Improving education under work-hour restrictions: comparing learning and teaching preferences of faculty, residents, and students.

PubMed

Jack, Megan C; Kenkare, Sonya B; Saville, Benjamin R; Beidler, Stephanie K; Saba, Sam C; West, Alisha N; Hanemann, Michael S; van Aalst, John A

2010-01-01

Faced with work-hour restrictions, educators are mandated to improve the efficiency of resident and medical student education. Few studies have assessed learning styles in medicine; none have compared teaching and learning preferences. Validated tools exist to study these deficiencies. Kolb describes 4 learning styles: converging (practical), diverging (imaginative), assimilating (inductive), and accommodating (active). Grasha Teaching Styles are categorized into "clusters": 1 (teacher-centered, knowledge acquisition), 2 (teacher-centered, role modeling), 3 (student-centered, problem-solving), and 4 (student-centered, facilitative). Kolb's Learning Style Inventory (HayGroup, Philadelphia, Pennsylvania) and Grasha-Riechmann's TSS were administered to surgical faculty (n = 61), residents (n = 96), and medical students (n = 183) at a tertiary academic medical center, after informed consent was obtained (IRB # 06-0612). Statistical analysis was performed using χ(2) and Fisher exact tests. Surgical residents preferred active learning (p = 0.053), whereas faculty preferred reflective learning (p < 0.01). As a result of a comparison of teaching preferences, although both groups preferred student-centered, facilitative teaching, faculty preferred teacher-centered, role-modeling instruction (p = 0.02) more often. Residents had no dominant teaching style more often than surgical faculty (p = 0.01). Medical students preferred converging learning (42%) and cluster 4 teaching (35%). Statistical significance was unchanged when corrected for gender, resident training level, and subspecialization. Significant differences exist between faculty and residents in both learning and teaching preferences; this finding suggests inefficiency in resident education, as previous research suggests that learning styles parallel teaching styles. Absence of a predominant teaching style in residents suggests these individuals are learning to be teachers. The adaptation of faculty teaching methods to account for variations in resident learning styles may promote a better learning environment and more efficient faculty-resident interaction. Additional, multi-institutional studies using these tools are needed to elucidate these findings fully. Copyright © 2010 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Student Orientations to Independent Learning.

ERIC Educational Resources Information Center

Jones, Alice; Jones, Douglas

1996-01-01

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

Human anatomy: let the students tell us how to teach.

PubMed

Davis, Christopher R; Bates, Anthony S; Ellis, Harold; Roberts, Alice M

2014-01-01

Anatomy teaching methods have evolved as the medical undergraduate curriculum has modernized. Traditional teaching methods of dissection, prosection, tutorials and lectures are now supplemented by anatomical models and e-learning. Despite these changes, the preferences of medical students and anatomy faculty towards both traditional and contemporary teaching methods and tools are largely unknown. This study quantified medical student and anatomy faculty opinion on various aspects of anatomical teaching at the Department of Anatomy, University of Bristol, UK. A questionnaire was used to explore the perceived effectiveness of different anatomical teaching methods and tools among anatomy faculty (AF) and medical students in year one (Y1) and year two (Y2). A total of 370 preclinical medical students entered the study (76% response rate). Responses were quantified and intergroup comparisons were made. All students and AF were strongly in favor of access to cadaveric specimens and supported traditional methods of small-group teaching with medically qualified demonstrators. Other teaching methods, including e-learning, anatomical models and surgical videos, were considered useful educational tools. In several areas there was disharmony between the opinions of AF and medical students. This study emphasizes the importance of collecting student preferences to optimize teaching methods used in the undergraduate anatomy curriculum. © 2013 American Association of Anatomists.

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

NASA Astrophysics Data System (ADS)

Hundley, Stacey A.

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

Human Anatomy: Let the Students Tell Us How to Teach

ERIC Educational Resources Information Center

Davis, Christopher R.; Bates, Anthony S.; Ellis, Harold; Roberts, Alice M.

2014-01-01

Anatomy teaching methods have evolved as the medical undergraduate curriculum has modernized. Traditional teaching methods of dissection, prosection, tutorials and lectures are now supplemented by anatomical models and e-learning. Despite these changes, the preferences of medical students and anatomy faculty towards both traditional and…

The Influence of Teaching Style on Instructor Satisfaction with Teaching Fully Online Courses

ERIC Educational Resources Information Center

Franker, Karen A.

2016-01-01

This mixed methods study examined the role that teaching style plays in influencing instructors' perceptions of satisfaction with online teaching at the postsecondary level. Two questions guided the study: (1) To what extent does preferred teaching style influence satisfaction with online teaching for instructors who teach fully online courses?…

The Effect of Sequence of Instruction on Students' Cognitive Preferences and Recall in the Context of a Problem-Oriented Method of Teaching.

ERIC Educational Resources Information Center

Boreham, N. C.; And Others

1985-01-01

This study investigated the effects of two sequences of instruction--theory-to-application and application-to-theory--on medical students' cognitive preferences in preclinical science teaching. Results indicate that presenting an example of the clinical application of biochemical theory before presenting the theory itself increased students'…

Preferences of Teaching Methods and Techniques in Mathematics with Reasons

ERIC Educational Resources Information Center

Ünal, Menderes

2017-01-01

In this descriptive study, the goal was to determine teachers' preferred pedagogical methods and techniques in mathematics. Qualitative research methods were employed, primarily case studies. 40 teachers were randomly chosen from various secondary schools in Kirsehir during the 2015-2016 educational terms, and data were gathered via…

Choosing Learning Methods Suitable for Teaching and Learning in Computer Science

ERIC Educational Resources Information Center

Taylor, Estelle; Breed, Marnus; Hauman, Ilette; Homann, Armando

2013-01-01

Our aim is to determine which teaching methods students in Computer Science and Information Systems prefer. There are in total 5 different paradigms (behaviorism, cognitivism, constructivism, design-based and humanism) with 32 models between them. Each model is unique and states different learning methods. Recommendations are made on methods that…

Nursing students at a university - a study about learning style preferences.

PubMed

Hallin, Karin

2014-12-01

In most adult education, teachers use methods that assume all students learn in the same way. But knowledge of students' learning style preferences highlights the importance of adequate teaching and learning adaptation. The aim of the study was to describe and compare final year nursing students' learning style preferences in two campuses during three semesters. A further aim was to identify differences between learning style preferences and personal characteristics. A descriptive cross-sectional study using the Productivity Environmental Preference Survey (PEPS) questionnaire was conducted at a Swedish rural university. Three semester groups with 263 nursing students participated in 2012-2013. The majority of the students were 'flexible' in their learning style preferences and had none or few strong preferences. Students with strong preferences preferred high structure (75%) and an authority figure present (40%). About a third were highly auditory, tactile and/or kinesthetic while 8% were highly visual. Few significant differences were revealed between the groups of campuses and the groups of semesters or between learning style preferences and upper secondary school and care experience. There were no significant differences between learning style preferences and age and assistant nurse graduation. More women than men were highly motivated, auditory, tactile and kinesthetic and preferred structure and mobility. The PEPS questionnaire provides nursing students with self-awareness regarding their strengths and shortcomings in learning and teachers with a valuable and practical basis for their selection of adapted individual and group teaching methods. The findings suggest the need for wide variation and interactive teaching approaches, conscious didactic actions between cooperating teachers and conscious learning strategies for nursing students. Copyright © 2014 Elsevier Ltd. All rights reserved.

Is lecture dead? A preliminary study of medical students' evaluation of teaching methods in the preclinical curriculum.

PubMed

Zinski, Anne; Blackwell, Kristina T C Panizzi Woodley; Belue, F Mike; Brooks, William S

2017-09-22

To investigate medical students' perceptions of lecture and non-lecture-based instructional methods and compare preferences for use and quantity of each during preclinical training. We administered a survey to first- and second-year undergraduate medical students at the University of Alabama School of Medicine in Birmingham, Alabama, USA aimed to evaluate preferred instructional methods.  Using a cross-sectional study design, Likert scale ratings and student rankings were used to determine preferences among lecture, laboratory, team-based learning, simulation, small group case-based learning, large group case-based learning, patient presentation, and peer teaching. We calculated mean ratings for each instructional method and used chi-square tests to compare proportions of first- and second-year cohorts who ranked each in their top 5 preferred methods. Among participating students, lecture (M=3.6, SD=1.0), team based learning (M=4.2, SD=1.0), simulation (M=4.0, SD=1.0), small group case-based learning (M=3.8, SD=1.0), laboratory (M=3.6, SD=1.0), and patient presentation (M=3.8, SD=0.9) received higher scores than other instructional methods. Overall, second-year students ranked lecture lower (χ 2 (1, N=120) =16.33, p<0.0001) and patient presentation higher (χ 2 (1, N=120) =3.75, p=0.05) than first-year students. While clinically-oriented teaching methods were preferred by second-year medical students, lecture-based instruction was popular among first-year students. Results warrant further investigation to determine the ideal balance of didactic methods in undergraduate medical education, specifically curricula that employ patient-oriented instruction during the second preclinical year.

Preferred Learning Styles of Professional Undergraduate and Graduate Athletic Training Students

ERIC Educational Resources Information Center

Thon, Sarah; Hansen, Pamela

2015-01-01

Context: Recognizing the preferred learning style of professional undergraduate and graduate athletic training students will equip educators to more effectively improve their teaching methods and optimize student learning. Objective: To determine the preferred learning style of professional undergraduate and graduate athletic training students…

Teaching Undergraduate Marketing Students Using "Hot Seating through Puppetry": An Exploratory Study

ERIC Educational Resources Information Center

Pearce, Glenn; Hardiman, Nigel

2012-01-01

Changes in preferred methods of learning among many students in recent years have challenged educators to introduce more interactive and experiential teaching methods. "Hot seating"--where a person, such as an invited subject expert is interviewed by an audience--is a well-established interactive method of learning, but is often limited…

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)

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

ERIC Educational Resources Information Center

Goldfinch, Judy

1996-01-01

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

Behavioral Evaluation of Preference for Game-Based Teaching Procedures

ERIC Educational Resources Information Center

Marques, Leonardo Brandão; das Graças de Souza, Deisy

2013-01-01

Recent research has evaluated the motivational functions of educational games and its potential role for the teaching of reading skills. Educational games must maintain their educational function retaining clear definitions of the teaching objectives and instructional methods. Reading skills can be broken down into more basic behavioral units.…

Preferences for teaching methods in a baccalaureate nursing program: how second-degree and traditional students differ.

PubMed

Walker, Jean T; Martin, Tina M; Haynie, Lisa; Norwood, Anne; White, Jill; Grant, LaVerne

2007-01-01

Accelerated baccalaureate nursing programs are in great demand in the United States. Currently there are 197 such programs, but little research has been conducted on student characteristics and program outcomes. This quantitative study explores preferences of second-degree students and traditional generic students with regard to teaching methods and relationships with faculty. The results indicate that statistically significant differences exist between the two groups of students. Three areas of significance are ability for self-directed learning, expectations of faculty and classroom structure, and obtaining a grade that really matters.

A Comparative Analysis of the Learning Styles of Accounting Students in the United Kingdom and South Africa

ERIC Educational Resources Information Center

McChlery, Stuart; Visser, Susan

2009-01-01

Learners preferentially take in and process information in diverse ways whilst teaching methods also vary presenting the possibility for mismatching teaching methods with learners' preferences leading to disengagement, ineffective learning and potential underperformance. Different research instruments have been used in the past to assess the…

Teaching Style Preferences and Educational Philosophy of Teacher Education Faculty at a State University

ERIC Educational Resources Information Center

Fries, Cindi H.

2012-01-01

Scope and Method of Study: An educational philosophy and teaching style provide a foundation for understanding and for guiding guide decisions about curriculum, teacher-learner relationship and professional practice. The purpose of this descriptive quantitative study was to describe the educational philosophies and teaching styles of the teacher…

An exploratory trial exploring the use of a multiple intelligences teaching approach (MITA) for teaching clinical skills to first year undergraduate nursing students.

PubMed

Sheahan, Linda; While, Alison; Bloomfield, Jacqueline

2015-12-01

The teaching and learning of clinical skills is a key component of nurse education programmes. The clinical competency of pre-registration nursing students has raised questions about the proficiency of teaching strategies for clinical skill acquisition within pre-registration education. This study aimed to test the effectiveness of teaching clinical skills using a multiple intelligences teaching approach (MITA) compared with the conventional teaching approach. A randomised controlled trial was conducted. Participants were randomly allocated to an experimental group (MITA intervention) (n=46) and a control group (conventional teaching) (n=44) to learn clinical skills. Setting was in one Irish third-level educational institution. Participants were all first year nursing students (n=90) in one institution. The experimental group was taught using MITA delivered by the researcher while the control group was taught by a team of six experienced lecturers. Participant preference for learning was measured by the Index of Learning Styles (ILS). Participants' multiple intelligence (MI) preferences were measured with a multiple intelligences development assessment scale (MIDAS). All participants were assessed using the same objective structured clinical examination (OSCE) at the end of semester one and semester two. MI assessment preferences were measured by a multiple intelligences assessment preferences questionnaire. The MITA intervention was evaluated using a questionnaire. The strongest preference on ILS for both groups was the sensing style. The highest MI was interpersonal intelligence. Participants in the experimental group had higher scores in all three OSCEs (p<0.05) at Time 1, suggesting that MITA had a positive effect on clinical skill acquisition. Most participants favoured practical examinations, followed by multiple choice questions as methods of assessment. MITA was evaluated positively. The study findings support the use of MITA for clinical skills teaching and advance the understanding of how MI teaching approaches may be used in nursing education. Copyright © 2015 Elsevier Ltd. All rights reserved.

The effects of passive and active learning on student preference and performance in an undergraduate basic science course.

PubMed

Minhas, Paras Singh; Ghosh, Arundhati; Swanzy, Leah

2012-01-01

Active learning is based on self-directed and autonomous teaching methods, whereas passive learning is grounded in instructor taught lectures. An animal physiology course was studied over a two-year period (Year 1, n = 42 students; Year 2, n = 30 students) to determine the effects of student-led seminar (andragogical) and lecture (pedagogical) teaching methods on students' retention of information and performance. For each year of the study, the course was divided into two time periods. The first half was dedicated to instructor-led lectures, followed by a control survey in which the students rated the efficiency of pedagogical learning on a five-point Likert scale from one (strongly disagree) to five (strongly agree). During the second period, students engaged in andragogical learning via peer-led seminars. An experimental survey was then administered to students using the same scale as above to determine students' preferred teaching method. Raw examination scores and survey results from both halves of the course were statistically analyzed by ANOVA with Newman-Keuls multiple comparison test. By the end of the study, student preference for peer-led seminars increased [mean ± SD: (2.47 ± 0.94)/(4.03 ± 1.36), P < 0.04], and examination scores significantly increased [mean ± SD: (73.91% ± 13.18)/(85.77 ± 5.22), P < 0.001]. A majority of students (68.8%) preferred a method that contained peer-led seminars and instructor-led lectures. These results may indicate that integration of active and passive learning into undergraduate courses may have greater benefit in terms of student preference and performance than either method alone. Copyright © 2012 American Association of Anatomists.

Undergraduate prosthetics and orthotics teaching methods: A baseline for international comparison.

PubMed

Aminian, Gholamreza; O'Toole, John M; Mehraban, Afsoon Hassani

2015-08-01

Education of Prosthetics and Orthotics is a relatively recent professional program. While there has been some work on various teaching methods and strategies in international medical education, limited publication exists within prosthetics and orthotics. To identify the teaching and learning methods that are used in Bachelor-level prosthetics and orthotics programs that are given highest priority by expert prosthetics and orthotics instructors from regions enjoying a range of economic development. Mixed method. The study partly documented by this article utilized a mixed method approach (qualitative and quantitative methods) within which each phase provided data for other phases. It began with analysis of prosthetics and orthotics curricula documents, which was followed by a broad survey of instructors in this field and then a modified Delphi process. The expert instructors who participated in this study gave high priority to student-centered, small group methods that encourage critical thinking and may lead to lifelong learning. Instructors from more developed nations placed higher priority on student's independent acquisition of prosthetics and orthotics knowledge, particularly in clinical training. Application of student-centered approaches to prosthetics and orthotics programs may be preferred by many experts, but there appeared to be regional differences in the priority given to different teaching methods. The results of this study identify the methods of teaching that are preferred by expert prosthetics and orthotics instructors from a variety of regions. This treatment of current instructional techniques may inform instructor choice of teaching methods that impact the quality of education and improve the professional skills of students. © The International Society for Prosthetics and Orthotics 2014.

Gifted Students and Logo: Teacher's Role.

ERIC Educational Resources Information Center

Flickinger, Gayle Glidden

1987-01-01

The Logo computer program is well-suited to gifted students' learning style characteristics (independence, fluency, persistence); learning style preferences (learning alone, use of tactile and kinesthetic senses, and sound in the learning environment); and teaching method preferences (independent projects, discussion, flexibility, and traditional…

Relationship between the learning style preferences of medical students and academic achievement

PubMed Central

Almigbal, Turky H.

2015-01-01

Objectives: To investigate the relationship between the learning style preferences of Saudi medical students and their academic achievements. Methods: A cross-sectional study was conducted among 600 medical students at King Saud University in Riyadh, Kingdom of Saudi Arabia from October 2012 to July 2013. The Visual, Aural, Read/Write, and Kinesthetic questionnaire (VARK) questionnaire was used to categorize learning style preferences. Descriptive and analytical statistics were used to identify the learning style preferences of medical students and their relationship to academic achievement, gender, marital status, residency, different teaching curricula, and study resources (for example, teachers’ PowerPoint slides, textbooks, and journals). Results: The results indicated that 261 students (43%) preferred to learn using all VARK modalities. There was a significant difference in learning style preferences between genders (p=0.028). The relationship between learning style preferences and students in different teaching curricula was also statistically significant (p=0.047). However, learning style preferences are not related to a student’s academic achievements, marital status, residency, or study resources (for example, teachers’ PowerPoint slides, textbooks, and journals). Also, after being adjusted to other studies’ variables, the learning style preferences were not related to GPA. Conclusion: Our findings can be used to improve the quality of teaching in Saudi Arabia; students would be advantaged if teachers understood the factors that can be related to students’ learning styles. PMID:25737179

Analysis of dermatology resident self-reported successful learning styles and implications for core competency curriculum development.

PubMed

Stratman, Erik J; Vogel, Curt A; Reck, Samuel J; Mukesh, Bickol N

2008-01-01

There are different teaching styles for delivering competency-based curricula. The education literature suggests that learning is maximized when teaching is delivered in a style preferred by learners. To determine if dermatology residents report learning style preferences aligned with adult learning. Dermatology residents attending an introductory cutaneous biology course completed a learning styles inventory assessing self-reported success in 35 active and passive learning activities. The 35 learning activities were ranked in order of preference by learners. Mean overall ratings for active learning activities were significantly higher than for passive learning activities (P = 0.002). Trends in dermatology resident learning style preferences should be considered during program curriculum development. Programs should integrate a variety of curriculum delivery methods to accommodate various learning styles, with an emphasis on the active learning styles preferred by residents.

Low-Achieving Students' Attitudes towards Learning Chemistry and Chemistry Teaching Methods

ERIC Educational Resources Information Center

Kousa, P.; Kavonius, R.; Aksela, M.

2018-01-01

The aims of this study were to determine low-achieving students' attitudes towards chemistry and how the attitudes differ within a low achieving group. The most preferred teaching methods were also defined. Empirical data (n = 2949) were collected by stratified sampling from fifteen-year-old Finnish lower-secondary school students as part of a…

Dental students' perceptions of an online learning.

PubMed

Asiry, Moshabab A

2017-10-01

To identify the readiness of students for online learning, to investigate their preference and perception, and to measure the quality of online tutorials. A 14-statement questionnaire was administered to fourth year undergraduate dental students in male campus at King Saud University who completed preclinical orthodontic course. The students responded to each statement by using Likert scale. The results reveal a high agreement of students (27.8-31.5% agree and 38.9-50% strongly agree) on a possession of necessary computer skills and access to internet. 59.2% and 64.8% of the students replied that online flash lectures and procedural videos were helpful to their learning, respectively. With respect to students' learning preferences, few students preferred online flash lectures (31.5%) and procedural videos (17.1%). Most students (38.9% agree and 31.5% strongly agree) preferred a combination of traditional teaching methods and online learning. Overall, student attitudes were positive regarding online learning. The students viewed online learning helpful as a supplement to their learning rather than a replacement for traditional teaching methods.

The Most Preferred and Effective Reviewer of L2 Writing among Automated Grading System, Peer Reviewer and Teacher

ERIC Educational Resources Information Center

Tsai, Min-Hsiu

2017-01-01

Who is the most preferred and deemed the most helpful reviewer in improving student writing? This study exercised a blended teaching method which consists of three currently prevailing reviewers: the automated grading system (AGS, a web-based method), the peer review (a process-oriented approach), and the teacher grading technique (the…

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

ERIC Educational Resources Information Center

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

2010-01-01

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

The effectiveness of computer-managed instruction versus traditional classroom lecture on achievement outcomes.

PubMed

Schmidt, S M; Arndt, M J; Gaston, S; Miller, B J

1991-01-01

This controlled experimental study examines the effect of two teaching methods on achievement outcomes from a 15-week, 2 credit hour semester course taught at two midwestern universities. Students were randomly assigned to either computer-managed instruction in which faculty function as tutors or the traditional classroom course of study. In addition, the effects of age, grade point average, attitudes toward computers, and satisfaction with the course on teaching method were analyzed using analysis of covariance. Younger students achieved better scores than did older students. Regardless of teaching method, however, neither method appeared to be better than the other for teaching course content. Students did not prefer one method over the other as indicated by their satisfaction scores. With demands upon university faculty to conduct research and publish, alternative methods of teaching that free faculty from the classroom should be considered. This study suggests that educators can select such an alternative teaching method to traditional classroom teaching without sacrificing quality education for certain courses.

Outcome-based self-assessment on a team-teaching subject in the medical school

PubMed Central

Cho, Sa Sun

2014-01-01

We attempted to investigate the reason why the students got a worse grade in gross anatomy and the way how we can improve upon the teaching method since there were gaps between teaching and learning under recently changed integration curriculum. General characteristics of students and exploratory factors to testify the validity were compared between year 2011 and 2012. Students were asked to complete a short survey with a Likert scale. The results were as follows: although the percentage of acceptable items was similar between professors, professor C preferred questions with adequate item discrimination and inappropriate item difficulty whereas professor Y preferred adequate item discrimination and appropriate item difficulty with statistical significance (P<0.01). The survey revealed that 26.5% of total students gave up the exam on gross anatomy of professor Y irrespective of years. These results suggested that students were affected by the corrected item difficulty rather than item discrimination in order to obtain academic achievement. Therefore, professors in a team-teaching subject should reach a consensus on an item difficulty with proper teaching methods. PMID:25548724

A New Autonomy-Supportive Way of Teaching That Increases Conceptual Learning: Teaching in Students' Preferred Ways

ERIC Educational Resources Information Center

Jang, Hyungshim; Reeve, Johnmarshall; Halusic, Marc

2016-01-01

We tested the educational utility of "teaching in students' preferred ways" as a new autonomy-supportive way of teaching to enhance students' autonomy and conceptual learning. A pilot test first differentiated preferred versus nonpreferred ways of teaching. In the main study, a hired teacher who was blind to the purpose of the study…

Interteaching: The Effects of Discussion Group Size on Undergraduate Student Performance and Preference

ERIC Educational Resources Information Center

Gutierrez, Michael

2017-01-01

Interteaching is a college teaching method grounded in the principles of applied behavior analysis. Research on interteaching demonstrates that it improves academic performance, and students report greater satisfaction with interteaching as compared to traditional teaching styles. The current study investigates whether discussion group size, a…

Construct Validation of Content Standards for Teaching

ERIC Educational Resources Information Center

van der Schaaf, Marieke F.; Stokking, Karel M.

2011-01-01

Current international demands to strengthen the teaching profession have led to an increased development and use of professional content standards. The study aims to provide insight in the construct validity of content standards by researching experts' underlying assumptions and preferences when participating in a delphi method. In three rounds 21…

Adult Student Preferences: Instructor Characteristics Conducive to Successful Teaching

ERIC Educational Resources Information Center

Phillips, Lindsay A.; Baltzer, Carolyn; Filoon, Lisa; Whitley, Cynthia

2017-01-01

Purpose: This study examined adult students' perspectives on what characteristics make for successful teaching and learning environments in the adult student classroom. Methodology: One hundred and thirty-two adult students (ranging in age from 22 to 70) participated in a mixed methods (quantitative and qualitative) survey. Findings: Adult…

The Influence of Learning Style on English Learning Achievement Among Undergraduates in Mainland China.

PubMed

Huang, Fang; Hoi, Cathy Ka Weng; Teo, Timothy

2018-03-26

Learning style is one of the main factors that determines how students learn English and has a significant influence on students' learning strategy selection, which further affects their learning outcomes (Ehrman and Oxford in Mod Lang J 74(3):311-327, 1990; Oxford in Language learning styles and strategies: an overview, 2003. http://web.ntpu.edu.tw/~language/workshop/read2.pdf ). This study examines the learning style preferences of Chinese university students and whether those preferences influence their English achievements. Four hundred undergraduates from one university in eastern mainland China participated in this study. Data from 329 valid questionnaires were analysed. The results revealed that the Chinese university students preferred the visual learning style the most, followed by the auditory and kinaesthetic styles. However, no learning style preference was found to influence the students' English proficiency. Cultural reasons are discussed to explain the findings, which contradict those of previous studies of learning style theories and practices. This study recommends that Chinese scholars consider issues of English teaching and learning in China and to adopt appropriate teaching methods to effectively improve English teaching.

A survey study on student preferences regarding pathology teaching in Germany: a call for curricular modernization.

PubMed

Herrmann, Florian E M; Lenski, Markus; Steffen, Julius; Kailuweit, Magdalena; Nikolaus, Marc; Koteeswaran, Rajasekaran; Sailer, Andreas; Hanszke, Anna; Wintergerst, Maximilian; Dittmer, Sissi; Mayr, Doris; Genzel-Boroviczény, Orsolya; Eley, Diann S; Fischer, Martin R

2015-06-02

Pathology is a discipline that provides the basis of the understanding of disease in medicine. The past decades have seen a decline in the emphasis laid on pathology teaching in medical schools and outdated pathology curricula have worsened the situation. Student opinions and thoughts are central to the questions of whether and how such curricula should be modernized. A survey was conducted among 1018 German medical students regarding their preferences in pathology teaching modalities and their satisfaction with lecture-based courses. A qualitative analysis was performed comparing a recently modernized pathology curriculum with a traditional lecture-based curriculum. The differences in modalities of teaching used were investigated. Student satisfaction with the lecture-based curriculum positively correlated with student grades (spearman's correlation coefficient 0.24). Additionally, students with lower grades supported changing the curriculum (spearman's correlation coefficient 0.47). The majority supported virtual microscopy, autopsies, seminars and podcasts as preferred didactic methods. The data supports the implementation of a pathology curriculum where tutorials, autopsies and supplementary computer-based learning tools play important roles.

What do GUM physicians think should be taught in a modern undergraduate GUM module? A qualitative inquiry.

PubMed

Fernando, I

2015-10-01

Traditional undergraduate Genitourinary Medicine (GUM) teaching in the UK concentrated on the management of individual sexually transmitted infections. There is significant variation, however, in the GUM teaching provided by different medical schools today. I undertook a qualitative interview study to gather views of GUM and other sexual health clinicians regarding what should be taught within a modern undergraduate GUM module. Nine GUM clinicians and two Sexual and Reproductive Health (SRH) clinicians participated in the study; all were directly involved in undergraduate teaching. Semi-structured interviews were conducted with study participants by a single interviewer, focusing on three key topics: their individual opinions regarding important learning outcomes (LOs) for a modern model GUM curriculum, their preferred teaching methods and the total recommended teaching time required. Interviews were audio-recorded with consent and professionally transcribed. Data were analysed by the content analysis method. Interviewees frequently stressed skill and attitudinal LOs, even above knowledge. Recommended important skills included sexual history taking, HIV risk assessment and testing, and male and female genital examination. Recommended attitudinal LOs were developing an open and non-judgemental approach to sexual health issues and understanding sexual well-being to be an important component of general health. Respondents were keen for a mixture of teaching methods, but generally agreed that clinic attendance and experiential learning were beneficial. They preferred that GUM teaching should be delivered in the latter years of the undergraduate curriculum. © The Author(s) 2015.

Effectiveness of different tutorial recitation teaching methods and its implications for TA training

NASA Astrophysics Data System (ADS)

Koenig, Kathleen M.; Endorf, Robert J.; Braun, Gregory A.

2007-06-01

We present results from a comparative study of student understanding for students who attended recitation classes that used different teaching methods. Student volunteers from our introductory calculus-based physics course attended a special recitation class that was taught using one of four different teaching methods. A total of 272 students were divided into approximately equal groups for each method. Students in each class were taught the same topic, “Changes in Energy and Momentum,” from Tutorials in Introductory Physics. The different teaching methods varied in the amount of student and teacher engagement. Student understanding was evaluated through pre- and post-tests. Our results demonstrate the importance of the instructor’s role in teaching recitation classes. The most effective teaching method was for students working in cooperative learning groups with the instructors questioning the groups using Socratic dialogue. In addition, we investigated student preferences for modes of instruction through an open-ended survey. Our results provide guidance and evidence for the teaching methods that should be emphasized in training course instructors.

Preferences Regarding School Sexuality Education among Elementary Schoolchildren's Parents

ERIC Educational Resources Information Center

Dake, Joseph A.; Price, James H.; Baksovich, Christine M.; Wielinski, Margaret

2014-01-01

Background: A comprehensive review of the literature failed to find any studies to assess elementary school parents' preferred philosophical approach to teaching sexuality education and sexuality education topics discussed by parents. All previous research reported parent data for grades K-12 or grades 9-12 only. Methods: A random sample of 2400…

Training Staff to Implement Brief Stimulus Preference Assessments

ERIC Educational Resources Information Center

Weldy, Christina R.; Rapp, John T.; Capocasa, Kelli

2014-01-01

We trained 9 behavioral staff members to conduct 2 brief preference assessments using 30-min video presentations that contained instructions and modeling. After training, we evaluated each staff member's implementation of the assessments in situ. Results indicated that 1 or 2 training sessions for each method were sufficient for teaching each…

The Preference of Visualization in Teaching and Learning Absolute Value

ERIC Educational Resources Information Center

Konyalioglu, Alper Cihan; Aksu, Zeki; Senel, Esma Ozge

2012-01-01

Visualization is mostly despised although it complements and--sometimes--guides the analytical process. This study mainly investigates teachers' preferences concerning the use of the visualization method and determines the extent to which they encourage their students to make use of it within the problem-solving process. This study was conducted…

The Effects of Incorporating Web-assisted Learning with Team Teaching in Seventh-grade Science Classes

NASA Astrophysics Data System (ADS)

Jang, Syh-Jong

2006-05-01

Due to the implementation of a 9-year integrated curriculum scheme in Taiwan, research on team teaching and web-based technology appears to be urgent. The purpose of this study was incorporated web-assisted learning with team teaching in seventh-grade science classes. The specific research question concerned student performance and attitudes about the teaching method. Two certified science teachers and four classes of the seventh graders participated in this study. It used a mixed methods design, incorporating both quantitative and qualitative techniques. The main data included students’ scores, questionnaires, teachers’ self-reflections, and the researcher’s interviews with teachers. The results showed that the average final examination scores of students experiencing the experimental teaching method were higher than that of those receiving traditional teaching. The two teaching methods showed significant difference in respect of students’ achievement. The research had limitations because of students’ abilities of data collection, computer use, and discussion, but more than one-half of the students preferred the experimental method to traditional teaching. However, team teachers would encounter the problems of technology ability, time constraints, and entrance examination pressure.

Teaching styles used in Malawian BSN programmes: a survey of nurse educator preferences.

PubMed

Chilemba, Evelyn B; Bruce, Judith C

2015-02-01

This paper describes the teaching styles employed by Malawian nurse educators in the four year Bachelor of Science in Nursing (BSN) programme, according to Grasha's (1996) five teaching styles. An analysis of the educational processes of undergraduate nurses in Malawi followed anecdotal reports from stakeholders on the low levels of nurses' performance in the workplace. It was postulated that, in most instances, nursing students are exposed to traditional teaching approaches that do not equip them with skills for a demanding and ever-changing healthcare system. A survey was conducted as part of a two-phased, sequential, explanatory mixed methods study. The target population comprised fifty nurse educators (N=50) who were invited to participate in the survey. Data were collected using Grasha's Teaching Styles Inventory (Version 3.0). A total of 44 inventories (n=44) were returned amounting to a response rate of 88%. Survey results were analysed using the Statistical Package for the Social Sciences (SPSS), version 16.0. Descriptive statistics were used to analyse the data. The Expert and Delegator teaching styles were moderately preferred (x̅ 4.02; SD 1.06) by the majority of nurse educators (70.45%; n=31 and 86.36%; n=38 respectively). The Facilitator teaching style was the least preferred (x̅ 3.7; SD 1.43) by 66.90% of educators (n=29), who also reported weak facilitative skills in the sub-scales. Similarly, educators reported a low preference for the Personal Model teaching style (x̅ 3.6; SD 1.17). Teacher-centred styles tend to dominate the teaching activities of Malawian nurse educators in the BSN programme. Facilitative pedagogical approaches must be encouraged coupled with appropriate staff development that enables educators to facilitate learning with confidence, competence and self-efficacy. Copyright © 2015 Elsevier Ltd. All rights reserved.

The Role of Synchronous Virtual Reference in Teaching and Learning: A Grounded Theory Analysis of Instant Messaging Transcripts

ERIC Educational Resources Information Center

Passonneau, Sarah; Coffey, Dan

2011-01-01

Electronic communication technologies continue to change the landscape of reference services. For many users, virtual communication is the preferred means of conversing. Synchronous virtual reference, similar to other synchronous means of communication, is an important method for reaching students and for providing teaching and learning…

Teaching Generation Text: Using Cell Phones to Enhance Learning

ERIC Educational Resources Information Center

Nielsen, Lisa; Webb, Willyn

2011-01-01

"Teaching Generation Text" shows how teachers can turn cell phones into an educational opportunity instead of an annoying distraction. With a host of innovative ideas, activities, lessons, and strategies, Nielsen and Webb offer a unique way to use students' preferred method of communication in the classroom. Cell phones can remind students to…

Students' Preferred Teaching Techniques for Biochemistry in Biomedicine and Medicine Courses

ERIC Educational Resources Information Center

Novelli, Ethel L.B.; Fernandes, Ana Angelica H.

2007-01-01

The aim of this study was to investigate the students' preferred teaching techniques, such as traditional blackboard, power-point, or slide-projection, for biochemistry discipline in biomedicine and medicine courses from Sao Paulo State University, UNESP, Botucatu, Sao Paulo, Brazil. Preferences for specific topic and teaching techniques were…

Teaching style beliefs among U.S. and Israeli faculty.

PubMed

Behar-Horenstein, Linda S; Mitchell, Gail S; Notzer, Netta; Penfield, Randy; Eli, Ilana

2006-08-01

The purpose of this study was to determine if self-reported teaching style beliefs were different among faculty at a U.S. and an Israeli dental school. Teacher-centered practices refer to beliefs that the teacher holds the subject matter expertise and students are generally passive learners who must be told what to think. Student-centered practices refer to beliefs that students must learn how to construct their own understanding. Student-centered teaching is directed towards enabling students to think about complex issues. Twenty-seven of fifty-eight (47.37 percent) faculty at a dental school in the United States and thirty of thirty-four (88 percent) Israeli dental faculty teaching in basic science courses completed the Teaching Behavior Preferences Survey (TBPS). The TBPS is a thirty-item instrument that measures two domains of teaching styles--teacher-centered (TC) and student-centered (SC)--and four subdomains: methods of instruction (MI), classroom milieu (CM), use of questions (UQ), and use of assessment (UA). Findings revealed that there were no significant differences in student-centered and teacher-centered teaching practices and methods of instruction, classroom milieu, and use of questions. There was a significant difference between the U.S. and Israeli groups in their reported use of assessment. The U.S. faculty reported a greater preference for student-centered assessment practices than did the Israeli faculty.

Measuring Agricultural Paradigmatic Preferences: The Redevelopment of an Instrument to Determine Individual and Collective Preferences--A Pilot Study

ERIC Educational Resources Information Center

Sanagorski, Laura; Murphrey, Theresa Pesl; Lawver, David E.; Baker, Matt; Lindner. James R.

2013-01-01

Sustainable agriculture is an area that is gaining momentum. Extension agents are expected to teach production methods that include sustainable agriculture, yet little is known regarding how Extension agents feel about this agricultural paradigm. The research reported here sought to further develop an instrument that could quantitatively measure…

LETs and NETs: Exploring How Teachers from Diverse Cultural Backgrounds Impact Student Motivation and Preferences

ERIC Educational Resources Information Center

Wong, Ruth

2014-01-01

This paper, an exploratory case study, examines how students' preferences and motivation to learn English are influenced by their perceptions of teaching practices--both of native English teachers and local English teachers. To better understand the context of this research question, this study adopts a method of triangulation in collecting data:…

Asian EFL University Students' Preference toward Teaching Approaches

ERIC Educational Resources Information Center

Mermelstein, Aaron David

2015-01-01

Designing and presenting lessons is the center of the teaching process. Every day teachers must make decisions about the instructional process. A teacher's approach can have an enormous impact on the effectiveness of his or her teaching. Understanding students' preferences toward teaching approaches and teaching styles can create opportunities for…

Which Type of Inquiry Project Do High School Biology Students Prefer: Open or Guided?

ERIC Educational Resources Information Center

Sadeh, Irit; Zion, Michal

2012-01-01

In teaching inquiry to high school students, educators differ on which method of teaching inquiry is more effective: Guided or open inquiry? This paper examines the influence of these two different inquiry learning approaches on the attitudes of Israeli high school biology students toward their inquiry project. The results showed significant…

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

PubMed

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

2016-11-01

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

Effectiveness of different tutorial recitation teaching methods and its implications for TA training

NASA Astrophysics Data System (ADS)

Endorf, Robert

2008-04-01

We present results from a comparative study of student understanding for students who attended recitation classes that used different teaching methods. The purpose of the study was to evaluate which teaching methods would be the most effective for recitation classes associated with large lectures in introductory physics courses. Student volunteers from our introductory calculus-based physics course at the University of Cincinnati attended a special recitation class that was taught using one of four different teaching methods. A total of 272 students were divided into approximately equal groups for each method. Students in each class were taught the same topic, ``Changes in Energy and Momentum,'' from ``Tutorials in Introductory Physics'' by Lillian McDermott, Peter Shaffer and the Physics Education Group at the University of Washington. The different teaching methods varied in the amount of student and teacher engagement. Student understanding was evaluated through pretests and posttests. Our results demonstrate the importance of the instructor's role in teaching recitation classes. The most effective teaching method was for students working in cooperative learning groups with the instructors questioning the groups using Socratic dialogue. In addition, we investigated student preferences of modes of instruction through an open-ended survey. Our results provide guidance and evidence for the teaching methods which should be emphasized in training course instructors.

Preferred Teaching Styles and Modes of Thinking among University Students in Mainland China

ERIC Educational Resources Information Center

Zhang, Li-fang

2006-01-01

The present study had three purposes. The first was to further explore the psychometric properties of the Preferred Thinking Styles in Teaching Inventory [Zhang, L. F. (2003). "The preferred thinking styles in teaching inventory." Unpublished test. The University of Hong Kong: Hong Kong]. The second was to test the hypothesis that the…

Yoga-teaching protocol adapted for children with visual impairment

PubMed Central

Mohanty, Soubhagyalaxmi; Hankey, Alex; Pradhan, Balaram; Ranjita, Rajashree

2016-01-01

Context: Childhood visual deficiency impairs children's neuro-psychomotor development, considerably affecting physical, mental, social, and emotional health. Yoga's multifaceted approach may help children with visual impairment (VI) to cope with their challenges. Aim: This study aimed to develop a special protocol for teaching yoga to children with VI, and to evaluate their preferred method of learning. Methods: The study was carried out at Ramana Maharishi Academy for the Blind, Bengaluru, South India. Forty-one students volunteered to learn yoga practices, and classes were held weekly 5 days, 1 hr per session for 16 weeks. The study introduced a new method using a sequence of five teaching steps: verbal instructions, tactile modeling, step-by-step teaching, learning in a group, and physical guidance. A questionnaire concerning the preferred steps of learning was then given to each student, and verbal answers were obtained. Results: A total of 33 (out of 41), aged 11.97 ± 1.94, 15 girls and 18 boys responded. Twenty-six (78.79%) chose physical guidance as their most favored learning mode. Conclusions: Specially designed protocol may pave the way to impart yoga in an exciting and comfortable way to children with VI. More studies are needed to further investigate the effectiveness of this new yoga protocol in similar settings. PMID:27512318

[Nationwide evaluation of German university teaching methods in neurology].

