERIC Educational Resources Information Center

Ziems, Dietrich; Neumann, Gaby

1997-01-01

Discusses a methods kit for interactive problem-solving exercises in engineering education as well as a methodology for intelligent evaluation of solutions. The quality of a system teaching logistics thinking can be improved using artificial intelligence. Embedding a rule-based diagnosis module that evaluates the student's knowledge actively…

Coastal Ecosystems. Project CAPE Teaching Module [with Student Materials].

ERIC Educational Resources Information Center

Cowal, Michael; And Others

Intended for grades K-2, this science unit on coastal ecosystems aids teachers in helping students to: (1) identify marine organisms; (2) learn their basic characteristics; and (3) understand the web of interdependence among organisms of the same habitat. The teacher's guide is divided into four sections. The first section gives background…

The "Frankenplasmid" lab: an investigative exercise for teaching recombinant DNA methods.

PubMed

Dean, Derek M; Wilder, Jason A

2011-01-01

We describe an investigative laboratory module designed to give college undergraduates strong practical and theoretical experience with recombinant DNA methods within 3 weeks. After deducing restriction enzyme maps for two different plasmids, students ligate the plasmids together in the same reaction, transform E. coli with this mixture of ligated DNA, and plate the cells on media that specifically select for hybrid plasmids. The main goal of the assignment is for students to deduce the gene map of one hybrid "Frankenplasmid" using the LacZ phenotype of its transformants, PCR, and restriction mapping. Our protocol results in a number of possible outcomes, meaning that students are mapping truly unknown plasmids. The open-ended nature of this assignment results in an effective module that teaches recombinant DNA procedures while engaging students with its investigative approach, increasing complexity, and puzzle-like quality. Moreover, the modular design of the activity allows it to be adapted to a more limited schedule, introductory courses, or more advanced courses. Copyright © 2011 International Union of Biochemistry and Molecular Biology, Inc.

Virtual Learning Environments in Social Psychology: Using "The SIMs[superscript 3]" to Teach Self-Related Processes

ERIC Educational Resources Information Center

Stansbury, Jessica A.

2017-01-01

An interactive learning module was developed and implemented in a social psychology course to teach concepts of the "self" via self-exploration and game play using "The SIMS[superscript 3]." Students volunteered to play the computer video game throughout a 5-week summer session as a supplement to reading the chapter in the…

Physiology Teaching and Learning Experience in a New Modular Curriculum at the National University of Rwanda

ERIC Educational Resources Information Center

Gahutu, Jean Bosco

2010-01-01

In the present article, I report on my experience in teaching and learning physiology in the first year of a new modular curriculum at the Faculty of Medicine of the National University of Rwanda. With self-reported questionnaires, I collected learning experience perceptions from 112 students who attended the module of physiology in 2008. The…

A Blended-Learning Pedagogical Model for Teaching and Learning EFL Successfully through an Online Interactive Multimedia Environment

ERIC Educational Resources Information Center

Banados, Emerita

2006-01-01

Faced with the need to teach English to a large number of students, the "Universidad de Concepcion," Chile, has created an innovative Communicative English Program using ICT, which is made up of four modules covered in four academic terms. The English program aims to develop integrated linguistic skills with a focus on learning for…

Passing the Baton: A Collaborative Approach to Development and Implementation of Context-Specific Modules for Graduate Teaching Assistants in Cognate Disciplines

ERIC Educational Resources Information Center

O'Neill, Geraldine; McNamara, Martin

2016-01-01

A systematic approach to the training of graduate teaching assistants (GTAs) is required to meet the challenges posed by growing numbers of undergraduate and graduate students. At University College Dublin, educational developers and academic staff across six schools collaborated on the design and phased implementation of context-specific GTA…

Beyond Expectations in Music Performance Modules in Higher Education: Rethinking Instrumental and Vocal Music Pedagogy for the Twenty-First Century

ERIC Educational Resources Information Center

Simones, Lilian Lima

2017-01-01

Music performance in the higher educational context is shaped by a reciprocal chain of interactions between students, part-time tutors and full-time teaching staff, each with specific expectations about the teaching and learning process. Such expectations can provide valuable insights not only for designing and implementing meaningful educational…

Multipurpose Educational Modules to Teach Hydraulic Hybrid Vehicle Technologies

DOT National Transportation Integrated Search

2007-09-01

The goal of the overall project is to develop a software simulation for a hydraulic hybrid vehicle. The simulation will enable students to compare various hybrid configurations with conventional IC engine performance.

Systematic Preparation for Teaching in a Nursing Doctor of Philosophy Program.

PubMed

Fiedler, Ruth; Degenhardt, Marguerite; Engstrom, Janet L

2015-01-01

Lack of preparation for the faculty role, particularly for teaching, has long been an area of concern in graduate nursing education. This article describes a systematic approach to preparing students in a doctor of philosophy (PhD) program for their future roles as nurse educators. All PhD students at Rush University are required to take a nursing education course that contains four modules: the teacher, learner, and learning environment; the basics of curriculum and course design; evaluation of the learner, course, program, and institution; and the new faculty member. Students also complete a practicum in the course. Students are interviewed before the course begins and complete a self-assessment of their teaching experiences. Based on their learning needs, students are enrolled in the course for variable credit. The course has received excellent evaluations since its inception. The success of this course demonstrates that an education course can be an essential component of the nursing PhD curriculum. Copyright © 2015 Elsevier Inc. All rights reserved.

Promoting Students' Interest and Motivation Towards Science Learning: the Role of Personal Needs and Motivation Orientations

NASA Astrophysics Data System (ADS)

Loukomies, Anni; Pnevmatikos, Dimitris; Lavonen, Jari; Spyrtou, Anna; Byman, Reijo; Kariotoglou, Petros; Juuti, Kalle

2013-12-01

This study aimed to design a teaching sequence for science education that enabled lower secondary school students to enhance their motivation towards science. Further, it looked to examine the way the designed teaching sequence affected students with different motivational profiles. Industry site visits, with embodied theory-based motivational features were included as part of the designed teaching sequence. The sequence was implemented in Finland and Greece with 54 participants, 27 from each country. Quantitative data was collected using the Evaluation of Science Inquiry Activities Questionnaire, based on the Intrinsic Motivation Inventory but did not map the expected outcomes. Interviews, however, showed that students with different motivational profiles found aspects within the module that met their psychological needs as explained by Self-Determination Theory. The results offer a perspective to adolescents' psychological needs along with some insights into how students mediate the way they value an activity in the context of science education.

‘Students-as-partners’ scheme enhances postgraduate students’ employability skills while addressing gaps in bioinformatics education

PubMed Central

Mello, Luciane V.; Tregilgas, Luke; Cowley, Gwen; Gupta, Anshul; Makki, Fatima; Jhutty, Anjeet; Shanmugasundram, Achchuthan

2017-01-01

Abstract Teaching bioinformatics is a longstanding challenge for educators who need to demonstrate to students how skills developed in the classroom may be applied to real world research. This study employed an action research methodology which utilised student–staff partnership and peer-learning. It was centred on the experiences of peer-facilitators, students who had previously taken a postgraduate bioinformatics module, and had applied knowledge and skills gained from it to their own research. It aimed to demonstrate to peer-receivers, current students, how bioinformatics could be used in their own research while developing peer-facilitators’ teaching and mentoring skills. This student-centred approach was well received by the peer-receivers, who claimed to have gained improved understanding of bioinformatics and its relevance to research. Equally, peer-facilitators also developed a better understanding of the subject and appreciated that the activity was a rare and invaluable opportunity to develop their teaching and mentoring skills, enhancing their employability. PMID:29098185

Advanced Waste Treatment, Wastewater Technology: A Two-Year Post High School Instructional Program. An Instructor's Guide for Use of Instructional Material in Wastewater Technology Training Programs. Volume VI.

ERIC Educational Resources Information Center

Gearheart, Robert A.; And Others

This document is one in a series which outlines performance objectives and instructional modules for a course of study which explains the relationship and functions of the process units in a wastewater treatment plant. The modules are arranged in order appropriate for teaching students with no experience. The modules can also be rearranged and…

Using simulation pedagogy to teach clinical education skills: A randomized trial.

PubMed

Holdsworth, Clare; Skinner, Elizabeth H; Delany, Clare M

2016-05-01

Supervision of students is a key role of senior physiotherapy clinicians in teaching hospitals. The objective of this study was to test the effect of simulated learning environments (SLE) on educators' self-efficacy in student supervision skills. A pilot prospective randomized controlled trial with concealed allocation was conducted. Clinical educators were randomized to intervention (SLE) or control groups. SLE participants completed two 3-hour workshops, which included simulated clinical teaching scenarios, and facilitated debrief. Standard Education (StEd) participants completed two online learning modules. Change in educator clinical supervision self-efficacy (SE) and student perceptions of supervisor skill were calculated. Between-group comparisons of SE change scores were analyzed with independent t-tests to account for potential baseline differences in education experience. Eighteen educators (n = 18) were recruited (SLE [n = 10], StEd [n = 8]). Significant improvements in SE change scores were seen in SLE participants compared to control participants in three domains of self-efficacy: (1) talking to students about supervision and learning styles (p = 0.01); (2) adapting teaching styles for students' individual needs (p = 0.02); and (3) identifying strategies for future practice while supervising students (p = 0.02). This is the first study investigating SLE for teaching skills of clinical education. SLE improved educators' self-efficacy in three domains of clinical education. Sample size limited the interpretation of student ratings of educator supervision skills. Future studies using SLE would benefit from future large multicenter trials evaluating its effect on educators' teaching skills, student learning outcomes, and subsequent effects on patient care and health outcomes.