PubMed

Biesalski, A-S; Zupanic, M; Isenmann, S

2015-06-01

Germany is confronted with a lack of medical doctors and an increasing need for neurologists in particular. In order to recruit future doctors in neurology it is essential to attract young students when still at university. This article presents the first German national survey of medical students' acceptance of teaching methods in neurology. The participants evaluated teaching methods and examination formats and were asked about their preferences. The survey was based on a questionnaire distributed to 22 German medical schools and 1245 participating students. Interactive teaching methods, especially courses in practical examinations, clinical internships and bedside teaching were highly rated among the students. In contrast, multiple choice tests, as one of the most widespread examination methods, were poorly rated compared to practical and oral examinations. For most of the students it was not decisive, in which semester teaching of neurology took place, while the majority asked for additional and more intensive neurological education. The data give an overview of teaching of neurology in Germany and students' assessment of various approaches. The results should be utilized towards reorientation of future curricula that should aim at innovative and even more practically oriented teaching.

Undergraduate radiology education in private and public teaching hospitals in Karachi, Pakistan: teaching duties, methodologies, and rewards

PubMed Central

Nadeem, Naila; Khawaja, Ranish Deedar Ali; Beg, Madiha; Naeem, Muhammad; Majid, Zain

2013-01-01

Background In an integrated method of education, medical students are introduced to radiology in their preclinical years. However, no study has been conducted in Pakistan to demonstrate an academic framework of medical radiology education at an undergraduate level. Therefore, we aimed to document and compare the current level of teaching duties, teaching methodologies, and teaching rewards among radiologists and residents in private and public teaching hospitals in Karachi, Pakistan. Methods A survey was conducted among 121 radiologists and residents in two private and two public teaching hospitals in Karachi, Pakistan. Radiologists who were nationally registered with the Pakistan Medical and Dental Council either part-time or full-time were included. Radiology residents and fellows who were nationally registered with the Pakistan Medical and Dental Council were also included. Self-administered questionnaires addressing teaching duties, methods, and rewards were collected from 95 participants. Results The overall response rate was 78.51% (95/121). All of the radiologists were involved in teaching residents and medical students, but only 36% reported formal training in teaching skills. Although most of the respondents (76%) agreed that medical students appeared enthusiastic about learning radiology, the time spent on teaching medical students was less than five hours per week annually (82%). Only 37% of the respondents preferred dedicated clerkships over distributed clerkships (41%). The most common preferred teaching methodology overall was one-on-one interaction. Tutorials, teaching rounds, and problem-based learning sessions were less favored by radiologists than by residents. Teaching via radiology films (86%) was the most frequent mode of instruction. Salary (59%) was the most commonly cited teaching reward. The majority of respondents (88%) were not satisfied with their current level of teaching rewards. Conclusion All radiologists and residents working in an academic radiology department are involved in teaching undergraduate students at multiple levels. The most valued teaching methodology involves use of images, with one-on-one interaction between the trainer and trainee. The monetary reward for teaching is inbuilt into the salary. The methodology adopted for teaching purposes was significantly different between respondents from private hospitals and those from public teaching hospitals. Because of low satisfaction among the respondents, efforts should be made to provide satisfying teaching rewards. PMID:23745098

Teaching neurology to medical students with a simplified version of team-based learning.

PubMed

Brich, Jochen; Jost, Meike; Brüstle, Peter; Giesler, Marianne; Rijntjes, Michel

2017-08-08

To compare the effect of a simplified version of team-based learning (sTBL), an active learning/small group instructional strategy, with that of the traditionally used small group interactive seminars on the acquisition of knowledge and clinical reasoning (CR) skills. Third- and fourth-year medical students (n = 122) were randomly distributed into 2 groups. A crossover design was used in which 2 neurologic topics were taught by sTBL and 2 by small group interactive seminars. Knowledge was assessed with a multiple-choice question examination (MCQE), CR skills with a key feature problem examination (KFPE). Questionnaires were used for further methodologic evaluation. No group differences were found in the MCQE results. sTBL instruction of the topic "acute altered mental status" was associated with a significantly better student performance in the KFPE ( p = 0.008), with no differences in the other 3 topics covered. Although both teaching methods were highly rated by the students, a clear majority voted for sTBL as their preferred future teaching method. sTBL served as an equivalent alternative to small group interactive seminars for imparting knowledge and teaching CR skills, and was particularly advantageous for teaching CR in the setting of a complex neurologic topic. Furthermore, students reported a strong preference for the sTBL approach, making it a promising tool for effectively teaching neurology. © 2017 American Academy of Neurology.

LEARNING STYLE OF MEDICAL STUDENTS AND ITS CORRELATION WITH PREFERRED TEACHING METHODOLOGIES AND ACADEMIC ACHIEVEMENT.

PubMed

Bhalli, Muhammad Asif; Khan, Ishtiaq Ali; Sattar, Abdul

2015-01-01

Researchers have categorized the learning styles in many ways. Kolb proposed a classification of learner's styles as convergers, divergers, assimilators and accommodators. Honey and Mumford simplified learning styles as activists, reflectors, theorists and pragmatists. Neil Fleming's VARK model (Visual, Auditory, Read/write and Kinesthetic) is also popular. This study was carried out to determine the frequency of learning styles (Honey and Mumford) of medical students and its correlation with preferred teaching methodologies and academic achievements. A total of 77 medical students of 4th year MBBS were selected through non-probability convenient sampling for this study. Honey and Mumford's learning style questionnaire, and a 2nd questionnaire to know their preference for different teaching methodologies were distributed to the students. Learning styles were identified and correlated with preferred teaching methodologies and academic achievements by Chi-square test. Mean age of the medical students was 22.75 ± 1.05 years. Twenty one (27.3%) participants were males and 56 (72.7%) females. By learning styles, 7 (9.1%) medical students were activists, 36 (46.8%) reflectors, 13 (16.9%) theorists and 21 (27.3%) were pragmatists. Out of 77 students, 22 preferred interactive lectures; 16, small group discussion; 20 problem based learning, 10 preferred demonstration on models. Only 01 students preferred one-way lecture as the best teaching methodology. No significant correlation was found between learning styles and preferred teaching methodologies and learning styles and academic scores. Most of the medical students had reflector (46.8%) and pragmatist (27.3%) learning styles. Majority preferred interactive lectures (28.57%) and problem based learning (25.98%) as teaching methodologies. Aligning our instructional strategies with learning styles of the medical students will improve learning and academic performance.

Skills-Based Learning for Reproducible Expertise: Looking Elsewhere for Guidance

ERIC Educational Resources Information Center

Roessger, Kevin M.

2016-01-01

Despite the prevalence of adult skills-based learning, adult education researchers continue to ignore effective interdisciplinary skills-based methods. Prominent researchers dismiss empirically supported teaching guidelines, preferring situational, emancipatory methods with no demonstrable effect on skilled performance or reproducible expertise.…

Skinning the Pythagorean Cat: A Study of Strategy Preferences of Secondary Math Teachers

ERIC Educational Resources Information Center

Maxcy, Clara A.

2012-01-01

A series of observations in math classrooms revealed a pervasive problem of "re-teaching". It matters little the subject; before the teacher can begin teaching new material, basic skills often have to be re-taught before the lesson can move forward. Perhaps some methods are more effective than others in the classroom. Consequently, this study…

Pre-registration Nurse Education in Pharmacology: Is It Adequate for the Roles that Nurses Are Expected To Fulfill?

ERIC Educational Resources Information Center

Morrison-Griffiths, Sally; Snowden, Michael A.; Pirmohamed, Munir

2002-01-01

According to responses from 33 of 52 nursing departments in England, 90% integrated pharmacology into curricula; 82% preferred that nurses teach it; 88% provided no training for lecturers. Lecture was the predominant teaching method. About one-fifth did not formally assess pharmacology knowledge. Students lacked math and science preparation for…

Nursing students' attitudes to biomedical science lectures.

PubMed

Al-Modhefer, A K; Roe, S

To explore what first-year nursing students believe to be the preferred characteristics of common foundation programme biomedical science lecturers, and to investigate whether students prefer active or passive learning. Survey and interview methodologies were used to explore the attitudes of a cohort of first-year nursing students at Queen's University Belfast. Questionnaires were distributed among 300 students. Individuals were asked to select five of a list of 14 criteria that they believed characterised the qualities of an effective lecturer. Informal interviews were carried out with five participants who were randomly selected from the sample to investigate which teaching methods were most beneficial in assisting their learning. Nursing students favoured didactic teaching and found interactivity in lectures intimidating. Students preferred to learn biomedical science passively and depended heavily on their instructors. In response to the survey, the authors propose a set of recommendations to enhance the learning process in large classes. This guidance includes giving clear objectives and requirements to students, encouraging active participation, and sustaining student interest through the use of improved teaching aids and innovative techniques.

An integrated 2-year clinical skills peer tutoring scheme in a UK-based medical school: perceptions of tutees and peer tutors

PubMed Central

2018-01-01

Background Several benefits of peer tutoring in medical school teaching have been described. However, there is a lack of research on the perceptions of peer tutoring, particularly from tutees who partake in a long-term clinical skills scheme integrated into the medical school curriculum. This study evaluates the opinions of preclinical tutees at the end of a 2-year peer-tutored clinical skills program and peer tutors themselves. Methods A cross-sectional study was conducted in a UK-based medical school that primarily utilizes peer tutoring for clinical skills teaching. A questionnaire was designed to assess the views of preclinical tutees and peer tutors. Likert scales were used to grade responses and comment boxes to collect qualitative data. Results Sixty-five questionnaires were collected (52 tutees, 13 peer tutors). Seventy-nine percent of students felt satisfied with their teaching, and 70% felt adequately prepared for clinical placements. Furthermore, 79% believed that peer tutoring is the most effective method for clinical skills teaching. When compared to faculty teaching, tutees preferred being taught by peer tutors (63%), felt more confident (73%), and were more willing to engage (77%). All peer tutors felt that teaching made them more confident in their Objective Structured Clinical Examination performance, and 91% agreed that being a tutor made them consider pursuing teaching in the future. Thematic analysis of qualitative data identified 3 themes regarding peer tutoring: a more comfortable environment (69%), a more personalized teaching approach (34%), and variation in content taught (14%). Conclusion Preclinical tutees prefer being taught clinical skills by peer tutors compared to faculty, with the peer tutors also benefitting. Studies such as this, looking at long-term schemes, further validate peer tutoring and may encourage more medical schools to adopt this method as an effective way of clinical skills teaching. PMID:29922105

Comparisons between the attitudes of medical and dental students toward the clinical importance of gross anatomy and physiology.

PubMed

Olowo-Ofayoku, Anthony; Moxham, Bernard John

2014-10-01

Marked changes are occurring within both the medical and dental curricula and new ways of teaching the basic sciences have been devised and traditional methods (e.g., dissection for gross anatomy and of bench-based animal preparations for physiology) are increasingly no longer the norm. Although there is much anecdotal evidence that students are not in favor of such changes, there is little evidence for this based on quantitative analyses of students' attitudes. Using Thurstone and Chave attitude analyses, we assessed the attitudes of first year medical and dental students at Cardiff University toward gross anatomy and physiology in terms of their perceived clinical importance. In addition, we investigated the appropriateness ("fitness for purpose") of teaching methodologies used for anatomy and physiology. The hypotheses tested recognized the possibility that medical and dental students differed in their opinions, but that they had a preference to being taught gross anatomy through the use of dissection and had no preference for physiology teaching. It was found that both medical and dental students displayed positive attitudes toward the clinical relevance of gross anatomy and that they preferred to be taught by means of dissection. Although both medical and dental students displayed positives attitudes toward the clinical relevance of physiology, this was greater for the medical students. Both medical and dental students showed a preference for being taught physiology through didactic teaching in small groups but the medical students also appreciated being taught by means of practicals. Overall, this study highlights the expectations that students have for the basic science foundation teaching within their professional training and signals a preference for being taught experientially/practically. Differences were discerned between medical and dental students that might reflect the direct association between systems physiology and pathophysiology and the application of this knowledge within the medical field in comparison to the dental field, which is heavily skill-based. © 2014 Wiley Periodicals, Inc.

Incorporating E-learning in teaching English language to medical students: exploring its potential contributions

PubMed Central

Navidinia, Hossein; Zare Bidaki, Majid; Hekmati, Nargess

2016-01-01

Background: The spread of technology has influenced different aspects of human life, and teaching and learning are not exceptions. This study aimed to examine the potential contribution of the use of technology in teaching English language to medical students. Methods: This qualitative-action research study was conducted in Birjand University of Medical Sciences (BUMS), with 60 medical students taking a general English course in the Fall Semester of 2015. The class favored different tools and multimedia facilities such as a tube channel, e-dictionaries, educational films, and etextbooks to enhance students’ learning. In addition, the class had a weblog in which students could upload assignments and receive feedback from peers and the instructors. Results: The results revealed that e-learning could enhance students’ language proficiency and facilitate the teaching process. Learners preferred to use more e-dictionaries to learn the meaning of the new words, watch English medical films to boost their speaking and listening skills, and use the electronic version of their textbook as they could carry it wherever they wanted. Conclusion: The students preferred this method of learning English as they became more independent by using the electronic facilities. They found that learning English did not have a fixed institutionalized method, and e-learning activities could provide them with authentic input for language learning even outside of the classroom. PMID:28491837

Incorporating E-learning in teaching English language to medical students: exploring its potential contributions.

PubMed

Navidinia, Hossein; Zare Bidaki, Majid; Hekmati, Nargess

2016-01-01

Background: The spread of technology has influenced different aspects of human life, and teaching and learning are not exceptions. This study aimed to examine the potential contribution of the use of technology in teaching English language to medical students. Methods: This qualitative-action research study was conducted in Birjand University of Medical Sciences (BUMS), with 60 medical students taking a general English course in the Fall Semester of 2015. The class favored different tools and multimedia facilities such as a tube channel, e-dictionaries, educational films, and etextbooks to enhance students' learning. In addition, the class had a weblog in which students could upload assignments and receive feedback from peers and the instructors. Results: The results revealed that e-learning could enhance students' language proficiency and facilitate the teaching process. Learners preferred to use more e-dictionaries to learn the meaning of the new words, watch English medical films to boost their speaking and listening skills, and use the electronic version of their textbook as they could carry it wherever they wanted. Conclusion: The students preferred this method of learning English as they became more independent by using the electronic facilities. They found that learning English did not have a fixed institutionalized method, and e-learning activities could provide them with authentic input for language learning even outside of the classroom.

Assessment of Lecture Strategy with Different Teaching Aids

PubMed Central

Kumar, Manoj; Kumar, Jayballabh; Kumar, Gaurav; Kapoor, Sangeeta

2015-01-01

Background and Objectives: Medical/dental colleges in Northern India cater to students with diverse backgrounds, mother tongues, levels of comprehending English, and intelligence levels. This study was conducted to identify lecture strategy and teaching aid best suited for North Indian dental and medical students. It was conducted in two parts – 1. Survey of teachers’ and students’ opinion to obtain their preferences in teaching-learning practices followed in a conventional lecture, and 2. Comparison of students’ performances after a single trial lecture with different groups of students, using different teaching aids (TAs). Materials and Methods: Opinions of 33 faculty teaching first year dental/ medical students and 506 volunteer students (320 female) were compiled. Students were divided into four groups. A single trial lecture was held with each group (on the same topic, using identical lesson plan, by the same teacher) using a different teaching aid with each group. Lecture strategy was designed according to students’ preferences (as obtained from opinion survey) regarding language of instruction and the number of mental breaks. TAs used with different groups were chalk and board (C&B), PowerPoint (PPT), overhead projector (OHP), and a combination of C&B and PPT. Pre- and post-tests using multiple choice questions were conducted with each group. Results of post-test questionnaire and feedback from faculty attending the lecture were assessed for students’ satisfaction and attentiveness in all four groups. Results: Survey results indicated that although 97.6% students believed they had good/fair proficiency in English, 83.6% preferred being taught in a combination of English and Hindi; 44.3% students preferred C&B, 40.1% preferred PPT and 15.6% preferred the use of OHP as TA. After conducting a trial lecture with different TAs with each group, more than 90% students expressed satisfaction with the TA used for that group. Significantly better performance was observed in the post-lecture test when C&B was used. Conclusion: The needs of students in India are different from those of their Western counterparts, and should be considered during didactic lectures to improve the students’ understanding. Post-test results were better when C&B was used, as more students were attentive and/or took notes. PMID:25737979

Virtual science instructional strategies: A set of actual practices as perceived by secondary science educators

NASA Astrophysics Data System (ADS)

Gillette, Tammy J.

2009-12-01

The purpose of this proposed research study was to identify actual teaching practices/instructional strategies for online science courses. The identification of these teaching practices/instructional strategies could be used to compile a set of teaching practices/instructional strategies for virtual high school and online academy science instructors. This study could assist online science instructors by determining which teaching practices/instructional strategies were preferred for the online teaching environment. The literature reviewed the role of online and face-to-face instructional strategies, then discussed and elaborated on the science instructional strategies used by teachers, specifically at the secondary level. The current literature did not reflect an integration of these areas of study. Therefore, the connectedness of these two types of instructional strategies and the creation of a set of preferred instructional practices for online science instruction was deemed necessary. For the purpose of this study, the researcher designed a survey for face-to-face and online teachers to identify preferred teaching practices, instructional strategies, and types of technology used when teaching high school science students. The survey also requested demographic data information from the faculty members, including years of experience, subject(s) taught, and whether the teacher taught in a traditional classroom or online, to determine if any of those elements affect differences in faculty perceptions with regard to the questions under investigation. The findings from the current study added to the literature by demonstrating the differences and the similarities that exist between online and face-to-face instruction. Both forms of instruction tend to rely on student-centered approaches to teaching. There were many skills that were similar in that both types of instructors tend to focus on implementing the scientific method. The primary difference is the use of technology tools that were used by online instructors. Online instructors tend to rely on more technological tools such as virtual labs. A list of preferred instructional practices was generated from the qualitative responses to the open-ended questions. Research concerned with this line of inquiry should continue in order to enhance both theory and practice in regard to online instruction.

Dental Students' Learning Experiences and Preferences Regarding Orofacial Pain: A Cross-Sectional Study.

PubMed

Teich, Sorin T; Alonso, Aurelio A; Lang, Lisa; Heima, Masahiro

2015-10-01

Pain is a global health problem, the effects of which range from diminished quality of life to pain management costs and loss of work and productivity. Pain in the head and neck region is defined as a separate entity: orofacial pain (OFP). However, some graduates from dental schools have reported feeling less competent in their ability to diagnose OFP than in other areas of dentistry. The aims of this study were to assess how students at one U.S. dental school had learned about OFP and to identify the teaching methods and venues they would like to see enhanced in the school's OFP curriculum. A cross-sectional four-question survey was administered to 140 dental students in their third and fourth years; the survey had a response rate of 53%. Most students reported having gained their OFP knowledge mainly in dental school, and 91.9% selected didactic courses as the main teaching method in which they had learned about this topic. Clinical education was the main teaching venue these students said they would like to see enhanced in order to gain more knowledge in most forms of OFP; this result aligned with their learning preferences in general. These findings may help dental schools design their OFP curricula to take account of students' preferences as well as practical limitations regarding availability of clinical experiences.

Evaluating the Impact of Teaching Methods on Student Motivation

ERIC Educational Resources Information Center

Cudney, Elizabeth A.; Ezzell, Julie M.

2017-01-01

Educational institutions are consistently looking for ways to prepare students for the competitive workforce. Various methods have been utilized to interpret human differences, such as learning preferences and motivation, in order to make the curriculum more valuable. The objective of this research was to determine the impact of new teaching…

Reflection-Based Learning for Professional Ethical Formation.

PubMed

Branch, William T; George, Maura

2017-04-01

One way practitioners learn ethics is by reflecting on experience. They may reflect in the moment (reflection-in-action) or afterwards (reflection-on-action). We illustrate how a teaching clinician may transform relationships with patients and teach person-centered care through reflective learning. We discuss reflective learning pedagogies and present two case examples of our preferred method, guided group reflection using narratives. This method fosters moral development alongside professional identity formation in students and advanced learners. Our method for reflective learning addresses and enables processing of the most pressing ethical issues that learners encounter in practice. © 2017 American Medical Association. All Rights Reserved.

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

PubMed

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

2017-01-01

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

Academically Gifted Undergraduate Students: Their Preferred Teaching Strategies

ERIC Educational Resources Information Center

AL-Khayat, Majed M.; AL-Hrout, Mosa A.; Hyassat, Mizyed A.

2017-01-01

Much attention is being paid to the students who give evidence of high achievement capability in specific academic fields. This interest includes choosing sufficient teaching strategies that suit their characteristics. However, this study aims at identifying what teaching strategies are preferred by academically gifted students in Princess Rahma…

Undergraduate psychiatry students' attitudes towards teaching methods at an Irish university.

PubMed

Jabbar, F; Casey, P; Kelly, B D

2016-11-01

At University College Dublin, teaching in psychiatry includes clinical electives, lectures, small-group and problem-based teaching, consistent with international trends. To determine final-year psychiatry students' attitudes towards teaching methods. We distributed questionnaires to all final-year medical students in two classes (2008 and 2009), after final psychiatry examination (before results) and all of them participated (n = 111). Students' interest in psychiatry as a career increased during psychiatry teaching. Students rated objective structured clinical examination (OSCE) as the most useful element of teaching and examination. The most common learning style was "reflector"; the least common was "pragmatist". Two thirds believed teaching could be improved (increased patient contact) and 89 % reported that experience of psychiatry changed attitudes towards mental illness (increased understanding). Students' preference for OSCEs may reflect the closeness of OSCE as a form of learning to OSCE as a form of assessment: OSCEs both focus on specific clinical skills and help prepare for examinations. Future research could usefully examine the extent to which these findings are university-specific or instructor-dependent. Information on the consistency of various teaching, examination and modularisation methods would also be useful.

A comparison of distance education instructional methods in occupational therapy.

PubMed

Jedlicka, Janet S; Brown, Sarah W; Bunch, Ashley E; Jaffe, Lynn E

2002-01-01

The progression of technology is rapidly bringing new opportunities to students and academic institutions, resulting in a need for additional information to determine the most effective strategies for teaching distance learners. The purpose of this study was to compare the effectiveness of three instructional strategies (two-way interactive video and audio, chat rooms, and independent learning) and student preferences regarding instructional methods in a mental health programming distance learning course. Precourse and postcourse surveys were completed by 22 occupational therapy students enrolled in the course. Effectiveness of the teaching methods was determined based on the results of students' examinations. The findings indicated that there were no statistically significant differences in student performance on multiple-choice examinations using the three instructional methods. Of students, 77% indicated a preference for two-way interactive video and audio instruction. To provide effective education via distance learning methods, faculty members need to structure assignments that facilitate interaction and communication among learners. As distance education becomes more commonplace, it is important to identify the methods of instruction that are the most effective in delivering essential course content and the methods that provide the atmosphere most conducive to learning.

Basic echocardiography for undergraduate students: a comparison of different peer-teaching approaches.

PubMed

Gradl-Dietsch, G; Menon, A K; Gürsel, A; Götzenich, A; Hatam, N; Aljalloud, A; Schrading, S; Hölzl, F; Knobe, M

2018-02-01

The aim of this study was to assess the impact of different teaching interventions in a peer-teaching environment on basic echocardiography skills and to examine the influence of gender on learning outcomes. We randomly assigned 79 s year medical students (55 women, 24 men) to one of four groups: peer teaching (PT), peer teaching using Peyton's four-step approach (PPT), team based learning (TBL) and video-based learning (VBL). All groups received theoretical and practical hands-on training according to the different approaches. Using a pre-post-design we assessed differences in theoretical knowledge [multiple choice (MC) exam], practical skills (Objective Structured Practical Examination, OSPE) and evaluation results with respect to gender. There was a significant gain in theoretical knowledge for all students. There were no relevant differences between the four groups regarding the MC exam and OSPE results. The majority of students achieved good or very good results. Acceptance of the peer-teaching concept was moderate and all students preferred medical experts to peer tutors even though the overall rating of the instructors was fairly good. Students in the Video group would have preferred a different training method. There was no significant effect of gender on evaluation results. Using different peer-teaching concepts proved to be effective in teaching basic echocardiography. Gender does not seem to have an impact on effectiveness of the instructional approach. Qualitative analysis revealed limited acceptance of peer teaching and especially of video-based instruction.

Comparative evaluation of perceptions of dental students to three methods of teaching in Ile-Ife, Nigeria.

PubMed

Esan, T A; Oziegbe, E O

2015-12-01

The World Health Organization in 1994 recommended that dental education should be problem based, socially and culturally relevant, and community oriented. To explore the perceptions of Pre-phase II (pre-clinical II) dental students on three methods of teaching used during two academic sessions. All part IV dental students in two consecutive sessions undergoing pre phase II course in the Faculty of Dentistry, Obafemi Awolowo University, Ile-Ife were recruited into the study. Three different modes of teaching that is, Problem based learning (PBL), hybrid PBL and traditional teaching were used to teach the students. A twenty two itemed anonymous questionnaire on a five point Likert scale was administered to the students at the end of the course. Six perceived factors were extracted from the questionnaire using factor analysis. There was a statistically significant difference (p < 0.01) between the overall mean of PBL method compared to the other methods of teaching. The perceived factor "communication with peers" had the highest mean score for PBL in both sessions (4.57 ± 0.58 and 4.09 ± 0.93 respectively). However, PBL method was very helpful in all the six perceived factors while the students perceived that the traditional method of teaching was not helpful in "interaction with tutors" and "challenge to critical thinking". The findings showed that students preferred the PBL method to other forms of teaching. PBL enhanced the students' communication skill, was very useful as pedagogic tool and improved their critical thinking.

Millennial Dental Hygiene Students' Learning Preferences Compared to Non-Millennial Faculty Members' Teaching Methods: A National Study.

PubMed

Turner, April M; Prihoda, Thomas J; English, Dana K; Chismark, Aubreé; Jacks, Mary E

2016-09-01

The aim of this study was to compare the learning preferences of millennial dental hygiene students (born between 1982 and 2002) in the U.S. with the teaching methods used by their non-millennial instructors. Cross-sectional surveys were developed with 21-item, five-point Likert scales to examine students' preferences for and faculty use of lecture, collaborative activities, technology, independent work, and group discussion. Surveys were emailed to U.S. dental hygiene program directors in September 2015. The respondents totaled 800 students and 343 faculty members-approximately 5% of all dental hygiene students and 6.8% of all dental hygiene faculty members in the U.S. The results showed that the responding faculty members (88.7%) used case studies more than the students (61.2%) preferred and that the students (71.4%) preferred games when learning more than the faculty members (57.2%) used them (p<0.0001). Student respondents (82.1%) preferred handouts for lecture more than did the faculty respondents (58.8%; p<0.0001). Faculty respondents expected students to read before class 39.3% more than student respondents read (p<0.0001). Student respondents preferred study guides for exams 39.2% more than the faculty respondents provided them (p<0.0001). Participating faculty members (84.0%) had students work in groups more than these students preferred (57.8%), and 92% of these faculty members used group activities in class (p<0.0001). The responses of the millennial dental hygiene students in this study were consistent with previous research on millennial traits. This study found areas of disagreement between students and faculty members on the use of case studies, study guides, and group work. Although these students stated they preferred lecture over group work, trends in education stress using active learning over lecture.

Using VARK Approach for Assessing Preferred Learning Styles of First Year Medical Sciences Students: A Survey from Iran

PubMed Central

Peyman, Hadi; Sadeghifar, Jamil; Khajavikhan, Javaher; Yasemi, Masood; Rasool, Mohammad; Yaghoubi, Yasemi Monireh; Nahal, Monireh Mohammad Hassan; Karim, Hemati

2014-01-01

Background: Preferred learning styles of learners are different, which depend on tastes, mentality preparedness, as well as physical condition, in terms of sensory modalities. Identifying and employing appropriate learning styles could play an important role in selecting teaching styles, which can improve education ultimately. Aim: The present study aimed to assess the diversity of learning styles amongst medical students of a medical sciences university which was located west of Iran, in 2010. Methods: A cross-sectional study which employed VARK learning style’s questionnaire was done on 141 first year medical sciences students at Ilam University of Medical Sciences in 2010. Data was collected with use of VARK questionnaire. The validity of the questionnaire was assessed on basis of experts’ views and its reliability was calculated by using Cronbach’s alpha coefficients (α=0.86). Data were analysed by using SPSS software and Chi-square test. Results: Overall, 41.6% of the samples preferred to use a single learning style (Uni-modal). Of these, 17.7% preferred the Aural style, 17% preferred Reading and Writing, 6.4% preferred Kinesthetic style and 0.7% preferred Visual styles. Among the rest of the 82 students who preferred more than one style (multimodal), 17% chose two modes (bimodal), 13.5% chose three modes (tri-modal), and 27.6% chose four modes (quad-modal). There was a significant difference between educational levels and majors on one hand and choice of quad modal of VARK styles on the other hand (p=0.008). A significant association was also found between participants’ genders and selection of visual and reading/writing styles (p=0.03). Conclusion: The preferred learning styles of medical students in the present study were aural and reading/writing. It is suggested that all medical students must be tested to determine their desired learning styles by using VARK questionnaire, also to choose appropriate teaching methods and to improve educational goals. PMID:25302208

A Comparison of Two Methods of Teaching Molecular Architecture to High School Chemistry Students.

ERIC Educational Resources Information Center

Halsted, Douglas Alan

This investigation explored the question of how high school chemistry students best learn three-dimensional molecular, ionic, and metallic structures in CHEM Study (Freeman, 1963). The experimenter compared the achievement, attitude, and instructional preferences of 110 randomly selected students taught by two different methods: (1) student…

The Learning Preferences among Nursing Students in the King Saud University in Saudi Arabia: A Cross-Sectional Survey

PubMed Central

Almutairi, Adel F.; Alhelih, Eyad M.; Alshehry, Abdualrahman S.

2017-01-01

Objective The present study aimed to identify the most common learning preferences among the nursing students in Saudi Arabia and to investigate the associations of certain demographic variables with the learning preferences. Methods All the undergraduate nursing students in the nursing college were requested to participate in this descriptive cross-sectional study. An Arabic version of the Felder-Silverman learning style model (FSLSM) questionnaire was used to examine the learning preferences among undergraduate nursing students. Results A total of 56 (43%) completed questionnaires were included in the final analysis. Results of the present study indicate that the most common learning preferences among the nursing students were visual (67.9%), followed by active (50%) and sequential (37.5%) learning preferences. The verbal style was the least common learning preference (3.6%) among the nursing students. There was no association between gender and learning preferences (p > .05). Conclusion The present study concluded that the visual, active, and sequential styles are the commonest learning preferences among the nursing students. The nursing educators should emphasize the use of this information in their teaching methods to improve learning skills among the nursing students. PMID:28630767

The Preferences of University Instructors Regarding Research and Teaching Duties

ERIC Educational Resources Information Center

Kozmina, Ia. Ia.

2015-01-01

The author assesses the preferences of the faculty and teaching staff at Russian universities with regard to their research and teaching duties. She investigates how they structure their work schedule and academic productivity, and how universities with and without special status differ. The study is based on data from two international studies…

Student, Teacher, and Parent Preference for Less Restrictive Special Education Models--Cooperative Teaching.

ERIC Educational Resources Information Center

Walsh, James M.

This study investigated the preferences of parents, teachers, and students regarding the relative benefits of a cooperative teaching (general educator/special educator in a general education classroom) service model in comparison to a special education "pull-out" model. A cooperative teaching model was implemented in four public…

Anonymity and Electronics: Adapting Preparation for Radiology Resident Examination.

PubMed

Chapman, Teresa; Reid, Janet R; O'Conner, Erin E

2017-06-01

Diagnostic radiology resident assessment has evolved from a traditional oral examination to computerized testing. Teaching faculty struggle to reconcile the differences between traditional teaching methods and residents' new preferences for computerized testing models generated by new examination styles. We aim to summarize the collective experiences of senior residents at three different teaching hospitals who participated in case review sessions using a computer-based, interactive, anonymous teaching tool, rather than the Socratic method. Feedback was collected from radiology residents following participation in a senior resident case review session using Nearpod, which allows residents to anonymously respond to the teaching material. Subjective resident feedback was uniformly enthusiastic. Ninety percent of residents favor a case-based board review incorporating multiple-choice questions, and 94% favor an anonymous response system. Nearpod allows for inclusion of multiple-choice questions while also providing direct feedback to the teaching faculty, helping to direct the instruction and clarify residents' gaps in knowledge before the Core Examination. Copyright © 2017 The Association of University Radiologists. Published by Elsevier Inc. All rights reserved.

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

PubMed

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

2008-01-01

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

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 Motivational Factors Affecting the Preference of Teaching Profession in Turkey

ERIC Educational Resources Information Center

Akilli, Mustafa; Keskin, H. Kagan

2016-01-01

The purpose of this study was to reveal the reasons why teacher candidates attending the faculties of education have preferred the teaching profession and the explanatory relations between those reasons. To this end, 801 students who are attending the elementary school teaching departments of 6 state universities were included in the research.…

A needs assessment study of undergraduate surgical education.

PubMed

Kaur, Navneet; Gupta, Ankit; Saini, Pradeep

2011-01-01

A needs assessment is the process of identifying performance requirements or 'gaps' between what is required and what exists at present. To identify these gaps, the inputs of all stakeholders are needed. In medical education, graduating medical students are important stakeholders who can provide valuable feedback on deficiencies in their training. To know the students' perceptions about effectiveness of their surgical training, an anonymous questionnaire seeking their opinion on the duration, content, methods of teaching and assessment was administered. Their responses were analysed using descriptive statistics. The students were largely in favour of active methods of learning and there was very little preference for didactic lectures. For clinical teaching, involvement in ward rounds and patient care activities, in addition to case discussions, was considered to facilitate learning. A clerkship model of clinical training was favoured. Any teaching-learning activity in small groups of 8-10 students were preferred. As regards their evaluation, besides internal assessment, the students felt the need for direct constructive feedback from teachers on how to improve their performance. A large number (73.5%) were opposed to attendance being considered a qualifying criterion for taking the examination. Students' feedback about their 'perceived needs' should be considered when revising training programmes.

Facilitating problem solving in high school chemistry

NASA Astrophysics Data System (ADS)

Gabel, Dorothy L.; Sherwood, Robert D.

The major purpose for conducting this study was to determine whether certain instructional strategies were superior to others in teaching high school chemistry students problem solving. The effectiveness of four instructional strategies for teaching problem solving to students of various proportional reasoning ability, verbal and visual preference, and mathematics anxiety were compared in this aptitude by treatment interaction study. The strategies used were the factor-label method, analogies, diagrams, and proportionality. Six hundred and nine high school students in eight schools were randomly assigned to one of four teaching strategies within each classroom. Students used programmed booklets to study the mole concept, the gas laws, stoichiometry, and molarity. Problem-solving ability was measured by a series of immediate posttests, delayed posttests and the ACS-NSTA Examination in High School Chemistry. Results showed that mathematics anxiety is negatively correlated with science achievement and that problem solving is dependent on students' proportional reasoning ability. The factor-label method was found to be the most desirable method and proportionality the least desirable method for teaching the mole concept. However, the proportionality method was best for teaching the gas laws. Several second-order interactions were found to be significant when mathematics anxiety was one of the aptitudes involved.

Conflicting Interpretations of Scientific Pedagogy

NASA Astrophysics Data System (ADS)

Galamba, Arthur

2016-05-01

Not surprisingly historical studies have suggested that there is a distance between concepts of teaching methods, their interpretations and their actual use in the classroom. This issue, however, is not always pitched to the personal level in historical studies, which may provide an alternative insight on how teachers conceptualise and engage with concepts of teaching methods. This article provides a case study on this level of conceptualisation by telling the story of Rómulo de Carvalho, an educator from mid-twentieth century Portugal, who for over 40 years engaged with the heuristic and Socratic methods. The overall argument is that concepts of teaching methods are open to different interpretations and are conceptualised within the melting pot of external social pressures and personal teaching preferences. The practice and thoughts of Carvalho about teaching methods are scrutinised to unveil his conflicting stances: Carvalho was a man able to question the tenets of heurism, but who publicly praised the heurism-like "discovery learning" method years later. The first part of the article contextualises the arrival of heurism in Portugal and how Carvalho attacked its philosophical tenets. In the second part, it dwells on his conflicting positions in relation to pupil-centred approaches. The article concludes with an appreciation of the embedded conflicting nature of the appropriation of concepts of teaching methods, and of Carvalho's contribution to the development of the philosophy of practical work in school science.

Facilitating Problem Solving in High School Chemistry.

ERIC Educational Resources Information Center

Gabel, Dorothy L.; Sherwood, Robert D.

1983-01-01

Investigated superiority of instructional strategies (factor-label method, proportionality, use of analogies, use of diagrams) in teaching problem-solving related to mole concept, gas laws, stoichiometry, and molarity. Also investigated effectiveness of strategies for students (N=609) with different verbal-visual preferences, proportional…

Students’ Perception and Attitude on Methods of Anatomy Teaching in a Medical College of West Bengal, India

PubMed Central

Bandyopadhyay, Raktim

2017-01-01

Introduction Incorporating newer teaching aids over traditional one in Anatomy has been challenging both for the teachers and the learners. Different educational strategies are being used for teaching of Anatomy. Aim To elicit the perception and attitude toward teaching approaches in the Anatomy curriculum among first year medical students. Materials and Methods A cross-sectional, descriptive study was undertaken with the help of predesigned, pre-tested questionnaire to elicit knowledge in four domains of classroom teaching which were: a) gross anatomical structure; b) organ identification; c) topography; and d) radiological anatomy and self-assessment of acquired skills in respective fields among 114 first year students. Results A total of 57% of students opined good in gross structure of anatomy. A 60.5% of students preferred chalk and board method and 33.3% with LCD projector. Regarding acquiring knowledge, 72.8% of medical students gathered knowledge in gross anatomical structure domain whereas 58.8% in radiological anatomy. The overall mean score of attitude of the students regarding incorporating newer techniques in Anatomy teaching is 14.17±2.26. Conclusion The perception of Anatomy teaching and attitude among medicos have been studied and opinion from them had thrown light for incorporation of newer techniques in their teaching curriculum. PMID:29207689

Native or Non-Native-Speaking Teaching for L2 Pronunciation Teaching?--An Investigation on Their Teaching Effect and Students' Preferences

ERIC Educational Resources Information Center

Li, Ying; Zhang, Gouzhi

2016-01-01

This study investigated L2 leaners' preferences between native-speaking teachers (NST) and non-native-speaking teachers (NNST) as their English pronunciation teacher, and examined the participants' accentedness and comprehensibility in L2-English pronunciation after being taught by a NST and a NNST. The participants were 30 undergraduates who were…

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

NASA Astrophysics Data System (ADS)

Willett, Gilbert M.

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

Technical Skills Training for Veterinary Students: A Comparison of Simulators and Video for Teaching Standardized Cardiac Dissection.

PubMed

Allavena, Rachel E; Schaffer-White, Andrea B; Long, Hanna; Alawneh, John I

The goal of the study was to evaluate alternative student-centered approaches that could replace autopsy sessions and live demonstration and to explore refinements in assessment procedures for standardized cardiac dissection. Simulators and videos were identified as feasible, economical, student-centered teaching methods for technical skills training in medical contexts, and a direct comparison was undertaken. A low-fidelity anatomically correct simulator approximately the size of a horse's heart with embedded dissection pathways was constructed and used with a series of laminated photographs of standardized cardiac dissection. A video of a standardized cardiac dissection of a normal horse's heart was recorded and presented with audio commentary. Students were allowed to nominate a preference for learning method, and students who indicated no preference were randomly allocated to keep group numbers even. Objective performance data from an objective structure assessment criterion and student perception data on confidence and competency from surveys showed both innovations were similarly effective. Evaluator reflections as well as usage logs to track patterns of student use were both recorded. A strong selection preference was identified for kinesthetic learners choosing the simulator and visual learners choosing the video. Students in the video cohort were better at articulating the reasons for dissection procedures and sequence due to the audio commentary, and student satisfaction was higher with the video. The major conclusion of this study was that both methods are effective tools for technical skills training, but consideration should be given to the preferred learning style of adult learners to maximize educational outcomes.

Development and evaluation of an interactive dental video game to teach dentin bonding.

PubMed

Amer, Rafat S; Denehy, Gerald E; Cobb, Deborah S; Dawson, Deborah V; Cunningham-Ford, Marsha A; Bergeron, Cathia

2011-06-01

Written and clinical tests compared the change in clinical knowledge and practical clinical skill of first-year dental students watching a clinical video recording of the three-step etch-and-rinse resin bonding system to those using an interactive dental video game teaching the same procedure. The research design was a randomized controlled trial with eighty first-year dental students enrolled in the preclinical operative dentistry course. Students' change in knowledge was measured through written examination using a pre-test and a post-test, as well as clinical tests in the form of a benchtop shear bond strength test. There was no statistically significant difference between teaching methods in regards to change in either knowledge or clinical skills, with one minor exception relating to the wetness of dentin following etching. Students expressed their preference for an interactive self-paced method of teaching.

A redesigned follitropin alfa pen injector for infertility: results of a market research study

PubMed Central

Abbotts, Carole; Salgado-Braga, Cristiana; Audibert-Gros, Céline

2011-01-01

Background: The purpose of this study was to evaluate patient-learning and nurse-teaching experiences when using a redesigned prefilled, ready-to-use follitropin alfa pen injector. Methods: Seventy-three UK women of reproductive age either administering daily treatment with self-injectable gonadotropins or about to start gonadotropin treatment for infertility (aged 24–47 years; 53 self-injection-experienced and 20 self-injection-naïve) and 28 nurses from UK infertility clinics were recruited for the study. Following instruction, patients and nurses used the redesigned follitropin alfa pen to inject water into an orange and completed questionnaires to evaluate their experiences with the pen immediately after the simulated injections. Results: Most (88%, n = 64) patients found it easy to learn how to use the pen. Among injection-experienced patients, 66% (n = 35) agreed that the redesigned pen was easier to learn to use compared with their current method and 70% (n = 37) also said they would prefer its use over current devices for all injectable fertility medications. All nurses considered the redesigned pen easy to learn and believed it would be easy to teach patients how to use. Eighty-six percent (n = 24) of the nurses thought it was easy to teach patients to determine the remaining dose to be dialed and injected in a second pen if the initial dose was incomplete. Compared with other injection devices, 96% (n = 27) thought it was “much easier” to “as easy” to teach patients to use the redesigned pen. Based on ease of teaching, 68% (n = 19) of nurses would choose to teach the pen in preference to any other injection method. Almost all (93%, n = 26) nurses considered that having the same pen format for a range of injectable gonadotropins would facilitate teaching and learning self-injection. Conclusion: In this market research study with infertile patients and infertility nurses, the redesigned follitropin alfa pen was perceived as easy to learn, easy to teach how to use, and well accepted. PMID:21792303

Optimising a curriculum for clinical haematology and biochemistry in sports medicine: a Delphi approach

PubMed Central

Fallon, K E; Trevitt, A C

2006-01-01

Objectives To investigate issues of curriculum in the context of a postgraduate sports medicine training programme, specifically in the field of clinical biochemistry and haematology. Methods Following the Delphi methodology, a series of sequential questionnaires was administered to curriculum developers, clinical teachers, examiners, and registrars. Results Agreement on a core syllabus for this subject with an indication of the core aims and objectives of teaching and learning in this field and the associated required skills and competencies. An indication of current and ideal teaching and learning methods and reasons for these preferences. A consensus of key features of a teaching module for this field and of appropriate methods of examination. Conclusions The data derived from this study, as well as the experience of engaging in it, will better inform curriculum developers, teachers, and students of one another's perceptions as to what is important in and appropriate to teaching and learning in this field of sports medicine. Engagement in the exercise and broader consideration of the outcomes by those who develop the curriculum, teach, and formulate the examination process will facilitate attainment of the ideal of well aligned teaching, learning, and examination in this specific field. PMID:16432001

Effective classroom teaching methods: a critical incident technique from millennial nursing students' perspective.

PubMed

Robb, Meigan

2014-01-11

Engaging nursing students in the classroom environment positively influences their ability to learn and apply course content to clinical practice. Students are motivated to engage in learning if their learning preferences are being met. The methods nurse educators have used with previous students in the classroom may not address the educational needs of Millennials. This manuscript presents the findings of a pilot study that used the Critical Incident Technique. The purpose of this study was to gain insight into the teaching methods that help the Millennial generation of nursing students feel engaged in the learning process. Students' perceptions of effective instructional approaches are presented in three themes. Implications for nurse educators are discussed.

Teaching musculoskeletal examination skills to UK medical students: A comparative survey of Rheumatology and Orthopaedic education practice

PubMed Central

2014-01-01

Background Specialists in Rheumatology and Orthopaedics are frequently involved in undergraduate teaching of musculoskeletal (MSK) examination skills. Students often report that specialty-led teaching is inconsistent, confusing and bears little resemblance to the curricula. The Gait, Arms, Legs and Spine (GALS) is a MSK screening tool that provides a standardised approach to examination despite it being fraught with disapproval and low uptake. Recent studies would appear to support innovative instructional methods of engaging learners such as patient educators and interactive small group teaching. Methods This comparative cross-sectional survey evaluates the current state of undergraduate teaching in Rheumatology and Orthopaedics, including preferred teaching methods, attitudes towards GALS, and barriers to effective teaching. An electronic questionnaire was sent to specialist trainees and Consultants in the East and West Midlands region, representing 5 UK medical schools. Descriptive statistical data analysis was performed. Results There were 76 respondents representing 5 medical schools. There was a request for newer teaching methodologies to be used: multi-media computer-assisted learning (35.5%), audio-visual aids (31.6%), role-playing (19.7%), and social media (3.9%). It is evident that GALS is under-utilised with 50% of clinicians not using GALS in their teaching. Conclusions There is a genuine desire for clinical educators to improve their teaching ability, collaborate more with curriculum planners, and feel valued by institutions. There remains a call for implementing a standardised approach to MSK clinical teaching to supersede GALS. PMID:24678598

Live Authority in the Classroom in Video Conference-Based Synchronous Distance Education: The Teaching Assistant

ERIC Educational Resources Information Center

Karal, Hasan; Çebi, Ayça; Turgut, Yigit Emrah

2010-01-01

The aim of this study was to define the role of the assistant in a classroom environment where students are taught using video conference-based synchronous distance education. Qualitative research approach was adopted and, among purposeful sampling methods, criterion sampling method was preferred in the scope of the study. The study was carried…

Teaching Ethics to Pediatric Residents: A Literature Analysis and Synthesis.

PubMed

Martakis, K; Czabanowska, K; Schröder-Bäck, P

2016-09-01

Ethics education rarely exists in pediatric resident curricula, although ethical conflicts are common in the clinical practice. Ethics education can prepare residents to successfully handle these conflicts. We searched for methods in teaching ethics to clinical and especially pediatric residents, and identified recurring barriers to ethics teaching and solutions to overcome them. Literature from 4 electronic databases with peer-reviewed articles was screened in 3 phases and analyzed. The literature included papers referring to applied methods or recommendations to teaching ethics to clinical residents, and on a second level focusing especially on pediatrics. An analysis and critical appraisal was conducted. 3 231 articles were identified. 96 papers were included. The applied learning theory, the reported teaching approaches, the barriers to teaching ethics and the provided solutions were studied and analyzed. We recommend case-based ethics education, including lectures, discussion, individual study; regular teaching sessions in groups, under supervision; affiliation to an ethics department, institutional and departmental support; ethics rounds and consultations not as core teaching activity; recurring problems to teaching ethics, primarily deriving from the complexity of residential duties to be addressed in advance; teaching ethics preferably in the first years of residency. We may be cautious generalizing the implementation of results on populations with different cultural backgrounds. © Georg Thieme Verlag KG Stuttgart · New York.

A Study of Core Humanistic Competency for Developing Humanism Education for Medical Students.

PubMed

Jung, Hee-Yeon; Kim, Jae-Won; Lee, Seunghee; Yoo, Seong Ho; Jeon, Ju-Hong; Kim, Tae-Woo; Park, Joong Shin; Jeong, Seung-Yong; Oh, Seo Jin; Kim, Eun Jung; Shin, Min-Sup

2016-06-01

The authors conducted a survey on essential humanistic competency that medical students should have, and on teaching methods that will effectively develop such attributes. The participants consisted of 154 medical school professors, 589 medical students at Seoul National University College of Medicine, 228 parents, and 161 medical school and university hospital staff. They answered nine questions that the authors created. According to the results, all groups chose "morality and a sense of ethics," a "sense of accountability," "communication skills," and "empathic ability" were selected as essential qualities. According to the evaluation on the extent to which students possess each quality, participants believed students had a high "sense of accountability" and "morality," whereas they thought students had low "empathic ability," "communicate," or "collaborate with others". In terms of effective teaching methods, all sub-groups preferred extracurricular activities including small group activities, debates, and volunteer services. With regard to the speculated effect of humanism education and the awareness of the need for colleges to offer it, all sub-groups had a positive response. However the professors and students expressed a relatively passive stance on introducing humanism education as a credited course. Most participants responded that they preferred a grading method based on their rate of participation, not a relative evaluation. In order to reap more comprehensive and lasting effects of humanism education courses in medical school, it is necessary to conduct faculty training, and continuously strive to develop new teaching methods.

A Study of Core Humanistic Competency for Developing Humanism Education for Medical Students

PubMed Central

2016-01-01

The authors conducted a survey on essential humanistic competency that medical students should have, and on teaching methods that will effectively develop such attributes. The participants consisted of 154 medical school professors, 589 medical students at Seoul National University College of Medicine, 228 parents, and 161 medical school and university hospital staff. They answered nine questions that the authors created. According to the results, all groups chose "morality and a sense of ethics," a "sense of accountability," "communication skills," and "empathic ability" were selected as essential qualities. According to the evaluation on the extent to which students possess each quality, participants believed students had a high "sense of accountability" and "morality," whereas they thought students had low "empathic ability," "communicate," or "collaborate with others". In terms of effective teaching methods, all sub-groups preferred extracurricular activities including small group activities, debates, and volunteer services. With regard to the speculated effect of humanism education and the awareness of the need for colleges to offer it, all sub-groups had a positive response. However the professors and students expressed a relatively passive stance on introducing humanism education as a credited course. Most participants responded that they preferred a grading method based on their rate of participation, not a relative evaluation. In order to reap more comprehensive and lasting effects of humanism education courses in medical school, it is necessary to conduct faculty training, and continuously strive to develop new teaching methods. PMID:27247489

Librarians in Evidence-Based Medicine Curricula: A Qualitative Study of Librarian Roles, Training, and Desires for Future Development.

PubMed

Maggio, Lauren A; Durieux, Nancy; Tannery, Nancy H

2015-01-01

This study aims to describe librarians' roles in evidence-based medicine (EBM) from the librarian perspective, identify how librarians are trained to teach, and highlight preferences for professional development. A multiinstitution qualitative study was conducted. Nine medical librarians identified by their faculty as integrated into EBM training were interviewed. Participants' descriptions indicated that they were active in curriculum development, deployment (including teaching activities), and assessment to support EBM. Participants identified direct experience and workshop participation as primary methods of learning to teach. Participants desired continuing development as teachers and requested opportunities for in-person workshops, shadowing physicians, and online training.

Which Technologies Do Pre-Service Teachers Prefer to Use While Presenting Their Teaching Skills and for What Purposes Do They Use These Technologies?

ERIC Educational Resources Information Center

Oren, Fatma Sasmaz

2017-01-01

This research aims to determine the technologies that pre-service science teachers prefer to use in micro teaching presentations performed for improving their teaching skills and to determine the purposes of using these technologies. For this purpose, the case study model was used in the research. The research was made with some 48 pre-service…

Incorporating online teaching in an introductory pharmaceutical practice course: a study of student perceptions within an Australian University

PubMed Central

Benino, Diana; Girardi, Antonia; Czarniak, Petra

Objective To examine student perceptions regarding online lectures and quizzes undertaken during a pharmaceutical practice course for first year undergraduate students enrolled in the Bachelor of Pharmacy course at an Australian University. Methods The University uses a standard instrument to collect feedback from students regarding unit satisfaction. Data were collected for three different teaching modalities: traditional face-to-face, online and partially online. Results Descriptive statistics support that, from a student's perspective, partial online delivery is the preferred teaching methodology for an introductory pharmaceutical practice unit. Conclusions This study has served to highlight that while there are a few points of significant difference between traditional and online teaching and learning, a combination of the two provides a reasonable avenue for teaching exploration. This result has implications for teaching practice generally, and within the pharmacy discipline, specifically. PMID:24198864

Science Teachers in Deaf Education: A National Survey of K-8 Teachers

ERIC Educational Resources Information Center

Shaw, Cynthia

2009-01-01

A survey was conducted with 67 science teachers who taught deaf children at the elementary school level. Teacher background variables, information about teacher preparation and certification, preferred teaching methods, communication methodologies, curriculum, and the use of technology were gathered. A purposeful, convenience sampling technique…

Nurse leaders and the innovation competence gap.

PubMed

White, Kenneth R; Pillay, Rubin; Huang, Xuan

2016-01-01

Nurses are well-positioned for innovation in health care delivery, although innovation is not generally learned in formal educational programs. The purpose of this study was to assess critical competencies for innovation success among nurse leaders in academia and practice, the perceived gaps on those competencies, and teaching methods that would be helpful in developing competencies related to innovation. A Web-enabled descriptive survey design was used to capture nurse leaders' perceptions of important innovation competencies and how they assess their level of competence in the particular innovation domain. Preferred approaches for innovation pedagogy were also queried. Respondents indicated significant gaps in 18 of 19 innovation competencies. Implications are for inclusion of innovation competencies in formal and continuing nursing education. The most preferred innovation pedagogical approaches are case studies of failures and successes and project- and field-based approaches. Traditional lectures are the least preferred way to address innovation competency gaps. There is a significant gap in innovation competencies among nurse leaders in practice and academia. The way we teach innovation needs to involve closer collaboration between academia and practice. Copyright © 2015 Elsevier Inc. All rights reserved.

Relationship between the learning style preferences of medical students and academic achievement.

PubMed

Almigbal, Turky H

2015-03-01

To investigate the relationship between the learning style preferences of Saudi medical students and their academic achievements. A cross-sectional study was conducted among 600 medical students at King Saud University in Riyadh, Kingdom of Saudi Arabia from October 2012 to July 2013. The Visual, Aural, Read/Write, and Kinesthetic questionnaire (VARK) questionnaire was used to categorize learning style preferences. Descriptive and analytical statistics were used to identify the learning style preferences of medical students and their relationship to academic achievement, gender, marital status, residency, different teaching curricula, and study resources (for example, teachers' PowerPoint slides, textbooks, and journals). The results indicated that 261 students (43%) preferred to learn using all VARK modalities. There was a significant difference in learning style preferences between genders (p=0.028). The relationship between learning style preferences and students in different teaching curricula was also statistically significant (p=0.047). However, learning style preferences are not related to a student's academic achievements, marital status, residency, or study resources (for example, teachers' PowerPoint slides, textbooks, and journals). Also, after being adjusted to other studies' variables, the learning style preferences were not related to GPA. Our findings can be used to improve the quality of teaching in Saudi Arabia; students would be advantaged if teachers understood the factors that can be related to students' learning styles.

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

PubMed Central

2010-01-01

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

Ethics teaching in a medical education environment: preferences for diversity of learning and assessment methods.

PubMed

AlMahmoud, Tahra; Hashim, M Jawad; Elzubeir, Margaret Ann; Branicki, Frank

2017-01-01

Ethics and professionalism are an integral part of medical school curricula; however, medical students' views on these topics have not been assessed in many countries.  The study aimed to examine medical students' perceptions toward ethics and professionalism teaching, and its learning and assessment methods. A self-administered questionnaire eliciting views on professionalism and ethics education was distributed to a total of 128 final-year medical students. A total of 108 students completed the survey, with an 84% response rate. Medical students reported frequently encountering ethical conflicts during training but stated only a moderate level of ethics training at medical school (mean = 5.14 ± 1.8). They noted that their education had helped somewhat to deal with ethical conflicts (mean = 5.39 ± 2.0). Students strongly affirmed the importance of ethics education (mean = 7.63 ± 1.03) and endorsed the value of positive role models (mean = 7.45 ± 1.5) as the preferred learning method. The cohort voiced interest in direct faculty supervision as an approach to assessment of knowledge and skills (mean = 7.62 ± 1.26). Female students perceived greater need for more ethics education compared to males (p = < 0.05). Students who claimed that they had experienced some unprofessional treatment had a more limited view of the importance of ethics as a subject (P = 0.001). Medical students viewed ethics education positively and preferred clinically attuned methods for learning.

Computer Simulation for Pain Management Education: A Pilot Study.

PubMed

Allred, Kelly; Gerardi, Nicole

2017-10-01

Effective pain management is an elusive concept in acute care. Inadequate knowledge has been identified as a barrier to providing optimal pain management. This study aimed to determine student perceptions of an interactive computer simulation as a potential method for learning pain management, as a motivator to read and learn more about pain management, preference over traditional lecture, and its potential to change nursing practice. A post-computer simulation survey with a mixed-methods descriptive design was used in this study. A college of nursing in a large metropolitan university in the Southeast United States. A convenience sample of 30 nursing students in a Bachelor of Science nursing program. An interactive computer simulation was developed as a potential alternative method of teaching pain management to nursing students. Increases in educational gain as well as its potential to change practice were explored. Each participant was asked to complete a survey consisting of 10 standard 5-point Likert scale items and 5 open-ended questions. The survey was used to evaluate the students' perception of the simulation, specifically related to educational benefit, preference compared with traditional teaching methods, and perceived potential to change nursing practice. Data provided descriptive statistics for initial evaluation of the computer simulation. The responses on the survey suggest nursing students perceive the computer simulation to be entertaining, fun, educational, occasionally preferred over regular lecture, and with potential to change practice. Preliminary data support the use of computer simulation in educating nursing students about pain management. Copyright © 2017 American Society for Pain Management Nursing. Published by Elsevier Inc. All rights reserved.

[Which learning methods are expected for ultrasound training? Blended learning on trial].

PubMed

Röhrig, S; Hempel, D; Stenger, T; Armbruster, W; Seibel, A; Walcher, F; Breitkreutz, R

2014-10-01

Current teaching methods in graduate and postgraduate training often include frontal presentations. Especially in ultrasound education not only knowledge but also sensomotory and visual skills need to be taught. This requires new learning methods. This study examined which types of teaching methods are preferred by participants in ultrasound training courses before, during and after the course by analyzing a blended learning concept. It also investigated how much time trainees are willing to spend on such activities. A survey was conducted at the end of a certified ultrasound training course. Participants were asked to complete a questionnaire based on a visual analogue scale (VAS) in which three categories were defined: category (1) vote for acceptance with a two thirds majority (VAS 67-100%), category (2) simple acceptance (50-67%) and category (3) rejection (< 50%). A total of 176 trainees participated in this survey. Participants preferred an e-learning program with interactive elements, short presentations (less than 20 min), incorporating interaction with the audience, hands-on sessions in small groups, an alternation between presentations and hands-on-sessions, live demonstrations and quizzes. For post-course learning, interactive and media-assisted approaches were preferred, such as e-learning, films of the presentations and the possibility to stay in contact with instructors in order to discuss the results. Participants also voted for maintaining a logbook for documentation of results. The results of this study indicate the need for interactive learning concepts and blended learning activities. Directors of ultrasound courses may consider these aspects and are encouraged to develop sustainable learning pathways.

Does the Students' Preferred Pedagogy Relate to Their Ethnicity: UK and Asian Experience

ERIC Educational Resources Information Center

Winch, Junko

2016-01-01

An increasing number of international students, whose culture of teaching and learning practices are very different from UK students, are studying at British universities. This study investigates multicultural students' preferences using two different teaching approaches in the 2009/2010 academic year, which is explained in the framework of this…

Adjunct Employment Preference: Who Wants to Be Full-Time Faculty?

ERIC Educational Resources Information Center

Ott, Molly C.; Dippold, Lindsey K.

2018-01-01

Recent research suggests at least half of community college faculty who are teaching part-time would rather have a full-time appointment (Cashwell, 2009; Kramer, Gloeckner, & Jacoby, 2014). Little is known, however, about what distinguishes those voluntarily teaching part-time from those preferring a full-time faculty position. This inquiry…

Assessing medical students' perception of effective teaching and learning in Nigerian medical school.

PubMed

Chinawa, Josephat M; Manyike, Pius; Chukwu, B; Eke, C B; Isreal, Odetunde Odutola; Chinawa, A T

2015-01-01

Medical education is always in a state of dynamic equilibrium with continuous evolution of new techniques in teaching and learning. Objective of this study is to determine medical students' perception on preferences of teaching and learning. A total of 207 medical students participated in the study. Most (73.9%) of them were males while the modal age group was 23-25 years. Majority (57.5%) of the students belong the middle socioeconomic class and 65.7% resided within the hostel. Majority of the students (48.8%) believe two hours is enough to per lecture. Among the five different teaching-learning methods investigated, use of multimedia methods was found to be most effective. There exist a statistically significant association was found only in gender with regular oral examinations (Χ2 = 4.5, df = 1, p = 0.03) and socioeconomic class with dictation of lecture notes (Χ2 = 17.9, df = 9, p = 0.03). The present day medical student will end up as a good clinician if modern techniques of teaching and communication skills of the lecturers are adopted.

Collaborative Testing in Practical Laboratories: An Effective Teaching-Learning Method in Histology.

PubMed

Guo, Yuping; Li, Enzhong

2016-01-01

This article presents an experimental teaching and learning program used in histology with first-year students in the second term in the Faculty of Biology at Huanghuai University, China. Eighty-six students were divided randomly into two groups (n=43 per group). Tests were conducted at the end of each practical laboratory (10 laboratories in total) in which collaborative testing was used in the experimental group and traditional testing in the control group. To assess achievement, a final examination in histology was carried out at the end of the course. To determine students' attitude to the teaching styles, a questionnaire survey was conducted at the end of the term. Results showed that students preferred the collaborative testing format. In the experimental group, students' scores were significantly higher than those of students in the control group in final examinations. These findings indicate that collaborative testing enhances student learning and understanding of the material taught, and suggest that collaborative testing is an effective teaching-learning method in histology.

A novel three-dimensional tool for teaching human neuroanatomy.

PubMed

Estevez, Maureen E; Lindgren, Kristen A; Bergethon, Peter R

2010-01-01

Three-dimensional (3D) visualization of neuroanatomy can be challenging for medical students. This knowledge is essential in order for students to correlate cross-sectional neuroanatomy and whole brain specimens within neuroscience curricula and to interpret clinical and radiological information as clinicians or researchers. This study implemented and evaluated a new tool for teaching 3D neuroanatomy to first-year medical students at Boston University School of Medicine. Students were randomized into experimental and control classrooms. All students were taught neuroanatomy according to traditional 2D methods. Then, during laboratory review, the experimental group constructed 3D color-coded physical models of the periventricular structures, while the control group re-examined 2D brain cross-sections. At the end of the course, 2D and 3D spatial relationships of the brain and preferred learning styles were assessed in both groups. The overall quiz scores for the experimental group were significantly higher than the control group (t(85) = 2.02, P < 0.05). However, when the questions were divided into those requiring either 2D or 3D visualization, only the scores for the 3D questions were significantly higher in the experimental group (F₁(,)₈₅ = 5.48, P = 0.02). When surveyed, 84% of students recommended repeating the 3D activity for future laboratories, and this preference was equally distributed across preferred learning styles (χ² = 0.14, n.s.). Our results suggest that our 3D physical modeling activity is an effective method for teaching spatial relationships of brain anatomy and will better prepare students for visualization of 3D neuroanatomy, a skill essential for higher education in neuroscience, neurology, and neurosurgery. Copyright © 2010 American Association of Anatomists.

A Novel Three-Dimensional Tool for Teaching Human Neuroanatomy

PubMed Central

Estevez, Maureen E.; Lindgren, Kristen A.; Bergethon, Peter R.

2011-01-01

Three-dimensional (3-D) visualization of neuroanatomy can be challenging for medical students. This knowledge is essential in order for students to correlate cross-sectional neuroanatomy and whole brain specimens within neuroscience curricula and to interpret clinical and radiological information as clinicians or researchers. This study implemented and evaluated a new tool for teaching 3-D neuroanatomy to first-year medical students at Boston University School of Medicine. Students were randomized into experimental and control classrooms. All students were taught neuroanatomy according to traditional 2-D methods. Then, during laboratory review, the experimental group constructed 3-D color-coded physical models of the periventricular structures, while the control group re-examined 2-D brain cross-sections. At the end of the course, 2-D and 3-D spatial relationships of the brain and preferred learning styles were assessed in both groups. The overall quiz scores for the experimental group were significantly higher than the control group (t(85) = 2.02, P < 0.05). However, when the questions were divided into those requiring either 2-D or 3-D visualization, only the scores for the 3-D questions were significantly higher in the experimental group (F1,85 = 5.48, P = 0.02). When surveyed, 84% of students recommended repeating the 3-D activity for future laboratories, and this preference was equally distributed across preferred learning styles (χ2 = 0.14, n.s.). Our results suggest that our 3-D physical modeling activity is an effective method for teaching spatial relationships of brain anatomy and will better prepare students for visualization of 3-D neuroanatomy, a skill essential for higher education in neuroscience, neurology, and neurosurgery. PMID:20939033

Teaching Content Material through Reader's Theater

ERIC Educational Resources Information Center

Forney, Melissa

2013-01-01

When it comes to content area material, much of what students read and learn is predicated on information they have read before and are supposed to remember. Teachers often use silent reading and round robin reading as preferred reading methods to help students learn content area material. The objective of this study was to test reader's theater…

Evaluation of Telerobotic Interface Components for Teaching Robot Operation

ERIC Educational Resources Information Center

Goldstain, Ofir H.; Ben-Gal, Irad; Bukchin, Yossi

2011-01-01

Remote learning has been an increasingly growing field in the last two decades. The Internet development, as well as the increase in PC's capabilities and bandwidth capacity, has made remote learning through the internet a convenient learning preference, leading to a variety of new interfaces and methods. In this work, we consider a remote…

The American College Teacher: National Norms for the 1995-96 HERI Faculty Survey.

ERIC Educational Resources Information Center

Sax, Linda J.; And Others

This report summarizes the highlights of a national survey, part of the Cooperative Institutional Research Program, which examined college faculty demographic and biographic information, how faculty members spend their time, how they interact with students, their preferred methods of teaching and examining students, their perceptions of the…

The Application of Language Acquisition Theory to Programming Concept Instruction: Chunks versus Programs from Scratch.

ERIC Educational Resources Information Center

Applin, Elizabeth Anne Gates

This study explored the relationship between assignment-based teaching methods and achievement in an introductory programming course. Subjects in the study were 42 community college students in south Mississippi. All participants completed the Watson-Glaser Critical Thinking Appraisal and the Productive Environment Preferences Survey. These…

Today's Learner, Preferences in Teaching Techniques

ERIC Educational Resources Information Center

Agnello, Vincent; Pikas, Bohdan; Agnello, Audrey J.; Pikas, Anastasia

2011-01-01

The computer age is here. Students are tuned in to the latest digital devices and methods available today. Most students are exposed to short messages with video enhancements. This gives rise to a student who gets frustrated and bored with the standard lecture technique of years past. To achieve a greater effectiveness and learning outcome in…

Multimedia: Bringing the Sciences to Life--Experiences with Multimedia in the Life Sciences.

ERIC Educational Resources Information Center

Cavender, Jane F.; Rutter, Steve M.

"Straight" lecturing as the only method for information delivery was at one time an efficient means of college teaching. Increased enrollment in the biological sciences, the diversity of preparedness of the students, and the variety of learning preferences of the students require new ways of disseminating information and assessing classroom…

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

PubMed

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

2010-10-08

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

Teaching children with autism spectrum disorders to mand for the removal of stimuli that prevent access to preferred items.

PubMed

Shillingsburg, M Alice; Powell, Nicole M; Bowen, Crystal N

2013-01-01

Mand training is often a primary focus in early language instruction and typically includes mands that are positively reinforced. However, mands maintained by negative reinforcement are also important skills to teach. These include mands to escape aversive demands or unwanted items. Another type of negatively reinforced mand important to teach involves the removal of a stimulus that prevents access to a preferred activity. We taught 5 participants diagnosed with autism spectrum disorders to mand for the removal of a stimulus in order to access a preferred item that had been blocked. An evaluation was conducted to determine if participants responded differentially when the establishing operations for the preferred item were present versus absent. All participants learned to mand for the removal of the stimulus exclusively under conditions when the establishing operation was present.

The learning style preferences of chiropractic students: A cross-sectional study

PubMed Central

Whillier, Stephney; Lystad, Reidar P.; Abi-Arrage, David; McPhie, Christopher; Johnston, Samara; Williams, Christopher; Rice, Mark

2014-01-01

Objective The aims of our study were to measure the learning style preferences of chiropractic students and to assess whether they differ across the 5 years of chiropractic study. Methods A total of 407 (41.4% females) full-degree, undergraduate, and postgraduate students enrolled in an Australian chiropractic program agreed to participate in a cross-sectional survey comprised of basic demographic information and the Visual, Aural, Read/Write, Kinesthetic (VARK) questionnaire, which identifies learning preferences on four different subscales: visual, aural, reading/writing, and kinesthetic. Multivariate analysis of variance and the χ2 test were used to check for differences in continuous (VARK scores) and categorical (VARK category preference) outcome variables. Results The majority of chiropractic students (56.0%) were found to be multimodal learners. Compared to the other learning styles preferences, kinesthetic learning was preferred by a significantly greater proportion of students (65.4%, p < .001) and received a significantly greater mean VARK score (5.66 ± 2.47, p < .001). Conclusions To the best of our knowledge, this is the first time chiropractic students have been shown to be largely multimodal learners with a preference for kinesthetic learning. While this knowledge may be beneficial in the structuring of future curricula, more thorough research must be conducted to show any beneficial relationship between learning style preferences and teaching methods. PMID:24350945

Plastic Surgery Inclusion in the Undergraduate Medical Curriculum: Perception, Challenges, and Career Choice—A Comparative Study

PubMed Central

Vaughan, R.; Thomas, S.

2017-01-01

Objective The undergraduate medical curriculum has been overcrowded with core learning outcomes with no formal exposure to plastic surgery. The aim of this study was to compare medical students from two educational settings for the basic understanding, preferred learning method, and factors influencing a career choice in plastic surgery. Design and Setting A prospective cohort study based on a web-based anonymous questionnaire sent to final year medical students at Birmingham University (United Kingdom), McGill University (Canada), and a control group (non-medical staff). The questions were about plastic surgery: (1) source of information and basic understanding; (2) undergraduate curriculum inclusion and preferred learning methods; (3) factors influencing a career choice. A similar questionnaire was sent to non-medical staff (control group). The data was analysed based on categorical outcomes (Chi-square χ2) and level of significance p ≤ 0.05. Results Questionnaire was analysed for 243 students (Birmingham, n = 171/332, 52%) (McGill n = 72/132, 54%). Birmingham students (14%) considered the word “plastic” synonymous with “cosmetic” more than McGill students (4%, p < 0.025). Teaching was the main source of knowledge for McGill students (39%, p < 0.001) while Birmingham students and control group chose the media (70%, p < 0.001). McGill students (67%) more than Birmingham (49%, p < 0.010) considered curriculum inclusion. The preferred learning method was lectures for McGill students (61%, p < 0.01) but an optional module for Birmingham (61%). A similar proportion (18%) from both student groups considered a career in plastic surgery. Conclusions Medical students recognised the need for plastic surgery inclusion in the undergraduate curriculum. There was a difference for plastic surgery source of information, operations, and preferred method of learning for students. The study highlighted the urgent need to reform plastic surgery undergraduate teaching in collaboration with national educational bodies worldwide. PMID:28630768

Vocational Teaching-Learning through the Eyes of Undergraduate Vocational Students in Malta: A Qualitative Exploratory Study

ERIC Educational Resources Information Center

Said, Alison

2018-01-01

The purpose of this study is to develop a deeper understanding of the teaching qualities of effective lecturers that vocational students desire, students assessment preferences and preferred learning environments. This study gives a voice to higher vocational students as it is important for vocational educators to learn what attracts students to…

Agricultural Science Teachers' Barriers, Roles, and Information Source Preferences for Teaching Biotechnology Topics

ERIC Educational Resources Information Center

Mowen, Diana L.; Wingenbach, Gary J.; Roberts, T. Grady; Harlin, Julie F.

2007-01-01

The purpose of this study was to determine barriers, roles, and information source preferences for teaching agricultural biotechnology topics. Agricultural science teachers were described primarily as 37 year-old males who had taught for 12 years, had bachelor's degrees, and had lived or worked on a farm or ranch. Equipment was perceived as the…

A Comparison of the Preferred Teaching Styles of Oklahoma Aviation Maintenance Instructors and Flight Instructors

ERIC Educational Resources Information Center

King, Deann Marie

2013-01-01

The purpose of this study was to compare the preferred teaching styles of Oklahoma aviation maintenance instructors and flight instructors. The scope of this study included maintenance instructors in CareerTech schools (Part 147 programs) and ground/flight instructors in Part 141 flight schools in Oklahoma. The methodology included administering…

Teaching musculoskeletal examination skills to UK medical students: a comparative survey of Rheumatology and Orthopaedic education practice.

PubMed

Blake, Tim

2014-03-28

Specialists in Rheumatology and Orthopaedics are frequently involved in undergraduate teaching of musculoskeletal (MSK) examination skills. Students often report that specialty-led teaching is inconsistent, confusing and bears little resemblance to the curricula. The Gait, Arms, Legs and Spine (GALS) is a MSK screening tool that provides a standardised approach to examination despite it being fraught with disapproval and low uptake. Recent studies would appear to support innovative instructional methods of engaging learners such as patient educators and interactive small group teaching. This comparative cross-sectional survey evaluates the current state of undergraduate teaching in Rheumatology and Orthopaedics, including preferred teaching methods, attitudes towards GALS, and barriers to effective teaching. An electronic questionnaire was sent to specialist trainees and Consultants in the East and West Midlands region, representing 5 UK medical schools. Descriptive statistical data analysis was performed. There were 76 respondents representing 5 medical schools. There was a request for newer teaching methodologies to be used: multi-media computer-assisted learning (35.5%), audio-visual aids (31.6%), role-playing (19.7%), and social media (3.9%). It is evident that GALS is under-utilised with 50% of clinicians not using GALS in their teaching. There is a genuine desire for clinical educators to improve their teaching ability, collaborate more with curriculum planners, and feel valued by institutions. There remains a call for implementing a standardised approach to MSK clinical teaching to supersede GALS.

Using VARK Approach for Assessing Preferred Learning Styles of First Year Medical Sciences Students: A Survey from Iran.

PubMed

Peyman, Hadi; Sadeghifar, Jamil; Khajavikhan, Javaher; Yasemi, Masood; Rasool, Mohammad; Yaghoubi, Yasemi Monireh; Nahal, Monireh Mohammad Hassan; Karim, Hemati

2014-08-01

Preferred learning styles of learners are different, which depend on tastes, mentality preparedness, as well as physical condition, in terms of sensory modalities. Identifying and employing appropriate learning styles could play an important role in selecting teaching styles, which can improve education ultimately. The present study aimed to assess the diversity of learning styles amongst medical students of a medical sciences university which was located west of Iran, in 2010. A cross-sectional study which employed VARK learning style's questionnaire was done on 141 first year medical sciences students at Ilam University of Medical Sciences in 2010. Data was collected with use of VARK questionnaire. The validity of the questionnaire was assessed on basis of experts' views and its reliability was calculated by using Cronbach's alpha coefficients (α=0.86). Data were analysed by using SPSS software and Chi-square test. Overall, 41.6% of the samples preferred to use a single learning style (Uni-modal). Of these, 17.7% preferred the Aural style, 17% preferred Reading and Writing, 6.4% preferred Kinesthetic style and 0.7% preferred Visual styles. Among the rest of the 82 students who preferred more than one style (multimodal), 17% chose two modes (bimodal), 13.5% chose three modes (tri-modal), and 27.6% chose four modes (quad-modal). There was a significant difference between educational levels and majors on one hand and choice of quad modal of VARK styles on the other hand (p=0.008). A significant association was also found between participants' genders and selection of visual and reading/writing styles (p=0.03). The preferred learning styles of medical students in the present study were aural and reading/writing. It is suggested that all medical students must be tested to determine their desired learning styles by using VARK questionnaire, also to choose appropriate teaching methods and to improve educational goals.

Impact of various lecture delivery methods in pharmacology

PubMed Central

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

2010-01-01

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

Understanding the challenges to facilitating active learning in the resident conferences: a qualitative study of internal medicine faculty and resident perspectives

PubMed Central

Sawatsky, Adam P.; Zickmund, Susan L.; Berlacher, Kathryn; Lesky, Dan; Granieri, Rosanne

2015-01-01

Background In the Next Accreditation System, the Accreditation Council for Graduate Medical Education outlines milestones for medical knowledge and requires regular didactic sessions in residency training. There are many challenges to facilitating active learning in resident conferences, and we need to better understand resident learning preferences and faculty perspectives on facilitating active learning. The goal of this study was to identify challenges to facilitating active learning in resident conferences, both through identifying specific implementation barriers and identifying differences in perspective between faculty and residents on effective teaching and learning strategies. Methods The investigators invited core residency faculty to participate in focus groups. The investigators used a semistructured guide to facilitate discussion about learning preferences and teaching perspectives in the conference setting and used an ‘editing approach’ within a grounded theory framework to qualitative analysis to code the transcripts and analyze the results. Data were compared to previously collected data from seven resident focus groups. Results Three focus groups with 20 core faculty were conducted. We identified three domains pertaining to facilitating active learning in resident conferences: barriers to facilitating active learning formats, similarities and differences in faculty and resident learning preferences, and divergence between faculty and resident opinions about effective teaching strategies. Faculty identified several setting, faculty, and resident barriers to facilitating active learning in resident conferences. When compared to residents, faculty expressed similar learning preferences; the main differences were in motivations for conference attendance and type of content. Resident preferences and faculty perspectives differed on the amount of information appropriate for lecture and the role of active participation in resident conferences. Conclusion This study highlights several challenges to facilitating active learning in resident conferences and provides insights for residency faculty who seek to transform the conference learning environment within their residency program. PMID:26160805

Understanding the challenges to facilitating active learning in the resident conferences: a qualitative study of internal medicine faculty and resident perspectives.