Teaching biochemistry to medical students in Singapore--from organic chemistry to problem-based learning.

PubMed

Khoo, H E

2005-07-01

The medical faculty in the National University of Singapore started in 1905 but the Chair in Biochemistry was only established in 1927. For many years the biochemistry course consisted of the teaching of the organic chemistry of substances of physiological importance, nutrition, metabolism and hormones. In 1961, clinical biochemistry was introduced and in the 1980s, genetics and molecular biology were included. By then, most of the organic chemistry content had been removed as greater emphasis was placed on clinical correlation. Laboratory classes consisted of mock glucose tolerance tests and the measurement of various enzymes. By the 1990s, students were no longer interested in such practical classes, so a bold decision was made around 1995 to remove laboratory classes from the curriculum. Unfortunately, this meant that the medical students who might have been interested in laboratory work could no longer do such work. However, the new curriculum in 1999 gave the department an opportunity to offer a laboratory course as an elective for interested students. This new curriculum adopted an integrated approach with Genetics being taught as part of Paediatrics, and a new module (Structural and Cell Biology) comprising aspects of cell biology and biochemistry was introduced. This module is currently taught by staff from Anatomy, Physiology and Biochemistry. Some biochemistry content is now incorporated into the clinical problem scenarios of problem-based learning such as jaundice, diabetes mellitus, anorexia nervosa, etc. So the evolution of teaching biochemistry to medical students in Singapore has paralleled worldwide trends and moved from the didactic teaching of organic chemistry of biomolecules to problem-based learning using clinical cases.

Teaching Organic Chemistry via Student-Directed Learning: A Technique that Promotes Independence and Responsibility in the Student

NASA Astrophysics Data System (ADS)

Katz, Marlene

1996-05-01

One of the frustrations of teaching is the failure of talented students due to lack of effort on their part. We have to admit that Organic chemistry presents many challenges to students. At the same time we are aware that students often defeat themselves by a combination of procrastination and cramming. The Student-Directed Learning (SDL) method discourages this student strategy. Instead SDL fosters increased self-confidence, independence, and an awareness of the student's role in the teaching/learning process. This method incorporates four criteria for acceptance of responsibility: student ownership, student-active learning, student accountability, and student control. With SDL the course content is reorganized to make it more accessible to students. Learning modules are centered around "The Big Ideas". Each big idea is connected to its usefulness in pharmaceutical science, or is identified as a foundation idea for understanding subsequent course material. The class session is changed from traditional lecture to continuous dialogue between teacher and learners. Reading quizzes emphasize the importance of conscientious preparation for class. Structured retesting is offered to increase student self-confidence and learning. The extra effort required by the SDL method is more than compensated for by the improved grades, ACS exam scores, and student attitudes towards the course.

Development, Implementation, and Assessment of Climate Curricular Materials for Introductory Undergraduates: Lessons Learned from the InTeGrate Project's Climate of Change Module

NASA Astrophysics Data System (ADS)

Walker, B.; Fadem, C. M.; Shellito, L. J.

2014-12-01

Designing climate change curricular materials suitable for wide adoption across institutions and academic disciplines (including those outside of the geosciences) requires collaboration among faculty at different types of institutions and consideration of a variety of student populations, learning styles, and course formats. The Interdisciplinary Teaching of Geoscience for a Sustainable Future (InTeGrate) project, an NSF STEP Center program, provides opportunities for faculty to develop 2-3 week teaching modules to engage students in understanding the intersections between geoscience topics and societal issues. From 2012-2014, a team of 3 faculty from a liberal arts college, comprehensive university, and community college developed, implemented, assessed, and revised a 2-3 week module for introductory undergraduates entitled "Climate of change: interactions and feedbacks between water, air, and ice". The module uses authentic atmosphere, ocean, and cryosphere data from several regions to illustrate how climate impacts human societies and that the climate system has interacting components complicated by feedbacks, uncertainties, and human behavioral decisions. Students also consider past and present human adaptations to climate fluctuations. The module was piloted in introductory geology, meteorology, and oceanography courses during the 2012-2013 academic year, during which time formative and summative assessments were administered and used to modify the curricular materials. We will provide an overview of the module's content, instructional strategies involved in implementing the module, and methods of formative and summative assessment. We will also report on lessons learned during the development, piloting, revision, and publishing process, the importance of fostering partnerships between faculty from different institution types, and design approaches that promote widespread adoption of climate curricular materials.

Enhanced podcasts for teaching biochemistry to veterinary students.

PubMed

Gough, Kevin C

2011-01-01

The teaching of biochemistry within medical disciplines presents certain challenges; firstly to relay a large body of complex facts and abstract concepts, and secondly to motivate students that this relatively difficult topic is worth their time to study. Here, nutrient biochemistry was taught within a multidisciplinary module as part of an undergraduate veterinary curriculum. The teaching approach was initially focussed on a mixture of didactic lectures and student-centred activities such as directed group/self learning. In subsequent years the core didactic lectures were replaced with enhanced podcasts covering the same material, along with the introduction of student presentations delivered within groups with both peer and facilitator assessment. These changes were accompanied by an increase in the time dedicated to this topic to allow sufficient time for students to work through podcasts and prepare presentations. The combination of these changes resulted in significant improvements in student performance within an in-course biochemistry long essay. These changes in the teaching approach, and particularly the introduction of extensive podcasts, was well received by students who perceived the process of going through the podcasts as time consuming but allowing them flexibility in both the pace that they studied this topic as well as the location and times that they studied it. Copyright © 2011 Wiley Periodicals, Inc.

Undergraduate healthcare ethics education, moral resilience, and the role of ethical theories.

PubMed

Monteverde, Settimio

2014-06-01

This article combines foundational and empirical aspects of healthcare education and develops a framework for teaching ethical theories inspired by pragmatist learning theory and recent work on the concept of moral resilience. It describes an exemplary implementation and presents data from student evaluation. After a pilot implementation in a regular ethics module, the feasibility and acceptance of the novel framework by students were evaluated. In addition to the regular online module evaluation, specific questions referring to the teaching of ethical theories were added using simple (yes/no) and Likert rating answer formats. At the Bern University of Applied Sciences, a total of 93 students from 2 parallel sub-cohorts of the bachelor's program in nursing science were sent the online survey link after having been exposed to the same modular contents. A total of 62% of all students participated in the survey. The survey was voluntary and anonymous. Students were free to write their name and additional comments. Students consider ethical theories-as taught within the proposed framework-as practically applicable, useful, and transferable into practice. Teaching ethical theories within the proposed framework overcomes the shortcomings described by current research. Students do not consider the mutually exclusive character of ethical theories as an insurmountable problem. The proposed framework is likely to promote the effectiveness of healthcare ethics education. Inspired by pragmatist learning theory, it enables students to consider ethical theories as educative playgrounds that help them to "frame" and "name" the ethical issues they encounter in daily practice, which is seen as an expression of moral resilience. Since it does not advocate a single ethical theory, but is open to the diversity of traditions that shape ethical thinking, it promotes a culturally sensitive, ethically reflected healthcare practice. © The Author(s) 2013.

Teaching and learning communication skills in physiotherapy: what is done and how should it be done?

PubMed

Parry, Ruth H; Brown, Kay

2009-12-01

To survey practice and opinion regarding school-based teaching of communication skills, to summarise relevant research evidence from physiotherapy and beyond, to reflect on practice in light of evidence, and to propose associated recommendations. Survey using customised questionnaires. Basic descriptive statistical analysis and thematic content analysis were used. The results were compared with evidence from systematic reviews to derive recommendations. SURVEY PARTICIPANTS AND SETTING: Educators in all UK centres delivering physiotherapy qualifying programmes in 2006. A response rate of 69% was achieved. The majority of respondents reported delivering communication-specific modules. Lecturing was common, and more experiential methods were also used. Assessment was mainly by written work. Educators commented on challenges and strategies involved in student engagement, provision of authentic experiences, availability of teaching time and expertise, and physiotherapy-specific teaching resources. Evidence from allied health profession, medical and nursing education research emphasises the importance of experiential teaching, formative feedback, observational assessment and a substantial evidence base on which to ground course content. In physiotherapy, the latter is emerging but incomplete. There are also gaps in direct evidence about advantages or otherwise of stand-alone modules and benefits of pre-qualification communication training. Evidence suggests that effective training requires substantial teaching time, expertise and a body of empirical research on specific communication practices and their effects. Curriculum designers and educators should endeavour to maximise the degree to which training in this area is experiential, provide training when students have already had some contact with patients, and assess students by observation if at all possible. Due to gaps in the evidence, some important questions about optimal practice remain unanswered.