PubMed

Sawatsky, Adam P; Zickmund, Susan L; Berlacher, Kathryn; Lesky, Dan; Granieri, Rosanne

2015-01-01

Background In the Next Accreditation System, the Accreditation Council for Graduate Medical Education outlines milestones for medical knowledge and requires regular didactic sessions in residency training. There are many challenges to facilitating active learning in resident conferences, and we need to better understand resident learning preferences and faculty perspectives on facilitating active learning. The goal of this study was to identify challenges to facilitating active learning in resident conferences, both through identifying specific implementation barriers and identifying differences in perspective between faculty and residents on effective teaching and learning strategies. Methods The investigators invited core residency faculty to participate in focus groups. The investigators used a semistructured guide to facilitate discussion about learning preferences and teaching perspectives in the conference setting and used an 'editing approach' within a grounded theory framework to qualitative analysis to code the transcripts and analyze the results. Data were compared to previously collected data from seven resident focus groups. Results Three focus groups with 20 core faculty were conducted. We identified three domains pertaining to facilitating active learning in resident conferences: barriers to facilitating active learning formats, similarities and differences in faculty and resident learning preferences, and divergence between faculty and resident opinions about effective teaching strategies. Faculty identified several setting, faculty, and resident barriers to facilitating active learning in resident conferences. When compared to residents, faculty expressed similar learning preferences; the main differences were in motivations for conference attendance and type of content. Resident preferences and faculty perspectives differed on the amount of information appropriate for lecture and the role of active participation in resident conferences. Conclusion This study highlights several challenges to facilitating active learning in resident conferences and provides insights for residency faculty who seek to transform the conference learning environment within their residency program.

Influence of Blended Learning on Outcomes of Students Attending a General Chemistry Course: Summary of a Five-Year-Long Study

ERIC Educational Resources Information Center

Bernard, P.; Bros, P.; Migdal-Mikuli, A.

2017-01-01

The development of the Internet, communication technologies and teaching methods creates new opportunities for the modernisation of academic classes. Many studies on the application of new educational models indicate that they are both more effective and preferred by students over classical approaches. Additionally, combining various education…

Bridging the Gaps between Learning and Teaching through Recognition of Students' Learning Approaches: A Case Study

ERIC Educational Resources Information Center

Malie, Senian; Akir, Oriah

2012-01-01

Learning approaches, learning methods and learning environments have different effects on students? academic performance. However, they are not the sole factors that impact students? academic achievement. The aims of this research are three-fold: to determine the learning approaches preferred by most students and the impact of the learning…

Patterns of Early Childhood, Elementary, and Middle-Level Social Studies Teaching: An Interpretation of Illinois Social Studies Teachers' Practices and Beliefs

ERIC Educational Resources Information Center

Lucey, Thomas A.; Shifflet, Rena A.; Weilbacher, Gary A.

2014-01-01

Using data from a national social studies survey, the authors examined instructional trends among Illinois elementary and middle school social studies teachers. The authors found that teachers preferred whole-group and teacher-centered instructional strategies over more active, student-centered methods. While surveyed teachers predominately…

The Gastrointestinal System: A Piece of Cake

ERIC Educational Resources Information Center

Oommen, Vinay; Kanthakumar, Praghalathan

2015-01-01

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

Attitudes of Elementary Teachers toward Valuing Education in the Classroom.

ERIC Educational Resources Information Center

Metsker, Carol J.

Methods and results are described of a study to determine if elementary classroom teachers in Colorado (1) have knowledge of the valuing education process; (2) have a preference for teaching values as opposed to values clarification, other valuing processes, or moral reasoning; and (3) can define the terms values and valuing. Ninety-two teachers…

Personality and Approaches to Learning Predict Preference for Different Teaching Methods

ERIC Educational Resources Information Center

Chamorro-Premuzic, Tomas; Furnham, Adrian; Lewis, Martin

2007-01-01

A total of 221 (111 female and 110 male) British Medical students completed the NEO-FFI personality inventory [Costa, P. T., Jr., and McCrae, R. R. (1992). "Revised NEO Personality Inventory (NEO-PI-R) and NEO Five-Factor Inventory (NEO-FFI) professional manual." Odessa, FL: Psychological Assessment Resources.], an abbreviated version of Biggs'…

A novel technique for teaching the brachial plexus.

PubMed

Lefroy, Henrietta; Burdon-Bailey, Victoria; Bhangu, Aneel; Abrahams, Peter

2011-09-01

The brachial plexus has posed problems for both students and teachers throughout generations of medical education. The anatomy is intricate, and traditional pictorial representations can be difficult to understand and learn. Few innovative teaching methods have been reported. The basic anatomy of the brachial plexus is core knowledge required by medical students to aid clinical examination and diagnosis. A more detailed understanding is necessary for a variety of specialists, including surgeons, anaesthetists and radiologists. Here, we present a novel, cheap and interactive method of teaching the brachial plexus. Using coloured pipe cleaners, teachers and students can construct three-dimensional models using different colours to denote the origin and outflow of each nerve. The three-dimensional nature of the model also allows for a better understanding of certain intricacies of the plexus. Students may use these models as adjuncts for self study, didactic lectures and tutorials. Compared with traditional textbooks and whiteboards, the pipe-cleaner model was preferred by medical students, and provided a higher level of student satisfaction. This was demonstrated and analysed using student feedback forms. Our model could be incorporated into current curricula to provide an effective and enjoyable way of rapidly teaching a difficult concept. Other such novel methods for teaching complex anatomical principles should be encouraged and explored. © Blackwell Publishing Ltd 2011.

Teaching Style Preferences of Trainees at Police In-Service Training Sessions and Differences among Demographic Groups

ERIC Educational Resources Information Center

Ozturk, Mesut

2011-01-01

Studies in adult learning have increased and better developed in the past century. From them adult learning theory emerged, comprised of andragogy, self-directed learning, and transformational learning. The main purpose of this study is to measure the teaching style preferences of trainees at a mid-size police department. The second purpose is to…

Gender differences in learning styles and academic performance of medical students in Saudi Arabia.

PubMed

Nuzhat, Ayesha; Salem, Raneem Osama; Al Hamdan, Nasser; Ashour, Nada

2013-01-01

Teachers at medical school are often faced with challenges of improving student satisfaction with the learning environment. On the other hand, education in the medical field is very competitive and medical students are exposed to diverse methods of teaching. Students adapt specific learning styles to keep pace with the information delivered to them in their institutions. The aim of this study is to know the differences in learning styles between male and female students, and the effect it has on academic performance. The VARK Questionnaire version 7.0 (Visual, Aural, Read/Write and Kinesthetic) was administered to the fourth year and fifth year medical students at King Saud Bin Abdul Aziz University for Health Sciences, Faculty of Medicine at King Fahad Medical City, Saudi Arabia for determining the preferred learning methods of students participating in this study. The learning styles were then compared to cumulative grade point average (GPA) obtained by the students. The dominant learning style preference of students was multimodal. Among students who preferred unimodal preference, aural and kinesthetic preference was predominant for males and females. Moreover, Females had more diverse preferences than male students. Multimodal learners have higher cumulative GPAs when compared with the unimodal learners. This study revealed variation in learning style preferences among genders, and its implications on academic performance of medical students.

Ethics teaching in a medical education environment: preferences for diversity of learning and assessment methods

PubMed Central

AlMahmoud, Tahra; Hashim, M. Jawad; Elzubeir, Margaret Ann; Branicki, Frank

2017-01-01

ABSTRACT Background: Ethics and professionalism are an integral part of medical school curricula; however, medical students’ views on these topics have not been assessed in many countries. Objective: The study aimed to examine medical students’ perceptions toward ethics and professionalism teaching, and its learning and assessment methods. Design: A self-administered questionnaire eliciting views on professionalism and ethics education was distributed to a total of 128 final-year medical students. Results: A total of 108 students completed the survey, with an 84% response rate. Medical students reported frequently encountering ethical conflicts during training but stated only a moderate level of ethics training at medical school (mean = 5.14 ± 1.8). They noted that their education had helped somewhat to deal with ethical conflicts (mean = 5.39 ± 2.0). Students strongly affirmed the importance of ethics education (mean = 7.63 ± 1.03) and endorsed the value of positive role models (mean = 7.45 ± 1.5) as the preferred learning method. The cohort voiced interest in direct faculty supervision as an approach to assessment of knowledge and skills (mean = 7.62 ± 1.26). Female students perceived greater need for more ethics education compared to males (p = < 0.05). Students who claimed that they had experienced some unprofessional treatment had a more limited view of the importance of ethics as a subject (P = 0.001). Conclusion: Medical students viewed ethics education positively and preferred clinically attuned methods for learning. PMID:28562234

Relationship between Student Pharmacist Decision Making Preferences and Experiential Learning.

PubMed

Williams, Charlene R; McLaughlin, Jacqueline E; Cox, Wendy C; Shepherd, Greene

2016-09-25

Objective. To determine if student pharmacists' preferences towards experiential and rational thinking are associated with performance on advanced pharmacy practice experiences (APPEs) and whether thinking style preference changes following APPEs. Methods. The Rational Experiential Inventory (REI), a validated survey of thinking style, was administered to student pharmacists before starting APPEs and re-administered after completing APPEs. APPE grades were compared to initial REI scores. Results. Rational Experiential Inventory scores remained consistent before and after APPEs. Overall, APPE grades were independent of REI scores. In a regression model, the REI experiential score was a significant negative predictor of hospital APPE grades. Conclusion. These findings suggest that overall APPE performance is independent of decision-making preference, and decision-making style does not change following immersion into APPEs. Instead of targeting teaching strategies towards a specific decision-making style, preceptors may use pedagogical approaches that promote sound clinical decision-making skills through critical thinking and reflection.

Relationship between Student Pharmacist Decision Making Preferences and Experiential Learning

PubMed Central

McLaughlin, Jacqueline E.; Cox, Wendy C.; Shepherd, Greene

2016-01-01

Objective. To determine if student pharmacists’ preferences towards experiential and rational thinking are associated with performance on advanced pharmacy practice experiences (APPEs) and whether thinking style preference changes following APPEs. Methods. The Rational Experiential Inventory (REI), a validated survey of thinking style, was administered to student pharmacists before starting APPEs and re-administered after completing APPEs. APPE grades were compared to initial REI scores. Results. Rational Experiential Inventory scores remained consistent before and after APPEs. Overall, APPE grades were independent of REI scores. In a regression model, the REI experiential score was a significant negative predictor of hospital APPE grades. Conclusion. These findings suggest that overall APPE performance is independent of decision-making preference, and decision-making style does not change following immersion into APPEs. Instead of targeting teaching strategies towards a specific decision-making style, preceptors may use pedagogical approaches that promote sound clinical decision-making skills through critical thinking and reflection. PMID:27756927

Learning Styles of Medical Students - Implications in Education

PubMed Central

BUŞAN, ALINA-MIHAELA

2014-01-01

Background: The term “learning style” refers to the fact that each person has a different way of accumulating knowledge. While some prefer listening to learn better, others need to write or they only need to read the text or see a picture to later remember. According to Fleming and Mills the learning styles can be classified in Visual, Auditory and Kinesthetic. There is no evidence that teaching according to the learning style can help a person, yet this cannot be ignored. Subjects and methods: In this study, a number of 230 medical students were questioned in order to determine their learning style. Results: We determined that 73% of the students prefer one learning style, 22% prefer to learn using equally two learning style, while the rest prefer three learning styles. According to this study the distribution of the learning styles is as following: 33% visual, 26% auditory, 14% kinesthetic, 12% visual and auditory styles equally, 6% visual and kinesthetic, 4% auditory and kinesthetic and 5% all three styles. 32 % of the students that participated at this study are from UMF Craiova, 32% from UMF Carol Davila, 11% University of Medicine T Popa, Iasi, 9% UMF Cluj Iulius Hatieganu. Discussions: The way medical students learn is different from the general population. This is why it is important when teaching to considerate how the students learn in order to facilitate the learning PMID:25729590

Reform of experimental teaching based on quality cultivation

NASA Astrophysics Data System (ADS)

Wang, Wei; Yan, Xingwei; Liu, Wei; Yao, Tianfu; Shi, Jianhua; Lei, Bing; Hu, Haojun

2017-08-01

Experimental teaching plays an import part in quality education which devotes to cultivating students with innovative spirit, strong technological talents and practical ability. However, in the traditional experimental teaching mode, the experiments are treated as a vassal or supplementary mean of theoretical teaching, and students prefer focus on theory to practice. Therefore, the traditional experimental teaching mode is difficult to meet the requirements of quality education. To address this issue, the reform of experimental teaching is introduced in this paper taking the photoelectric detector experiment as the example. The new experimental teaching mode is designed from such aspects as experimental content, teaching method and experimental evaluation. With the purpose of cultivating students' practical ability, two different-level experimental content is designed. Not only the basic experiments used to verify the theory are set to consolidate the students' learned theoretical knowledge, but also comprehensive experiments are designed to encourage the students to apply their learned knowledge to solve practical problems. In the teaching process, heuristic teaching thought is adopt and the traditional `teacher-centered' teaching form is replaced by `student-centered' form, which aims to encourage students to design the experimental systems by their own with the teacher's guidance. In addition to depending on stimulating the students' interest of science research, experimental evaluation is necessary to urge students to complete the experiments efficiently. Multifaceted evaluation method is proposed to test the students' mastery of theoretical knowledge, practice ability, troubleshooting and problem solving skills, and innovation capability comprehensively. Practices demonstrated the satisfying effect of our experimental teaching mode.

Teaching Teachers to Play and Teach Games

ERIC Educational Resources Information Center

Wright, Steven; McNeill, Michael; Fry, Joan; Wang, John

2005-01-01

This study was designed to determine the extent to which a technical and a tactical approach to teaching a basketball unit to physical education teacher education (PETE) students would each affect their games playing abilities, perceived ability to teach, and approach preference for teaching the game. Pre- and post-unit data were collected through…

Case studies approach for an undergraduate astrobiology course

NASA Astrophysics Data System (ADS)

Burko, Lior M.; Enger, Sandra

2013-04-01

Case studies is a well known and widely used method in law schools, medical schools, and business schools, but relatively little used in physics or astronomy courses. We developed an astrobiology course based strongly on the case studies approach, and after teaching it first at the University of Alabama in Huntsville, we have adapted it and are now teaching it at Alabama A&M University, a HBCU. The case studies approach uses several well tested and successful teaching methods - including group work, peer instruction, current interest topics, just-in-time teaching, &c. We have found that certain styles of cases are more popular among students than other styles, and will revise our cases to reflect such student preferences. We chose astrobiology -- an inherently multidisciplinary field -- because of the popularity of the subject matter, its frequent appearance in the popular media (news stories about searches for life in the universe, the discovery of Earth-like exoplanets, etc, in addition to SciFi movies and novels), and the rapid current progress in the field. In this talk we review briefly the case studies method, the styles of cases used in our astrobiology course, and student response to the course as found in our assessment analysis.

Understanding Resident Learning Preferences Within an Internal Medicine Noon Conference Lecture Series: A Qualitative Study

PubMed Central

Sawatsky, Adam P.; Zickmund, Susan L.; Berlacher, Kathryn; Lesky, Dan; Granieri, Rosanne

2014-01-01

Background The lecture remains the most common approach for didactic offerings in residency programs despite conflicting evidence about the effectiveness of this format. Objective The purpose of this study was to explore the perspectives of internal medicine residents toward conferences held in the lecture format. Methods The investigators invited internal medicine residents (N  =  144) to participate in focus groups discussing their perspectives about noon conference lectures. The investigators used a semistructured guide to ask about motivations for attendance and effectiveness of noon conferences, transcribed the recordings, coded the discussions, and analyzed the results. Results Seven focus groups with a total of 41 residents were held. This identified 4 major domains: (1) motivations for attendance; (2) appropriate content; (3) effective teaching methods; and (4) perspectives on active participation. Residents' motivations were categorized into external factors, including desire for a break and balance to their workload, and intrinsic attributes, including the learning opportunity, topic, and speaker. Appropriate content was described as clinically relevant, practical, and presenting a balance of evidence. Identified effective teaching methods included shorter teaching sessions focused on high-yield learning points structured around cases and questions. While active participation increases residents' perceived level of stress, the benefits of this format include increased attention and learning. Conclusions This study furthers our knowledge of the learning preferences of internal medicine residents within the changing environment of residency education and can be used in conjunction with principles of adult learning to reform how we deliver core medical knowledge. PMID:24701307

Just do it: flipped lecture, determinants and debate

NASA Astrophysics Data System (ADS)

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

2016-08-01

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

‘End of life could be on any ward really’: A qualitative study of hospital volunteers’ end-of-life care training needs and learning preferences

PubMed Central

Brighton, Lisa Jane; Koffman, Jonathan; Robinson, Vicky; Khan, Shaheen A; George, Rob; Burman, Rachel; Selman, Lucy Ellen

2017-01-01

Background: Over half of all deaths in Europe occur in hospital, a location associated with many complaints. Initiatives to improve inpatient end-of-life care are therefore a priority. In England, over 78,000 volunteers provide a potentially cost-effective resource to hospitals. Many work with people who are dying and their families, yet little is known about their training in end-of-life care. Aims: To explore hospital volunteers’ end-of-life care training needs and learning preferences, and the acceptability of training evaluation methods. Design: Qualitative focus groups. Setting/participants: Volunteers from a large teaching hospital were purposively sampled. Results: Five focus groups were conducted with 25 hospital volunteers (aged 19–80 years). Four themes emerged as follows: preparation for the volunteering role, training needs, training preferences and evaluation preferences. Many described encounters with patients with life-threatening illness and their families. Perceived training needs in end-of-life care included communication skills, grief and bereavement, spiritual diversity, common symptoms, and self-care. Volunteers valued learning from peers and end-of-life care specialists using interactive teaching methods including real-case examples and role plays. A chance to ‘refresh’ training at a later date was suggested to enhance learning. Evaluation through self-reports or observations were acceptable, but ratings by patients, families and staff were thought to be pragmatically unsuitable owing to sporadic contact with each. Conclusion: Gaps in end-of-life care training for hospital volunteers indicate scope to maximise on this resource. This evidence will inform development of training and evaluations which could better enable volunteers to make positive, cost-effective contributions to end-of-life care in hospitals. PMID:28056642

'End of life could be on any ward really': A qualitative study of hospital volunteers' end-of-life care training needs and learning preferences.

PubMed

Brighton, Lisa Jane; Koffman, Jonathan; Robinson, Vicky; Khan, Shaheen A; George, Rob; Burman, Rachel; Selman, Lucy Ellen

2017-10-01

Over half of all deaths in Europe occur in hospital, a location associated with many complaints. Initiatives to improve inpatient end-of-life care are therefore a priority. In England, over 78,000 volunteers provide a potentially cost-effective resource to hospitals. Many work with people who are dying and their families, yet little is known about their training in end-of-life care. To explore hospital volunteers' end-of-life care training needs and learning preferences, and the acceptability of training evaluation methods. Qualitative focus groups. Volunteers from a large teaching hospital were purposively sampled. Five focus groups were conducted with 25 hospital volunteers (aged 19-80 years). Four themes emerged as follows: preparation for the volunteering role, training needs, training preferences and evaluation preferences. Many described encounters with patients with life-threatening illness and their families. Perceived training needs in end-of-life care included communication skills, grief and bereavement, spiritual diversity, common symptoms, and self-care. Volunteers valued learning from peers and end-of-life care specialists using interactive teaching methods including real-case examples and role plays. A chance to 'refresh' training at a later date was suggested to enhance learning. Evaluation through self-reports or observations were acceptable, but ratings by patients, families and staff were thought to be pragmatically unsuitable owing to sporadic contact with each. Gaps in end-of-life care training for hospital volunteers indicate scope to maximise on this resource. This evidence will inform development of training and evaluations which could better enable volunteers to make positive, cost-effective contributions to end-of-life care in hospitals.

Does Increasing Biology Teacher Knowledge of Evolution and the Nature of Science Lead to Greater Preference for the Teaching of Evolution in Schools?

ERIC Educational Resources Information Center

Nehm, Ross H.; Schonfeld, Irvin Sam

2007-01-01

This study investigated whether or not an increase in secondary science teacher knowledge about evolution and the nature of science gained from completing a graduate-level evolution course was associated with greater preference for the teaching of evolution in schools. Forty-four precertified secondary biology teachers participated in a 14-week…

Assessment of lecture strategy with different teaching AIDS.

PubMed

Kumar, Manoj; Saxena, Indu; Kumar, Jayballabh; Kumar, Gaurav; Kapoor, Sangeeta

2015-01-01

Medical/dental colleges in Northern India cater to students with diverse backgrounds, mother tongues, levels of comprehending English, and intelligence levels. This study was conducted to identify lecture strategy and teaching aid best suited for North Indian dental and medical students. It was conducted in two parts - 1. Survey of teachers' and students' opinion to obtain their preferences in teaching-learning practices followed in a conventional lecture, and 2. Comparison of students' performances after a single trial lecture with different groups of students, using different teaching aids (TAs). Opinions of 33 faculty teaching first year dental/ medical students and 506 volunteer students (320 female) were compiled. Students were divided into four groups. A single trial lecture was held with each group (on the same topic, using identical lesson plan, by the same teacher) using a different teaching aid with each group. Lecture strategy was designed according to students' preferences (as obtained from opinion survey) regarding language of instruction and the number of mental breaks. TAs used with different groups were chalk and board (C&B), PowerPoint (PPT), overhead projector (OHP), and a combination of C&B and PPT. Pre- and post-tests using multiple choice questions were conducted with each group. RESULTS of post-test questionnaire and feedback from faculty attending the lecture were assessed for students' satisfaction and attentiveness in all four groups. Survey results indicated that although 97.6% students believed they had good/fair proficiency in English, 83.6% preferred being taught in a combination of English and Hindi; 44.3% students preferred C&B, 40.1% preferred PPT and 15.6% preferred the use of OHP as TA. After conducting a trial lecture with different TAs with each group, more than 90% students expressed satisfaction with the TA used for that group. Significantly better performance was observed in the post-lecture test when C&B was used. The needs of students in India are different from those of their Western counterparts, and should be considered during didactic lectures to improve the students' understanding. Post-test results were better when C&B was used, as more students were attentive and/or took notes.

Flipped Class - Making that One Hour Effective in a Resource Constrained Setting.

PubMed

Zafar, Afsheen

2016-09-01

Flipped-class teaching has a great potential to replace traditional lectures in medical education. This study was designed to explore attitude of undergraduate medical students from Pakistan towards flipped-class. Five flipped classes were conducted in third year MBBS by a single teacher for a class of 100 students. Quantitative data was collected through a survey questionnaire to assess students' response to the new method. Afocused group discussion was then conducted with students who disliked the method and preferred traditional lectures. Asequential mixed methods approach was used for analysis. Seventy-one students participated in the survey, 84.5% students liked this method of teaching. Students identified fruitful interaction, better retention, better conceptualisation, prior knowledge, active learning, individual student attention, and application of knowledge as strengths of the class. Noise, limited time, lack of self-confidence, and presence of uninterested students were identified as problems for engaging in the class.

Nurses' learning styles: promoting better integration of theory into practice.

PubMed

Frankel, Andrew

In a climate where nurses' roles are expanding, underpinning knowledge is increasingly important. To explore staff preferences for learning and highlight the importance of recognising individual learning styles. A questionnaire was carried out with 61 nurses in an independent health and social care provider, achieving a response rate of 100%. Staff mainly prefer visual or kinaesthetic learning. This indicates the current training programme is not meeting their needs. The learning environment is recognised as having an impact in either encouraging or impeding a positive learning experience. A range of learning theories, concepts and approaches can be used to build and manage effective learning environments. Staff often prefer a visual learning style. Increased emphasis should be given to work-based learning rather than classroom-based teaching methods.

Ants, Apples and the ABCs: The Use of Commercial Phonics Programmes in Prior-to-School Children's Services

ERIC Educational Resources Information Center

Campbell, Stacey; Torr, Jane; Cologon, Kathy

2012-01-01

Commercial phonics programmes (e.g. Jolly Phonics and Letterland) are becoming widely used in the early years of school. These programmes claim to use a systematic explicit approach, considered as the preferred method of phonics instruction for teaching alphabetic code-breaking skills in Australia and the UK in the first years of school…

Preparing for Graduate-Level Training in Professional Psychology: Comparisons across Clinical PhD, Counseling PhD, and Clinical PsyD Programs

ERIC Educational Resources Information Center

Karazsia, Bryan T.; Smith, Lena

2016-01-01

In the present study, faculty who teach in clinical and counseling doctor of philosophy (PhD) or doctor of psychology (PsyD) programs completed surveys regarding preferences for prospective student preparations to graduate programs. Faculty expectations of minimum and ideal undergraduate training were highest for scientific methods, though…

E-Learning Instructional Design and the Mismatch between E-Learners and E-Educators' Learning Styles

ERIC Educational Resources Information Center

Hassanein, Osama Hassanein Sayed

2015-01-01

The present study attempted to identify the preferred learning styles of non-Arabic speaking EFL faculties hired to teach at the Saudi universities and those of Saudi EFL university students towards learning English and to use learning styles data to inform e-learning design for Saudi EFL university students. The study used a mixed-methods design…

A Well-Known but Still Surprising Generator

ERIC Educational Resources Information Center

Haugland, Ole Anton

2014-01-01

The bicycle generator is often mentioned as an example of a method to produce electric energy. It is cheap and easily accessible, so it is a natural example to use in teaching. There are different types, but I prefer the old side-wall dynamo. The most common explanation of its working principle seems to be something like the illustration in Fig.…

"Teaching Experience Preferred?" Preparing Graduate Students for Teaching Opportunities beyond North America

ERIC Educational Resources Information Center

Sheffield, Suzanne Le-May

2013-01-01

Over the last 15 years, graduate students applying for academic positions in post-secondary education have increasingly been asked to include a statement of teaching interests, a teaching philosophy, or a teaching dossier with their applications. Even if a potential employer does not request any of these documents, many interviewees are expected…

Exploring and Developing Graduate Teaching Assistants' Pedagogies via Lesson Study

ERIC Educational Resources Information Center

Dotger, Sharon

2011-01-01

Graduate teaching assistants (GTAs) teach many undergraduates in introductory science courses in the USA. Previous literature suggests that GTAs would prefer more context-dependent opportunities to learn to teach more effectively. This study explores the impact of participation in a lesson study cycle with GTAs responsible for an undergraduate…

Learning styles of preclinical students in a medical college in western Nepal.

PubMed

Shankar, P R; Dubey, A K; Binu, V S; Subish, P; Deshpande, V Y

2006-01-01

Information on the learning styles of medical students are lacking in medical colleges in Nepal. Learning styles may be associated with student understanding and may predict success in examination. The present study was carried out to obtain information on learning styles and preferences for teaching of fourth semester medical students and note the association, if any, between respondents' personal characteristics and preferences for learning styles and types of teaching. The correlation between preferences for learning styles and types of teaching and performance in the second year university examination was also explored. The study was carried out during October 2003 at the Manipal College of Medical Sciences, Pokhara, Nepal using the Approaches and Study Skills Inventory (ASSIST) instrument. Information on the respondents' personal characteristics was collected. Respondents had to indicate their degree of agreement with a set of statements using a modified Likert-type scale. The statements were grouped into three main learning styles and two types of teaching. The median scores among different subgroups of respondents were compared using appropriate non-parametric tests (p<0.05). Ninety-two students (92%) participated; fifty-six were male. Thirty-one respondents were Nepalese, 48 were Indians. Majority were educated in English medium schools. The median scores for deep and surface learning styles were 64 and 49 respectively (maximum score=80). The scores for strategic learning was 75.5 (maximum score=100). There was no clear preference for any particular type of teaching. Indian students used more surface apathetic learning strategies compared to others. There was a negative correlation between surface learning and marks obtained in the final examination. The students mainly used deep and strategic learning styles. Differences in preference for learning styles and types of teaching were noted according the respondents' personal characteristics. This was a preliminary study and further studies are required.

Student learning style preferences in college-level biology courses: Implications for teaching and academic performance

NASA Astrophysics Data System (ADS)

Sitton, Jennifer Susan

Education research has focused on defining and identifying student learning style preferences and how to incorporate this knowledge into teaching practices that are effective in engaging student interest and transmitting information. One objective was determining the learning style preferences of undergraduate students in Biology courses at New Mexico State University by using the online VARK Questionnaire and an investigator developed survey (Self Assessed Learning Style Survey, LSS). Categories include visual, aural, read-write, kinesthetic, and multimodal. The courses differed in VARK single modal learning preferences (p = 0.035) but not in the proportions of the number of modes students preferred (p = 0.18). As elsewhere, the majority of students were multimodal. There were similarities and differences between LSS and VARK results and between students planning on attending medical school and those not. Preferences and modalities tended not to match as expected for ratings of helpfulness of images and text. To detect relationships between VARK preferred learning style and academic performance, ANOVAs were performed using modality preferences and normalized learning gains from pre and post tests over material taught in the different modalities, as well as on end of semester laboratory and lecture grades. Overall, preference did not affect the performance for a given modality based activity, quiz, or final lecture or laboratory grades (p > 0.05). This suggests that a student's preference does not predict an improved performance when supplied with material in that modality. It is recommended that methods be developed to aid learning in a variety of modalities, rather than catering to individual learning styles. Another topic that is heavily debated in the field of education is the use of simulations or videos to replace or supplement dissections. These activities were compared using normalized learning gains from pre and post tests, as well as attitude surveys. Results indicate no differences in average student learning gain based on the activity types tested, although students do rate dissections higher in terms of interest and enthusiasm. Dissections also offer a different type of learning. Therefore, it is suggested that simulations and videos be used as supplements for dissections and not as replacements.

Learning styles and teaching/learning strategy preferences: implications for educating nurses in critical care, the operating room, and infection control.

PubMed

Goldrick, B; Gruendemann, B; Larson, E

1993-01-01

To assess the learning styles and educational strategy preferences among critical care nurses, operating room nurses, and infection control practitioners. Descriptive multicenter survey using a self-report questionnaire. 108 hospitals from nine geographic regions of the United States. A random sample of 303 (93%) nurses in the three specialties responded to the survey questionnaires. The majority of participants (64%) had an abstract learning style and preferred the self-directed, discovery approach to learning. Nurses may be more abstract in their learning styles than previously reported. Experiential learning theory is an effective means of identifying nurses' learning styles and teaching/learning preferences, which can then be used to plan basic and continuing educational programs.

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.

Code inspection instructional validation

NASA Technical Reports Server (NTRS)

Orr, Kay; Stancil, Shirley

1992-01-01

The Shuttle Data Systems Branch (SDSB) of the Flight Data Systems Division (FDSD) at Johnson Space Center contracted with Southwest Research Institute (SwRI) to validate the effectiveness of an interactive video course on the code inspection process. The purpose of this project was to determine if this course could be effective for teaching NASA analysts the process of code inspection. In addition, NASA was interested in the effectiveness of this unique type of instruction (Digital Video Interactive), for providing training on software processes. This study found the Carnegie Mellon course, 'A Cure for the Common Code', effective for teaching the process of code inspection. In addition, analysts prefer learning with this method of instruction, or this method in combination with other methods. As is, the course is definitely better than no course at all; however, findings indicate changes are needed. Following are conclusions of this study. (1) The course is instructionally effective. (2) The simulation has a positive effect on student's confidence in his ability to apply new knowledge. (3) Analysts like the course and prefer this method of training, or this method in combination with current methods of training in code inspection, over the way training is currently being conducted. (4) Analysts responded favorably to information presented through scenarios incorporating full motion video. (5) Some course content needs to be changed. (6) Some content needs to be added to the course. SwRI believes this study indicates interactive video instruction combined with simulation is effective for teaching software processes. Based on the conclusions of this study, SwRI has outlined seven options for NASA to consider. SwRI recommends the option which involves creation of new source code and data files, but uses much of the existing content and design from the current course. Although this option involves a significant software development effort, SwRI believes this option will produce the most effective results.

A New Approach to Evaluation of University Teaching Considering Heterogeneity of Students' Preferences

ERIC Educational Resources Information Center

Kuzmanovic, Marija; Savic, Gordana; Popovic, Milena; Martic, Milan

2013-01-01

Students' evaluations of teaching are increasingly used by universities to evaluate teaching performance. However, these evaluations are controversial mainly due to the fact that students value various aspects of excellent teaching differently. Therefore, in this paper we propose a new approach to students' evaluations of university…

Satisfaction with Online Teaching Videos: A Quantitative Approach

ERIC Educational Resources Information Center

Meseguer-Martinez, Angel; Ros-Galvez, Alejandro; Rosa-Garcia, Alfonso

2017-01-01

We analyse the factors that determine the number of clicks on the "Like" button in online teaching videos, with a sample of teaching videos in the area of Microeconomics across Spanish-speaking countries. The results show that users prefer short online teaching videos. Moreover, some features of the videos have a significant impact on…

Formative assessment: a student perspective.

PubMed

Hill, D A; Guinea, A I; McCarthy, W H

1994-09-01

An educator's view would be that formative assessment has an important role in the learning process. This study was carried out to obtain a student perspective of the place of formative assessment in the curriculum. Final-year medical students at Royal Prince Alfred Hospital took part in four teaching sessions, each structured to integrate teaching with assessment. Three assessment methods were used; the group objective structured clinical examination (G-OSCE), structured short answer (SSA) questions and a pre/post-test multiple choice questionnaire (MCQ). Teaching sessions were conducted on the subject areas of traumatology, the 'acute abdomen', arterial disorders and cancer. Fifty-five students, representing 83% of those who took part in the programme, responded to a questionnaire where they were asked to rate (on a 5-point Likert scale) their response to general questions about formative assessment and 13 specific questions concerning the comparative value of the three assessment modalities. Eighty-nine per cent of respondents felt that formative assessment should be incorporated into the teaching process. The SSA assessment was regarded as the preferred modality to reinforce previous teaching and test problem-solving skills. The MCQ was the least favoured assessment method. The effect size variable between the total scores for the SSA and MCQ was 0.64. The variable between G-OSCE and SSA/MCQ was 0.26 and 0.33 respectively. Formative assessment is a potentially powerful method to direct learning behaviour. Students should have input into the methods used.

Observational Effects on the Preferences of Children with Autism

ERIC Educational Resources Information Center

Leaf, Justin B.; Oppenheim-Leaf, Misty L.; Leaf, Ronald; Courtemanche, Andrea B.; Taubman, Mitchell; McEachin, John; Sheldon, Jan B.; Sherman, James A.

2012-01-01

Children with an autism spectrum disorder (ASD) may play with limited objects or toys, making it difficult for teachers to identify reinforcers to use in teaching new skills. The goal of this study was to alter children's preferences from highly preferred toys to toys that were originally less preferred using an observational pairing procedure.…

Millennial Students' Preferred Methods for Learning Concepts in Psychiatric Nursing.

PubMed

Garwood, Janet K

2015-09-01

The current longitudinal, descriptive, and correlational study explored which traditional teaching strategies can engage Millennial students and adequately prepare them for the ultimate test of nursing competence: the National Council Licensure Examination. The study comprised a convenience sample of 40 baccalaureate nursing students enrolled in a psychiatric nursing course. The students were exposed to a variety of traditional (e.g., PowerPoint(®)-guided lectures) and nontraditional (e.g., concept maps, group activities) teaching and learning strategies, and rated their effectiveness. The students' scores on the final examination demonstrated that student learning outcomes met or exceeded national benchmarks. Copyright 2015, SLACK Incorporated.

Using 3D computer simulations to enhance ophthalmic training.

PubMed

Glittenberg, C; Binder, S

2006-01-01

To develop more effective methods of demonstrating and teaching complex topics in ophthalmology with the use of computer aided three-dimensional (3D) animation and interactive multimedia technologies. We created 3D animations and interactive computer programmes demonstrating the neuroophthalmological nature of the oculomotor system, including the anatomy, physiology and pathophysiology of the extra-ocular eye muscles and the oculomotor cranial nerves, as well as pupillary symptoms of neurological diseases. At the University of Vienna we compared their teaching effectiveness to conventional teaching methods in a comparative study involving 100 medical students, a multiple choice exam and a survey. The comparative study showed that our students achieved significantly better test results (80%) than the control group (63%) (diff. = 17 +/- 5%, p = 0.004). The survey showed a positive reaction to the software and a strong preference to have more subjects and techniques demonstrated in this fashion. Three-dimensional computer animation technology can significantly increase the quality and efficiency of the education and demonstration of complex topics in ophthalmology.

Responding to Students' Learning Preferences in Chemistry

NASA Astrophysics Data System (ADS)

Lewthwaite, Brian; Wiebe, Rick

2014-04-01

This paper reports on a teacher's and his students' responsiveness to a new tetrahedral-oriented (Mahaffy in J Chem Educ 83(1):49-55, 2006) curriculum requiring more discursive classroom practices in the teaching of chemistry. In this instrumental case study, we identify the intentions of this learner-centered curriculum and a teacher's development in response to this curriculum. We also explore the tensions this teacher experiences as students subsequently respond to his adjusted teaching. We use a Chemistry Teacher Inventory (Lewthwaite and Wiebe in Res Sci Educ 40(11):667-689, 2011; Lewthwaite and Wiebe in Can J Math Sci Technol Educ 12(1):36-61, 2012; Lewthwaite in Chem Educ Res Pract. doi:10.1039/C3RP00122A, 2014) to assist the teacher in monitoring how he teaches and how he would like to improve his teaching. We also use a student form of the instrument, the Chemistry Classroom Inventory and Classroom Observation Protocol (Lewthwaite and Wiebe 2011) to verify the teacher's teaching and perception of student preferences for his teaching especially in terms of the discursive processes the curriculum encourages. By so doing, the teacher is able to use both sets of data as a foundation for critical reflection and work towards resolution of the incongruence in data arising from students' preferred learning orientations and his teaching aspirations. Implications of this study in regards to the authority of students' voice in triggering teachers' pedagogical change and the adjustments in `teachering' and `studenting' required by such curricula are considered.

The Effects of Passive and Active Learning on Student Preference and Performance in an Undergraduate Basic Science Course

ERIC Educational Resources Information Center

Minhas, Paras Singh; Ghosh, Arundhati; Swanzy, Leah

2012-01-01

Active learning is based on self-directed and autonomous teaching methods, whereas passive learning is grounded in instructor taught lectures. An animal physiology course was studied over a two-year period (Year 1, n = 42 students; Year 2, n = 30 students) to determine the effects of student-led seminar (andragogical) and lecture (pedagogical)…

A Survey of Levels of Supervisory Support and Maintenance of Effects Reported by Educators Involved in Direct Instruction Implementations.

ERIC Educational Resources Information Center

Blakely, Molly Riley

2001-01-01

Provides results of a survey given to 150 educators across 5 school Direct Instruction implementations. Proposes that this survey is an initial step in the direction of determining teacher preferences with regard to levels of support and coaching provided in school. Finds teachers identified the team-teach method of coaching as the most effective.…

The Impact of Learning Style on Healthcare Providers' Preference for Voice Advisory Manikins versus Live Instructors in Basic Life Support Training

ERIC Educational Resources Information Center

DiGiovanni, Lisa Marie

2013-01-01

The American Heart Association's HeartCode[TM] Healthcare Provider (HCP) Basic Life Support (BLS) e-learning program with voice-advisory manikins was implemented in an acute care hospital as the only teaching method offered for BLS certification. On course evaluations, healthcare provider staff commented that the VAM technology for skills practice…

Preferences of Turkish Language Teachers for the Assessment-Evaluation Tools and Methods

ERIC Educational Resources Information Center

Guney, Nail

2013-01-01

The aim of this study is to determine the rate of teachers' use of assessment and evaluation tools given in 2005 curriculum of Turkish language teaching. To this end; we presented a list of assessment and evaluation tools on the basis of random sampling to 216 teachers of Turkish who work in Ordu, Samsun, Ankara, Trabzon and Istanbul provinces.…

Learning style preferences of Australian health science students.

PubMed

Zoghi, Maryam; Brown, Ted; Williams, Brett; Roller, Louis; Jaberzadeh, Shapour; Palermo, Claire; McKenna, Lisa; Wright, Caroline; Baird, Marilyn; Schneider-Kolsky, Michal; Hewitt, Lesley; Sim, Jenny; Holt, Tangerine-Ann

2010-01-01

It has been identified that health science student groups may have distinctive learning needs. By university educators' and professional fieldwork supervisors' being aware of the unique learning style preferences of health science students, they have the capacity to adjust their teaching approaches to best fit with their students' learning preferences. The purpose of this study was to investigate the learning style preferences of a group of Australian health science students enrolled in 10 different disciplines. The Kolb Learning Style Inventory was distributed to 2,885 students enrolled in dietetics and nutrition, midwifery, nursing, occupational therapy, paramedics, pharmacy, physiotherapy, radiation therapy, radiography, and social work at one Australian university. A total of 752 usable survey forms were returned (response rate 26%). The results indicated the converger learning style to be most frequently preferred by health science students and that the diverger and accommodator learning styles were the least preferred. It is recommended that educators take learning style preferences of health science students into consideration when planning, implementing, and evaluating teaching activities, such as including more problem-solving activities that fit within the converger learning style.

Preservice Music Teachers' Employment Preferences: Consideration Factors

ERIC Educational Resources Information Center

Robinson, Nicole R.

2012-01-01

This study was designed to investigate preservice music teachers' (N = 187) perceptions of employment preferences when considering future teaching positions. Adaptive Conjoint Analysis, a business market-based research tool, was used to determine preferences for personal factors (e.g., salary, commute), school environmental factors (e.g.,…

"See one, do one, teach one": inadequacies of current methods to train surgeons in hernia repair.

PubMed

Zahiri, H Reza; Park, Adrian E; Pugh, Carla M; Vassiliou, Melina; Voeller, Guy

2015-10-01

Residency/fellowship training in hernia repair is still too widely characterized by the "see one, do one, teach one" model. The goal of this study was to perform a needs assessment focused on surgical training to guide the creation of a curriculum by SAGES intended to improve the care of hernia patients. Using mixed methods (interviews and online survey), the SAGES hernia task force (HTF) conducted a study asking subjects about their perceived deficits in resident training to care for hernia patients, preferred training topics about hernias, ideal learning modalities, and education development. Participants included 18 of 24 HTF members, 27 chief residents and fellows, and 31 surgical residents. HTF members agreed that residency exposes trainees to a wide spectrum of hernia repairs by a variety of surgeons. They cited outdated materials, techniques, and paucity of feedback. Additionally, they identified the "see one, do one, teach one" method of training as prevalent and clearly inadequate. The topics least addressed were system-based approach to hernia care (46 %) and patient outcomes (62 %). Training topics residents considered well covered during residency were: preoperative and intraoperative decision-making (90 %), complications (94 %), and technical approach for repairs (98 %). Instructional methods used in residency include assisted/supervised surgery (96 %), Web-based learning (24 %), and simulation (30 %). Residents' preferred learning methods included simulation (82 %), Web-based training (61 %), hands-on laboratory (54 %), and videos (47 %), in addition to supervised surgery. Trainees reported their most desired training topics as basic techniques for inguinal and ventral hernia repairs (41 %) versus advanced technical training (68 %), which mirrored those reported by attending surgeons, 36 % and 71 %, respectively. There was a consensus among HTF members and surgical trainees that a comprehensive, dynamic, and flexible educational program employing various media to address contemporary key deficits in the care of hernia patients would be welcomed by surgeons.

Chinese Tertiary Teachers' Goal Orientations for Teaching and Teaching Approaches: The Mediation of Teacher Engagement

ERIC Educational Resources Information Center

Yin, Hongbiao; Han, Jiying; Lu, Genshu

2017-01-01

This study investigated the effects of Chinese tertiary teachers' goal orientations for teaching on their approaches to teaching mediated by teacher engagement. In a survey of 597 Chinese tertiary teachers, the respondents placed particular emphasis on relational and mastery goals and expressed a preference for student-focused approaches to…

Analysing the Correlations between Primary School Teachers' Teaching Styles and Their Critical Thinking Disposition

ERIC Educational Resources Information Center

Sen, Özgür

2018-01-01

This study aims to analyse the correlations between teaching styles primary school teachers prefer to use and their critical thinking disposition. The research was conducted with the participation of 380 primary school teachers teaching in schools located in Ankara. The study employs relational survey model. In this study "Teaching Styles…

Student and Teacher Perceptions of the Five Co-Teaching Models: A Pilot Study

ERIC Educational Resources Information Center

Burks-Keeley, Randa G.; Brown, Monica R.

2014-01-01

The potential benefits of co-teaching for students with disabilities are numerous, but more research is needed to ascertain the effectiveness of and preferences toward the current models. The purpose of this study was to (1) investigate student and teacher perceptions regarding the five co-teaching models (i.e., One Teach/One Assist, Station…

Relationship between Learning Style and Academic Status of Babol Dental Students

PubMed Central

Nasiri, Zahra; Gharekhani, Samane; Ghasempour, Maryam

2016-01-01

Introduction Identifying and employing students’ learning styles could play an important role in selecting appropriate teaching methods in order to improve education. The aim of this study was to determine the relationship between the students’ final exam scores and the learning style preferences of dental students at Babol University of Medical Sciences. Methods This cross-sectional study was conducted on 88 dental students studying in their fourth, fifth, and sixth years using the visual–aural–reading/writing–kinesthetic (VARK) learning styles’ questionnaire. The data were analyzed with IBM SPSS, version 21, using the chi-squared test and the t-test. Results Of the 88 participants who responded to the questionnaire, 87 preferred multimodal learning styles. There was no significant difference between the mean of the final exam scores in students who did and did not prefer the aural learning style (p = 0.86), the reading/writing learning style (p = 0.20), and the kinesthetic learning style (p = 0.32). In addition, there was no significant difference between the scores on the final clinical course among the students who had different preferences for learning style. However, there was a significant difference between the mean of the final exam scores in students with and without visual learning style preference (p = 0.03), with the former having higher mean scores. There was no significant relationship between preferred learning styles and gender (p > 0.05). Conclusion The majority of dental students preferred multimodal learning styles, and there was a significant difference between the mean of the final exam scores for students with and without a preference for the visual learning style. In addition, there were no differences in the preferred learning styles between male and female students. PMID:27382442

A comparison of undergraduate clinical ophthalmology learning methods: smart phone television display versus slit-lamp teaching telescope.

PubMed

Wenting, Sandy Zhou; Samin, Margaret Million; Sanjay, Srinivasan; Neelam, Kumari; Shibli, Khalil; Chang, Su; Cheng, Jason

2017-08-01

To compare medical students' preference of smart phone television display (SPTD) to a slit-lamp teaching telescope (SLTT) in undergraduate clinical ophthalmology education. This is a randomized, crossover, comparative study. Pairs of medical students were randomly assigned to 2 teaching sessions using either SPTD first followed by SLTT or in reverse order. Students were asked to give feedback on the 2 teaching devices by answering 6 questions using a numeric rating score from 1 to 10. All participating students were sent the results of the study 1 month after the completion of the study and were asked to reflect upon the outcome. Thirty-eight students were recruited. The overall satisfaction scores were significantly higher for SPTD than SLTT (8.6 ± 1.4 vs 7.5 ± 1.0, p < 0.01). The students preferred SPTD compared with SLTT in terms of "visualization" (8.5 ± 1.4 vs 7.0 ± 1.3, p < 0.01), "ocular sign description" (8.4 ± 1.3 vs 7.2 ± 1.2, p < 0.01), "ocular anatomy understanding" (8.3 ± 1.2 vs 7.6 ± 1.2, p < 0.01), and "confidence in identifying clinical signs" (8.4 ± 1.2 vs 7.5 ± 1.2, p < 0.01). A larger proportion of the students gave higher scores to SPTD compared with SLTT in all questions. All students who responded to the follow-up questionnaire (n = 14) agreed with our interpretation of the data and would support the use of SPTD in undergraduate clinical ophthalmology teaching. Our study has demonstrated that the utility of SPTD as a teaching aid can significantly increase the satisfaction of undergraduate medical students during their ophthalmology attachment. It offers specific practical advantages in teaching medical students over the traditional SLTT. Copyright © 2017 Canadian Ophthalmological Society. Published by Elsevier Inc. All rights reserved.

Teachers' Preferences to Teach Underserved Students

ERIC Educational Resources Information Center

Ronfeldt, Matthew; Kwok, Andrew; Reininger, Michelle

2016-01-01

To increase the supply of teachers into underserved schools, teacher educators and policymakers commonly use two approaches: (a) recruit individuals who already report strong preferences to work in underserved schools or (b) design pre-service preparation to increase preferences. Using survey and administrative data on more than 1,000 teachers in…

76 FR 17629 - Applications for New Awards; Transition to Teaching Grant Program

Federal Register 2010, 2011, 2012, 2013, 2014

2011-03-30

... teachers in high-need schools operated by high-need local educational agencies (LEAs), including charter schools that operate as high-need LEAs. Priorities: This notice contains two competitive preference... Preference Priorities: Competitive Preference Priority 1 is from section 2313(c) of the Elementary and...

Teaching Individuals with Profound Multiple Disabilities to Access Preferred Stimuli with Multiple Microswitches

ERIC Educational Resources Information Center

Tam, Gee May; Phillips, Katrina J.; Mudford, Oliver C.

2011-01-01

We replicated and extended previous research on microswitch facilitated choice making by individuals with profound multiple disabilities. Following an assessment of stimulus preferences, we taught 6 adults with profound multiple disabilities to emit 2 different responses to activate highly preferred stimuli. All participants learnt to activate…

Food habits and preferences as a factor in the choice of meals by students in the University of Cape Coast.

PubMed

Offei-Ansah, Christina

2012-07-01

The purpose of this study was to investigate food habits and preferences against menu planning for heterogeneous groups in institutions and to determine to what extent these results on food habits and preferences can be applied to practical recommendations in menu planning for heterogeneous groups. This study used data from a sample of students to determine whether food habits and preferences influence students' own menu planning and that of other eating outlets. A sample of 60 students within the University of Cape Coast campus was considered for this study. Findings from the study revealed that a greater number of students have altered their food habits over the years. This was attributed greatly to health factors, change of environment and education. The recommendations made in this study include encouraging cooking competitions among young people to expose them to traditional meals/dishes, which show culinary prowess, and also holding food fairs and encouraging teaching cooking methods for traditional dishes to children.

Comparison of Online Versus Classroom Delivery of an Immunization Elective Course

PubMed Central

Pitterle, Michael E.; Hayney, Mary S.

2014-01-01

Objective. To compare performance and preferences of students who were randomly allocated to classroom or online sections of an elective course on immunization. Methods. Students were randomly assigned to either the classroom or online section. All course activities (lectures, quizzes, case discussions, vaccine administration, and final examination) were the same for both sections, except for the delivery of lecture material. Assessment. Students were surveyed on their preferences at the beginning and end of the semester. At the end of the semester, the majority of students in the classroom group preferred classroom or blended delivery while the majority of students in the online group preferred blended or online delivery (p<0.01). Student performance was compared at the end of the semester. There was no significant difference for any of the grades in the course between the 2 sections. Conclusion. There was no difference in student performance between the classroom and online sections, suggesting that online delivery is an effective way to teach students about immunization. PMID:24954936

[Influence of learning styles of nursing students on teaching strategies choice].

PubMed

Vacas Pérez, Juan Crisostomo; Mérida Serrano, Rosario; Molina Recio, Guillermo; Mesa Blanco, María del Pilar

2012-12-01

The objective of this research focuses on the framework of teaching strategies, by acknowledging learning styles as first determination and, in relation to the changes that these are going through, identifying the teaching strategies best rated and preferred by the students. This is a prospective open cohort study with the students of Nursing Diploma 2007/2010 of the Universidad de Córdoba. Once the population was identified in the first year (first analysis), annual measurings were undertaken every year during their training. In order to study the learning styles, the questionnaire CHAEA was administered and a scale from 1 to 10 (1 = highest, 10 = lowest) was used to determine the preferences for learning strategies. The results show the variability of the learner (up to 11 styles). However, the dominant style is the reflective, followed by the theoretical and the pragmatic. The least developed was the active style. As the years of training go by, a tendency towards a dual style (reflective-theoretical) can be observed. In relation to teaching strategies, the preferred ones were those set in professional areas, workshops and debates. Relevant changes were also seen as they advanced in their training. The results establish a specific significant relationship between learning styles and teaching strategies.

Writing on the board as students' preferred teaching modality in a physiology course.

PubMed

Armour, Chris; Schneid, Stephen D; Brandl, Katharina

2016-06-01

The introduction of PowerPoint presentation software has generated a paradigm shift in the delivery of lectures. PowerPoint has now almost entirely replaced chalkboard or whiteboard teaching at the undergraduate and graduate levels. This study investigated whether undergraduate biology students preferred to have lectures delivered by PowerPoint or written on the board as well as the reasons behind their preference. Two upper-division physiology courses were surveyed over a period of 7 yr. A total of 1,905 students (86.7%) indicated they preferred lectures delivered by "writing on the board" compared to 291 students (13.3%) who preferred PowerPoint. Common themes drawn from explanations reported by students in favor of writing on the board included: 1) more appropriate pace, 2) facilitation of note taking, and 3) greater alertness and attention. Common themes in favor of PowerPoint included 1) increased convenience, 2) focus on listening, and 3) more accurate and readable notes. Based on the students' very strong preference for writing on the board and the themes supporting that preference, we recommend that instructors incorporate elements of the writing on the board delivery style into whatever teaching modality is used. If instructors plan to use PowerPoint, the presentation should be paced, constructed, and delivered to provide the benefits of lectures written on the board. The advantages of writing on the board can be also incorporated into instruction intended to occur outside the classroom, such as animated narrated videos as part of the flipped classroom approach. Copyright © 2016 The American Physiological Society.

Matching student personality types and learning preferences to teaching methodologies.

PubMed

Jessee, Stephen A; O'Neill, Paula N; Dosch, Robert O

2006-06-01

The purpose of this study was to identify teaching styles that complement the learning preferences of undergraduate dental students while enhancing the quality of patient care. A formidable challenge to reform in dental education has been overcoming the resistance by faculty and administration to recommended changes. The organizational structure of dental institutions, with their independent departments, makes obtaining consensus on educational issues difficult. For beneficial change to occur, clear evidence of the benefits to all within the organization must be presented. The objectives of the study were to 1) identify the most common personality types among first- and second-year undergraduate dental students at the University of Texas Dental Branch at Houston using the Myers-Briggs Type Indicator (MBTI); 2) identify the learning preferences of these personality types; and 3) determine a more effective approach to teaching clinical dentistry based upon student personality types and learning preferences. Four common personality types were identified among respondents: ISTJ, ESFJ, ESTJ, and ISFJ, with a predisposition for Sensing (S) (desire for facts, use of senses) over Intuition (N) (look for possibilities, relationships) and Judging (J) (prefers decisiveness, closure) over Perceiving (P) (desire flexibility, spontaneity). The most common occurring personality type, ISTJ, represents an Introverted, Sensing, Thinking, Judging individual. Specific clinical curricular techniques that would appeal to these common personality types are identified, and an explanation of their benefit is provided. Results of this study demonstrate the importance of faculty understanding and acknowledging different student personality types and related learning preferences as a way to initiate improvement of undergraduate dental education, promote student motivation, and allow for an expression of learning style preference.

Predicting the Satisfaction and Loyalty of Adjunct Faculty

ERIC Educational Resources Information Center

Hoyt, Jeff E.

2012-01-01

Satisfaction with the quality of students, autonomy, faculty support, honorarium, and preference for teaching were significant predictors of adjunct faculty loyalty. With the exception of autonomy, these factors along with a heavy teaching load, collaborative research with full-time faculty, and satisfaction with teaching schedule were predictive…

Using peer-assisted learning to teach and evaluate residents' musculoskeletal skills.

PubMed

Martinez, Johanna; Harris, Christina; Jalali, Cathy; Tung, Judy; Meyer, Robert

2015-01-01

Although direct observation and corrective feedback are established methods of increasing select aspects of residents' musculoskeletal (MSK) clinical skills, the evaluation and management of patients with MSK complaints remains an underemphasized part of internal medicine training. This paper reports on the development of an innovative peer-assisted learning (PAL) model to teach five MSK areas (back, knee, shoulder, neck, or hip pain). Based on data from 42 participating interns and 44 senior residents from an urban US academic medical center, results from an objective structured clinical exam (OSCE) demonstrate gains in both knowledge and self-reported confidence in MSK skills. Moreover, subsequent focus group results reveal a strong preference for the PAL model. In conclusion, an educational module that utilizes the OSCE format holds much promise for teaching MSK skills to both intern and senior residents.

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

PubMed

Singh, Arjun

2011-01-01

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

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.

An Investigation of Turkish Middle School Science Teachers' Pedagogical Orientations Towards Direct and Inquiry Instructional Approaches

NASA Astrophysics Data System (ADS)

Sahingoz, Selcuk

One of the most important goals of science education is preparing effective science teachers which includes the development of a science pedagogical orientation. Helping in-service science teachers improve their orientations toward science teaching begins with identifying their current orientations. While there are many aspects of an effective science teaching orientation, this study specifically focuses on effective pedagogy. The interest of this study is to clarify pedagogical orientations of middle school science teachers in Turkey toward the teaching of science conceptual knowledge. It focuses on what instructional preferences Turkish middle school science teachers have in theory and practice. The purpose of this study is twofold: 1) to elucidate teacher pedagogical profiles toward direct and inquiry instructional approaches. For this purpose, quantitative profile data, using a Turkish version of the Pedagogy of Science Teaching Test (POSTT-TR) assessment instrument, was collected from 533 Turkish middle school science teachers; 2) to identify teaching orientations of middle school science teachers and to identify their reasons for preferring specific instructional practices. For this purpose, descriptive qualitative, interview data was collected from 23 teachers attending a middle school science teacher workshop in addition to quantitative data using the POSTT-TR. These teachers sat for interviews structured by items from the POSTT-TR. Thus, the research design is mixed-method. The design provides a background profile on teacher orientations along with insights on reasons for pedagogical choices. The findings indicate that instructional preference distributions for the large group and smaller group are similar; however, the smaller workshop group is more in favor of inquiry instructional approaches. The findings also indicate that Turkish middle school science teachers appear to have variety of teaching orientations and they have varied reasons. Moreover, the research found that several contextual factors contributed to teachers' instructional practices including internal and external issues such as school environment, limited resources, large class sizes, standardized test pressure, and limited accessibility to professional development. The findings provide insight on the readiness of middle school teachers to implement the Turkish Curriculum Framework, specifically, teacher readiness to put science inquiry instructional approaches into actual classroom practice. Given that new Turkish policy calls for greater inquiry instruction, this study can help inform teacher development efforts directed at promoting science inquiry instruction.

Pre-Service Teachers' Constructivist Teaching Scores Based on Their Learning Styles

ERIC Educational Resources Information Center

Kablan, Zeynel; Kaya, Sibel

2014-01-01

This study examined the relationship between pre-service teachers' constructivist teaching and their learning styles based on Kolb's Experiential Learning Theory. The Learning Styles Inventory-3 was administered at the beginning of the semester to determine preferred learning style. The Constructivist Teaching Evaluation Form was filled out by…

Hybrid Teaching in Extension: Learning at the Crossroads

ERIC Educational Resources Information Center

Hino, Jeff; Kahn, Cub

2016-01-01

Extension clients' learning preferences are changing, with many increasingly going online for educational content. In response, Oregon State University Extension pilot tested a training program for Extension educators to explore hybrid teaching--a methodology that could provide more flexible access to a wider audience. Hybrid teaching offers a…

“History, Theory and Ethics of Medicine”: The Last Ten Years. A Survey of Course Content, Methods and Structural Preconditions at Twenty-nine German Medical Faculties

PubMed Central

Schildmann, Jan; Bruns, Florian; Hess, Volker; Vollmann, Jochen

2017-01-01

Objective: “History, Theory, Ethics of Medicine” (German: “Geschichte, Theorie, Ethik der Medizin”, abbreviation: GTE) forms part of the obligatory curriculum for medical students in Germany since the winter semester 2003/2004. This paper presents the results of a national survey on the contents, methods and framework of GTE teaching. Methods: Semi-structured questionnaire dispatched in July 2014 to 38 institutions responsible for GTE teaching. Descriptive analysis of quantitative data and content analysis of free-text answers. Results: It was possible to collect data from 29 institutes responsible for GTE teaching (response: 76%). There is at least one professorial chair for GTE in 19 faculties; two professorial chairs or professorships remained vacant at the time of the survey. The number of students taught per academic year ranges from <100 to >350. Teaching in GTE comprises an average of 2.18 hours per week per semester (min: 1, max: 6). Teaching in GTE is proportionally distributed according to an arithmetic average as follows: history: 35.4%, theory 14.7% and ethics 49.9%. Written learning objectives were formulated for GTE in 24 faculties. The preferred themes of teaching in history, theory or ethics which according to respondents should be taught comprise a broad spectrum and vary. Teaching in ethics (79 from a max. of 81 possible points) is, when compared to history (61/81) and theory (53/81), attributed the most significance for the training of medical doctors. Conclusion: 10 years after the introduction of GTE the number of students and the personnel resources available at the institutions vary considerably. In light of the differences regarding the content elicited in this study the pros and cons of heterogeneity in GTE should be discussed. PMID:28584871

Modern moulage: evaluating the use of 3-dimensional prosthetic mimics in a dermatology teaching program for second-year medical students.

PubMed

Garg, Amit; Haley, Heather-Lyn; Hatem, David

2010-02-01

To evaluate the effectiveness of a teaching method that uses 3-dimensional (3D) silicone-based prosthetic mimics of common serious lesions and eruptions and to compare learning outcomes with those achieved through the conventional method of lectures with 2-dimensional (2D) images. Prospective and comparative. University of Massachusetts Medical School. Ninety second-year medical students. A 1-hour teaching intervention using a lecture with 2D images (2D group) or using 3D prosthetic mimics of lesions and eruptions (3D group). Mean scores in the domains of morphology, lesion and rash recognition, lesion and rash management, and overall performance assessed at baseline, immediately after, and 3 months after each group's respective teaching intervention. Immediately after the teaching intervention, the 3D group had significantly higher mean percentage scores than did the 2D group for overall performance (71 vs 65, P = .03), lesion recognition (65 vs 56, P = .02), and rash management (80 vs 67, P = .01). Three months later, the 3D group still had significantly higher mean percentage scores than did the 2D group for lesion recognition (47 vs 40, P = .03). The 3D group better recognized lesions at 3 months compared with at baseline, whereas the 2D group was no better at recognizing lesions at 3 months compared with at baseline. Despite limited curricular time, the novel teaching method using 3D prosthetic mimics of lesions and eruptions improves immediate and long-term learning outcomes, in particular, lesion recognition. It is also a preferred teaching format among second-year medical students.

"History, Theory and Ethics of Medicine": The Last Ten Years. A Survey of Course Content, Methods and Structural Preconditions at Twenty-nine German Medical Faculties.

PubMed

Schildmann, Jan; Bruns, Florian; Hess, Volker; Vollmann, Jochen

2017-01-01

Objective: "History, Theory, Ethics of Medicine" (German: "Geschichte, Theorie, Ethik der Medizin", abbreviation: GTE) forms part of the obligatory curriculum for medical students in Germany since the winter semester 2003/2004. This paper presents the results of a national survey on the contents, methods and framework of GTE teaching. Methods: Semi-structured questionnaire dispatched in July 2014 to 38 institutions responsible for GTE teaching. Descriptive analysis of quantitative data and content analysis of free-text answers. Results: It was possible to collect data from 29 institutes responsible for GTE teaching (response: 76%). There is at least one professorial chair for GTE in 19 faculties; two professorial chairs or professorships remained vacant at the time of the survey. The number of students taught per academic year ranges from <100 to >350. Teaching in GTE comprises an average of 2.18 hours per week per semester (min: 1, max: 6). Teaching in GTE is proportionally distributed according to an arithmetic average as follows: history: 35.4%, theory 14.7% and ethics 49.9%. Written learning objectives were formulated for GTE in 24 faculties. The preferred themes of teaching in history, theory or ethics which according to respondents should be taught comprise a broad spectrum and vary. Teaching in ethics (79 from a max. of 81 possible points) is, when compared to history (61/81) and theory (53/81), attributed the most significance for the training of medical doctors. Conclusion: 10 years after the introduction of GTE the number of students and the personnel resources available at the institutions vary considerably. In light of the differences regarding the content elicited in this study the pros and cons of heterogeneity in GTE should be discussed.

Teachers' Preferences for Educational Planning: Dynamic Testing, Teaching Experience and Teachers' Sense of Efficacy

ERIC Educational Resources Information Center

Bosma, Tirza; Hessels, Marco G. P.; Resing, Wilma C. M.

2012-01-01

This study surveyed a sample of 188 elementary teachers with respect to their preference for information regarding educational planning, in particular information captured with dynamic testing procedures. The influence of teachers' experience and sense of efficacy on teachers' preferences was also investigated. Results indicated teachers'…

Relationship between Teachers' Preferred Teacher-Student Interpersonal Behaviour and Intellectual Styles

ERIC Educational Resources Information Center

Yu, Tak Ming; Zhu, Chang

2011-01-01

This study examines the association between teachers' preferred interpersonal behaviour in teaching and their thinking styles. A sample of 131 secondary teachers from Hong Kong (n = 94) and Macau (n = 37) participated in a survey to measure their preferred interpersonal behaviour by the questionnaire for teacher interaction (QTI) and their…

Adopting a blended learning approach to teaching evidence based medicine: a mixed methods study

PubMed Central

2013-01-01

Background Evidence Based Medicine (EBM) is a core unit delivered across many medical schools. Few studies have investigated the most effective method of teaching a course in EBM to medical students. The objective of this study was to identify whether a blended-learning approach to teaching EBM is more effective a didactic-based approach at increasing medical student competency in EBM. Methods A mixed-methods study was conducted consisting of a controlled trial and focus groups with second year graduate medical students. Students received the EBM course delivered using either a didactic approach (DID) to learning EBM or a blended-learning approach (BL). Student competency in EBM was assessed using the Berlin tool and a criterion-based assessment task, with student perceptions on the interventions assessed qualitatively. Results A total of 61 students (85.9%) participated in the study. Competency in EBM did not differ between the groups when assessed using the Berlin tool (p = 0.29). Students using the BL approach performed significantly better in one of the criterion-based assessment tasks (p = 0.01) and reported significantly higher self-perceived competence in critical appraisal skills. Qualitative analysis identified that students had a preference for the EBM course to be delivered using the BL approach. Conclusions Implementing a blended-learning approach to EBM teaching promotes greater student appreciation of EBM principles within the clinical setting. Integrating a variety of teaching modalities and approaches can increase student self-confidence and assist in bridging the gap between the theory and practice of EBM. PMID:24341502

Teaching Certificate Program Participants' Perceptions of Mentor-Mentee Relationships.

PubMed

Sheehan, Amy Heck; Gonzalvo, Jasmine D; Ramsey, Darin C; Sprunger, Tracy L

2016-04-25

Objective. To assess teaching certificate program (TCP) participants' perceptions of mentor-mentee relationships. Methods. A 15-item survey instrument was administered to all 2014-2015 participants of the Indiana Pharmacy Teaching Certificate (IPTeC) program. Results. One hundred percent of IPTeC program participants (83/83) responded to the survey. The majority of participants indicated that having a professional mentor was either very important (52%) or important (47%) to their professional development and preferred to choose their own professional mentor (53%). Mentor characteristics rated as highly important by mentees included having similar clinical practice interests (82%), having similar research interests (66%), and being available to meet face-to-face (90%). Age, race, and gender of the mentor were not rated by mentees as important. Conclusion. Teaching certificate program participants place high importance on having a professional mentor. Mentorship of pharmacists completing TCPs should be a priority for current pharmacy faculty members so adequate guidance is available to future pharmacy educators.

Teaching strategies in the learning of highest common factor and lowest common multiple

NASA Astrophysics Data System (ADS)

Halim, N. L. A.; Li, H.-C.; Shahrill, M.; Prahmana, R. C. I.

2017-12-01

The main purpose of this study is to improve students’ understanding of Highest Common Factor (HCF) and Lowest Common Multiple (LCM). Several alternative teaching strategies were integrated in the Year 7 lessons involving 20 students from one secondary school in Brunei Darussalam. The categories identified in the teaching strategy were the application of group work, embedding real-life problems, using presentations and the traditional drilling practice method. An open-ended survey was disseminated to collate the students’ feedback, and among the questions posed was in relation to the different types of lesson activities utilised within each of the teaching strategies. Although 55% of the students preferred the traditional drilling practice on the calculation of HCF and LCM, mainly due to the ease of the task as opposed to activities involving real-life problems, the findings also indicated that most students favour sharing their ideas in a healthy competition learning style between each other or between the groups.

Identifying strategies to assist final semester nursing students to develop numeracy skills: a mixed methods study.

PubMed

Ramjan, Lucie M; Stewart, Lyn; Salamonson, Yenna; Morris, Maureen M; Armstrong, Lyn; Sanchez, Paula; Flannery, Liz

2014-03-01

It remains a grave concern that many nursing students within tertiary institutions continue to experience difficulties with achieving medication calculation competency. In addition, universities have a moral responsibility to prepare proficient clinicians for graduate practice. This requires risk management strategies to reduce adverse medication errors post registration. To identify strategies and potential predictors that may assist nurse academics to tailor their drug calculation teaching and assessment methods. This project builds on previous experience and explores students' perceptions of newly implemented interventions designed to increase confidence and competence in medication calculation. This mixed method study surveyed students (n=405) enrolled in their final semester of study at a large, metropolitan university in Sydney, Australia. Tailored, contextualised interventions included online practice quizzes, simulated medication calculation scenarios developed for clinical practice classes, contextualised 'pen and paper' tests, visually enhanced didactic remediation and 'hands-on' contextualised workshops. Surveys were administered to students to determine their perceptions of interventions and to identify whether these interventions assisted with calculation competence. Test scores were analysed using SPSS v. 20 for correlations between students' perceptions and actual performance. Qualitative open-ended survey questions were analysed manually and thematically. The study reinforced that nursing students preferred a 'hands-on,' contextualised approach to learning that was 'authentic' and aligned with clinical practice. Our interventions assisted with supporting students' learning and improvement of calculation confidence. Qualitative data provided further insight into students' awareness of their calculation errors and preferred learning styles. Some of the strongest predictors for numeracy skill performance included (1) being an international student, (2) completion of an online practice quiz, scoring 59% or above and (3) students' self-reported confidence. A paradigm shift from traditional testing methods to the implementation of intensive, contextualised numeracy teaching and assessment within tertiary institutions will enhance learning and promote best teaching practices. Copyright © 2013 Elsevier Ltd. All rights reserved.

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

PubMed Central

Singh, Arjun

2011-01-01

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

Acorn Caching in Tree Squirrels: Teaching Hypothesis Testing in the Park

ERIC Educational Resources Information Center

McEuen, Amy B.; Steele, Michael A.

2012-01-01

We developed an exercise for a university-level ecology class that teaches hypothesis testing by examining acorn preferences and caching behavior of tree squirrels (Sciurus spp.). This exercise is easily modified to teach concepts of behavioral ecology for earlier grades, particularly high school, and provides students with a theoretical basis for…

A Matter of Preference--Lecturers vs. Teaching--Assistants in Tutorials

ERIC Educational Resources Information Center

Davidovitch, Nitza; Soen, Dan

2005-01-01

In many universities and colleges around the world, it is an accepted practice to supplement frontal lectures of courses with separate practice classes or tutorials. For this purpose lecturers may sometimes use the services of teaching-assistants to conduct the tutorials. Teaching-assistants conduct tutorials in many courses in Israel's academic…

Imagined Anatomy and Other Lessons from Learner Verification Interviews with Mexican Immigrant Women

PubMed Central

Hunter, Jennifer; Kelly, Patricia J.

2012-01-01

Objective To identify clearer, learner-preferred, educational approaches for aspects of cervical cancer education found to be difficult to understand for low literacy, Mexican, immigrant women. Setting Kansas City, Kansas; Garden City, Kansas; San Antonio, Texas. Participants Forty-five Mexican immigrant women in the United States for five years or less, ninth grade education or less, and predominantly Spanish speaking. Methods Interviews were conducted to evaluate preference and best comprehension among options for specific cervical cancer educational elements, including reproductive system terminology, the purpose of Pap tests and meaning of results, Human Papilloma Virus, and illustrations of anatomy and PAP procedure. Results We identified terminology, translation, content, and illustrations preferred by participants and areas of inadequate existing knowledge needed for comprehension of concepts being taught. Analogies, illustrations, and introduction of medical terms in conjunction with equivalent common Spanish terms were effective ways of building bridges from existing knowledge to new knowledge. Participants desired detailed information and shared new information with others Conclusion We learned the importance of assessing patients’ existing body knowledge. The detail desired by participants challenged common simplification approaches to teaching low literacy learners. Participant willingness to share information challenged ideas of cultural taboo. Results provide evidence for more effective delivery of women’s health education and call for further research on best approaches to teaching low literacy learners. PMID:23030624

Prewriting Tasks for Auditory, Visual, and Kinesthetic Learners

ERIC Educational Resources Information Center

Leopold, Lisa

2012-01-01

Although it is a well-known fact that students' preferred learning styles vary, many instructors teach in the way that reflects their own learning style preferences despite the fact that mismatches in teacher-learner styles may result in lower student achievement. In a traditional ESL or EAP writing class, students who prefer to learn by reading…

Comparing University Students and Community College Students Learning Styles and Myers-Briggs Type Indicator (MBTI) Preferences.

ERIC Educational Resources Information Center

Herbster, Douglas L.; And Others

This document reports on a study to determine if there is a pattern between specific learning styles and Myers-Briggs Type Indicator preferences. The learning style inventory used for the study, "The Teaching and Learning Styles Survey for Adolescents (TLC)," is based on Jungian style preferences--thinker, feeler, sensor, and…

The Draw of Home: How Teachers' Preferences for Proximity Disadvantage Urban Schools. NBER Working Paper.

ERIC Educational Resources Information Center

Boyd, Donald; Lankford, Hamilton; Loeb, Susanna; Wyckoff, James

This paper explores a little-understood aspect of labor markets, their spatial geography. Using data from New York State, it finds teacher labor markets to be geographically very small. Teachers express preferences to teach close to where they grew up, and, controlling for proximity, they prefer areas with characteristics similar to their…

An Exploration of the Differing Perceptions of Problem-Based Learning (PBL) from Students and Facilitators of Diverse Cultural Backgrounds, in the Fields of Theological and Nursing Education

ERIC Educational Resources Information Center

Fung, Nancy L. Y.

2013-01-01

Theological education has not widely utilized the PBL approach and there is very little research examining the utility of PBL in theological education. Lectures are currently the preferred teaching method in theological education, however, it is recognized that there is a need for a more holistic approach. As theological education is used in both…

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

PubMed

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

2007-01-01

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

Surgeon-authored Virtual Laparoscopic Adrenalectomy Module is Judged Effective and Preferred over Traditional Teaching Tools

PubMed Central

Kurenov, Sergei; Cendan, Juan; Dindar, Sahel; Attwood, Kristopher; Hassett, James; Nawotniak, Ruth; Cherr, Gregory; Cance, William G.; Peters, Jörg

2018-01-01

Objective The study assesses user acceptance and effectiveness of a surgeon-authored virtual reality training module authored by surgeons using the Toolkit for Illustration Procedures in Surgery (TIPS). Methods Laparoscopic adrenalectomy was selected to test the TIPS framework on an unusual and complex procedure. No commercial simulation module exists to teach this procedure. A specialist surgeon authored the module, including force-feedback interactive simulation and designed a quiz to test knowledge of the key procedural steps. Five practicing surgeons with 15 to 24 years of experience peer-reviewed and tested the module. Fourteen residents and nine fellows trained with the module and answered the quiz, pre-use and post-use. Participants received an overview during Surgical Grand Rounds session and a 20-minute one- on-one tutorial followed by a 30 minute of instruction in addition to a force-feedback interactive simulation session. Additionally, in answering questionnaires, the trainees reflected on their learning experience and their experience with the TIPS framework. Results Correct quiz response rates on procedural steps improved significantly post-use over pre-use. In the questionnaire, 96% of the respondents stated that the TIPS module prepares them well or very well for the adrenalectomy, and 87% indicated that the module successfully teaches the steps of the procedure. All subjects indicated that they preferred the module compare to training using purely physical props, one-on-one teaching, medical atlases, and video recordings. Conclusions Improved quiz scores and endorsement by the participants of the TIPS adrenalectomy module establish the viability of surgeons authoring virtual reality training. PMID:27758896

A randomised controlled trial of a blended learning education intervention for teaching evidence-based medicine.

PubMed

Ilic, Dragan; Nordin, Rusli Bin; Glasziou, Paul; Tilson, Julie K; Villanueva, Elmer

2015-03-10

Few studies have been performed to inform how best to teach evidence-based medicine (EBM) to medical trainees. Current evidence can only conclude that any form of teaching increases EBM competency, but cannot distinguish which form of teaching is most effective at increasing student competency in EBM. This study compared the effectiveness of a blended learning (BL) versus didactic learning (DL) approach of teaching EBM to medical students with respect to competency, self-efficacy, attitudes and behaviour toward EBM. A mixed methods study consisting of a randomised controlled trial (RCT) and qualitative case study was performed with medical students undertaking their first clinical year of training in EBM. Students were randomly assigned to receive EBM teaching via either a BL approach or the incumbent DL approach. Competency in EBM was assessed using the Berlin questionnaire and the 'Assessing Competency in EBM' (ACE) tool. Students' self-efficacy, attitudes and behaviour was also assessed. A series of focus groups was also performed to contextualise the quantitative results. A total of 147 students completed the RCT, and a further 29 students participated in six focus group discussions. Students who received the BL approach to teaching EBM had significantly higher scores in 5 out of 6 behaviour domains, 3 out of 4 attitude domains and 10 out of 14 self-efficacy domains. Competency in EBM did not differ significantly between students receiving the BL approach versus those receiving the DL approach [Mean Difference (MD)=-0.68, (95% CI-1.71, 0.34), p=0.19]. No significant difference was observed between sites (p=0.89) or by student type (p=0.58). Focus group discussions suggested a strong student preference for teaching using a BL approach, which integrates lectures, online learning and small group activities. BL is no more effective than DL at increasing medical students' knowledge and skills in EBM, but was significantly more effective at increasing student attitudes toward EBM and self-reported use of EBM in clinical practice. Given the various learning styles preferred by students, a multifaceted approach (incorporating BL) may be best suited when teaching EBM to medical students. Further research on the cost-effectiveness of EBM teaching modalities is required.

A Motivational Model of Physical Education and Links to Enjoyment, Knowledge, Performance, Total Physical Activity and Body Mass Index

PubMed Central

Gråstén, Arto; Watt, Anthony

2017-01-01

The present paper examined the full sequence of the Hierarchical Model of Motivation in physical education (PE) including motivational climate, basic psychological needs, intrinsic motivation, and related links to contextual enjoyment, knowledge, performance, and total moderate to vigorous physical activity (MVPA). Gender differences and correlations with body mass index (BMI) were also analyzed. Cross-sectional data was represented by self-reports and objective assessments of 770 middle school students (52% of girls) in North-East Finland. The results showed that task-involving climate in girls’ PE classes was related to enjoyment and knowledge through physical competence and intrinsic motivation, whereas task-involving climate was associated with enjoyment and knowledge via competence and autonomy, and total MVPA via autonomy, intrinsic motivation, and knowledge within boys. This may indicate that girls and boys perceive PE classes in a different way. Graded PE assessments appeared to be essential in motivating both girls and boys to participate in greater total MVPA, whereas BMI was negatively linked with competence and social relatedness only among girls. Although, the current and previous empirical findings supported task-involving teaching methods in PE, in some cases, ego-involving climate should be considered. Therefore, both task- and ego-involving teaching practices can be useful ways of developing preferred behaviors in PE classes. Key points The present findings indicated that girls and boys perceive PE classes in a different way. Graded PE assessments appeared to be essential in motivating both girls and boys to participate in greater total MVPA, whereas BMI was negatively linked with competence and social relatedness only among girls. Although, the current and previous empirical findings supported task-involving teaching methods in PE, in some cases, ego-involving climate should be considered. Both task- and ego-involving teaching practices can be useful ways of developing preferred behaviors in PE classes. PMID:28912648

Case Study Teaching Method Improves Student Performance and Perceptions of Learning Gains†

PubMed Central

Bonney, Kevin M.