Enhancing the Popularity and the Relevance of Science Teaching in Portuguese Science Classes

NASA Astrophysics Data System (ADS)

Galvão, Cecília; Reis, Pedro; Freire, Sofia; Almeida, Paulo

2011-11-01

PARSEL Project emerged from the urgent need to overcome the problem of lack of scientific literacy in the population, which should be a priority in a society where science occupies a central place. Indeed, nowadays for any citizen to participate in a responsible and informed way in society he has to be scientifically acknowledgeable. Nevertheless, not only are scientific levels low in the general population, but also there is an increasing number of students who avoid science and technology courses and related professions. Within this context, PARSEL aims at raising science and scientific courses' popularity and relevancy as well as at enacting teachers' professional development. In order to achieve these goals, the PARSEL group developed 54 pan-European modules, which were tested and evaluated by several teachers in several European countries and Israel. Teachers maintained a close relationship with the university, were highly encouraged to appropriate the modules and to adapt them to their local conditions and, also to discuss and share their experiences. In Portugal, modules were tested by a group of eight teachers, and their students. This paper presents data concerning teachers' evaluation. Data was collected by means of interviews, observation and written documents and reveals that teachers positively evaluated PARSEL's impact on their own professional development. Furthermore, they considered modules as well as the teaching-learning approach essential for making science learning relevant and popular for their students.

Faculty Development for Fostering Clinical Reasoning Skills in Early Medical Students Using a Modified Bayesian Approach.

PubMed

Addy, Tracie Marcella; Hafler, Janet; Galerneau, France

2016-01-01

Clinical reasoning is a necessary skill for medical students to acquire in the course of their education, and there is evidence that they can start this process at the undergraduate level. However, physician educators who are experts in their given fields may have difficulty conveying their complex thought processes to students. Providing faculty development that equips educators with tools to teach clinical reasoning may support skill development in early medical students. We provided faculty development on a modified Bayesian method of teaching clinical reasoning to clinician educators who facilitated small-group, case-based workshops with 2nd-year medical students. We interviewed them before and after the module regarding their perceptions on teaching clinical reasoning. We solicited feedback from the students about the effectiveness of the method in developing their clinical reasoning skills. We carried out this project during an institutional curriculum rebuild where clinical reasoning was a defined goal. At the time of the intervention, there was also increased involvement of the Teaching and Learning Center in elevating the status of teaching and learning. There was high overall satisfaction with the faculty development program. Both the faculty and the students described the modified Bayesian approach as effective in fostering the development of clinical reasoning skills. Through this work, we learned how to form a beneficial partnership between a clinician educator and Teaching and Learning Center to promote faculty development on a clinical reasoning teaching method for early medical students. We uncovered challenges faced by both faculty and early learners in this study. We observed that our faculty chose to utilize the method of teaching clinical reasoning in a variety of manners in the classroom. Despite obstacles and differing approaches utilized, we believe that this model can be emulated at other institutions to foster the development of clinical reasoning skills in preclerkship students.

Online Interactive Teaching Modules Enhance Quantitative Proficiency of Introductory Biology Students

PubMed Central

Nelson, Kären C.; Marbach-Ad, Gili; Keller, Michael; Fagan, William F.

2010-01-01

There is widespread agreement within the scientific and education communities that undergraduate biology curricula fall short in providing students with the quantitative and interdisciplinary problem-solving skills they need to obtain a deep understanding of biological phenomena and be prepared fully to contribute to future scientific inquiry. MathBench Biology Modules were designed to address these needs through a series of interactive, Web-based modules that can be used to supplement existing course content across the biological sciences curriculum. The effect of the modules was assessed in an introductory biology course at the University of Maryland. Over the course of the semester, students showed significant increases in quantitative skills that were independent of previous math course work. Students also showed increased comfort with solving quantitative problems, whether or not they ultimately arrived at the correct answer. A survey of spring 2009 graduates indicated that those who had experienced MathBench in their course work had a greater appreciation for the role of mathematics in modern biology than those who had not used MathBench. MathBench modules allow students from diverse educational backgrounds to hone their quantitative skills, preparing them for more complex mathematical approaches in upper-division courses. PMID:20810959

Online interactive teaching modules enhance quantitative proficiency of introductory biology students.

PubMed

Thompson, Katerina V; Nelson, Kären C; Marbach-Ad, Gili; Keller, Michael; Fagan, William F

2010-01-01

There is widespread agreement within the scientific and education communities that undergraduate biology curricula fall short in providing students with the quantitative and interdisciplinary problem-solving skills they need to obtain a deep understanding of biological phenomena and be prepared fully to contribute to future scientific inquiry. MathBench Biology Modules were designed to address these needs through a series of interactive, Web-based modules that can be used to supplement existing course content across the biological sciences curriculum. The effect of the modules was assessed in an introductory biology course at the University of Maryland. Over the course of the semester, students showed significant increases in quantitative skills that were independent of previous math course work. Students also showed increased comfort with solving quantitative problems, whether or not they ultimately arrived at the correct answer. A survey of spring 2009 graduates indicated that those who had experienced MathBench in their course work had a greater appreciation for the role of mathematics in modern biology than those who had not used MathBench. MathBench modules allow students from diverse educational backgrounds to hone their quantitative skills, preparing them for more complex mathematical approaches in upper-division courses.

Vodcasts and Active-Learning Exercises in a “Flipped Classroom” Model of a Renal Pharmacotherapy Module

PubMed Central

Fox, Jeremy

2012-01-01

Objective. To implement a “flipped classroom” model for a renal pharmacotherapy topic module and assess the impact on pharmacy students’ performance and attitudes. Design. 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. Assessment. 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. Conclusion. 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. PMID:23275661

Equipping family physician trainees as teachers: a qualitative evaluation of a twelve-week module on teaching and learning.

PubMed

de Villiers, Marietjie R; Cilliers, Francois J; Coetzee, Francois; Herman, Nicoline; van Heusden, Martie; von Pressentin, Klaus B

2014-10-22

There is a dire need to expand the capacity of institutions in Africa to educate health care professionals. Family physicians, as skilled all-rounders at district level, are potentially well placed to contribute to an extended training platform in this context. To play this role, they need to both have an understanding of their specialist role that incorporates teaching and be equipped for their role as trainers of current and future health workers and specialists. A teaching and learning capacity-building module was introduced into a new master's programme in family medicine at Stellenbosch University, South Africa. We report on the influence of this module on graduates after the first six years. A qualitative study was undertaken, interviewing thirteen graduates of the programme. Thematic analysis of data was done by a team comprising tutors and graduates of the programme and an independent researcher. Ethical clearance was obtained. The module influenced knowledge, skills and attitudes of respondents. Perceptions and evidence of changes in behaviour, changes in practice beyond the individual respondent and benefits to students and patients were apparent. Factors underlying these changes included the role of context and the role of personal factors. Contextual factors included clinical workload and opportunity pressure i.e., the pressure and responsibility to undertake teaching. Personal factors comprised self-confidence, modified attitudes and perceptions towards the roles of a family physician and towards learning and teaching, in addition to the acquisition of knowledge and skills in teaching and learning. The interaction between opportunity pressure and self-confidence influenced the application of what was learned about teaching. A module on teaching and learning influenced graduates' perceptions of, and self-reported behaviour relating to, teaching as practicing family physicians. This has important implications for educating family physicians in and for Africa and indirectly on expanding capacity to educate health care professionals in Africa.

Incorporating a built environment module into an accelerated second-degree community health nursing course.

PubMed

Hays, Judith C; Davis, Jeffrey A; Miranda, Marie Lynn

2006-01-01

Environmental quality is a leading indicator of population health. Environmental health content has been integrated into the curriculum of an Accelerated Bachelor of Science in Nursing program for second-degree students through development of an environmental health nursing module for the final-semester community health nursing course. The module was developed through collaboration between two professional schools at Duke University (the School of Nursing and the Nicholas School of the Environment and Earth Sciences). It focused on the role of the built environment in community health and featured a mix of teaching strategies, including five components: (1) classroom lecture with associated readings, (2) two rounds of online small-group student discussions, (3) assessment of the built environment in local neighborhoods by student teams, (4) team presentation of the neighborhood assessments, and (5) individual student papers synthesizing the conclusions from all team presentations. The goal of the module was to provide nursing students with an organizing framework for integrating environmental health into clinical practice and an innovative tool for understanding community-level components of public health.

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

Undertaking HRD Research in Higher Education: A Longitudinal Approach to Evaluating Undergraduate "Enterprise Education" Modules

ERIC Educational Resources Information Center

Harte, Victoria; Stewart, Jim

2010-01-01

Purpose: Educational programmes that are concerned with the learning and teaching of enterprise education, such as enterprise focused degrees and/or modules, could be argued to be of particular interest to human resource development (HRD) research since they commonly have an overt focus on influencing and shaping the career choices of students.…

Using PARSEL Modules to Contextualizing the States-of-Matter Approach (SOMA) to Introductory Chemistry

ERIC Educational Resources Information Center

Tsaparlis, Georgios

2008-01-01

SOMA (States-Of-Matter Approach) is an introductory chemistry program for all students in the tenth or eleventh grade (age 16-17), which introduces chemistry through the separate study of the three states of matter. SOMA is basically a formalistic approach. In this paper, we discuss the use of PARSEL modules in providing a teaching approach to…

PRiME: integrating professional responsibility into the engineering curriculum.

PubMed

Moore, Christy; Hart, Hillary; Randall, D'Arcy; Nichols, Steven P

2006-04-01

Engineering educators have long discussed the need to teach professional responsibility and the social context of engineering without adding to overcrowded curricula. One difficulty we face is the lack of appropriate teaching materials that can fit into existing courses. The PRiME (Professional Responsibility Modules for Engineering) Project (http://www.engr.utexas.edu/ethics/primeModules.cfm) described in this paper was initiated at the University of Texas, Austin to provide web-based modules that could be integrated into any undergraduate engineering class. Using HPL (How People Learn) theory, PRiME developed and piloted four modules during the academic year 2004-2005. This article introduces the modules and the pilot, outlines the assessment process, analyzes the results, and describes how the modules are being revised in light of the initial assessment. In its first year of development and testing, PRiME made significant progress towards meeting its objectives. The PRiME Project can strengthen engineering education by providing faculty with an effective system for engaging students in learning about professional responsibility.

The human heart and the circulatory system as an interesting interdisciplinary topic in lessons of physics and biology

NASA Astrophysics Data System (ADS)

Volná, M.; Látal, F.; Kubínek, R.; Richterek, L.

2014-01-01

Many topics which are closely related can be found in the national curriculum of the Czech Republic for physics and biology. One of them is the heart and the circulatory system in the human body. This topic was examined cross curriculum, a teaching module was created and the topic was chosen for our research. The task was to determine if the students of bachelor study are aware of connections between physics and biology within this topic and whether we can help them effectively to describe the corresponding physics phenomena in the human body connected, for example, with a heart attack or with the measurement of blood pressure. In this paper, the heart and the circulatory system are presented as suitable topics for an interdisciplinary teaching module which includes both theoretical and experimental parts. The module was evaluated by a group of first-year undergraduate students of physics at the Faculty of Science, Palacký University. The acquired knowledge was compared with another control group through a test. The highest efficiency of the module was evaluated on the basis of questions that covered the calculation problems.

[Case-based interactive PACS learning: introduction of a new concept for radiological education of students].

PubMed

Scherer, A; Kröpil, P; Heusch, P; Buchbender, C; Sewerin, P; Blondin, D; Lanzman, R S; Miese, F; Ostendorf, B; Bölke, E; Mödder, U; Antoch, G

2011-11-01

Medical curricula are currently being reformed in order to establish superordinated learning objectives, including, e.g., diagnostic, therapeutic and preventive competences. This requires a shifting from traditional teaching methods towards interactive and case-based teaching concepts. Conceptions, initial experiences and student evaluations of a novel radiological course Co-operative Learning In Clinical Radiology (CLICR) are presented in this article. A novel radiological teaching course (CLICR course), which combines different innovative teaching elements, was established and integrated into the medical curriculum. Radiological case vignettes were created for three clinical teaching modules. By using a PC with PACS (Picture Archiving and Communication System) access, web-based databases and the CASUS platform, a problem-oriented, case-based and independent way of learning was supported as an adjunct to the well established radiological courses and lectures. Student evaluations of the novel CLICR course and the radiological block course were compared. Student evaluations of the novel CLICR course were significantly better compared to the conventional radiological block course. Of the participating students 52% gave the highest rating for the novel CLICR course concerning the endpoint overall satisfaction as compared to 3% of students for the conventional block course. The innovative interactive concept of the course and the opportunity to use a web-based database were favorably accepted by the students. Of the students 95% rated the novel course concept as a substantial gain for the medical curriculum and 95% also commented that interactive working with the PACS and a web-based database (82%) promoted learning and understanding. Interactive, case-based teaching concepts such as the presented CLICR course are considered by both students and teachers as useful extensions to the radiological course program. These concepts fit well into competence-oriented curricula.

[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.

Perceptions of D.M.D. student readiness for basic science courses in the United States: can online review modules help?

PubMed

Miller, C J; Aiken, S A; Metz, M J

2015-02-01

There can be a disconnect between the level of content covered in undergraduate coursework and the expectations of professional-level faculty of their incoming students. Some basic science faculty members may assume that students have a good knowledge base in the material and neglect to appropriately review, whilst others may spend too much class time reviewing basic material. It was hypothesised that the replacement of introductory didactic physiology lectures with interactive online modules could improve student preparedness prior to lectures. These modules would also allow faculty members to analyse incoming student abilities and save valuable face-to-face class time for alternative teaching strategies. Results indicated that the performance levels of incoming U.S. students were poor (57% average on a pre-test), and students often under-predicted their abilities (by 13% on average). Faculty expectations varied greatly between the different content areas and did not appear to correlate with the actual student performance. Three review modules were created which produced a statistically significant increase in post-test scores (46% increase, P < 0.0001, n = 114-115). The positive results of this study suggest a need to incorporate online review units in the basic science dental school courses and revise introductory material tailored to students' strengths and needs.

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.

Can YouTube enhance student nurse learning?

PubMed

Clifton, Andrew; Mann, Claire

2011-05-01

The delivery of nurse education has changed radically in the past two decades. Increasingly, nurse educators are using new technology in the classroom to enhance their teaching and learning. One recent technological development to emerge is the user-generated content website YouTube. Originally YouTube was used as a repository for sharing home-made videos, more recently online content is being generated by political parties, businesses and educationalists. We recently delivered a module to undergraduate student nurses in which the teaching and learning were highly populated with YouTube resources. We found that the use of YouTube videos increased student engagement, critical awareness and facilitated deep learning. Furthermore, these videos could be accessed at any time of the day and from a place to suit the student. We acknowledge that there are some constraints to using YouTube for teaching and learning particularly around the issue of unregulated content which is often misleading, inaccurate or biased. However, we strongly urge nurse educators to consider using YouTube for teaching and learning, in and outside the classroom, to a generation of students who are native of a rapidly changing digital world. Copyright © 2010 Elsevier Ltd. All rights reserved.

Teaching the Use of WebQuests to Master Students in Pablo de Olavide University

ERIC Educational Resources Information Center

Gutiérrez Pérez, Regina

2016-01-01

This paper deals with the new pedagogical approaches that the European Space of Higher Education (ESHE) demands in the university system. More specifically, it describes the experience of teaching the use of WebQuest to future educators in the module of foreign languages belonging to the "Máster de enseñanza de profesorado de educación…

Critical Thinking Synergism: Combining Therapeutic and Vocational Approaches to Teaching Medical Humanities

ERIC Educational Resources Information Center

Dempsey, Owen P.; Lucas, Beverley J.

2006-01-01

This article explores a qualitative evaluation of student and tutor perceptions of the educational aims, methods and impact of undertaking a new medical humanities student selected module (SSM) within one medical school in the United Kingdom. The findings of the study build on previous work within this subject area and provide insight of learning…

Students' Alternative Conceptions about Electricity and Effect of Inquiry-Based Teaching Strategies

ERIC Educational Resources Information Center

Afra, Nada Chatila; Osta, Iman; Zoubeir, Wassim

2009-01-01

This study attempted to investigate the alternative conceptions that a group of 12 Lebanese students in a grade 9 class hold about electricity. It also attempted to evaluate learning outcomes of implementing in that class an inquiry-based module for the acquisition of conceptual understanding of basic concepts in electricity. Fourteen mostly…

Le Hockey [Hockey]. Teacher's Guide.

ERIC Educational Resources Information Center

Balchunas, Martha; Ullmann, Rebecca

A resource kit for the teaching of French at the intermediate level is represented by a teacher's guide and the duplicating master for a tape transcript. The aim of this module is to make the elementary or secondary school student of French familiar with basic hockey terms in French, and to enable the student to understand hockey games broadcast…

A Chemosensory Adaptation Module for the Physiology Laboratory from Student-Directed "C. elegans" Research

ERIC Educational Resources Information Center

Lindblom, Tim

2006-01-01

The model organism, "Caenorhabditis elegans," in addition to being well suited to genetics and cell biology teaching applications, can also be useful in the physiology laboratory. In this article, the author describes how students in a junior level college Comparative Physiology course have made use of "C. elegans" in semester-long,…

Use of PharmaCALogy Software in a PBL Programme to Teach Nurse Prescribing

ERIC Educational Resources Information Center

Coleman, Iain P. L.; Watts, Adam S.

2007-01-01

Pharmacology is taught on a dedicated module for nurse prescribers who have a limited physical science background. To facilitate learning a problem-based approach was adopted. However, to enhance students' knowledge of drug action a PharmaCALogy software package from the British Pharmacological Society was used. Students were alternately given a…

Immediate Dissemination of Student Discoveries to a Model Organism Database Enhances Classroom-Based Research Experiences

ERIC Educational Resources Information Center

Wiley, Emily A.; Stover, Nicholas A.