2015-01-01

Following years of widespread use in business and medical education, the case study teaching method is becoming an increasingly common teaching strategy in science education. However, the current body of research provides limited evidence that the use of published case studies effectively promotes the fulfillment of specific learning objectives integral to many biology courses. This study tested the hypothesis that case studies are more effective than classroom discussions and textbook reading at promoting learning of key biological concepts, development of written and oral communication skills, and comprehension of the relevance of biological concepts to everyday life. This study also tested the hypothesis that case studies produced by the instructor of a course are more effective at promoting learning than those produced by unaffiliated instructors. Additionally, performance on quantitative learning assessments and student perceptions of learning gains were analyzed to determine whether reported perceptions of learning gains accurately reflect academic performance. The results reported here suggest that case studies, regardless of the source, are significantly more effective than other methods of content delivery at increasing performance on examination questions related to chemical bonds, osmosis and diffusion, mitosis and meiosis, and DNA structure and replication. This finding was positively correlated to increased student perceptions of learning gains associated with oral and written communication skills and the ability to recognize connections between biological concepts and other aspects of life. Based on these findings, case studies should be considered as a preferred method for teaching about a variety of concepts in science courses. PMID:25949753

Case study teaching method improves student performance and perceptions of learning gains.

PubMed

Bonney, Kevin M

2015-05-01

Following years of widespread use in business and medical education, the case study teaching method is becoming an increasingly common teaching strategy in science education. However, the current body of research provides limited evidence that the use of published case studies effectively promotes the fulfillment of specific learning objectives integral to many biology courses. This study tested the hypothesis that case studies are more effective than classroom discussions and textbook reading at promoting learning of key biological concepts, development of written and oral communication skills, and comprehension of the relevance of biological concepts to everyday life. This study also tested the hypothesis that case studies produced by the instructor of a course are more effective at promoting learning than those produced by unaffiliated instructors. Additionally, performance on quantitative learning assessments and student perceptions of learning gains were analyzed to determine whether reported perceptions of learning gains accurately reflect academic performance. The results reported here suggest that case studies, regardless of the source, are significantly more effective than other methods of content delivery at increasing performance on examination questions related to chemical bonds, osmosis and diffusion, mitosis and meiosis, and DNA structure and replication. This finding was positively correlated to increased student perceptions of learning gains associated with oral and written communication skills and the ability to recognize connections between biological concepts and other aspects of life. Based on these findings, case studies should be considered as a preferred method for teaching about a variety of concepts in science courses.

An extension of incidental teaching procedures to reading instruction for autistic children.

PubMed Central

McGee, G G; Krantz, P J; McClannahan, L E

1986-01-01

In an extension of incidental teaching procedures to reading instruction, two autistic children acquired functional sight-word reading skills in the context of a play activity. Children gained access to preferred toys by selecting the label of the toy in tasks requiring increasingly complex visual discriminations. In addition to demonstrating rapid acquisition of 5-choice discriminations, they showed comprehension on probes requiring reading skills to locate toys stored in labeled boxes. Also examined was postteaching transfer across stimulus materials and response modalities. Implications are that extensions of incidental teaching to new response classes may produce the same benefits documented in communication training, in terms of producing generalization concurrent with skill acquisition in the course of child-preferred activities. PMID:3733586

Integration of Basic and Clinical Science in the Psychiatry Clerkship.

PubMed

Wilkins, Kirsten M; Moore, David; Rohrbaugh, Robert M; Briscoe, Gregory W

2017-06-01

Integration of basic and clinical science is a key component of medical education reform, yet best practices have not been identified. The authors compared two methods of basic and clinical science integration in the psychiatry clerkship. Two interventions aimed at integrating basic and clinical science were implemented and compared in a dementia conference: flipped curriculum and coteaching by clinician and physician-scientist. The authors surveyed students following each intervention. Likert-scale responses were compared. Participants in both groups responded favorably to the integration format and would recommend integration be implemented elsewhere in the curriculum. Survey response rates differed significantly between the groups and student engagement with the flipped curriculum video was limited. Flipped curriculum and co-teaching by clinician and physician-scientist are two methods of integrating basic and clinical science in the psychiatry clerkship. Student learning preferences may influence engagement with a particular teaching format.

Education for worksite monitors of impaired nurses.

PubMed

Young, Linda J

2008-01-01

Boards of nursing sponsor programs, including those for alternatives to discipline, for recovering nurses. These programs rely on worksite monitors who are oftentimes other nurses or supervisors of nurses, to work with recovering nurses when they return to practice. The skills of these monitors vary with respect to understanding the monitor role and recognizing traits in chemical dependency and relapse. To determine the degree of content value and the best teaching method for monitors to learn program content, 17 currently active worksite monitors participated in a study to evaluate content value to 2 groups, new and experienced monitors, and to select the best method to teach 4 content topics. Results showed that current content was valued without necessary additions and that group instruction in urban areas was preferred over one-to-one instruction. Implementation of study outcomes yielded that issues of confidentiality made group instruction unsatisfactory.

Primary School Teachers' Comfortability with Generalised Teaching in Public Schools in Osun State, Nigeria

ERIC Educational Resources Information Center

Ojo, Olubukola Olakunbi; Akintomide, Akinjide G.; Ehindero, S. A.

2012-01-01

The study investigated the level of comfortability, adequacy of training/skills, influence of gender and years of experience on teachers preference for specialized teaching. Survey research design was adopted, and 254 teachers in Osun state, Nigeria participated in the study. Questionnaire on advocacy for specialised teaching in public primary…

ESL Teaching and Learning Styles at the University of the Americas, Puebla, Mexico.

ERIC Educational Resources Information Center

Bauder, Thomas A.; Milman, Jacquelyn

A summary is presented of research on learning and teaching styles in English as a Second Language, and of results of learning and teaching style preference surveys conducted at a Mexican university in 1989. The students surveyed demonstrated much more cognitive flexibility or willingness to learn through different cognitive modes than was…

A Guide to Better Teaching: Skills, Advice, and Evaluation for College and University Professors

ERIC Educational Resources Information Center

Jahangiri, Leila; Mucciolo, Tom

2011-01-01

"A Guide to Better Teaching" is a self-help book that provides anyone teaching a college course with a thorough understanding of what it takes to be an effective teacher. Derived from the authors' extensive research, several interactive assessment tools are included that measure levels of effectiveness according to learner preferences. Each…

An Evaluation of the Preferences of Individuals with Severe and Multiple Disabilities and the Teaching of Choice-Making Skills

ERIC Educational Resources Information Center

Eldeniz Çetin, Müzeyyen; Safak, Pinar

2017-01-01

The general purpose of the present study is to determine the relationship between direct and indirect preference assessments of individuals with severe and multiple disabilities (SMD) and the relationship between the direct preference assessments (single-stimulus, paired-stimulus, and multiple-stimulus) as applied to individuals with SMD, and to…

Index of learning styles in a u.s. School of pharmacy.

PubMed

Teevan, Colleen J; Li, Michael; Schlesselman, Lauren S

2011-04-01

The goal of this study was to assess for a predominance of learning styles among pharmacy students at an accredited U.S. school of pharmacy. Following approval by the Institutional Review Board, the Index of Learning Styles© was administered to 210 pharmacy students. The survey provides results within 4 domains: perception, input, processing, and understanding. Analyses were conducted to determine trends in student learning styles. Within the four domains, 84% of students showed a preference toward sensory perception, 66% toward visual input, and 74% toward sequential understanding. Students showed no significant preference for active or reflective processing. Preferences were of moderate strength for the sensing, visual, and sequential learning styles. Students showed preferences for sensing, visual, and sequential learning styles with gender playing a role in learning style preferences. Faculty should be aware, despite some preferences, a mix of learning styles exists. To focus on the preferences found, instructors should focus teaching in a logical progression while adding visual aids. To account for other types of learning styles found, the instructors can offer other approaches and provide supplemental activities for those who would benefit from them. Further research is necessary to compare these learning styles to the teaching styles of pharmacy preceptors and faculty at schools of pharmacy.

Retaining Students through Individualized Study Skill Training

ERIC Educational Resources Information Center

Hassler, Abby

2005-01-01

The author details a Perkins Grant-funded project of the Medical Education Center at Northern Virginia Community College that is designed to increase student retention by teaching students to identify and to use their learning style preference(s). (Contains 1 chart.)

Teaching self-management support in Dutch Bachelor of Nursing education: A mixed methods study of the curriculum.

PubMed

van Hooft, Susanne M; Becqué, Yvonne N; Dwarswaard, Jolanda; van Staa, AnneLoes; Bal, Roland

2018-06-08

Nurses are expected to support people to self-manage. Student nurses therefore need to master competencies that include the assessment of peoples' needs and preferences, and shared decision-making, whilst respecting and enhancing peoples' autonomy. Adapting nurse education programmes to meet this goal requires insight into the practice of teaching self-management support. In order to reveal this practice, one can distinguish between the intended, the taught, and the received curriculum. This study aimed to explore how Dutch Bachelor of Nursing students are educated to support peoples' self-management in clinical practice. Mixed methods. Focus group meetings with 30 lecturers, and qualitative semi-structured interviews with four coordinators and four (associate) professors of four Dutch schools for Bachelor of Nursing. Syllabuses were screened for learning objectives related to self-management. A survey measuring self-efficacy and behaviour regarding self-management support was distributed among 444 final-year students of these schools, resulting in 238 valid responses (response rate 53.6%). Much attention is paid in the curriculum to assessment of people's preferences and healthcare education but less attention is given to teaching the arrangement of follow-up care. The study further reveals that students have problems transferring theory into practice, and that they experience conflicting values between their nurse education and internships. Currently, students are taught to provide people with self-management support by learning about theoretical models, developing communication skills, and reflecting on their internships. This approach seems inadequate to prepare students for this task in daily practice. A shared view on self-management support based on authentic situations, having role models at university and on internships and empowering students may enable them to better support people to self-manage. Copyright © 2018 Elsevier Ltd. All rights reserved.

An evaluation of the relative efficacy of and children's preferences for teaching strategies that differ in amount of teacher directedness.

PubMed

Heal, Nicole A; Hanley, Gregory P; Layer, Stacy A

2009-01-01

The manner in which teachers mediate children's learning varies across early childhood classrooms. In this study, we used a multielement design to evaluate the efficacy of three commonly implemented strategies that varied in teacher directedness for teaching color- and object-name relations. Strategy 1 consisted of brief exposure to the target relations followed by an exclusively child-led play period in which correct responses were praised. Strategy 2 was similar except that teachers prompted the children to vocalize relations and corrected errors via model prompts. Strategy 3 incorporated the same procedures as Strategy 2 except that a brief period of teacher-initiated trials was arranged; these trials involved the use of prompt delay between questions and prompts, and correct responses resulted in tokens and back-up activity reinforcers. Children's preferences for the different teaching strategies were also directly assessed. Strategy 3 was most effective in promoting the acquisition and generalization of the color- and object-name relations and was also most preferred by the majority of children, Strategy 1 was the least effective, and Strategy 2 was typically the least preferred. Implications for the design of early educational environments based on evidence-based values are discussed.

Student perceptions of evaluation in undergraduate medical education: A qualitative study from one medical school

PubMed Central

2012-01-01

Background Evaluation is an integral part of medical education. Despite a wide use of various evaluation tools, little is known about student perceptions regarding the purpose and desired consequences of evaluation. Such knowledge is important to facilitate interpretation of evaluation results. The aims of this study were to elicit student views on the purpose of evaluation, indicators of teaching quality, evaluation tools and possible consequences drawn from evaluation data. Methods This qualitative study involved 17 undergraduate medical students in Years 3 and 4 participating in 3 focus group interviews. Content analysis was conducted by two different researchers. Results Evaluation was viewed as a means to facilitate improvements within medical education. Teaching quality was believed to be dependent on content, process, teacher and student characteristics as well as learning outcome, with an emphasis on the latter. Students preferred online evaluations over paper-and-pencil forms and suggested circulating results among all faculty and students. Students strongly favoured the allocation of rewards and incentives for good teaching to individual teachers. Conclusions In addition to assessing structural aspects of teaching, evaluation tools need to adequately address learning outcome. The use of reliable and valid evaluation methods is a prerequisite for resource allocation to individual teachers based on evaluation results. PMID:22726271

Quantitative Evaluation of Third Year Medical Students' Perception and Satisfaction from Problem Based Learning in Anatomy: A Pilot Study of the Introduction of Problem Based Learning into the Traditional Didactic Medical Curriculum in Nigeria

ERIC Educational Resources Information Center

Saalu, L. C.; Abraham A. A.; Aina, W. O.

2010-01-01

Problem-based learning (PBL) is a method of teaching that uses hypothetical clinical cases, individual investigation and group process. In recent years, in medical education, problem-based learning (PBL) has increasingly been adopted as the preferred pedagogy in many countries around the world. Controversy, however, still exists as the potential…

Perceptions of Pharmacy Students, Faculty Members, and Administrators on the Use of Technology in the Classroom

PubMed Central

DiVall, Margarita V.; Hayney, Mary S; Marsh, Wallace; Neville, Michael W.; O’Barr, Stephen; Sheets, Erin D.; Calhoun, Larry D.

2013-01-01

Objectives. To gather and evaluate the perceptions of students, faculty members, and administrators regarding the frequency and appropriateness of classroom technology use. Methods. Third-year pharmacy students and faculty members at 6 colleges and schools of pharmacy were surveyed to assess their perceptions about the type, frequency, and appropriateness of using technology in the classroom. Upper-level administrators and information technology professionals were also interviewed to ascertain overall technology goals and identify criteria used to adopt new classroom technologies. Results. Four hundred sixty-six students, 124 faculty members, and 12 administrators participated in the survey. The most frequently used and valued types of classroom technology were course management systems, audience response systems, and lecture capture. Faculty members and students agreed that faculty members appropriately used course management systems and audience response systems. Compared with their counterparts, tech-savvy, and male students reported significantly greater preference for increased use of classroom technology. Eighty-six percent of faculty members reported having changed their teaching methodologies to meet student needs, and 91% of the students agreed that the use of technology met their needs. Conclusions. Pharmacy colleges and schools use a variety of technologies in their teaching methods, which have evolved to meet the needs of the current generation of students. Students are satisfied with the appropriateness of technology, but many exhibit preferences for even greater use of technology in the classroom. PMID:23716743

Calling Their Bluff: Expressed and Revealed Preferences of Top College Graduates Entering Teaching in Argentina

ERIC Educational Resources Information Center

Ganimian, Alejandro; Alfonso, Mariana; Santiago, Ana

2014-01-01

Many school systems today are trying to attract top college graduates into teaching, but little is known about what dissuades this target group from entering the profession. This study randomly assigned applicants for a highly-selective alternative pathway into teaching in Argentina either to a survey about their motivations for applying to the…

Resistance to Dialogic Discourse in SSI Teaching: The Effects of an Argumentation-Based Workshop, Teaching Practicum, and Induction on a Preservice Science Teacher

ERIC Educational Resources Information Center

Kilinc, Ahmet; Demiral, Umit; Kartal, Tezcan

2017-01-01

Teaching socioscientific issues (SSI) necessitates dialogic discourse activities. However, a majority of science teachers prefer monologic discourse in SSI contexts. In addition, some of these teachers are resistant to change (from monologic to dialogic discourse) despite certain professional development attempts. The purpose of the present…

Prospective High School Physics Teachers' Beliefs about Teaching Practices: From Traditionalist to Constructivist

ERIC Educational Resources Information Center

Demirci, Neset

2015-01-01

The main aim of this study was to determine the teaching practices of prospective high school physics teachers with respect to their preference for teaching as a traditionalist or as a constructivist. To study the beliefs of prospective high school physics teachers on this subject, firstly, the Teacher Belief Survey was administered to 135…

More than Words: Expressed and Revealed Preferences of Top College Graduates Entering Teaching in Argentina

ERIC Educational Resources Information Center

Ganimian, Alejandro J.; Alfonso, Mariana; Santiago, Ana

2017-01-01

School systems are trying to attract top college graduates into teaching, but we know little about what dissuades this group from entering the profession. We provided college graduates who applied to a selective alternative pathway into teaching in Argentina with information on what their working conditions and pay would be if they were admitted…

Teacher perspectives on specialisation in the elementary classroom: implications for science instruction

NASA Astrophysics Data System (ADS)

Poland, Susan; Colburn, Amanda; Long, David E.

2017-09-01

In the current educational climate of testing and accountability, many elementary teachers find they lack adequate time and confidence to enact reform-based science teaching due to pressure to perform in reading and mathematics. With this tension in mind, we explore the phenomenon of elementary teacher specialisation in comparison to the traditional, generalist model of teaching, wherein a teacher is responsible for teaching all subjects to one group of students each year. This mixed-methods study examines teacher perspectives on the practice of specialisation and generalisation through teacher interview data. Our teachers spoke candidly about their attitudes towards specialisation, the perceived impacts of specialization on teachers and students, and the role of accountability, administration, and testing in their decisions to specialise. Additionally, our teachers discussed time dedicated to science in specialist and generalist classrooms. Our findings suggest that specialist roles are sought by those who see specialisation as a means of reducing workload, while allowing for content mastery and improved instruction. Alternatively, generalist roles are sought by those who primarily view the role of elementary teaching as the care and development of children, and who prefer to focus on the classroom as a holistic, fluid space. Implications for science teaching are discussed.

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.

Tele-Immersion: Preferred Infrastructure for Anatomy Instruction

ERIC Educational Resources Information Center

Silverstein, Jonathan C.; Ehrenfeld, Jesse M.; Croft, Darin A.; Dech, Fred W.; Small, Stephen; Cook, Sandy

2006-01-01

Understanding spatial relationships among anatomic structures is an essential skill for physicians. Traditional medical education--using books, lectures, physical models, and cadavers--may be insufficient for teaching complex anatomical relationships. This study was designed to measure whether teaching complex anatomy to medical students using…

Ideal Teacher Behaviors: Student Motivation and Self-Efficacy Predict Preferences

ERIC Educational Resources Information Center

Komarraju, Meera

2013-01-01

Differences in students' academic self-efficacy and motivation were examined in predicting preferred teacher traits. Undergraduates (261) completed the Teaching Behavior Checklist, Academic Self-Concept scale, and Academic Motivation scale. Hierarchical regression analyses indicated that academic self-efficacy and extrinsic motivation explained…

Patient perspectives on medical photography in dermatology.

PubMed

Leger, Marie C; Wu, Timothy; Haimovic, Adele; Kaplan, Rachel; Sanchez, Miguel; Cohen, David; Leger, Elizabeth A; Stein, Jennifer A

2014-09-01

Clinical photography enhances medical care, research, and teaching. Empirical data are needed to guide best practices regarding dermatologic photography. To investigate patient opinion about clinical photography and identify demographic factors that influence these opinions. Four hundred patients representing a broad range of ages, self-identified ethnic/racial groups, and socioeconomic levels were recruited from 4 dermatology settings in New York City. Patients were administered a survey about perceptions of photography, willingness to allow photographs to be used in a variety of settings, preferences for photographer and photographic equipment, and methods of consent. Eighty-eight percent of patients agreed that photography enhanced their quality of care. Most patients would allow their photographs to be used for medical, teaching, and research purposes with significantly more acceptance when patients were not identifiable. Patients preferred photographs taken by a physician rather than a nurse or student, photographers of the same gender, clinic-owned cameras to personal cameras or cell phones, and written consent to verbal consent. There were significant racial/ethnicity and age-related variations in responses, with white and older patients being more permissive than other groups. We use the results of this study to recommend best practices for photography in dermatology.

Teaching self-control with qualitatively different reinforcers.

PubMed

Passage, Michael; Tincani, Matt; Hantula, Donald A

2012-01-01

This study examined the effectiveness of using qualitatively different reinforcers to teach self-control to an adolescent boy who had been diagnosed with an intellectual disability. First, he was instructed to engage in an activity without programmed reinforcement. Next, he was instructed to engage in the activity under a two-choice fixed-duration schedule of reinforcement. Finally, he was exposed to self-control training, during which the delay to a more preferred reinforcer was initially short and then increased incrementally relative to the delay to a less preferred reinforcer. Self-control training effectively increased time on task to earn the delayed reinforcer.

Pediatric Resident-as-Teacher Curricula: A National Survey of Existing Programs and Future Needs.

PubMed

Fromme, H Barrett; Whicker, Shari A; Paik, Steve; Konopasek, Lyuba; Koestler, Jennifer L; Wood, Beverly; Greenberg, Larrie

2011-06-01

We conducted a national survey of US pediatric program directors to explore the current status, content, and teaching methods of Resident-as-Teacher (RAT) curricula. The purposes of the survey were to (1) determine the level and method of evaluation of such curricula, and (2) assess the need for a national curricular resource in this area. A survey was sent to US pediatric program directors that asked questions regarding demographics, support, design, development, content, and evaluation of RAT curricula, as well as existing needs and desires for RAT curricular resources. Sixty-two percent of pediatric program directors completed our survey. Eighty-seven percent have a formal RAT curriculum, but more than 50% allocate 10 hours or less to it during residency. The primary teaching modalities are lectures and workshops. Content areas include feedback, in-patient teaching, communication skills, case-based teaching, role modeling, evaluation, leadership skills, 1-minute preceptors, teaching/learning styles, professionalism, and small-group teaching. Sixty-three percent of programs report evaluating their curricula, but only 27% perceive their program to be very/extremely effective. Nearly all respondents expressed interest in a national RAT curriculum, preferring web-based modules for dissemination. Despite an Accreditation Council for Graduate Medical Education requirement for a RAT curriculum, some pediatrics programs still lack one, and some consider their program only moderately effective. A wealth of curricular material exists across programs, which could be shared nationally. Establishing a national RAT curriculum would offer programs resources to meet educational mandates and the ability to tailor programs to best fit their own program needs.

e-Learning in Surgical Education: A Systematic Review.

PubMed

Jayakumar, Nithish; Brunckhorst, Oliver; Dasgupta, Prokar; Khan, Muhammad Shamim; Ahmed, Kamran

2015-01-01

e-Learning involves the delivery of educational content through web-based methods. Owing to work-hour restrictions and changing practice patterns in surgery, e-learning can offer an effective alternative to traditional teaching. Our aims were to (1) identify current modalities of e-learning, (2) assess the efficacy of e-learning as an intervention in surgical education through a systematic review of the literature, and (3) discuss the relevance of e-learning as an educational tool in surgical education. This is the first such systematic review in this field. A systematic search of MEDLINE and EMBASE was conducted for relevant articles published until July 2014, using a predefined search strategy. The database search was conducted according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. A total of 38 articles were found which met the inclusion criteria. In these studies, e-learning was used as an intervention in 3 different ways: (1) to teach cases through virtual patients (18/38); (2) to teach theoretical knowledge through online tutorials, or other means (18/38); and (3) to teach surgical skills (2/38). Nearly all of the studies reviewed report significant knowledge gain from e-learning; however, 2 in 3 studies did not use a control group. e-Learning has emerged as an effective mode of teaching with particular relevance for surgical education today. Published studies have demonstrated the efficacy of this method; however, future work must involve well-designed randomized controlled trials comparing e-learning against standard teaching. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Medical student knowledge regarding radiology before and after a radiological anatomy module: implications for vertical integration and self-directed learning.

PubMed

Murphy, Kevin P; Crush, Lee; O'Malley, Eoin; Daly, Fergus E; O'Tuathaigh, Colm M P; O'Connor, Owen J; Cryan, John F; Maher, Michael M

2014-10-01

To examine the impact that anatomy-focused radiology teaching has on non-examined knowledge regarding radiation safety and radiology as a specialty. First-year undergraduate medical students completed surveys prior to and after undertaking the first-year anatomy programme that incorporates radiological anatomy. Students were asked opinions on preferred learning methodology and tested on understanding of radiology as a specialty and radiation safety. Pre-module and post-module response rates were 93 % (157/168) and 85 % (136/160), respectively. Pre-module and post-module, self-directed learning (SDL) ranked eighth (of 11) for preferred gross-anatomy teaching formats. Correct responses regarding radiologist/radiographer roles varied from 28-94 % on 16 questions with 4/16 significantly improving post-module. Identification of modalities that utilise radiation significantly improved for five of eight modalities post-module but knowledge regarding relative amount of modality-specific radiation use was variable pre-module and post-module. SDL is not favoured as an anatomy teaching method. Exposure of students to a radiological anatomy module delivered by senior clinical radiologists improved basic knowledge regarding ionising radiation use, but there was no improvement in knowledge regarding radiation exposure relative per modality. A possible explanation is that students recall knowledge imparted in didactic lectures but do little reading around the subject when the content is not examined. • Self-directed learning is not favoured as a gross anatomy teaching format amongst medical students. • An imaging anatomy-focused module improved basic knowledge regarding ionising radiation use. • Detailed knowledge of modality-specific radiation exposure remained suboptimal post-module. • Knowledge of roles within a clinical radiology department showed little change post-module.

Evaluation of Teaching and Learning in Family Medicine by Students: A Sri Lankan Experience

PubMed Central

Ramanayake, R. P. J. C.; De Silva, A. H. W.; Perera, D. P.; Sumanasekara, R. D. N.; Gunasekara, R.; Chandrasiri, P.

2015-01-01

Background: Family Medicine occupies a prominent place in the undergraduate curriculum of the Faculty of Medicine, University of Kelaniya, Sri Lanka. The one month clinical attachment during the fourth year utilizes a variety of teaching methods. This study evaluates teaching learning methods and learning environment of this attachment. Methodology: A descriptive cross sectional study was carried out among consenting students over a period of six months on completion of the clinical attachment using a pretested self administered questionnaire. Results: Completed questionnaires were returned by 114(99%) students. 90.2% were satisfied with the teaching methods in general while direct observation and feed back from teachers was the most popular(95.1%) followed by learning from patients(91.2%), debate(87.6%), seminar(87.5%) and small group discussions(71.9%). They were highly satisfied with the opportunity they had to develop communication skills (95.5%) and presentation skills (92.9%). Lesser learning opportunity was experienced for history taking (89.9%), problem solving (78.8%) and clinical examination (59.8%) skills. Student satisfaction regarding space within consultation rooms was 80% while space for history taking and examination (62%) and availability of clinical equipment (53%) were less. 90% thought the programme was well organized and adequate understanding on family medicine concepts and practice organization gained by 94% and 95% of the students respectively. Conclusions: Overall student satisfaction was high. Students prefer learning methods which actively involve them. It is important to provide adequate infra structure facilities for student activities to make it a positive learning experience for them. PMID:25810980

Evaluation of teaching and learning in family medicine by students: a sri lankan experience.

PubMed

Ramanayake, R P J C; De Silva, A H W; Perera, D P; Sumanasekara, R D N; Gunasekara, R; Chandrasiri, P

2015-01-01

Family Medicine occupies a prominent place in the undergraduate curriculum of the Faculty of Medicine, University of Kelaniya, Sri Lanka. The one month clinical attachment during the fourth year utilizes a variety of teaching methods. This study evaluates teaching learning methods and learning environment of this attachment. A descriptive cross sectional study was carried out among consenting students over a period of six months on completion of the clinical attachment using a pretested self administered questionnaire. Completed questionnaires were returned by 114(99%) students. 90.2% were satisfied with the teaching methods in general while direct observation and feed back from teachers was the most popular(95.1%) followed by learning from patients(91.2%), debate(87.6%), seminar(87.5%) and small group discussions(71.9%). They were highly satisfied with the opportunity they had to develop communication skills (95.5%) and presentation skills (92.9%). Lesser learning opportunity was experienced for history taking (89.9%), problem solving (78.8%) and clinical examination (59.8%) skills. Student satisfaction regarding space within consultation rooms was 80% while space for history taking and examination (62%) and availability of clinical equipment (53%) were less. 90% thought the programme was well organized and adequate understanding on family medicine concepts and practice organization gained by 94% and 95% of the students respectively. Overall student satisfaction was high. Students prefer learning methods which actively involve them. It is important to provide adequate infra structure facilities for student activities to make it a positive learning experience for them.

Deep and shallow water effects on developing preschoolers' aquatic skills.

PubMed

Costa, Aldo M; Marinho, Daniel A; Rocha, Helena; Silva, António J; Barbosa, Tiago M; Ferreira, Sandra S; Martins, Marta

2012-05-01

The aim of the study was to assess deep and shallow water teaching methods in swimming lessons for preschool children and identify variations in the basic aquatic skills acquired. The study sample included 32 swimming instructors (16 from deep water programs and 16 from shallow water programs) and 98 preschool children (50 from deep water swimming pool and 48 from shallow water swimming pool). The children were also studied regarding their previous experience in swimming (6, 12 and 18 months or practice). Chi-Square test and Fisher's exact test were used to compare the teaching methodology. A discriminant analysis was conducted with Λ wilk's method to predict under what conditions students are better or worse (aquatic competence). Results suggest that regardless of the non-significant variations found in teaching methods, the water depth can affect aquatic skill acquisition - shallow water lessons seem to impose greater water competence particularly after 6 months of practice. The discriminant function revealed a significant association between groups and all predictors for 6 months of swimming practice (p<0.001). Body position in gliding and leg displacements were the main predictors. For 12 and 18 months of practice, the discriminant function do not revealed any significant association between groups. As a conclusion, it seems that the teaching methodology of aquatic readiness based on deep and shallow water programs for preschoolers is not significantly different. However, shallow water lessons could be preferable for the development of basic aquatic skills.

Deep and Shallow Water Effects on Developing Preschoolers’ Aquatic Skills

PubMed Central

Costa, Aldo M.; Marinho, Daniel A.; Rocha, Helena; Silva, António J.; Barbosa, Tiago M.; Ferreira, Sandra S.; Martins, Marta

2012-01-01

The aim of the study was to assess deep and shallow water teaching methods in swimming lessons for preschool children and identify variations in the basic aquatic skills acquired. The study sample included 32 swimming instructors (16 from deep water programs and 16 from shallow water programs) and 98 preschool children (50 from deep water swimming pool and 48 from shallow water swimming pool). The children were also studied regarding their previous experience in swimming (6, 12 and 18 months or practice). Chi-Square test and Fisher’s exact test were used to compare the teaching methodology. A discriminant analysis was conducted with Λ wilk’s method to predict under what conditions students are better or worse (aquatic competence). Results suggest that regardless of the non-significant variations found in teaching methods, the water depth can affect aquatic skill acquisition - shallow water lessons seem to impose greater water competence particularly after 6 months of practice. The discriminant function revealed a significant association between groups and all predictors for 6 months of swimming practice (p<0.001). Body position in gliding and leg displacements were the main predictors. For 12 and 18 months of practice, the discriminant function do not revealed any significant association between groups. As a conclusion, it seems that the teaching methodology of aquatic readiness based on deep and shallow water programs for preschoolers is not significantly different. However, shallow water lessons could be preferable for the development of basic aquatic skills. PMID:23487406

"I Know It's so Good, but I Prefer Not to Use It" An Interpretive Investigation of Jordanian Preservice Elementary Teachers' Perspectives about Learning Biology through Inquiry

ERIC Educational Resources Information Center

Qablan, Ahmad; Al-Ruz, Jamal Abu; Theodora, Debaz; Al-Momani, Ibrahim

2008-01-01

Many researchers emphasize the significance of employing inquiry learning in shaping preservice elementary teachers' tendencies to teach science. Using an interpretive research methodology, this study examined the influence of employing an inquiry-based teaching approach on teaching biology to preservice elementary teachers at the Hashemite…

Essential pediatric hypertension: defining the educational needs of primary care pediatricians.

PubMed

Cha, Stephen D; Chisolm, Deena J; Mahan, John D

2014-07-27

In order to better understand the educational needs regarding appropriate recognition, diagnosis and management of pediatric hypertension (HTN), we asked practicing pediatricians questions regarding their educational needs and comfort level on this topic. We conducted 4 focus group sessions that included 27 participants representing pediatric residents, adolescent medicine physicians, clinic based pediatricians and office based pediatricians. Each focus group session lasted for approximately an hour and 90 pages of total transcriptions were produced verbatim from audio recordings. Four reviewers read each transcript and themes were elucidated from these transcripts. Overall, 5 major themes related to educational needs and clinical concerns were found: utilization of resources to define blood pressure (BP), correct BP measurement method(s), co-morbidities, barriers to care, and experience level with HTN. Six minor themes were also identified: differences in BP measurement, accuracy of BP, recognition of HTN, practice pattern of care, education of families and patients, and differences in level of training. The focus group participants were also questioned on their preferences regarding educational methods (i.e. e-learning, small group sessions, self-study, large group presentations) and revealed varied teaching and learning preferences. There are multiple methods to approach education regarding pediatric HTN for primary care pediatricians based on provider preferences and multiple educational activities should be pursued to achieve best outcomes. Based on this data, the next direction will be to develop and deliver multiple educational methods and to evaluate the impact on practice patterns of care for children and adolescents with HTN.

Technology, Learning, and College Teaching Evaluations

ERIC Educational Resources Information Center

Fremont, Kimberly Miller

2013-01-01

College students utilize technology in vast ways. However, the results of studies evaluating the technological experiences of young people within the academic setting are varied, suggesting that students are more complex in their preferences for academic technology use than once thought. Yet no studies have explored student preferences for…

Indian dental students' preferences regarding lecture courses.

PubMed

Parolia, Abhishek; Mohan, Mandakini; Kundabala, M; Shenoy, Ramya

2012-03-01

Teaching and learning activities in the dental clinic or hospital are a challenging area for students as well as teachers. With various teaching methodologies being used in dental schools around the world, gaining greater understanding of students' attitudes toward these methodologies would be useful for dental educators. The objective of this study was to explore the preferences of dental students in India about various aspects of lecture courses. A structured survey consisting of ten closed-ended questions was developed, and 2,680 undergraduate students from forty-three dental schools in India were approached via e-mail with a follow-up postal mailing. Of these, 1,980 students responded, for a response rate of 73.8 percent. Most of the students reported preferring lectures with the aid of PowerPoint and chalkboard. They preferred morning lectures from 8 am to 10 am for a maximum of thirty to forty minutes for each lecture, and they preferred to receive information about the lecture topic in advance. The students said that delivery of clinical demonstrations was beneficial after the lectures, and they preferred learning-based rather than exam-oriented education. The respondents also said that attendance should be made compulsory and that numerical marking of examinations should not be replaced by a grading system.

Science on the Web: Secondary School Students' Navigation Patterns and Preferred Pages' Characteristics

NASA Astrophysics Data System (ADS)

Dimopoulos, Kostas; Asimakopoulos, Apostolos

2010-06-01

This study aims to explore navigation patterns and preferred pages' characteristics of ten secondary school students' searching the web for information about cloning. The students navigated the Web for as long as they wished in a context of minimum support of teaching staff. Their navigation patterns were analyzed using audit trail data software. The characteristics of their preferred Web pages were also analyzed using a scheme of analysis largely based on socio-linguistics and socio-semiotics approaches. Two distinct groups of students could be discerned. The first consisted of more competent students, who during their navigation visited fewer relevant pages, however of higher credibility and more specialized content. The second group consists of weaker students, who visited more pages, mainly of lower credibility and rather popularized content. Implications for designing educational web pages and teaching are discussed.

Self-Perception versus Students' Perception of Teachers' Personal Style in College Science and Mathematics Courses

NASA Astrophysics Data System (ADS)

Ben-Chaim, David; Zoller, Uri

2001-06-01

This study focuses on the assessment of students' (N=138) versus their teachers' (N=8) self-perception of the latter's personal style (PS) in the context of science and mathematics teaching in college; it uses the Personal Style Questionnaire and structured interviews for this purpose. The teacher's preferred (the ideal) and the actual personal style profiles thus obtained indicate that there is a good correspondence between the students' and teachers' perceptions concerning the preferred personal style of teachers. It also indicates that the students assess quite adequately the actual PS of their teachers. Regarding the significance of the association between the students' preferred and the teachers' actual PS in College science and mathematics teaching for effective learning, the self-modification of PS by reflective prospective and in-service science teachers is recommended.

Using scenario-based training to promote information literacy among on-call consultant pediatricians

PubMed Central

Pettersson, Jonas; Bjorkander, Emil; Bark, Sirpa; Holmgren, Daniel; Wekell, Per

2017-01-01

Background Traditionally, teaching hospital staff to search for medical information relies heavily on educator-defined search methods. In contrast, the authors describe our experiences using real-time scenarios to teach on-call consultant pediatricians information literacy skills as part of a two-year continuing professional development program. Case Presentation Two information-searching workshops were held at Sahlgrenska University Hospital in Gothenburg, Sweden. During the workshops, pediatricians were presented with medical scenarios that were closely related to their clinical practice. Participants were initially encouraged to solve the problems using their own preferred search methods, followed by group discussions led by clinical educators and a medical librarian in which search problems were identified and overcome. The workshops were evaluated using questionnaires to assess participant satisfaction and the extent to which participants intended to implement changes in their clinical practice and reported actual change. Conclusions A scenario-based approach to teaching clinicians how to search for medical information is an attractive alternative to traditional lectures. The relevance of such an approach was supported by a high level of participant engagement during the workshops and high scores for participant satisfaction, intended changes to clinical practice, and reported benefits in actual clinical practice. PMID:28670215

Using scenario-based training to promote information literacy among on-call consultant pediatricians.

PubMed

Pettersson, Jonas; Bjorkander, Emil; Bark, Sirpa; Holmgren, Daniel; Wekell, Per

2017-07-01

Traditionally, teaching hospital staff to search for medical information relies heavily on educator-defined search methods. In contrast, the authors describe our experiences using real-time scenarios to teach on-call consultant pediatricians information literacy skills as part of a two-year continuing professional development program. Two information-searching workshops were held at Sahlgrenska University Hospital in Gothenburg, Sweden. During the workshops, pediatricians were presented with medical scenarios that were closely related to their clinical practice. Participants were initially encouraged to solve the problems using their own preferred search methods, followed by group discussions led by clinical educators and a medical librarian in which search problems were identified and overcome. The workshops were evaluated using questionnaires to assess participant satisfaction and the extent to which participants intended to implement changes in their clinical practice and reported actual change. A scenario-based approach to teaching clinicians how to search for medical information is an attractive alternative to traditional lectures. The relevance of such an approach was supported by a high level of participant engagement during the workshops and high scores for participant satisfaction, intended changes to clinical practice, and reported benefits in actual clinical practice.

Approaches to Learning and Kolb's Learning Styles of Undergraduates with Better Grades

NASA Astrophysics Data System (ADS)

Almeida, Patrícia; Teixeira-Dias, José Joaquim; Martinho, Mariana; Balasooriya, Chinthaka

The purpose of this study is to investigate if the teaching, learning and assessment strategies conceived and implemented in a higher education chemistry course promote the development of conceptual understanding, as intended. Thus, our aim is to analyse the learning styles and the approaches to learning of chemistry undergraduates with better grades. The overall results show that the students with better grades possess the assimilator learning style, that is usually associated to the archetypal chemist. Moreover, the students with the highest grades revealed a conception of learning emphasising understanding. However, these students diverged both in their learning approaches and in their preferences for teaching strategies. The majority of students adopted a deep approach or a combination of a deep and a strategic approach, but half of them revealed their preference for teaching-centred strategies.

Media Matter: The Effect of Medium of Presentation on Student's Recognition of Histopathology.

PubMed

Telang, Ajay; Jong, Nynke De; Dalen, Jan Van

2016-12-01

Pathology teaching has undergone transformation with the introduction of virtual microscopy as a teaching and learning tool. To assess if dental students can identify histopathology irrespective of the media of presentation and if the media affect student's oral pathology case based learning scores. The perception of students towards "hybrid" approach in teaching and learning histopathology in oral pathology was also assessed. A controlled experiment was conduc-ted on year 4 and year 5 dental student groups using a perfor-mance test and a questionnaire survey. A response rate of 81% was noted for the performance test as well as the questionnaire survey. Results show a significant effect of media on performance of students with virtual microscopy bringing out the best performance across all student groups in case based learning scenarios. The order of preference for media was found to be virtual microscopy followed by photomicrographs and light microscopy. However, 94% of students still prefer the present hybrid system for teaching and learning of oral pathology. The study shows that identification of histo-pathology by students is dependent on media and the type of media has a significant effect on the performance. Virtual microscopy is strongly perceived as a useful tool for learning which thus brings out the best performance, however; the hybrid approach still remains the most preferred approach for histopathology learning.

Modified teaching approach for an enhanced medical physics graduate education experience

PubMed Central

Rutel, IB

2011-01-01

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

Tourism English Teaching Techniques Converged from Two Different Angles.