2014-01-01

Use of inquiry-based research modules in the classroom has soared over recent years, largely in response to national calls for teaching that provides experience with scientific processes and methodologies. To increase the visibility of in-class studies among interested researchers and to strengthen their impact on student learning, we have…

Using Systems Thinking to Evaluate Formative Feedback in UK Higher Education: The Case of Classroom Response Technology

ERIC Educational Resources Information Center

Pagano, Rosane; Paucar-Caceres, Alberto

2013-01-01

Providing high quality formative feedback to large and very diverse cohorts of students taking short intensive blocks of teaching (block release) has become crucial in management education provision. The paper proposes the exploitation of classroom response technology (CRT) to evaluate learning activities of students taking block release modules.…

The Inculcation of Critical Reflection through Reflective Learning Log: An Action Research in Entrepreneurship Module

ERIC Educational Resources Information Center

Kheng, Yeoh Khar

2017-01-01

Purpose: This study is part of the Scholarship of Teaching and Learning (SoTL) grant to examine written reflective learning log among the students studying BPME 3073 Entrepreneurship in UUM. Method: The data collection techniques is researcher-directed textual data through reflective learning log; obtained from students of one hundred forty. A…

Teaching about Heterosexism: Challenging Homophobia in South Africa

ERIC Educational Resources Information Center

Francis, Dennis; Msibi, Thabo

2011-01-01

This article, a critical review of a module on heterosexism and homophobia, sets out the challenges to be overcome if the oppressive conditions for lesbian, gay, and bisexual students and teachers in South Africa are to be changed. It draws on evidence from student assignments, records of participatory discussions and the notes of the authors, who…

Wiki and Digital Video Use in Strategic Interaction-Based Experiential EFL Learning

ERIC Educational Resources Information Center

Dehaan, Jonathan; Johnson, Neil H.; Yoshimura, Noriko; Kondo, Takako

2012-01-01

This paper details the use of a free and access-controlled wiki as the learning management system for a four-week teaching module designed to improve the oral communication skills of Japanese university EFL students. Students engaged in repeated experiential learning cycles of planning, doing, observing, and evaluating their performance of a role…

Computer-assisted instruction versus traditional lecture for medical student teaching of dermatology morphology: a randomized control trial.

PubMed

Jenkins, Sasha; Goel, Ruchika; Morrell, Dean S

2008-08-01

The effectiveness of computer-assisted instruction is unproven. To evaluate the effectiveness of an online computerized dermatology module compared to traditional lecture-based teaching to medical students. Medical students were randomized to two groups. Group 1 of 37 students had access to a computer-based dermatology tutorial. Group 2 of 36 students attended a lecture on skin morphology, identical to the tutorial, given by a dermatology faculty member. The main outcome was the total number of correct answers on a multiple-choice morphologic terminology final examination. The mean number of questions answered correctly was 16.14 and 14.89 for group 1 and group 2, respectively. Unpaired statistical t tests showed the difference in mean scores between the two groups to be 1.25 (95% confidence interval: -0.70 to 3.20, p value = .20). The study was small, with a small amount of material, and was brief in duration. Within the limits of our study, computer-assisted instruction is at least as effective as traditional lecture teaching of dermatology morphology to medical students.

Management and Supervision Procedures for Wastewater Facilities, Wastewater Technology: A Two-Year Post High School Instructional Program. An Instructor's Guide for Use of Instructional Material in Wastewater Technology Training Programs. Volume IV.

ERIC Educational Resources Information Center

Mason, George J.; And Others

This document is one in a series which outlines performance objectives and instructional modules for a course of study in the management of wastewater treatment plants. The modules are arranged in an order appropriate for teaching students with no experience. The modules can also be rearranged and adapted for courses to upgrade personnel moving…

Process Interaction for Wastewater Facilities, Wastewater Technology: A Two-Year Post High School Instructional Program. An Instructor's Guide for Use of Instructional Material in Wastewater Technology Training Programs. Volume V.

ERIC Educational Resources Information Center

Gearheart, Robert A.; And Others

This document is one in a series which outlines performance objectives and instructional modules for a course of study which explains the relationships and functions of the process units in a wastewater treatment plant. The modules are arranged in an order appropriate for teaching students with no experience. The modules can also be rearranged and…

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

A MASSive Laboratory Tour. An Interactive Mass Spectrometry Outreach Activity for Children

NASA Astrophysics Data System (ADS)

Jungmann, Julia H.; Mascini, Nadine E.; Kiss, Andras; Smith, Donald F.; Klinkert, Ivo; Eijkel, Gert B.; Duursma, Marc C.; Cillero Pastor, Berta; Chughtai, Kamila; Chughtai, Sanaullah; Heeren, Ron M. A.

2013-07-01

It is imperative to fascinate young children at an early stage in their education for the analytical sciences. The exposure of the public to mass spectrometry presently increases rapidly through the common media. Outreach activities can take advantage of this exposure and employ mass spectrometry as an exquisite example of an analytical science in which children can be fascinated. The presented teaching modules introduce children to mass spectrometry and give them the opportunity to experience a modern research laboratory. The modules are highly adaptable and can be applied to young children from the age of 6 to 14 y. In an interactive tour, the students explore three major scientific concepts related to mass spectrometry; the building blocks of matter, charged particle manipulation by electrostatic fields, and analyte identification by mass analysis. Also, the students carry out a mass spectrometry experiment and learn to interpret the resulting mass spectra. The multistage, inquiry-based tour contains flexible methods, which teach the students current-day research techniques and possible applications to real research topics. Besides the scientific concepts, laboratory safety and hygiene are stressed and the students are enthused for the analytical sciences by participating in "hands-on" work. The presented modules have repeatedly been successfully employed during laboratory open days. They are also found to be extremely suitable for (early) high school science classes during laboratory visit-focused field trips.

Development of a Web-Based 3D Module for Enhanced Neuroanatomy Education.

PubMed

Allen, Lauren K; Ren, He Zhen; Eagleson, Roy; de Ribaupierre, Sandrine

2016-01-01

Neuroanatomy is a challenging subject, with novice medical students often experiencing difficulty grasping the intricate 3D spatial relationships. Most of the anatomical teaching in undergraduate medicine utilizes conventional 2D resources. E-learning technologies facilitate the development of learner-centered educational tools that can be tailored to meet each student's educational needs, and may foster improved learning in neuroanatomy, however this has yet to be examined fully in the literature. An interactive 3D e-learning module was developed to complement gross anatomy laboratory instruction. Incorporating such 3D modules may provide additional support for students in areas of anatomy that are spatially challenging, such as neuroanatomy. Specific anatomical structures and their relative spatial positions to other structures can be clearly defined in the 3D virtual environment from viewpoints that may not readily be available using cadaveric or 2D image modalities. Providing an interactive user interface for the 3D module in which the student controls many factors may enable the student to develop an improved understanding of the spatial relationships. This work outlines the process for the development of a 3D interactive module of the cerebral structures included in the anatomy curriculum for undergraduate medical students in their second year of study.

The utility of adaptive eLearning in cervical cytopathology education.

PubMed

Samulski, T Danielle; Taylor, Laura A; La, Teresa; Mehr, Chelsea R; McGrath, Cindy M; Wu, Roseann I

2018-02-01

Adaptive eLearning allows students to experience a self-paced, individualized curriculum based on prior knowledge and learning ability. The authors investigated the effectiveness of adaptive online modules in teaching cervical cytopathology. eLearning modules were created that covered basic concepts in cervical cytopathology, including artifacts and infections, squamous lesions (SL), and glandular lesions (GL). The modules used student responses to individualize the educational curriculum and provide real-time feedback. Pathology trainees and faculty from the authors' institution were randomized into 2 groups (SL or GL), and identical pre-tests and post-tests were used to compare the efficacy of eLearning modules versus traditional study methods (textbooks and slide sets). User experience was assessed with a Likert scale and free-text responses. Sixteen of 17 participants completed the SL module, and 19 of 19 completed the GL module. Participants in both groups had improved post-test scores for content in the adaptive eLearning module. Users indicated that the module was effective in presenting content and concepts (Likert scale [from 1 to 5], 4.3 of 5.0), was an efficient and convenient way to review the material (Likert scale, 4.4 of 5.0), and was more engaging than lectures and texts (Likert scale, 4.6 of 5.0). Users favored the immediate feedback and interactivity of the module. Limitations included the inability to review prior content and slow upload time for images. Learners demonstrated improvement in their knowledge after the use of adaptive eLearning modules compared with traditional methods. Overall, the modules were viewed positively by participants. Adaptive eLearning modules can provide an engaging and effective adjunct to traditional teaching methods in cervical cytopathology. Cancer Cytopathol 2018;126:129-35. © 2017 American Cancer Society. © 2017 American Cancer Society.

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.

Teaching energy using an integrated science approach

NASA Astrophysics Data System (ADS)

Poggi, Valeria; Miceli, Cristina; Testa, Italo

2017-01-01

Despite its relevance to all scientific domains, the debate surrounding the teaching of energy is still open. The main point remains the problems students have in understanding some aspects of the energy concept and in applying their knowledge to the comprehension of natural phenomena. In this paper, we present a research-based interdisciplinary approach to the teaching of energy in which the first and second laws of thermodynamics were used to interpret physical, chemical and biological processes. The contents of the three disciplines (physics, chemistry, biology) were reconstructed focusing on six basic aspects of energy (forms, transfer, transformation, conservation, degradation, and entropy) and using common teaching methodologies. The module was assessed with 39 secondary school students (aged 15-16) using a 30-question research instrument and a treatment/control group methodology. Analysis of students’ learning outcomes suggests a better understanding of the energy concept, supporting the effectiveness of an interdisciplinary approach in the teaching of energy in physics and science in general. Implications for the teaching of energy are briefly discussed.

Assessment of a novel module for training dental students in child abuse recognition and reporting.

PubMed

Shapiro, Michael C; Anderson, O Roger; Lal, Shantanu

2014-08-01

This study assessed the merits of introducing a novel, online interactive training module designed to positively engage dental students and teach them to recognize and report signs of child abuse and neglect. The study aimed to determine if the online training module educated the students equivalently or better than a lecture presentation of the same content. Seventy-two students from Columbia University College of Dental Medicine's class of 2015 (90 percent of the class) agreed to participate and were randomly assigned to either a traditional lecture-based presentation or the online training module. Study participants were given a twenty-question multiple-choice pretest on their knowledge of child abuse recognition and reporting prior to the start of the study. The same instrument was administered as a posttest. At the end of the training, questionnaires were also given to both groups to assess students' perceptions of the two educational methodologies. The results showed that the interactive online training module was more effective than the lecture-based method. Results of the posttest comparison of the two groups were statistically significant (p<0.05) in favor of the online training group. Additionally, the students reported that the interactive online training module was engaging and a helpful resource, but on average they did not prefer it as a total replacement for the lecture-based approach.

The Double Parallel Curriculum in Palliative Care: Teaching Learners to Teach End-of-Life Care at the Bedside.

PubMed

Healy, Jennifer; Chappell, Phylliss; Lee, Shuko; Ross, Jeanette; Sanchez-Reilly, Sandra

2017-11-01

Dying is a natural process, yet physicians are often uncomfortable caring for dying patients. Learners have limited exposure to curriculum on caring for dying patients and often navigate these encounters without appropriate skills and confidence. We developed and implemented the Double Parallel Curriculum in Palliative Care (DP-PC): End-of-Life (EOL) module. The DP-PC focuses on teaching third-year medical students (MS3) to not only take care of patients in their last hours of life but give learners the confidence to teach patient's families what to expect as they hold vigil at their loved one's bedside. To develop and implement an educational intervention that improves learners' knowledge and confidence in EOL patient and family care. To expand learner confidence to a dual level (learners become teachers) with a simplified and culturally sensitive electronic bedside teaching tool designed to guide learners and patients/families conversations. Curriculum was completed during MS3 ambulatory rotation and included pre-/posttests, an online case-based module, faculty demonstration, and learner role-play using the bedside teaching tool. A total of 247 participants took the pretest, 222 participants took the posttest, and 222 participants matched the pre-/posttest surveys. Students' knowledge of EOL care and the confidence to teach other learners and families about EOL care significantly improved after completing the curriculum. The DP-PC is a technology-savvy educational intervention that improves learner confidence and knowledge toward caring for dying patients and their families. Easy access, technology-based teaching tools may enhance bedside teaching of health-care learners and improve the care of patients and their families at the end of life.

Teaching about Crime in Communist Societies.

ERIC Educational Resources Information Center

Reichel, Philip L.

1980-01-01

Provides information on developing a short college level module on crime and societal reaction in communist society. Presented are techniques for gauging student knowledge of crime in communist states, theories by communist criminologists, and comparative criminology suggestions. (Author/DB)

Significant increase in factual knowledge with web-assisted problem-based learning as part of an undergraduate cardio-respiratory curriculum

PubMed Central

Münscher, C.; Pukrop, T.; Anders, S.; Harendza, S.

2009-01-01

In recent years, increasing attention has been paid to web-based learning although the advantages of computer-aided instruction over traditional teaching formats still need to be confirmed. This study examined whether participation in an online module on the differential diagnosis of dyspnoea impacts on student performance in a multiple choice examination of factual knowledge in cardiology and pneumology. A virtual problem-based learning environment for medical students supervised by postgraduate teachers was created. Seventy-four out of 183 fourth-year medical students volunteered to use the online module while attending a 6-week cardio-respiratory curriculum in summer 2007. Of these, 40 were randomly selected to be included (intervention group); the remaining 34 served as an internal control group. Analysis of all written exams taken during the preceding term showed that both groups were comparable (86.4 ± 1.1 vs. 85.9 ± 1.1%; p = 0.751). Students in the intervention group scored significantly higher in the final course assessment than students allocated to the control group (84.8 ± 1.3 vs. 79.5 ± 1.4%; p = 0.006; effect size 0.67). Thus, additional problem-based learning with an online module as part of an undergraduate cardio-respiratory curriculum lead to higher students’ scores in an exam testing factual knowledge. Whether using this teaching format increases overall student motivation to engage in the learning process needs to be further investigated. PMID:19774475

Is Online Learning a Viable Training Option for Teaching Sexual Assault Forensic Examiners?

PubMed

Patterson, Debra; Resko, Stella M

2015-01-01

This study assessed knowledge attainment of healthcare professionals who participated in a nationwide sexual assault forensic examiner training program developed by the International Association of Forensic Nursing. A comprehensive curriculum was divided into 12 modules that students accessed through an online learning management system. Using a one-group pretest-posttest design, we assessed students' knowledge attainment for all 12 online modules. The results showed that the mean posttest scores were significantly greater than the mean pretest scores for all 12 online modules. On over 40% of the modules, the students exhibited at least a 25% knowledge gain. This study also examined the predictors of knowledge attainment. Using a multiple linear regression model, we found that knowledge attainment was positively associated with a reliable Internet connection, students who were drawn to the training because it was of no cost to them, and those students with higher levels of motivation. By contrast, lower knowledge gains were significantly related to students who reported more work/personal barriers and those who were drawn to sexual assault forensic examiner practice because they, or someone close to them, have personal experience with sexual assault.

New Educational Modules Using a Cyber-Distribution System Testbed

DOE PAGES

Xie, Jing; Bedoya, Juan Carlos; Liu, Chen-Ching; ...

2018-03-30

At Washington State University (WSU), a modern cyber-physical system testbed has been implemented based on an industry grade distribution management system (DMS) that is integrated with remote terminal units (RTUs), smart meters, and a solar photovoltaic (PV). In addition, the real model from the Avista Utilities distribution system in Pullman, WA, is modeled in DMS. The proposed testbed environment allows students and instructors to utilize these facilities for innovations in learning and teaching. For power engineering education, this testbed helps students understand the interaction between a cyber system and a physical distribution system through industrial level visualization. The testbed providesmore » a distribution system monitoring and control environment for students. Compared with a simulation based approach, the testbed brings the students' learning environment a step closer to the real world. The educational modules allow students to learn the concepts of a cyber-physical system and an electricity market through an integrated testbed. Furthermore, the testbed provides a platform in the study mode for students to practice working on a real distribution system model. Here, this paper describes the new educational modules based on the testbed environment. Three modules are described together with the underlying educational principles and associated projects.« less

New Educational Modules Using a Cyber-Distribution System Testbed

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

Xie, Jing; Bedoya, Juan Carlos; Liu, Chen-Ching

At Washington State University (WSU), a modern cyber-physical system testbed has been implemented based on an industry grade distribution management system (DMS) that is integrated with remote terminal units (RTUs), smart meters, and a solar photovoltaic (PV). In addition, the real model from the Avista Utilities distribution system in Pullman, WA, is modeled in DMS. The proposed testbed environment allows students and instructors to utilize these facilities for innovations in learning and teaching. For power engineering education, this testbed helps students understand the interaction between a cyber system and a physical distribution system through industrial level visualization. The testbed providesmore » a distribution system monitoring and control environment for students. Compared with a simulation based approach, the testbed brings the students' learning environment a step closer to the real world. The educational modules allow students to learn the concepts of a cyber-physical system and an electricity market through an integrated testbed. Furthermore, the testbed provides a platform in the study mode for students to practice working on a real distribution system model. Here, this paper describes the new educational modules based on the testbed environment. Three modules are described together with the underlying educational principles and associated projects.« less

Incorporating Geodetic Data in Introductory Geoscience Classrooms through UNAVCO's GETSI "Ice Mass and Sea Level Changes" Module

NASA Astrophysics Data System (ADS)

Stearns, L. A.; Walker, B.; Pratt-Sitaula, B.