ERIC Educational Resources Information Center

Seong, Myeong-Hee

2001-01-01

Provides techniques converged from two different angles (learners and tourism English features) for effective tourism English teaching in a junior college in Korea. Used a questionnaire, needs analysis, an instrument for measuring learners' strategies for oral communication, a small-scale classroom study for learners' preferred teaching…

Teaching the Concept of Precycling: A Campaign and Evaluation.

ERIC Educational Resources Information Center

Gillilan, Sheryl; Werner, Carol M.; Olson, Lynne; Adams, Dorothy

1996-01-01

Precycling, or purchasing wisely to reduce waste, is the EPA-preferred way to conserve resources and extend landfill life. A three-month campaign using radio, television, and in-store advertising was effective in teaching this concept in the greater Salt Lake City area. (Author/AIM)

What Do Students Want? Making Sense of Student Preferences in Technology-Enhanced Learning

ERIC Educational Resources Information Center

Pechenkina, Ekaterina; Aeschliman, Carol

2017-01-01

This article, with its focus on university students as intended recipients and users of technological innovations in education, explores student preferences across three dimensions of technology-enhanced learning: mode of instruction; communication; and educational technology tools embedded in learning and teaching activities. The article draws on…

Data Driven Program Planning for GIS Instruction

ERIC Educational Resources Information Center

Scarletto, Edith

2013-01-01

This study used both focus groups (qualitative) and survey data (quantitative) to develop and expand an instruction program for GIS services. It examined the needs and preferences faculty and graduate students have for learning about GIS applications for teaching and research. While faculty preferred in person workshops and graduate students…

Caregivers as Interventionists and Trainers: Teaching Mands to Children with Developmental Disabilities

ERIC Educational Resources Information Center

Loughrey, Tara Olivia; Contreras, Bethany P.; Majdalany, Lina M.; Rudy, Nikki; Sinn, Stephanie; Teague, Patricia; Marshall, Genevieve; McGreevy, Patrick; Harvey, A. Celeste

2014-01-01

We evaluated the use of behavioral skills training (BST) to train caregivers to conduct procedures commonly associated with mand training. We trained two caregivers on the following procedures: (a) conducting preference assessments, (b) delivering preferred items contingent on appropriate behavior, (c) capturing and contriving motivating…

Middle School Principals' Perceptions and Preferences When Hiring Teachers

ERIC Educational Resources Information Center

Mee, Molly; Haverback, Heather Rogers

2017-01-01

The purpose of this study was to investigate middle school principals' knowledge of the state's new middle level teacher certification, their hiring preferences for newly certified teachers, and their perceptions of middle certified teacher' competencies in teaching various subject areas to middle school students. Survey data indicated that the…

Predominant learning styles among pharmacy students at the Federal University of Paraná, Brazil

PubMed Central

Czepula, Alexandra I.; Bottacin, Wallace E.; Hipólito, Edson; Baptista, Deise R.; Pontarolo, Roberto; Correr, Cassyano J.

2015-01-01

Background: Learning styles are cognitive, emotional, and physiological traits, as well as indicators of how learners perceive, interact, and respond to their learning environments. According to Honey-Mumford, learning styles are classified as active, reflexive, theoretical, and pragmatic. Objective: The purpose of this study was to identify the predominant learning styles among pharmacy students at the Federal University of Paraná, Brazil. Methods: An observational, cross-sectional, and descriptive study was conducted using the Honey-Alonso Learning Style Questionnaire. Students in the Bachelor of Pharmacy program were invited to participate in this study. The questionnaire comprised 80 randomized questions, 20 for each of the four learning styles. The maximum possible score was 20 points for each learning style, and cumulative scores indicated the predominant learning styles among the participants. Honey-Mumford (1986) proposed five preference levels for each style (very low, low, moderate, high, and very high), called a general interpretation scale, to avoid student identification with one learning style and ignoring the characteristics of the other styles. Statistical analysis was performed using the Statistical Package for the Social Sciences (SPSS) version 20.0. Results: This study included 297 students (70% of all pharmacy students at the time) with a median age of 21 years old. Women comprised 77.1% of participants. The predominant style among pharmacy students at the Federal University of Paraná was the pragmatist, with a median of 14 (high preference). The pragmatist style prevails in people who are able to discover techniques related to their daily learning because such people are curious to discover new strategies and attempt to verify whether the strategies are efficient and valid. Because these people are direct and objective in their actions, pragmatists prefer to focus on practical issues that are validated and on problem situations. There was no statistically significant difference between genders with regard to learning styles. Conclusion: The pragmatist style is the prevailing style among pharmacy students at the Federal University of Paraná. Although students may have a learning preference that preference is not the only manner in which students can learn, neither their preference is the only manner in which students can be taught. Awareness of students’ learning styles can be used to adapt the methodology used by teachers to render the teaching-learning process effective and long lasting. The content taught to students should be presented in different manners because varying teaching methods can develop learning skills in students. PMID:27011774

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

PubMed

Vizeshfar, Fatemeh; Torabizadeh, Camellia

2018-01-01

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

Teaching young people who are blind and have autism to make requests using a variation on the picture exchange communication system with tactile symbols: a preliminary investigation.

PubMed

Lund, Shelley K; Troha, Jeanette M

2008-04-01

This study used a single-subject multiple baseline across participants design to evaluate the effectiveness of a modified picture exchange communication system (PECS) teaching protocol with tactile symbols. Three students (two male, one female) aged 12-17 years who had autism and were blind participated in the study. The instructional program involved three phases. First, each participant learned to exchange a tactile symbol with his/her communication partner to request a preferred item/activity. Second, the distance between the communication partner and the participant was increased. Third, the participants were required to discriminate between two dissimilar tactile symbols. One out of three participants completed all phases of the instructional program. Although the other two participants did not complete the program, they demonstrated improvement from baseline responding rates. This study provided preliminary results that using tactile symbols with strategies from PECS may be an effective method to teach requesting to youth who are blind and have autism.

An in-depth analysis of ethics teaching in Canadian physiotherapy and occupational therapy programs.

PubMed

Laliberté, Maude; Hudon, Anne; Mazer, Barbara; Hunt, Matthew R; Ehrmann Feldman, Debbie; Williams-Jones, Bryn

2015-01-01

The purpose of this study was to examine current approaches and challenges to teaching ethics in entry-level Canadian physiotherapy (PT) and occupational therapy (OT) programs. Educators responsible for teaching ethics in the 28 Canadian PT and OT programs (n = 55) completed an online survey. The quantity of ethics teaching is highly variable, ranging from 5 to 65 h. Diverse obstacles to ethics teaching were reported, relating to the organization and structure of academic programs, student issues and the topic of ethics itself. Specific challenges included time constraints, large class sizes, a lack of pedagogical tools adapted to teaching this complex subject, a perceived lack of student interest for the subject and a preference for topics related to clinical skills. Of note, 65% of ethics educators who participated in the survey did not have any specialized training in ethics. Significant cross-program variation in the number of hours dedicated to ethics and the diversity of pedagogical methods used suggests that there is little consensus about how best to teach ethics. Further research on ethics pedagogy in PT and OT programs (i.e. teaching and evaluation approaches and effectiveness of current ethics teaching) would support the implementation of more evidence-based ethics education. Implications for Rehabilitation Ethics educators in Canadian PT and OT programs are experimenting with diverse educational approaches to teach ethical reasoning and decision-making to students, including lectures, problem-based learning, directed readings, videos, conceptual maps and clinical elective debriefing, but no particular method has been shown to be more effective for developing ethical decision-making/reasoning. Thus, research on the effectiveness of current methods is needed to support ethics educators and programs to implement evidence-based ethics education training. In our survey, 65% of ethics educators did not have any specialized training in ethics. Ensuring that educators are well equipped to support the development of necessary theoretical and applied competencies can be promoted by initiatives including the creation of tailored ethics teaching and evaluation tools, and by establishing communities of practice among ethics educators. This survey identified heterogeneity in ethics teaching content, format and duration, and location within the curriculum. In order to be able to assess more precisely the place accorded to ethics teaching in PT and OT programs, careful mapping of ethics content inside and across rehabilitation programs is needed - both in Canada and internationally. These initiatives would help advance understanding of ethics teaching practices in rehabilitation.

Professional development for teaching in higher education

NASA Astrophysics Data System (ADS)

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

2011-10-01

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

Effects of learning-style environmental and tactal/kinesthetic preferences on the understanding of scientific terms and attitude test scores of fifth-grade students

NASA Astrophysics Data System (ADS)

Sullivan, Angela Tirino

This investigator analyzed the effects of learning-style environmental and tactual/kinesthetic preferences on the understanding of scientific terms and attitude test scores of fifth-grade students. To identify individual preferences, the Learning-Styles Inventory (Dunn, Dunn & Price, 1996) was administered to students who attended a suburban elementary school. Forty-six general education students were given instruction through the gradual establishment of an environmentally- and perceptually-responsive learning-style classroom. Instructional units were divided into three phases of two weeks each. The units of scientific terms were instructed for varied learning-style preferences and were gradually introduced during these instructional phases: Phase 1: Electricity was taught with traditional teaching methods; Phase 2: The Source of Energy was taught with accommodations for sound, light, temperature, design elements; Phase 3: Pollution was taught with accommodations for tactual/kinesthetic modalities. Pre and Post-tests, were administered in each of the three phases to determine scientific term gains. A repeated measures ANOVA and General Linear Model were employed to compare mean gains from phase to phase. Post-hoc comparisons were performed using the Bonferroni method and similar procedures were conducted on the Semantic Differential Scales (Pizzo, 1981). Correlations of relative gain scores during each phase were assessed by means of Pearson-product-moment correlations. Differences in the strengths of correlated correlations were evaluated by means of t-tests for related correlation coefficients. Significant gains were found when students were instructed employing incremental learning-styles strategies. To determine attitudinal changes toward science terms, the Semantic Differential Scale (Pizzo, 1981) was administered three times throughout this study: after Phase 1, traditional teaching; Phases 2 and 3, after learning-styles intervention. Statistically higher significance was achieved in both achievement (p < .001) and attitude (p < .001) as each sequential phase was introduced. Thus, the more the instruction and environment responded to students' instructional learning-styles, the better they performed and the more they liked learning. These data confirmed the importance of matching learning-styles with complementary instructional strategies and environments.

Curriculum Design of a Flipped Classroom to Enhance Haematology Learning

ERIC Educational Resources Information Center

Porcaro, Pauline A.; Jackson, Denise E.; McLaughlin, Patricia M.; O'Malley, Cindy J.

2016-01-01

A common trend in higher education is the "flipped" classroom, which facilitates active learning during class. The flipped approach to teaching was instituted in a haematology "major" class and the students' attitudes and preferences for the teaching materials were surveyed. The curriculum design was explicit and involved four…

Negotiating Ideologies about Teaching Writing in a High School English Classroom

ERIC Educational Resources Information Center

Vetter, Amy; Myers, Joy; Hester, Madison

2014-01-01

More research needs to examine how novice teachers successfully negotiate multiple ideologies with others in ways that allow them to construct preferred teaching identities. This qualitative study addressed that need by investigating how one high school English teacher negotiated contradictory ideologies related to writing instruction at her…

Teaching Economic Principles Interactively: A Cannibal's Dinner Party

ERIC Educational Resources Information Center

Bergstrom, Theodore C.

2009-01-01

The author describes techniques that he uses to interactively teach economics principles. He describes an experiment on market entry and gives examples of applications of classroom clickers. Clicker applications include (a) collecting data about student preferences that can be used to construct demand curves and supply curves, (b) checking…

A Learning Model to Guide Research and Practice for Teaching of Elder Clients.

ERIC Educational Resources Information Center

Theis, Saundra L.; Merritt, Sharon L.

1994-01-01

In first study 40 adults over 65 completed the Mental Status Questionnaire; in a second, 134 elderly heart patients completed the Patient Learning Styles Questionnaire. Results showed use of crystallized intelligence enhanced learning. Older subjects preferred structure; authoritarian, expert teaching; and listening to presentations supplemented…

Power, Voice and Democratization: Feminist Pedagogy and Assessment in CMC.

ERIC Educational Resources Information Center

Campbell, Katy

2002-01-01

Discussion of differences in the ways that female and male faculty approach the use of technology in teaching focuses on a study of female faculty learning design preferences in critical feminist teaching. Considers learner-centered approaches; interactions with students in computer-mediated communication (CMC); democratization in online…

Understanding and Teaching Generation Y

ERIC Educational Resources Information Center

Reilly, Peter

2012-01-01

English teaching professionals working with children in primary school, adolescents in secondary school, or adults at university know that learners nowadays think and behave differently than those from previous generations. These students were born into a world of information technology; they prefer to multitask rather than focus on one thing at a…

Teaching Children with Autism Spectrum Disorder to Mand for Information Using "Which?"

ERIC Educational Resources Information Center

Marion, Carole; Martin, Garry L.; Yu, C. T.; Buhler, Charissa; Kerr, Danni; Claeys, Amanda

2012-01-01

We examined a procedure consisting of a preference assessment, prompting, contrived conditioned establishing operations, and consequences for correct and incorrect responses for teaching children with autism to mand "which?" We used a modified multiple baseline design across 3 participants. All the children learned to mand "which?" Generalization…

Classroom Communication and Teaching Effectiveness: The Foreign-Born Instructor.

ERIC Educational Resources Information Center

Neves, Joao S.; Sanyal, Rajib N.

1991-01-01

Results of a survey of 260 students to examine how they perceive foreign-born instructors (FBIs) revealed a marked preference for native-born instructors by respondents. Because the need to hire FBIs will continue, administrators must focus attention on improving the FBIs' communication and teaching skills. (JOW)

What Makes a Good Educator? The Relevance of Meta Programmes

ERIC Educational Resources Information Center

Brown, Nigel

2004-01-01

This paper reports the results of a qualitative study which explores the relevance of meta programmes to students' perceptions of teaching quality. Meta programmes are a model of personality preferences from the discipline of Neuro Linguistic Programming (NLP). Research into teaching effectiveness indicates that students rate as important "hygiene…

Ideology Spotting: An Exercise in Teaching Conservatism and Liberalism

ERIC Educational Resources Information Center

Plazek, David J.

2012-01-01

It has long been lamented that Americans do not comprehend conservative and liberal ideologies and the associated policy preferences for each perspective (and the reasoning behind the associations). This research seeks to contribute to the teaching of conservatism and liberalism by creating a heuristic outlining six general characteristics for…

Creating Inclusive Schools for All Students

ERIC Educational Resources Information Center

Causton-Theoharis, Julie; Theoharis, George

2009-01-01

Inclusion in general education and attention to belonging are the first steps toward greater achievement for all students. This must be followed by improving the core teaching and curriculum to enhance learning of all students through differentiation, and teaching to multiple modalities and learning preferences. For these changes to occur,…

Teaching Africa's Cities through Meja Mwangi's Novels

ERIC Educational Resources Information Center

Smiley, Sarah L.

2009-01-01

This article presents a lesson plan used to teach about African urbanization using Kenyan novels. Specifically, three urban novels written by Meja Mwangi are used. Based on a qualitative survey of student preference and learning, this lesson plan uses these novels alongside more traditional academic texts to achieve effective student learning.…

Processing Information after a Child’s Cancer Diagnosis – How Parents Learn: A Report from the Children’s Oncology Group

PubMed Central

Rodgers, Cheryl C.; Stegenga, Kristin; Withycombe, Janice S.; Sachse, Karen; Kelly, Katherine Patterson

2016-01-01

Parents of a child newly diagnosed with cancer must receive an extensive amount of information before their child’s initial hospital discharge; however, little is known about best practices for providing this education. An interpretive descriptive study design was used to describe actual and preferred educational content, timing, and methods among parents of children newly diagnosed with cancer prior to their child’s first hospital discharge. Twenty parents of children diagnosed with various malignancies participated in individual interviews 2 to 12 months after their child’s diagnosis. Data were analyzed using constant comparative analysis. Education delivery occurred in a telling manner at diagnosis transitioning to a reciprocal process of teaching during the inpatient stay, then primarily back to telling immediately before discharge. Parents expressed a variety of preferred learning styles but noted that their preferences were rarely assessed by healthcare providers. Multiple factors influenced parents’ ability to process educational information received during their child’s initial hospitalization. Findings suggest that nursing practices should include assessing for influencing factors, providing anticipatory guidance, and incorporating parents’ preferred learning style into the educational plan. PMID:28084180

Essential pediatric hypertension: defining the educational needs of primary care pediatricians

PubMed Central

2014-01-01

Background In order to better understand the educational needs regarding appropriate recognition, diagnosis and management of pediatric hypertension (HTN), we asked practicing pediatricians questions regarding their educational needs and comfort level on this topic. Methods We conducted 4 focus group sessions that included 27 participants representing pediatric residents, adolescent medicine physicians, clinic based pediatricians and office based pediatricians. Each focus group session lasted for approximately an hour and 90 pages of total transcriptions were produced verbatim from audio recordings. Results Four reviewers read each transcript and themes were elucidated from these transcripts. Overall, 5 major themes related to educational needs and clinical concerns were found: utilization of resources to define blood pressure (BP), correct BP measurement method(s), co-morbidities, barriers to care, and experience level with HTN. Six minor themes were also identified: differences in BP measurement, accuracy of BP, recognition of HTN, practice pattern of care, education of families and patients, and differences in level of training. The focus group participants were also questioned on their preferences regarding educational methods (i.e. e-learning, small group sessions, self-study, large group presentations) and revealed varied teaching and learning preferences. Conclusions There are multiple methods to approach education regarding pediatric HTN for primary care pediatricians based on provider preferences and multiple educational activities should be pursued to achieve best outcomes. Based on this data, the next direction will be to develop and deliver multiple educational methods and to evaluate the impact on practice patterns of care for children and adolescents with HTN. PMID:25063988

Hospital diversification strategy.

PubMed

Eastaugh, Steven R

2014-01-01

To determine the impact of health system restructuring on the levels of hospital diversification and operating ratio this article analyzed 94 teaching hospitals and 94 community hospitals during the period 2008-2013. The 47 teaching hospitals are matched with 47 other teaching hospitals experiencing the same financial market position in 2008, but with different levels of preference for risk and diversification in their strategic plan. Covariates in the analysis included levels of hospital competition and the degree of local government planning (for example, highly regulated in New York, in contrast to Texas). Moreover, 47 nonteaching community hospitals are matched with 47 other community hospitals in 2008, having varying manager preferences for service-line diversification and risk. Diversification and operating ratio are modeled in a two-stage least squares (TSLS) framework as jointly dependent. Institutional diversification is found to yield better financial position, and the better operating profits provide the firm the wherewithal to diversify. Some services are in a growth phase, like bariatric weight-loss surgery and sleep disorder clinics. Hospital managers' preferences for risk/return potential were considered. An institution life cycle hypothesis is advanced to explain hospital behavior: boom and bust, diversification, and divestiture, occasionally leading to closure or merger.

Attending Rounds and Bedside Case Presentations: Medical Student and Medicine Resident Experiences and Attitudes

PubMed Central

Gonzalo, Jed D.; Masters, Philip A.; Simons, Richard J.; Chuang, Cynthia H.

2009-01-01

Background Attending rounds have transitioned away from the patient's bedside toward the hallway and conference rooms. This transition has brought into question how to best teach on medicine services. Purpose The purpose is to describe learner experiences and attitudes regarding bedside attending rounds at an academic medical institution. Method: Cross-sectional Web-based survey of 102 medical students and 51 internal medicine residents (75% response rate). Results The mean time spent at the bedside during attending rounds was 27.7% (SD = 20.1%). During 73% of the rotations, case presentations occurred at the bedside 25% of the time or less. Learners experiencing bedside case presentations were more likely to prefer bedside case presentations. Despite their stated concerns, learners believe bedside rounds are important for learning core clinical skills. Conclusions Timespentatthe bedside is waning despite learners’ beliefs that bedside learning is important for professional development. Our findings suggest the necessity to re-examine our current teaching methods on internal medicine services. PMID:19330687

Projected Service Preferences of Secondary School Teachers.

ERIC Educational Resources Information Center

Sigfusson, Lois O. I.

A mail questionnaire was sent to the 64-member teaching staff of the Lord Selkirk Regional Comprehensive High School, in order to determine their preferences for school media services. A related area of interest in the investigation was the determination of the relationship between teacher characteristics (e.g., sex, age, subject area taught,…

Student Personality Differences Are Related to Their Responses on Instructor Evaluation Forms

ERIC Educational Resources Information Center

McCann, Stewart; Gardner, Christopher

2014-01-01

The relation of student personality to student evaluations of teaching (SETs) was determined in a sample of 144 undergraduates. Student Big Five personality variables and core self-evaluation (CSE) were assessed. Students rated their most preferred instructor (MPI) and least preferred instructor (LPI) on 11 common evaluation items. Pearson and…

Chinese Secondary EFL Learners' and Teachers' Preferences for Types of Written Corrective Feedback

ERIC Educational Resources Information Center

Li, Haishan; He, Qingshun

2017-01-01

How learners perceive written corrective feedback (CF) associates with its effectiveness in language learning. This research investigates students' preferences for three types of written CF, i.e., direct, indirect and metalinguistic written CF, and explores the factors that encourage the teachers to employ these CFs in teaching practice. The…

Towards Greater Individualization and Process-Oriented Learning through Electronic Self-Access: Project "e-daf"

ERIC Educational Resources Information Center

Chan, Wai Meng; Kim, Dong-Ha

2004-01-01

Research in cognitive psychology and second language learning has underlined the significance of learners' cognitive processes and individual preferences in language learning. Helping learners to be aware of these processes and preferences has in fact become an important methodological principle of language teaching. Advances in information and…

Teachers as Agents of Reception: An Analysis of Teacher Preference for Immigrant-Origin Second Language Learners

ERIC Educational Resources Information Center

Dabach, Dafney Blanca

2011-01-01

Scholarship on immigrant integration often examines immigrant characteristics and the host society's contexts of reception. This article explores how teachers fit within this framework by presenting findings on teachers' preferences to teach immigrant-origin youth who are classified as "English learners" (ELs) within separate content courses known…

Instructional Materials Commonly Employed by Foreign Language Teachers at Elementary Schools

ERIC Educational Resources Information Center

Çakir, Ismail

2015-01-01

This study aimed to determine the teachers' choices of instructional materials in teaching English at elementary schools. The reasons behind preferring or not preferring some certain instructional materials specified within the research were analysed. To this end, during the course of School Experience, 68 prospective English teachers observed 38…

Please! Teach All of Me: Multisensory Activities for Preschoolers.

ERIC Educational Resources Information Center

Crawford, Jackie; Hanson, Joni; Gums, Marcia; Neys, Paula

Most people, including children, have preferences for how they learn about the world. When these preferences are clearly noticeable, they may be thought of as sensory strengths. For some children, sensory strengths develop because of a weakness in another sensory area. For these children, multisensory instruction can be very helpful. Multisensory…

Are Elementary Schools Teaching Children to Prefer Candy but Not Vegetables?

ERIC Educational Resources Information Center

Baxter, Suzanne Domel

1998-01-01

This commentary addresses the role of behavior and learning in children's liking and eating of vegetables and candy, discussing the results from research with preschool children concerning their development of food preferences and the social context of eating. Practical applications of the research results for schools are presented. (SM)

The Sequencing of Basic Chemistry Topics by Physical Science Teachers

ERIC Educational Resources Information Center

Sibanda, Doras; Hobden, Paul

2016-01-01

The purpose of this study was to find out teachers' preferred teaching sequence for basic chemistry topics in Physical Science in South Africa, to obtain their reasons underpinning their preferred sequence, and to compare these sequences with the prescribed sequences in the current curriculum. The study was located within a pragmatic paradigm and…

Engineering Students Learning Preferences in UNITEN: Comparative Study and Patterns of Learning Styles

ERIC Educational Resources Information Center

Lee, Chen Kang; Sidhu, Manjit Singh

2015-01-01

Engineering educators have been increasingly taking the learning style theories into serious consideration as part of their efforts to enhance the teaching and learning in engineering. This paper presents a research study to investigate the learning style preference of the mechanical engineering students in Universiti Tenaga Nasional (UNITEN),…

The Use of Digital Technologies in the Classroom: A Teaching and Learning Perspective

ERIC Educational Resources Information Center

Buzzard, Christopher; Crittenden, Victoria L.; Crittenden, William F.; McCarty, Paulette

2011-01-01

Today's college students, often referred to as the "digital generation," use an impressive assortment of technological tools in a wide variety of ways. However, the findings reported here suggest that students prefer more traditional instructional technology for effective engagement and learning. Faculty members, however, prefer the use of…

Preference Learning Style in Engineering Mathematics: Students' Perception of E-Learning

ERIC Educational Resources Information Center

Tawil, Norngainy Mohd; Ismail, Nur Arzilah; Asshaari, Izamarlina; Othman, Haliza; Zaharim, Azami; Bahaludin, Hafizah

2013-01-01

Nowadays, traditional learning styles are assisted with e-learning components to ensure the effectiveness of the teaching and learning process, especially for the students. This approach is known as blended learning. Objective of this paper is to investigate and clarify the students' preferences in learning style, either traditional or e-learning.…

Understanding the challenges to facilitating active learning in the resident conferences: a qualitative study of internal medicine faculty and resident perspectives.

PubMed

Sawatsky, Adam P; Zickmund, Susan L; Berlacher, Kathryn; Lesky, Dan; Granieri, Rosanne

2015-01-01

In the Next Accreditation System, the Accreditation Council for Graduate Medical Education outlines milestones for medical knowledge and requires regular didactic sessions in residency training. There are many challenges to facilitating active learning in resident conferences, and we need to better understand resident learning preferences and faculty perspectives on facilitating active learning. The goal of this study was to identify challenges to facilitating active learning in resident conferences, both through identifying specific implementation barriers and identifying differences in perspective between faculty and residents on effective teaching and learning strategies. The investigators invited core residency faculty to participate in focus groups. The investigators used a semistructured guide to facilitate discussion about learning preferences and teaching perspectives in the conference setting and used an 'editing approach' within a grounded theory framework to qualitative analysis to code the transcripts and analyze the results. Data were compared to previously collected data from seven resident focus groups. Three focus groups with 20 core faculty were conducted. We identified three domains pertaining to facilitating active learning in resident conferences: barriers to facilitating active learning formats, similarities and differences in faculty and resident learning preferences, and divergence between faculty and resident opinions about effective teaching strategies. Faculty identified several setting, faculty, and resident barriers to facilitating active learning in resident conferences. When compared to residents, faculty expressed similar learning preferences; the main differences were in motivations for conference attendance and type of content. Resident preferences and faculty perspectives differed on the amount of information appropriate for lecture and the role of active participation in resident conferences. This study highlights several challenges to facilitating active learning in resident conferences and provides insights for residency faculty who seek to transform the conference learning environment within their residency program.

Medical students' perceptions of bedside teaching.

PubMed

Gray, David; Cozar, Octavian; Lefroy, Janet

2017-06-01

Bedside teaching is recognised as a valuable tool in medical education by both students and faculty members. Bedside teaching is frequently delivered by consultants; however, junior doctors are increasingly engaging in this form of clinical teaching, and their value in this respect is becoming more widely recognised. The aim of this study was to supplement work completed by previous authors who have begun to explore students' satisfaction with bedside teaching, and their perceptions of the relationship with the clinical teachers. Specifically, we aimed to identify how students perceive bedside teaching delivered by junior doctors compared with consultants. We aimed to identify how students perceived bedside teaching delivered by junior doctors compared with consultants METHODS: A questionnaire was distributed to all third-year medical students at Keele University via e-mail. Responses were submitted anonymously. Forty-six students responded (37.4%), 73.3 per cent of whom said that they felt more comfortable having bedside teaching delivered by junior doctors than by consultants. Consultants were perceived as more challenging by 60 per cent of respondents. Students appeared to value feedback on their performance, trust the validity of taught information, and to value the overall educational experience equally, regardless of the clinical grade of the teacher. Student preference does not equate to the value that they place on their bedside teaching. Junior doctors are perceived as being more in touch with students and the curriculum, whereas consultants are perceived as having higher expectations and as being both stricter and more knowledgeable. The clinical teacher's approachable manner and enthusiasm for teaching are more important than clinical grade, as is the ability to deliver well-structured constructive feedback. © 2016 John Wiley & Sons Ltd.

The Hospitalist Huddle: a 1-year experience of teaching Hospital Medicine utilizing the concept of peer teaching in medical education.

PubMed

Elhassan, Mohammed

2017-01-01

The relatively new specialty of Hospital Medicine in the USA is one of the fastest growing fields in internal medicine. Academic hospitalists are largely involved in the medical education of postgraduate residents and medical students. Little is known about the effectiveness of peer-to-peer teaching in internal medicine residency training programs and how the medical residents perceive its educational value in learning Hospital Medicine. The Hospitalist Huddle is a weekly educational activity newly established by our Hospitalist Division to facilitate the concept of peer-to-peer teaching. It requires medical residents to teach and educate their peers about the clinical topics related to Hospital Medicine. Faculty hospitalists serve as facilitators during the teaching sessions. A survey disseminated at the end of the first year of its implementation examined the residents' perception of the educational value of this new teaching activity. Most residents reported that they see the Huddle as a useful educational forum which may improve their skills in teaching, create a better educational and learning environment during their inpatient rotation, and improve their understanding of Hospital Medicine. Most residents also prefer that their peers, rather than faculty hospitalists, run the activity and do the teaching. The survey results support the notion that teaching and learning with flat hierarchies can be an appealing educational method to medical residents to help them understand Hospital Medicine during their medical wards rotation. Some areas need to be improved and others need to be continued and emphasized in order to make this novel educational activity grow and flourish in terms of its educational value and residents' satisfaction.

Home Care Services as Teaching Sites for Geriatrics in Family Medicine Residencies.

ERIC Educational Resources Information Center

Laguillo, Edgardo

1988-01-01

A national survey of family medicine programs and residency training in geriatrics found almost half using home care services as teaching sites. In the program design preferred by residents, the resident followed the patient long-term and discussed management with a multidisciplinary team. An alternative combined rotation is discussed. (Author/MSE)

The Challenge of World History

ERIC Educational Resources Information Center

Saldana, Cristobal T.

2012-01-01

The author started teaching world history during his first year of teaching at Harlingen High School. To be given such an assignment, because of the breadth of the course, in one's first year might be considered a great misfortune. However, looking back, the author would not have preferred it any other way. World history quickly became his…

Learning to Click: An Evaluation of the Personal Response System Clicker Technology in Introductory Marketing Courses

ERIC Educational Resources Information Center

Williamson Sprague, Elaine; Dahl, Darren W.

2010-01-01

The incorporation of personal response system (PRS) clickers into teaching pedagogy has created implications for teaching practice and student satisfaction. Using a current undergraduate business student population, the authors measure student attitudes and preferences and identify student performance outcomes relating to the use of PRS clickers.…

Effect of Teaching Using Whole Brain Instruction on Accounting Learning

ERIC Educational Resources Information Center

Lee, Li-Tze; Hung, Jason C.

2009-01-01

McCarthy (1985) constructed the 4MAT teaching model, an eight step instrument developed in 1980, by synthesizing Dewey's experiential learning, Kolb's four learning styles, Jung's personality types, as well as Bogen's left mode and right mode of brain processing preferences. An important implication of this model is that learning retention is…

Educating a new generation: teaching baby boomer faculty about millennial students.

PubMed

Mangold, Kara

2007-01-01

This review examines the impact of generational influences on the faculty-student relationship. Specifically, the baby boomer faculty-millennial learner dyad is explored, as these two generations are most representative of the faculty-student demographic. Teaching and learning preferences are emphasized, and implications and recommendations for nursing faculty are presented.

My New Teaching Partner? Using the Grammar Checker in Writing Instruction

ERIC Educational Resources Information Center

Potter, Reva; Fuller, Dorothy

2008-01-01

Grammar checkers do not claim to teach grammar; they are tools to bring potential problems to the writer's attention. They also offer only formal and Standard English preferences, limiting the freer expression of some literary forms. Without guidance, students may misuse the checker, become frustrated, and feel discouraged. Users must be…

The Evolving Significance of Race: Living, Learning, and Teaching

ERIC Educational Resources Information Center

Hughes, Sherick A., Ed.; Berry, Theodorea Regina, Ed.

2012-01-01

Individuals are living, learning, and teaching by questioning how to address race in a society that consistently prefers to see itself as colorblind, a society claiming to seek a "post-racial" existence. This edited volume offers evidence of the evolving significance of race from a diverse group of male and female contributors…

Reconstructing Christian Ethics: Exploring Constructivist Practices for Teaching Christian Ethics in the Masters of Divinity Curriculum

ERIC Educational Resources Information Center

Danaher, William

2009-01-01

This article reflects on an effort to incorporate constructivist pedagogies (learner-centered, inquiry-guided, problem-based models of teaching) into an introductory class on Christian Ethics in an M.Div. curriculum. Although some students preferred more traditional pedagogies, the majority found that constructivist pedagogies better accommodated…

A Test of the Teaching-Learning Style Mesh Hypothesis in a Chinese MBA

ERIC Educational Resources Information Center

Andres, Hayward P.; Akan, Obasi H.

2015-01-01

Purpose: The purpose of this paper is to determine if "fit" and "non-fit" between authoritarian versus demonstrator teaching and visual versus verbal learning preferences differ in impact on Chinese MBA student academic performance in a large local urban Chinese university setting. In addition, the role of Chinese cultural…

Born Not Made: The Nativist Myth and Teachers' Thinking

ERIC Educational Resources Information Center

Scott, Catherine; Dinham, Steve

2008-01-01

In this article, the authors explore the possible origins of nativist myths about teaching expertise in the cultural and organisational context of teaching. They propose that the cultural preference for explanations for human behaviour that are based on personal dispositions conceived of as entities, combined with the opaque nature of teaching…

Antecedents for Interrole Conflict in the High School Teacher/Coach

ERIC Educational Resources Information Center

Ryan, Timothy D.

2008-01-01

Antecedents for interrole conflict between the teaching role and coaching role for the high school teacher coach (TC) were examined. It was expected that younger TCs, those in smaller schools, TCs with more coaching jobs, or TCs with an unbalanced role preference will experience more conflict between the teaching and coaching role. Using…

Learning Style-Based Teaching Harvests a Superior Comprehension of Respiratory Physiology

ERIC Educational Resources Information Center

Anbarasi, M.; Rajkumar, G.; Krishnakumar, S.; Rajendran, P.; Venkatesan, R.; Dinesh, T.; Mohan, J.; Venkidusamy, S.

2015-01-01

Students entering medical college generally show vast diversity in their school education. It becomes the responsibility of teachers to motivate students and meet the needs of all diversities. One such measure is teaching students in their own preferred learning style. The present study was aimed to incorporate a learning style-based…

Home and Away: The Use of Institutional and Non-Institutional Technologies to Support Learning and Teaching

ERIC Educational Resources Information Center

Flavin, Michael

2016-01-01

This paper examines the usage of institutional and non-institutional technologies to support learning and teaching in UK higher education. Previous work on disruptive technology and disruptive innovation has argued that users prefer simple and convenient technologies, and often repurpose technologies from designers' intentions; this paper…

Individual preferences modulate incentive values: Evidence from functional MRI

PubMed Central

Koeneke, Susan; Pedroni, Andreas F; Dieckmann, Anja; Bosch, Volker; Jäncke, Lutz

2008-01-01

Background In most studies on human reward processing, reward intensity has been manipulated on an objective scale (e.g., varying monetary value). Everyday experience, however, teaches us that objectively equivalent rewards may differ substantially in their subjective incentive values. One factor influencing incentive value in humans is branding. The current study explores the hypothesis that individual brand preferences modulate activity in reward areas similarly to objectively measurable differences in reward intensity. Methods A wheel-of-fortune game comprising an anticipation phase and a subsequent outcome evaluation phase was implemented. Inside a 3 Tesla MRI scanner, 19 participants played for chocolate bars of three different brands that differed in subjective attractiveness. Results Parametrical analysis of the obtained fMRI data demonstrated that the level of activity in anatomically distinct neural networks was linearly associated with the subjective preference hierarchy of the brands played for. During the anticipation phases, preference-dependent neural activity has been registered in premotor areas, insular cortex, orbitofrontal cortex, and in the midbrain. During the outcome phases, neural activity in the caudate nucleus, precuneus, lingual gyrus, cerebellum, and in the pallidum was influenced by individual preference. Conclusion Our results suggest a graded effect of differently preferred brands onto the incentive value of objectively equivalent rewards. Regarding the anticipation phase, the results reflect an intensified state of wanting that facilitates action preparation when the participants play for their favorite brand. This mechanism may underlie approach behavior in real-life choice situations. PMID:19032746

The facilitative effects of incidental teaching on preposition use by autistic children.

PubMed Central

McGee, G G; Krantz, P J; McClannahan, L E

1985-01-01

In a comparison of incidental teaching and traditional training procedures, three language-delayed autistic children were taught expressive use of prepositions to describe the location of preferred edibles and toys. Traditional highly structured training and incidental teaching procedures were used in a classroom setting, and generalization was assessed during free-play sessions. Results clearly indicate that incidental teaching promoted greater generalization and more spontaneous use of prepositions. These findings have important implications for language programming and teacher training, suggesting that incidental teaching should be included as a standard component of language development curricula for autistic and other developmentally delayed children. PMID:3997695

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 systematic approach to improve oral and maxillofacial surgery education.

PubMed

Rosén, A; Fors, U; Zary, N; Sejersen, R; Lund, B

2011-11-01

To improve teaching quality and student satisfaction, a new curriculum in Oral Surgery was implemented at Karolinska Institutet in 2007. This paper describes the curriculum change as well as the results regarding quality, satisfaction, cost-effectiveness and workload for teachers and staff. To design the new curriculum, all members of the teaching staff participated in a series of group discussions where problems with the previous curriculum were identified and ideas on how to improve the curriculum were discussed. Cost-effectiveness was evaluated by comparing the number of teaching sessions between the new and the old curriculum. A questionnaire was used to investigate the staffs' perceived change in workload and teaching quality. The students' satisfaction and attitudes to learning was screened for by on-line questionnaires. The large amount of passive observational teaching was considered as the main problem with the old curriculum. Half of these sessions were replaced by either clinical seminars or demonstrations performed in an interactive form. Students rated the new curriculum as a clear improvement. Analyses of time and cost-effectiveness showed a decrease in teaching sessions by almost 50%. Generally, the teachers were more positive towards the changes compared to the non-teaching staff. The students rated the new type of learning activities relatively high, whilst the traditional observational teaching was seen as less satisfactory. They preferred to learn in a practical way and few indicated analytic or emotional preferences. The majority of the students reported a good alignment between the new course curriculum and the final exam. 2011 John Wiley & Sons A/S.

Science on the Web: Secondary School Students' Navigation Patterns and Preferred Pages' Characteristics

ERIC Educational Resources Information Center

Dimopoulos, Kostas; Asimakopoulos, Apostolos

2010-01-01

This study aims to explore navigation patterns and preferred pages' characteristics of ten secondary school students searching the web for information about cloning. The students navigated the Web for as long as they wished in a context of minimum support of teaching staff. Their navigation patterns were analyzed using audit trail data software.…

Kinesthetic and Interpersonal Learning: A Compendium of "Hands-On" and "Person-to-Person" Projects for Teaching International Accounting

ERIC Educational Resources Information Center

Riordan, Diane A.

2006-01-01

Prior researchers have described how individuals prefer to learn with different types of activities. Vincent and others (2002) have reported that business students prefer kinesthetic and interpersonal modes of learning and prescribe their use in the international business curriculum. Based on their findings, this paper presents a compendium of…

Family and Consumer Sciences Curricula: What Do Students, Parents, Faculty and Community Want?

ERIC Educational Resources Information Center

Pauley, Elizabeth D.