2015-12-01

GETSI (Geodesy Tools for Societal Issues) is an NSF-funded partnership program between UNAVCO, Indiana University, Mt. San Antonio College, and the Science Education Resource Center (SERC). We present results from classroom testing and assessment of the GETSI Ice Mass and Sea Level Changes module that utilizes geodetic data to teach about ice sheet mass loss in introductory undergraduate courses. The module explores the interactions between global sea level rise, Greenland ice mass loss, and the response of the solid Earth. It brings together topics typically addressed in introductory Earth science courses (isostatic rebound, geologic measurements, and climate change) in a way that highlights the interconnectivity of the Earth system and the interpretation of geodetic data. The module was tested 3 times at 3 different institution types (R1 institution, comprehensive university, and community college), and formative and summative assessment data were obtained. We will provide an overview of the instructional materials, describe our teaching methods, and discuss how formative and summative assessment data assisted in revisions of the teaching materials and changes in our pedagogy during subsequent implementation of the module. We will also provide strategies for faculty who wish to incorporate the module into their curricula. Instructional materials, faculty and student resources, and implementation tips are freely available on the GETSI website.

The development of learning material using learning goal orientation approach in digital electronics

NASA Astrophysics Data System (ADS)

Puspitaningayu, P.; Anifah, L.; Kholis, N.

2018-01-01

Mastery of digital electronics principles is essential for future engineers in the digital era. This article describes the use of simulations in an undergraduate electrical engineering course to promote the adoption of a learning-goal orientation. This study used experimental method. This was done by providing students with a simulation environment which students freely use to experiment with various circuit models. Students were then invited to reflect on how the simulation results compare with results from lab experiments. The module got 82% of positive rating from 28 students and all of them passed in the examination with 81.8 as the average score. Those majority students were motivated by the combination of two learning goals written in the module. Moreover, they also gain the ability to design more complex systems because of their combined experience. Additionally, the module also has been validated and got 83% of reliability. The final product of this research hereafter can be recommended to be used as teaching material.

Do occupational therapy and physical therapy curricula teach critical thinking skills?

PubMed

Vogel, Kimberly A; Geelhoed, Michael; Grice, Kimatha O; Murphy, Douglas

2009-01-01

This study evaluated whether critical thinking ability can be improved through participation in occupational therapy (OT) and physical therapy (PT) curricula. The researchers compared levels of the critical thinking skills of OT and PT students at the beginning and end of their programs to determine whether changes occurred and to examine facets of the curricula that may have caused the differences. The curricula include teaching strategies of problem-based learning modules, small group discussion and problem-solving, case studies, clinical observation, and evidence-based practice assignments, as well as teaching about critical thinking as a process in itself. Fifty OT and PT students completed the Watson-Glaser Critical Thinking Appraisal at the beginning and end of 20 mos of the academic phase of their master's degree programs. Researchers analyzed the data using a one-way repeated-measures ANOVA. Results showed no differences between OT and PT students on the pretest or post-test and no differences for PT students between the pretest and post-test. OT students' scores increased significantly from pretest to post-test. The influence of the timing of teaching critical thinking skills in the resulting differences between the two curricula, as well as the validity of the Watson-Glaser Critical Thinking Appraisal is a valid measure of critical thinking changes in allied health students are discussed.

Technology-based vs. traditional instruction. A comparison of two methods for teaching the skill of performing a 12-lead ECG.

PubMed

Jeffries, Pamela R; Woolf, Shirley; Linde, Beverly

2003-01-01

The purpose of this study was to compare the effectiveness of an interactive, multimedia CD-ROM with traditional methods of teaching the skill of performing a 12-lead ECG. A randomized pre/posttest experimental design was used. Seventy-seven baccalaureate nursing students in a required, senior-level critical-care course at a large midwestern university were recruited for the study. Two teaching methods were compared. The traditional method included a self-study module, a brief lecture and demonstration by an instructor, and hands-on experience using a plastic manikin and a real 12-lead ECG machine in the learning laboratory. The second method covered the same content using an interactive, multimedia CD-ROM embedded with virtual reality and supplemented with a self-study module. There were no significant (p < .05) baseline differences in pretest scores between the two groups and no significant differences by group in cognitive gains, student satisfaction with their learning method, or perception of self-efficacy in performing the skill. Overall results indicated that both groups were satisfied with their instructional method and were similar in their ability to demonstrate the skill correctly on a live, simulated patient. This evaluation study is a beginning step to assess new and potentially more cost-effective teaching methods and their effects on student learning outcomes and behaviors, including the transfer of skill acquisition via a computer simulation to a real patient.

International Trade Professional Curriculum System Innovation and Personnel Training Model Exploration

NASA Astrophysics Data System (ADS)

Xiao, Yang

With the rapid development of China's foreign trade, now many universities have set up the International Trade major one after another; The University must be based on our own resources superiority to have the scientific orientation of personnel training objectives, which can make trained students meet needs of society and enterprises better. This paper based on the characteristics of International Trade major in University proposes to take the personnel training model combining with "Work, Certificate and Learning" as the objective, proceeding the orientation of professional personnel and settings of certificate testing module and teaching module, to construct the curriculum system from the innovation of theoretical and practical teaching.

Video- or text-based e-learning when teaching clinical procedures? A randomized controlled trial.

PubMed

Buch, Steen Vigh; Treschow, Frederik Philip; Svendsen, Jesper Brink; Worm, Bjarne Skjødt

2014-01-01

This study investigated the effectiveness of two different levels of e-learning when teaching clinical skills to medical students. Sixty medical students were included and randomized into two comparable groups. The groups were given either a video- or text/picture-based e-learning module and subsequently underwent both theoretical and practical examination. A follow-up test was performed 1 month later. The students in the video group performed better than the illustrated text-based group in the practical examination, both in the primary test (P<0.001) and in the follow-up test (P<0.01). Regarding theoretical knowledge, no differences were found between the groups on the primary test, though the video group performed better on the follow-up test (P=0.04). Video-based e-learning is superior to illustrated text-based e-learning when teaching certain practical clinical skills.

Video- or text-based e-learning when teaching clinical procedures? A randomized controlled trial

PubMed Central

Buch, Steen Vigh; Treschow, Frederik Philip; Svendsen, Jesper Brink; Worm, Bjarne Skjødt

2014-01-01

Background and aims This study investigated the effectiveness of two different levels of e-learning when teaching clinical skills to medical students. Materials and methods Sixty medical students were included and randomized into two comparable groups. The groups were given either a video- or text/picture-based e-learning module and subsequently underwent both theoretical and practical examination. A follow-up test was performed 1 month later. Results The students in the video group performed better than the illustrated text-based group in the practical examination, both in the primary test (P<0.001) and in the follow-up test (P<0.01). Regarding theoretical knowledge, no differences were found between the groups on the primary test, though the video group performed better on the follow-up test (P=0.04). Conclusion Video-based e-learning is superior to illustrated text-based e-learning when teaching certain practical clinical skills. PMID:25152638

Integrating medical humanities into a pharmaceutical care seminar on dementia.

PubMed

Zimmermann, Martina

2013-02-12

Objective. To design, integrate, and assess the effectiveness of a medical humanities teaching module that focuses on pharmaceutical care for dementia patients.Design. Visual and textual dementia narratives were presented using a combination of teacher and learner-centered approaches with the aim being to highlight patients' and caregivers' needs for empathy and counselling.Assessment. As gauged from pre- and post-experience questionnaires, students highly rated this approach to teaching medical humanities. In-class presentations demonstrated students' increased sensitivity to patient and caregiver needs, while objective learning outcomes demonstrated students' increased knowledge and awareness.Conclusions. Pharmacy students were open to and successfully learned from reading and discussing patient and caregiver narratives, which furthers the discussion on the value of integrating the medical humanities into the curricula of pharmacy and other health sciences.

Hands-On Optics science camps and clubs

NASA Astrophysics Data System (ADS)

Walker, Constance E.; Sparks, Robert T.; Pompea, Stephen M.

2007-06-01

Hands-On Optics (HOO) is a National Science Foundation funded program to bring optics education to traditionally underserved middle school students. We have developed six modules that teach students optics concepts through hands-on, inquiry-based activities. The modules have been used extensively in after-school and non-school settings such as in the Boys and Girls Clubs in South Tucson, Arizona and the Boys and Girls Club in Sells, Arizona on the Tohono O'odham reservation. We will describe these programs and the lessons learned in these settings. These modules also form the basis for a week-long optics camp that provides students with approximately 40 hours of instruction time in optics. We will provide an outline of the activities and concepts covered in the camp. These camps provide an ideal way to encourage interest in optics before career choices are developed.

Maximizing the Production of Biogas in an Instructional Manipulative Designed to Teach Energy Concepts to High School Students

NASA Astrophysics Data System (ADS)

McCall, Shakira Renee

In an effort to stress the benefits of the application of renewable energy to the next generation of science, technology, engineering, arts, and mathematics (STEAM) professionals, instructional modules on energy and biogas were integrated into a summer camp curriculum that challenged students to apply STEAM concepts in the design and development of chain reaction machines. Each module comprised an interactive presentations and a hands-on component where students operated a manipulative relevant to the content. During summer 2013, this camp was implemented at two high schools in Arizona and one in Trinidad and Tobago. Assessments showed that the overall modules were effective in helping students learn and retain the information presented on energy and biogas production. To improve future implementations of these modules, specifically the module on biogas production, the anaerobic digester was redesigned. In addition, a designed experiment was conducted to determine how to optimize the influent and operational environment that is available in an average high school classroom to generate maximum biogas yield. Eight plug-flow anaerobic digesters made of PVC piping and fixtures were used in a 2x3 factorial design assessing: co-digestion (20mL or 50mL) used cooking oil, temperature (25°C or 40°C), and addition of inoculum (0mL or 200mL). Biogas production was captured at two intervals over a 30-day period, and the experiments were replicated three times. Results showed that temperature at 40°C significantly increased biogas production and should be used over 25°C when using anaerobic digesters. Other factors that may potentially increase biogas production are combination of temperature at 40°C and 50mL of used cooking oil. In the future, the improvements made in the design of the anaerobic digester, and the applications of the finding from the experimental design, are expected to lead to an improved manipulative for teaching students about biogas production.

Module Cluster: TLA-004.00 (GSC) Teaching Language Arts in the Elementary School.

ERIC Educational Resources Information Center

Mignogna, William D.

The purpose of this module cluster is to enable students to a) identify the areas that the language arts focus on in the elementary school; b) analyze and synthesize expressive and receptive skills as they relate to the language arts program; c) demonstrate a knowledge of and skill in the use of a variety of techniques and materials for teaching…

Teaching paediatric basic life support in medical schools using peer teaching or video demonstration: A prospective randomised trial.

PubMed

Stephan, Frederik; Groetschel, Hanjo; Büscher, Anja K; Serdar, Deniz; Groes, Kjell A; Büscher, Rainer

2018-05-13

The outcome of children with an out-of-hospital cardiac arrest is still poor, but bystander cardiopulmonary resuscitation can increase survival and minimise severe neurological sequelae. While teaching basic life support is standardised in emergency medicine classes, paediatric basic life support (PBLS) in neonates and toddlers is under-represented in paediatric curricula during university education. The appropriate mixture of E-learning and peer teaching lessons remains controversial in teaching paediatric basic skills. However, an increasing number of medical schools and paediatric classes switch their curricula to much cheaper and less tutor-dependent E-learning modules. We hypothesise that a peer teaching lesson is superior to a PBLS video demonstration with co-extensive contents and improves knowledge, skills and adherence to resuscitation guidelines. Eighty-eight medical students were randomly assigned to a video PBLS lesson (n = 44) or a peer teaching group (n = 44). An objective structured clinical examination was performed immediately after the class and at the end of the semester. Students taught by a peer teacher performed significantly better immediately after the initial course and at the end of the semester when compared to the video-trained group (P = 0.008 and P = 0.003, respectively). In addition, a borderline regression analysis also revealed a better resuscitation performance of students instructed in the peer teaching group. In our setting, peer teaching is superior and more sustainable than a co-extensive video demonstration alone when teaching PBLS to medical students. However, additional studies with combinations of different teaching methods are necessary to evaluate long-term outcomes. © 2018 Paediatrics and Child Health Division (The Royal Australasian College of Physicians).

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.

Independent learning modules enhance student performance and understanding of anatomy.

PubMed

Serrat, Maria A; Dom, Aaron M; Buchanan, James T; Williams, Alison R; Efaw, Morgan L; Richardson, Laura L

2014-01-01

Didactic lessons are only one part of the multimodal teaching strategies used in gross anatomy courses today. Increased emphasis is placed on providing more opportunities for students to develop lifelong learning and critical thinking skills during medical training. In a pilot program designed to promote more engaged and independent learning in anatomy, self-study modules were introduced to supplement human gross anatomy instruction at Joan C. Edwards School of Medicine at Marshall University. Modules use three-dimensional constructs to help students understand complex anatomical regions. Resources are self-contained in portable bins and are accessible at any time. Students use modules individually or in groups in a structured self-study format that augments material presented in lecture and laboratory. Pilot outcome data, measured by feedback surveys and examination performance statistics, suggest that the activity may be improving learning in gross anatomy. Positive feedback on both pre- and post-examination surveys showed that students felt the activity helped to increase their understanding of the topic. In concordance with student perception, average examination scores on module-related laboratory and lecture questions were higher in the two years of the pilot program compared with the year before its initiation. Modules can be fabricated on a modest budget using minimal resources, making implementation practical for smaller institutions. Upper level medical students assist in module design and upkeep, enabling continuous opportunities for vertical integration across the curriculum. This resource offers a feasible mechanism for enhancing independent and lifelong learning competencies, which could be a valuable complement to any gross anatomy curriculum. © 2014 American Association of Anatomists.

Are There Disorders or Conditions Associated with Primary Ovarian Insufficiency (POI)?

MedlinePlus

... osteoporosis. Osteoporosis is a bone disease that causes weak, brittle bones that are more likely to break ... and Gynecologists. (2009). Premature ovarian failure. ACOG medical student teaching module [PowerPoint slides] . Retrieved January 3, 2012, ...

In Search of the Active Site of PMMO Enzyme: Partnership between a K-12 Teacher, a Graduate K-12 Teaching Fellow, and a Research Mentor

ERIC Educational Resources Information Center

Bearden, Katherine K.; Mainardi, Daniela S.; Culligan, Tanya

2009-01-01

The partnership between a K-12 teacher (Culligan), an NSF GK-12 Teaching Fellow graduate student (Bearden), and a Louisiana Tech faculty member (Mainardi) collaborating in a research and education project is described in this work. The unique grouping of these three researchers allows for maximum dissemination of developed modules. By the end of…

Web-based faculty development: e-learning for clinical teachers in the London Deanery.

PubMed

McKimm, Judy; Swanwick, Tim

2010-03-01

the London Deanery has provided a web-based resource for supporting the educational development needs of clinical teachers since 2002. This forms part of a range of resources supporting the professional development of clinical teachers and postgraduate supervisors. Following a review in 2007, the deanery commissioned a series of new e-learning modules designed as an introduction to clinical teaching. the deanery's faculty development initiatives are one response to requirements of the Postgraduate Medical Education and Training Board (PMETB), other policy drivers, workforce demands and service changes. Increasingly, doctors are required to provide an educational portfolio of evidence, and satisfy the teaching and training component of Good Medical Practice in revalidation or recertification. 'E-learning for clinical teachers' comprises 16 short, open-access, free-standing modules. The modules are built around a unifying structure, and cover core topics in clinical teaching: feedback; supervision; workplace-based learning; assessment; diversity and equal opportunities; career development; appraisal; lecturing; small group teaching; interprofessional education; and setting learning objectives. The modules can be used as a complementary resource to award-bearing programmes. On completion of a module, a certificate can be printed out for the teacher's portfolio. reflective practice and engagement with an individual's teaching practice is encouraged through self-assessment and a reflective log. The open-access, web-based format enables engagement with the material to suit a doctor's working and learning patterns, and is a valuable adjunct to other forms of learning. The site has been accessed by over 64000 health professionals (including students, trainees, qualified professionals, supervisors and staff developers) from 155 countries. Blackwell Publishing Ltd 2010.

"I'm Just a Linguist--All I Can Do Is Teach or Translate". Broadening Language Graduates' Horizons through Employer Engagement

ERIC Educational Resources Information Center

Leggott, Dawn

2017-01-01

Employers in the UK recognise that a lack of language skills can limit their company's international growth. Many students on language degrees, however, feel unprepared for working in a business environment. The final year "Working with Languages" module on Leeds Beckett University's language degrees aims to help the students to expand…

Counting Better? An Examination of the Impact of Quantitative Method Teaching on Statistical Anxiety and Confidence

ERIC Educational Resources Information Center

Chamberlain, John Martyn; Hillier, John; Signoretta, Paola

2015-01-01

This article reports the results of research concerned with students' statistical anxiety and confidence to both complete and learn to complete statistical tasks. Data were collected at the beginning and end of a quantitative method statistics module. Students recognised the value of numeracy skills but felt they were not necessarily relevant for…

Sex in the Curriculum: The Effect of a Multi-Modal Sexual History-Taking Module on Medical Student Skills

ERIC Educational Resources Information Center

Lindau, Stacy Tessler; Goodrich, Katie G.; Leitsch, Sara A.; Cook, Sandy

2008-01-01

Purpose: The objective of this study was to determine the effect of a multi-modal curricular intervention designed to teach sexual history-taking skills to medical students. The Association of Professors of Gynecology and Obstetrics, the National Board of Medical Examiners, and others, have identified sexual history-taking as a learning objective…

Examining the Tension between Academic Standards and Inclusion for Disabled Students: The Impact on Marking of Individual Academics' Frameworks for Assessment

ERIC Educational Resources Information Center

Ashworth, Mary; Bloxham, Sue; Pearce, Leonie

2010-01-01

This article draws on developing theory regarding assessment and marking to explore the impact of staff values regarding widening participation on grading decisions. It reports on an innovative creative arts module delivered for students with complex disabilities. Data collection included observation of teaching, interviews with staff, students…

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

ERIC Educational Resources Information Center

Siritunga, Dimuth; Montero-Rojas, Maria; Carrero, Katherine; Toro, Gladys; Velez, Ana; Carrero-Martinez, 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…