1996-01-01

A survey of 317 Pennsylvania middle school students, 237 parents, 29 faculty, 39 family/consumer professionals, and 19 community members indicated that the program teaches only 4 of adults' top 10 subject preferences and none of the top 3 (family, parenting, communicating). All four top subjects preferred by students (banking, sewing, child care,…

An Evaluation of Video Modeling with Embedded Instructions to Teach Implementation of Stimulus Preference Assessments

ERIC Educational Resources Information Center

Rosales, Rocío; Gongola, Leah; Homlitas, Christa

2015-01-01

A multiple baseline design across participants was used to evaluate the effects of video modeling with embedded instructions on training teachers to implement 3 preference assessments. Each assessment was conducted with a confederate learner or a child with autism during generalization probes. All teachers met the predetermined mastery criterion,…

Student Preferences for Live versus Virtual Rats in a Learning Course

ERIC Educational Resources Information Center

Elcoro, Mirari; Trundle, Melissa B.

2013-01-01

We examined the preference of undergraduate students for a live or a virtual rat when learning about concepts of operant conditioning. Students were provided with the opportunity to directly compare a virtual and a live rat in a supplemental exercise for Learning courses. We argue that the design of teaching exercises should involve a systematic…

An Examination of Online Instructional Practices Based on the Learning Styles of Graduate Education Students

ERIC Educational Resources Information Center

Tonsing-Meyer, Julie A.

2012-01-01

As technology has evolved, the way individuals learn and the way instructors teach has changed. Despite the general consensus that learning styles and instructional preferences should be addressed in e-learning, there remains a gap in the research into how different styles might be correlated with certain instructional preferences to improve the…

Human Factors Evaluation of Surgeons' Working Positions for Gynecologic Minimal Access Surgery.

PubMed

Hignett, Sue; Gyi, Diane; Calkins, Lisa; Jones, Laura; Moss, Esther

To investigate work-related musculoskeletal disorders (WRMSD) in gynaecological minimal access surgery (MAS), including bariatric (plus size) patients DESIGN: Mixed methods (Canadian Task Force classification III). Teaching hospital in the United Kingdom. Survey, observations (anthropometry, postural analysis), and interviews. Work-related musculoskeletal disorders (WRMSDs) were present in 63% of the survey respondents (n = 67). The pilot study (n = 11) identified contributory factors, including workplace layout, equipment design, and preference of port use (relative to patient size). Statistically significant differences for WRMSD-related posture risks were found within groups (average-size mannequin and plus-size mannequin) but not between patient size groups, suggesting that port preference may be driven by surgeon preference (and experience) rather than by patient size. Some of the challenges identified in this project need new engineering solutions to allow flexibility to support surgeon choice of operating approach (open, laparoscopic or robotic) with a workplace that supports adaptation to the task, the surgeon, and the patient. Copyright © 2017 American Association of Gynecologic Laparoscopists. Published by Elsevier Inc. All rights reserved.

Inquiry style interactive virtual experiments: a case on circular motion

NASA Astrophysics Data System (ADS)

Zhou, Shaona; Han, Jing; Pelz, Nathaniel; Wang, Xiaojun; Peng, Liangyu; Xiao, Hua; Bao, Lei

2011-11-01

Interest in computer-based learning, especially in the use of virtual reality simulations is increasing rapidly. While there are good reasons to believe that technologies have the potential to improve teaching and learning, how to utilize the technology effectively in teaching specific content difficulties is challenging. To help students develop robust understandings of correct physics concepts, we have developed interactive virtual experiment simulations that have the unique feature of enabling students to experience force and motion via an analogue joystick, allowing them to feel the applied force and simultaneously see its effects. The simulations provide students learning experiences that integrate both scientific representations and low-level sensory cues such as haptic cues under a single setting. In this paper, we introduce a virtual experiment module on circular motion. A controlled study has been conducted to evaluate the impact of using this virtual experiment on students' learning of force and motion in the context of circular motion. The results show that the interactive virtual experiment method is preferred by students and is more effective in helping students grasp the physics concepts than the traditional education method such as problem-solving practices. Our research suggests that well-developed interactive virtual experiments can be useful tools in teaching difficult concepts in science.

Medical Student Outcomes after Family-Centered Bedside Rounds

PubMed Central

Cox, Elizabeth D.; Schumacher, Jayna B.; Young, Henry N.; Evans, Michael D.; Moreno, Megan A.; Sigrest, Ted D.

2011-01-01

Objective Family-centered bedside rounds (FCBR) are recommended to improve trainee education, patient outcomes, and family satisfaction. However, bedside teaching has waned in recent years, potentially leading to less teaching and more concern for trainees. We examined medical students’ concerns, teaching evaluations, and attitudes after experiencing FCBR during the pediatric clerkship. Methods Data are both cross-sectional and pre- and post-clerkship surveys for 113 (89%) of 127 students. Students reported frequencies of post-clerkship concerns (14 items) and teaching experiences (17 items), with five response options (1=never, 2=rarely, 3=occasionally, 4=usually, 5=always, dichotomized with “frequent” being usually or occasionally). Students reported pre- and post-clerkship attitudes for 4 items on a 7-point scale (1=strongly disagree, 7=strongly agree). Analyses included adjusted means or proportions. Results The most commonly endorsed concern was presenting information in a way that was understandable to patients and families with 34.5% of students having this concern frequently. The majority of students frequently experienced 12 of the 17 teaching items. Effective teaching of physical exam skills was the teaching item least often experienced frequently by students (20.3%). Student attitudes about the benefits of FCBR for families were significantly more positive post-clerkship (mean change 0.37 pts, p<0.001), but they remained neutral in their preference for FCBR over traditional rounds without the family present (mean change −0.14 pts, p>0.05). Conclusions Although students demonstrate positive attitudes toward FCBR and report frequent occurrence of inpatient teaching elements, findings suggest opportunities for easing student concerns and for using this venue to teach exam skills. PMID:21393084

Faculty Identity through Spheres of Teaching and Research Activity and Associated Genres

ERIC Educational Resources Information Center

Gallego, Liliana; Castelló, Montserrat; Badia, Antoni

2017-01-01

This study aims to understand how faculty identity development is related to a differential use of writing genres in the teaching and research spheres of activity and whether this development follows different paths, on the bases of faculty perceptions regarding what they consider their main goal at university and their preferred sphere of…

Teaching Economics: The Role of Cognitions on Teaching and Learning of Teachers and Students.

ERIC Educational Resources Information Center

Achtenhagen, Frank

Studies in the field of economics education indicate that teachers prefer content and a subject-oriented curriculum, while students favor a more personal relationship with the teacher and recognition as unique individuals. Mastery of subject matter is not as important to economics students. As a result, the following problems may occur in the…

Preservice Educators' Perceptions of Teaching in an Urban Middle School Setting: A Lesson from the Amistad

ERIC Educational Resources Information Center

Hill, Pixita del Prado; Phelps, Stephen; Friedland, Ellen S.

2007-01-01

Preparing European-American preservice teachers for diverse urban school settings pose multiple challenges. Of primary concern are the differences in race, culture, and community between teachers and students. Because new teachers prefer to work where they grew up, most preservice teachers want to teach students who are like themselves in familiar…

Text-Selection for Teaching Reading to ESL Tertiary Students: A Study on Genre and Content Preferences

ERIC Educational Resources Information Center

Nordin, Razanawati; Eng, Lin Siew

2017-01-01

Most learners studying English language feel that their educators use irrelevant, uninteresting, and culturally unfamiliar reading materials for teaching reading. As a result, most of them struggle to comprehend the English language texts used by the teachers. Therefore, the aim of this research is to investigate the genre and content preferences…

Assessing Teachers' Perception on Integrating ICT in Teaching-Learning Process: The Case of Adwa College

ERIC Educational Resources Information Center

Gebremedhin, Mewcha Amha; Fenta, Ayele Almaw

2015-01-01

Rapid growth and improvement in ICT have led to the diffusion of technology in education. The purpose of this study is to investigate teachers' perception on integrating ICT in teaching-learning process. The research questions sought to measure teachers' software usage as well as other instructional tools and materials, preferences for…

Acceptance of ICT-Mediated Teaching/Learning Systems for Elementary School Teachers: Moderating Effect of Cognitive Styles

ERIC Educational Resources Information Center

Wu, ChienHsing; Liu, Chia-Fang

2015-01-01

Literature has paid limited attention to the preference of instructors to adopt e-teaching/learning system (ET/LS) by considering the cognitive styles. The current study proposes a research model to describe the effects of technology acceptance behavior and innovation diffusion behavior on ET/LS adoption for elementary school instructors. A…

Superheroes and Transformers: Rethinking Teach for America's Leadership Models

ERIC Educational Resources Information Center

Trujilo, Tine; Scott, Janelle

2014-01-01

Interviews with a broad swath of current and former Teach For America alumni and current corps members reveal a decided preference for school leaders whose personality traits are akin to superhero/ines--charismatic, courageous, demanding--and who have a tendency to try to usher in greater student achievement via primarily managerial agendas,…

Robust Evaluation Matrix: Towards a More Principled Offline Exploration of Instructional Policies

ERIC Educational Resources Information Center

Doroudi, Shayan; Aleven, Vincent; Brunskill, Emma

2017-01-01

The gold standard for identifying more effective pedagogical approaches is to perform an experiment. Unfortunately, frequently a hypothesized alternate way of teaching does not yield an improved effect. Given the expense and logistics of each experiment, and the enormous space of potential ways to improve teaching, it would be highly preferable if…

Is Mobile Learning the Future of 21st Century Education? Educational Considerations from Various Perspectives

ERIC Educational Resources Information Center

Lahiri, Minakshi; Moseley, James L.

2012-01-01

One of the key trends currently affecting the practices of teaching, learning, and creative inquiry, as mentioned in "The 2011 Horizon Report," is that learners prefer flexibility and mobility. Mobile learning is gaining popularity as an emerging trend facilitating the process of teaching and learning in the 21st Century. Research indicates…

The Impact of Student Feedback on Teaching in Higher Education

ERIC Educational Resources Information Center

Flodén, Jonas

2017-01-01

Receiving feedback from students has become a normal part of life for university teachers worldwide. This puts pressure on them from several sides and may be an influential factor that leads them to tailor their teaching to students' preferences. The aim of this study was to investigate teachers' perceptions of student feedback and how it affects…

Computer versus Paper-Based Reading: A Case Study in English Language Teaching Context

ERIC Educational Resources Information Center

Solak, Ekrem

2014-01-01

This research aims to determine the preference of prospective English teachers in performing computer and paper-based reading tasks and to what extent computer and paper-based reading influence their reading speed, accuracy and comprehension. The research was conducted at a State run University, English Language Teaching Department in Turkey. The…

Ending the Perpetuation of Sex-Role Stereotypes in Our Schools: A Possible Consequence of Psychological Androgyny.

ERIC Educational Resources Information Center

Long, Vonda O.

1982-01-01

Supports the hypothesis that psychologically androgynous individuals might be more likely to base teaching level choice upon individual preference without regard for its stereotype. Data collected from preservice teachers showed that, while feminine females were more apt to choose elementary teaching, masculine males were more apt to choose…

The Relationship of Motivation and Multiple Intelligence Preference to Achievement from Instruction Using Webquests

ERIC Educational Resources Information Center

Gowen, Deborah C.

2010-01-01

Finding teaching models and strategies that benefit learners while incorporating skills students will need in the future, such as using technology, is important. This study examined the problem of whether Webquests, an inquiry-based teaching strategy where much of the information is found online, are a beneficial way to integrate technology into…

Learning styles in vertically integrated teaching.

PubMed

Brumpton, Kay; Kitchener, Scott; Sweet, Linda

2013-10-01

With vertical integration, registrars and medical students attend the same educational workshops. It is not known whether these learners have similar or different learning styles related to their level of education within the medical training schema. This study aims to collect information about learning styles with a view to changing teaching strategies. If a significant difference is demonstrated this will impact on required approaches to teaching. The VARK learning inventory questionnaire was administered to 36 general practice registrars and 20 medical students. The learning styles were compared as individuals and then related to their level of education within the medical training schema. Students had a greater preference for multimodal learning compared with registrars (62.5 per cent versus 33.3 per cent, respectively). More than half of the registrars preferred uni or bimodal learning modalities, compared with one-third of the medical students. The present workshop format based on visual and aural material will not match the learning needs of most learners. This small study has shown that the majority of medical students and registrars could have their learning preferences better met by the addition of written material to the workshop series. Surprisingly, a significantly larger number of medical students than registrars appeared to be broadly multimodal in their learning style, and this warrants further research. © 2013 John Wiley & Sons Ltd.

Teaching approaches and strategies that promote healthy eating in primary school children: a systematic review and meta-analysis.

PubMed

Dudley, Dean A; Cotton, Wayne G; Peralta, Louisa R

2015-02-25

Healthy eating by primary school-aged children is important for good health and development. Schools can play an important role in the education and promotion of healthy eating among children. The aim of this review was to: 1) perform a systematic review of randomised controlled, quasi-experimental and cluster controlled trials examining the school-based teaching interventions that improve the eating habits of primary school children; and 2) perform a meta-analysis to determine the effect of those interventions. The systematic review was limited to four healthy eating outcomes: reduced food consumption or energy intake; increased fruit and vegetable consumption or preference; reduced sugar consumption or preference (not from whole fruit); increased nutritional knowledge. In March 2014, we searched seven electronic databases using predefined keywords for intervention studies that were conducted in primary schools which focused on the four healthy eating outcomes. Targeted internet searching using Google Scholar was also used. In excess of 200,000 possible citations were identified. Abstracts and full text of articles of potentially relevant papers were screened to determine eligibility. Data pertaining to teaching strategies that reported on healthy eating outcomes for primary school children was extracted from the 49 eligible papers. Experiential learning strategies were associated with the largest effects across the reduced food consumption or energy intake; increased fruit and vegetable consumption or preference; and increased nutritional knowledge outcomes. Reducing sugar consumption and preference was most influenced by cross-curricular approaches embedded in the interventions. As with most educational interventions, most of the teaching strategies extracted from the intervention studies led to positive changes in primary school children's healthy eating behaviours. However, given the finite resources, increased overcrowding of school curriculum and capacity of teachers in primary schools, a meta-analysis of this scope is able to provide stakeholders with the best evidence of where these resources should be focused.

Encapsulated fuel unit and method of forming same

DOEpatents

Groh, Edward F.; Cassidy, Dale A.; Lewandowski, Edward F.

1985-01-01

This invention teaches an encapsulated fuel unit for a nuclear reactor, such as for an enriched uranium fuel plate of thin cross section of the order of 1/64 or 1/8 of an inch and otherwise of rectangular shape 1-2 inches wide and 2-4 inches long. The case is formed from (a) two similar channel-shaped half sections extended lengthwise of the elongated plate and having side edges butted and welded together to define an open ended tube-like structure and from (b) porous end caps welded across the open ends of the tube-like structure. The half sections are preferably of stainless steel between 0.002 and 0.01 of an inch thick, and are beam welded together over and within machined and hardened tool steel chill blocks. The porous end caps preferably are of T-316-L stainless steel having pores of approximately 3-10 microns size.

Improved encapsulated fuel unit and method of forming same

DOEpatents

Groh, E.F.; Cassidy, D.A.; Lewandowski, E.

1982-09-07

This invention teaches an encapsulated fuel unit for a nuclear reactor, such as for an enriched uranium fuel plate of thin cross section of the order of 1/64 or 1/8 of an inch and otherwise of rectangular shape 1 to 2 inches wide and 2 to 4 inches long. The case is formed from (a) two similar channel-shaped half sections extended lengthwise of the elongated plate and having side edges butted and welded together to define an open ended tube-like structure and from (b) porous end caps welded across the open ends of the tube-like structure. The half sections are preferably of stainless steel between 0.002 and 0.01 of an inch thick, and are beam welded together over and within machined and hardened tool steel chill blocks. The porous end caps preferably are of T-316-L stainless steel having pores of approximately 3 to 10 microns size.

Pathologists dislike sound? Evaluation of a computerised training microscope.

PubMed Central

Gray, E; Duvall, E; Sprey, J; Bird, C C

1998-01-01

AIM: To evaluate the use of multimedia enhancements, using a computerised microscope, in the training of microscope skills. METHODS: The HOME microscope provides facilities to highlight features of interest in conjunction with either text display or aural presentation. A pilot study was carried out with 10 individuals, eight of whom were at different stages of pathology training. A tutorial was implemented employing sound or text, and each individual tested each version. Both the subjective impressions of users and objective measurement of their patterns of use were recorded. RESULTS: Although both versions improved learning, users took longer to work through the aural than the text version; 90% of users preferred the text only version, including all eight individuals involved in pathology training. CONCLUSIONS: Pathologists appear to prefer visual rather than aural input when using teaching systems such as the HOME microscope and sound does not give added value to the training experience. Images PMID:9659250

A review of opioid prescription in a teaching hospital in Colombia

PubMed Central

Moyano, Jairo; Figueras, Albert

2012-01-01

Introduction: Review of opioid prescriptions in a hospital provides valuable information to health care professionals which may contribute to proper pain management; opioid utilization studies may help uncover factors that can be improved for better prescribing. To evaluate the use of opioid analgesics in a university hospital, a review of opioids prescribed in hospitalized patients was developed. Methods: Information was obtained from the pharmacy database and medical records. The study period was 1 month. Results: Medical records of 1156 patients admitted in July 2009 were analyzed. The most widely prescribed opioid was tramadol; the preferred administration route was intravenous; the main indication was severe pain; and major prescribers were from surgical departments. Discussion: Underutilization of potent opioids for acute and chronic pain seems to occur. Conclusion: Most prescribers prefer weak opioids, given intravenously to treat acute and chronic pain, while some patients may benefit from the prescription of more potent opioids. PMID:23049273

Expectations of Social Studies Teacher Candidates' from Department and Reasons for Their Preference

ERIC Educational Resources Information Center

Uslu, Salih

2015-01-01

The aim of this study is to examine opinions of teacher candidates who take an education at the department of social studies as a freshman about the expectations on social studies teaching department and the reasons why they prefer this department. This study also examines opinions of teacher candidates about the objectives of social studies…

Knowing Me, Knowing Who? Getting to Know Your Students' Preferred Learning Style

ERIC Educational Resources Information Center

Reed, Julian A.; Banks, Aaron L.; Carlisle, Cynthia S.

2004-01-01

Recognizing each student's preferred learning style not only enhances the teaching and learning experience, but helps make the gymnasium a fun place to learn new skills and be physically active. This article addresses three objectives that form a pedagogical strategy with the potential to "get to know" the students in a more personal way. First,…

The Study of Learners' Preference for Visual Complexity on Small Screens of Mobile Computers Using Neural Networks

ERIC Educational Resources Information Center

Wang, Lan-Ting; Lee, Kun-Chou

2014-01-01

The vision plays an important role in educational technologies because it can produce and communicate quite important functions in teaching and learning. In this paper, learners' preference for the visual complexity on small screens of mobile computers is studied by neural networks. The visual complexity in this study is divided into five…

A Comparative Analysis of Preferred Learning and Teaching Styles for Engineering, Industrial, and Technology Education Students and Faculty

ERIC Educational Resources Information Center

Katsioloudis, Petros; Fantz, Todd D.

2012-01-01

In the spring semester of 2010, a materials process course was selected as a means to perform a preferred learning style research study. This course was selected because it contained three groups of students: technology education, engineering technology, and industrial technology. The researchers believed that the differences in the students'…

Students' Preferences and Attitude toward Oral Error Correction Techniques at Yanbu University College, Saudi Arabia

ERIC Educational Resources Information Center

Alamri, Bushra; Fawzi, Hala Hassan

2016-01-01

Error correction has been one of the core areas in the field of English language teaching. It is "seen as a form of feedback given to learners on their language use" (Amara, 2015). Many studies investigated the use of different techniques to correct students' oral errors. However, only a few focused on students' preferences and attitude…

Innovation in ethics and professionalism course: Early experience with portfolio-workbook.

PubMed

Shamim, Muhammad Shahid; Zubairi, Nadeem Alam; Sayed, Mohamad Hesham; Gazzaz, Zohair Jamil

2016-09-01

To analyse students' perception regarding the use of portfolio-workbook in ethics course. This mixed method study was conducted at the King Abdulaziz University, Jeddah, Saudi Arabia, in 2014, and comprised fourth-year medical students. The "portfolio-workbook", developed on principles of cognitive load and guided learning theories, contained essential reading material. Learning sessions were also facilitated by teaching tools like role-plays, movie/video clips, vignettes, etc., followed by reflective writing exercises. Feedback questionnaire with open- and closed-ended questions was used to collect data. Quantitative data was analysed for frequencies and percentages. Content analysis was conducted for the open-ended responses. Of the 20 participants, 10(50%) considered using portfolio-workbook as difficult initially. However, on completion of module 16(80%) found it easy. Moreover, 17(85%) appreciated it as a learning tool. Besides, 19(95%) students found teaching videos and 13(65%) found open discussions as effective learning tools. Portfolio-workbook as an assessment tool was preferred by 19(95%) students. The use of portfolio-workbook in teaching ethics to undergraduates was found to be encouraging as it generated interest and interaction.

Situated teaching improves empathy learning of the students in a BSN program: A quasi-experimental study.

PubMed

Lee, Kwo-Chen; Yu, Chin-Ching; Hsieh, Pei-Ling; Li, Chin-Ching; Chao, Yann-Fen C

2018-05-01

Empathy is an important clinical skill for nursing students, but it is a characteristic difficult to teach and assess. To evaluate the effect of situated teaching on empathy learning among undergraduate nursing students. A cohort study with pre-post-test quasi-experimental design. The 2nd-year students were enrolled from two BSN programs. The teaching program was completed over 4 months on the basis of experiential learning theory which integrated the following four elements: classroom-based role play, self-reflection, situated learning and acting. The Jefferson Scale of Empathy-Health Profession-Student version was administered before and after the program. Objective Structure Clinical Examination (OSCE) was administered at the end of program and a rubrics scale was used to measure empathy. A generalized estimation equation was used to identify the effect of subjective empathy, and an independent t-test was used for the objective assessment between two groups. A total of 103 students were enrolled. The results showed that subjective empathy increased significantly in experimental group. In the Objective Structured Clinical Examination, examiners and standard patients gave significantly higher empathy scores to the situated teaching group than the control group. The present study indicated that situated teaching can improve empathy learning of the nursing students. However different methods of assessment of empathy produce different results. We therefore recommend that multiple measurements from difference perspectives are preferable in the assessment of empathy. Copyright © 2018 Elsevier Ltd. All rights reserved.

Impact of self-assessment questions and learning styles in Web-based learning: a randomized, controlled, crossover trial.

PubMed

Cook, David A; Thompson, Warren G; Thomas, Kris G; Thomas, Matthew R; Pankratz, V Shane

2006-03-01

To determine the effect of self-assessment questions on learners' knowledge and format preference in a Web-based course, and investigate associations between learning styles and outcomes. The authors conducted a randomized, controlled, crossover trial in the continuity clinics of the Mayo-Rochester internal medicine residency program during the 2003-04 academic year. Case-based self-assessment questions were added to Web-based modules covering topics in ambulatory internal medicine. Participants completed two modules with questions and two modules without questions, with sequence randomly assigned. Outcomes included knowledge assessed after each module, format preference, and learning style assessed using the Index of Learning Styles. A total of 121 of 146 residents (83%) consented. Residents had higher test scores when using the question format (mean +/- standard error, 78.9% +/- 1.0) than when using the standard format (76.2% +/- 1.0, p = .006). Residents preferring the question format scored higher (79.7% +/- 1.1) than those preferring standard (69.5% +/- 2.3, p < .001). Learning styles did not affect scores except that visual-verbal "intermediate" learners (80.6% +/- 1.4) and visual learners (77.5% +/- 1.3) did better than verbal learners (70.9% +/- 3.0, p = .003 and p = .033, respectively). Sixty-five of 78 residents (83.3%, 95% CI 73.2-90.8%) preferred the question format. Learning styles were not associated with preference (p > .384). Although the question format took longer than the standard format (60.4 +/- 3.6 versus 44.3 +/- 3.3 minutes, p < .001), 55 of 77 residents (71.4%, 60.0-81.2%) reported that it was more efficient. Instructional methods that actively engage learners improve learning outcomes. These findings hold implications for both Web-based learning and "traditional" educational activities. Future research, in both Web-based learning and other teaching modalities, should focus on further defining the effectiveness of selected instructional methods in specific learning contexts.

Effective teaching behaviors in the emergency department: A qualitative study with Millennial nursing students in Shanghai.

PubMed

Jiang, Jinxia; Zeng, Li; Kue, Jennifer; Li, Hong; Shi, Yan; Chen, Cuiping

2018-02-01

Millennial nursing students are different from generations before especially with the rapid development of China's economy, their varieties of characteristics affect the clinical teaching and learning. But how their learning preference impact their learning outcomes remain unclear. The aim of this study is to explore effective teaching methods in the emergency department from the perspective of Millennial nursing students in Shanghai, China. One of the main objectives is to provide valuable information to help nursing programs in China to effectively educate Millennial students to deliver patient-centered care and to meet medical changes according to Chinese healthcare reform. Qualitative study design was used and semistructured interviews were conducted in a purposive sample of 16 nursing students from six colleges of nursing and five nursing high schools in Shanghai. They are from eight geographical areas across China and have a clinical practice in the teaching hospital. Colaizzi seven-step framework was applied for data analysis. Three themes were emerged including: demonstrating harmonious faculty-student relationship, possessing professional competence and being empathetic for teaching. The findings of this study provide valuable information for promoting the clinical teaching quality in China. It is crucial to put more emphasis on demonstrating harmonious faculty-student relationship, rendering Millennial students more caring behavior, possessing sufficient competence in both knowledge and skills, and taking full advantage of technology in clinical teaching. The results of this study are relevant to envision the future training of clinical nursing teachers. Copyright © 2017 Elsevier Ltd. All rights reserved.

Learning style-based teaching harvests a superior comprehension of respiratory physiology.

PubMed

Anbarasi, M; Rajkumar, G; Krishnakumar, S; Rajendran, P; Venkatesan, R; Dinesh, T; Mohan, J; Venkidusamy, S

2015-09-01

Students entering medical college generally show vast diversity in their school education. It becomes the responsibility of teachers to motivate students and meet the needs of all diversities. One such measure is teaching students in their own preferred learning style. The present study was aimed to incorporate a learning style-based teaching-learning program for medical students and to reveal its significance and utility. Learning styles of students were assessed online using the visual-auditory-kinesthetic (VAK) learning style self-assessment questionnaire. When respiratory physiology was taught, students were divided into three groups, namely, visual (n = 34), auditory (n = 44), and kinesthetic (n = 28), based on their learning style. A fourth group (the traditional group; n = 40) was formed by choosing students randomly from the above three groups. Visual, auditory, and kinesthetic groups were taught following the appropriate teaching-learning strategies. The traditional group was taught via the routine didactic lecture method. The effectiveness of this intervention was evaluated by a pretest and two posttests, posttest 1 immediately after the intervention and posttest 2 after a month. In posttest 1, one-way ANOVA showed a significant statistical difference (P=0.005). Post hoc analysis showed significance between the kinesthetic group and traditional group (P=0.002). One-way ANOVA showed a significant difference in posttest 2 scores (P < 0.0001). Post hoc analysis showed significance between the three learning style-based groups compared with the traditional group [visual vs. traditional groups (p=0.002), auditory vs. traditional groups (p=0.03), and Kinesthetic vs. traditional groups (p=0.001)]. This study emphasizes that teaching methods tailored to students' style of learning definitely improve their understanding, performance, and retrieval of the subject. Copyright © 2015 The American Physiological Society.

Embedded Prompting May Function as Embedded Punishment: Detection of Unexpected Behavioral Processes within a Typical Preschool Teaching Strategy

ERIC Educational Resources Information Center

Heal, Nicole A.; Hanley, Gregory P.

2011-01-01

This study describes an unexpected behavioral process that influenced behavior during the teaching of concepts to a 4-year-old girl. The efficacy of and preference for three strategies that varied in teacher directedness were assessed in a multielement design and concurrent-chains arrangement, respectively. The strategy that involved the most…

Policy Appropriation in Teacher Retention and Attrition: The Case of North-West Province

ERIC Educational Resources Information Center

Diko, Nolutho N.; Letseka, Moeketsi

2009-01-01

We report on the 2008 study by the Human Sciences Research Council (HSRC) on teacher retention and attrition in South African public schools, with a focus on North-West Province. Data from the study show that some teachers prefer to leave the teaching profession for promotion posts in non-teaching areas within the education sector, while others…

Comparing Primary and Secondary Mathematics Teachers' Preferences Regarding Values about Mathematics Teaching in Turkey and Germany

ERIC Educational Resources Information Center

Dede, Yüksel

2015-01-01

This study presents a small part of a larger study investigating Turkish and German mathematics teachers' and their students' values (Values in Mathematics Teaching in Turkey and Germany). The main focus of the study was school levels of the teachers working at primary and secondary schools. The interactions related to nationality were also of…

Learning Style Preferences: An Examination of Differences amongst Students with Different Disciplinary Backgrounds

ERIC Educational Resources Information Center

Hill, Frances; Tomkinson, Bland; Hiley, Anna; Dobson, Helen

2016-01-01

The context of this study is of students with backgrounds in a variety of engineering and social science disciplines, and from first degrees in different countries, coming together to study Project Management. Tailoring teaching to all individuals' learning styles is not possible, but, in an attempt to learn how to teach better in ways that fit…

Identification of the Predicator Variables of Candidate Teacher Teaching Motivations

ERIC Educational Resources Information Center

Bozpolat, Ebru

2016-01-01

The purpose of this study was to determine whether the internal and external teaching motivations of 3rd and 4th year students of the Faculty of Education of Cumhuriyet University are predicted by the variables of gender, department, year level, conscious preference of department they are studying in, whether there is a teacher in their family,…

Students Perception on the Use of Computer Based Test

NASA Astrophysics Data System (ADS)

Nugroho, R. A.; Kusumawati, N. S.; Ambarwati, O. C.

2018-02-01

Teaching nowadays might use technology in order to disseminate science and knowledge. As part of teaching, the way evaluating study progress and result has also benefited from this IT rapid progress. The computer-based test (CBT) has been introduced to replace the more conventional Paper and Pencil Test (PPT). CBT are considered more advantageous than PPT. It is considered as more efficient, transparent, and has the ability of minimising fraud in cognitive evaluation. Current studies have indicated the debate of CBT vs PPT usage. Most of the current research compares the two methods without exploring the students’ perception about the test. This study will fill the gap in the literature by providing students’ perception on the two tests method. Survey approach is conducted to obtain the data. The sample is collected in two identical classes with similar subject in a public university in Indonesia. Mann-Whitney U test used to analyse the data. The result indicates that there is a significant difference between two groups of students regarding CBT usage. Student with different test method prefers to have test other than what they were having. Further discussion and research implication is discussed in the paper.

[Assessment of an Evaluation System for Psychiatry Learning].

PubMed

Campo-Cabal, Gerardo

2012-01-01

Through the analysis of a teaching evaluation system for a Psychiatry course aimed at Medicine students, the author reviews the basic elements taken into account in a teaching assessment process. Analysis was carried out of the assessment methods used as well as of the grades obtained by the students from four groups into which the they were divided. The selected assessment methods are appropriate to evaluate educational objectives; the contents are selected by means of a specification matrix; there is a high correlation coefficient between the grades obtained in previous academic periods and the ones obtained in the course, thus demonstrating the validity of the results (both considering the whole exam or just a part of it). Most of the students are on the right side of the grading curve, which means that the majority of them acquire the knowledge expected. The assessment system used in the Psychopathology course is fair, valid and reliable, specifically concerning the objective methods used, but the conceptual evaluation should be improved or, preferably, eliminated as a constituernt part of the evaluation system. Copyright © 2012 Asociación Colombiana de Psiquiatría. Publicado por Elsevier España. All rights reserved.

Take me where I want to go: Institutional prestige, advisor sponsorship, and academic career placement preferences.

PubMed

Pinheiro, Diogo L; Melkers, Julia; Newton, Sunni

2017-01-01

Placement in prestigious research institutions for STEM (science, technology, engineering, and mathematics) PhD recipients is generally considered to be optimal. Yet some doctoral recipients are not interested in intensive research careers and instead seek alternative careers, outside but also within academe (for example teaching positions in Liberal Arts Schools). Recent attention to non-academic pathways has expanded our understanding of alternative PhD careers. However, career preferences and placements are also nuanced along the academic pathway. Existing research on academic careers (mostly research-centric) has found that certain factors have a significant impact on the prestige of both the institutional placement and the salary of PhD recipients. We understand less, however, about the functioning of career preferences and related placements outside of the top academic research institutions. Our work builds on prior studies of academic career placement to explore the impact that prestige of PhD-granting institution, advisor involvement, and cultural capital have on the extent to which STEM PhDs are placed in their preferred academic institution types. What determines whether an individual with a preference for research oriented institutions works at a Research Extensive university? Or whether an individual with a preference for teaching works at a Liberal Arts college? Using survey data from a nationally representative sample of faculty in biology, biochemistry, civil engineering and mathematics at four different Carnegie Classified institution types (Research Extensive, Research Intensive, Master's I & II, and Liberal Arts Colleges), we examine the relative weight of different individual and institutional characteristics on institutional type placement. We find that doctoral institutional prestige plays a significant role in matching individuals with their preferred institutional type, but that advisor involvement only has an impact on those with a preference for research oriented institutions. Gender effects are also observed, particularly in the role of the advisor in affecting preferred career placement.

Take me where I want to go: Institutional prestige, advisor sponsorship, and academic career placement preferences

PubMed Central

Pinheiro, Diogo L.; Newton, Sunni

2017-01-01

Placement in prestigious research institutions for STEM (science, technology, engineering, and mathematics) PhD recipients is generally considered to be optimal. Yet some doctoral recipients are not interested in intensive research careers and instead seek alternative careers, outside but also within academe (for example teaching positions in Liberal Arts Schools). Recent attention to non-academic pathways has expanded our understanding of alternative PhD careers. However, career preferences and placements are also nuanced along the academic pathway. Existing research on academic careers (mostly research-centric) has found that certain factors have a significant impact on the prestige of both the institutional placement and the salary of PhD recipients. We understand less, however, about the functioning of career preferences and related placements outside of the top academic research institutions. Our work builds on prior studies of academic career placement to explore the impact that prestige of PhD-granting institution, advisor involvement, and cultural capital have on the extent to which STEM PhDs are placed in their preferred academic institution types. What determines whether an individual with a preference for research oriented institutions works at a Research Extensive university? Or whether an individual with a preference for teaching works at a Liberal Arts college? Using survey data from a nationally representative sample of faculty in biology, biochemistry, civil engineering and mathematics at four different Carnegie Classified institution types (Research Extensive, Research Intensive, Master’s I & II, and Liberal Arts Colleges), we examine the relative weight of different individual and institutional characteristics on institutional type placement. We find that doctoral institutional prestige plays a significant role in matching individuals with their preferred institutional type, but that advisor involvement only has an impact on those with a preference for research oriented institutions. Gender effects are also observed, particularly in the role of the advisor in affecting preferred career placement. PMID:28493914

Preferred learning styles among prospective research methodology course students at Taibah University, Saudi Arabia.

PubMed

R Abdallah, Ayat; Al-zalabani, Abdulmohsen; Alqabshawi, Reem

2013-04-01

Knowledge of students' preferred learning styles is important while developing teaching strategies that influence student commitment during the course. The VARK questionnaire is one of the commonly used learning style inventories. The aim of this study was to determine and assess the sex-based differences in learning style preferences among second-year medical students at Taibah University who were prospective students for the research methodology course. All second-year medical students at Taibah University (n=129) were invited to participate in the study and were administered the Arabic version of the VARK questionnaire. A total of 89 students, 45 female and 44 male, completed the questionnaire with a response rate of 67%. The students were classified according to the VARK questionnaire as visual, read/write, auditory, kinesthetic, and multimodal learners. Nearly two-thirds (66.3%) of the students preferred multimodality for information presentation. Male and female students showed significantly different learning style preferences (P=0.02). Female students tended to prefer the multimodal learning style more compared with male students (77.8% vs. 54.5%, respectively). Furthermore, 33.7% of students preferred the single mode of information presentation (45.5% male and 22.2% female students); the auditory mode was the predominant selection among the unimodal male and female learners (41% of male vs. 11.1% of female students). The majority of the second-year medical students preferred multimodality in terms of learning preferences, with a significant difference between male and female students; female students tended to favor the multiple modes of information presentation more compared with male students. The study recommends modification of the teaching strategies of the current research methodology course toward the use of a variety of active learning techniques that would fit the different learning styles exhibited by the studied students, rather than classic lectures.

Innovating Training through Immersive Environments: Generation Y, Exploratory Learning, and Serious Games

NASA Technical Reports Server (NTRS)

Gendron, Gerald

2012-01-01

Over the next decade, those entering Service and Joint Staff positions within the military will come from a different generation than the current leadership. They will come from Generation Y and have differing preferences for learning. Immersive learning environments like serious games and virtual world initiatives can complement traditional training methods to provide a better overall training program for staffs. Generation Y members desire learning methods which are relevant and interactive, regardless of whether they are delivered over the internet or in person. This paper focuses on a project undertaken to assess alternative training methods to teach special operations staffs. It provides a summary of the needs analysis used to consider alternatives and to better posture the Department of Defense for future training development.

Opinions of Pre-Service Classroom Teachers towards Laboratory Using in Science Instruction and Their Preferences Towards Laboratory Approaches

ERIC Educational Resources Information Center

Yildirim, Nagihan

2016-01-01

This study is a descriptive study that adopts relational screening model with the aim of determining pre-service classroom teachers' opinions about laboratory use in science teaching their preferences among laboratory approaches and identifying the reasons of the answers given by the pre-service teachers. The sample of the study is 236 pre-service…

Generation Y Students: Appropriate Learning Styles and Teaching Approaches in the Economic and Management Sciences Faculty

ERIC Educational Resources Information Center

Wessels, P. L.; Steenkamp, L. P.

2009-01-01

Generation Y students (born after 1982) have developed a different set of attitudes and aptitudes as a result of growing up in an IT and media-rich environment. This article has two objectives: firstly to discuss the learning styles preferred by generation Y students in order to identify the effect of these preferences on tertiary education in…

The Role of Demographic Factors of International Students on Teaching Preferences: An Empirical Research from the United States

ERIC Educational Resources Information Center

Rao, Pramila

2016-01-01

Purpose: This empirical research was conducted in a medium-sized private university located in the north-eastern region of the USA. The purpose of this paper was to understand whether demographic attributes (age, gender, country of origin and years of stay in the USA) of international students will predict any preferences for specific teaching…

Gender Differences in Website Production and Preference Aesthetics: Preliminary Implications for ICT in Education and Beyond

ERIC Educational Resources Information Center

Moss, G. A.; Gunn, R. W.

2009-01-01

The purpose of this study was to examine the implications of a gendered website production and preference aesthetic for the teaching of computer studies. Thirty male and thirty female personal websites produced by students at a UK university were rated against 23 factors. The home pages of sites that were deemed to be typical of their gender were…

Student perceptions of evaluation in undergraduate medical education: A qualitative study from one medical school.

PubMed

Schiekirka, Sarah; Reinhardt, Deborah; Heim, Susanne; Fabry, Götz; Pukrop, Tobias; Anders, Sven; Raupach, Tobias

2012-06-22

Evaluation is an integral part of medical education. Despite a wide use of various evaluation tools, little is known about student perceptions regarding the purpose and desired consequences of evaluation. Such knowledge is important to facilitate interpretation of evaluation results. The aims of this study were to elicit student views on the purpose of evaluation, indicators of teaching quality, evaluation tools and possible consequences drawn from evaluation data. This qualitative study involved 17 undergraduate medical students in Years 3 and 4 participating in 3 focus group interviews. Content analysis was conducted by two different researchers. Evaluation was viewed as a means to facilitate improvements within medical education. Teaching quality was believed to be dependent on content, process, teacher and student characteristics as well as learning outcome, with an emphasis on the latter. Students preferred online evaluations over paper-and-pencil forms and suggested circulating results among all faculty and students. Students strongly favoured the allocation of rewards and incentives for good teaching to individual teachers. In addition to assessing structural aspects of teaching, evaluation tools need to adequately address learning outcome. The use of reliable and valid evaluation methods is a prerequisite for resource allocation to individual teachers based on evaluation results.

Psy-feld: An Innovative Didactic Using the TV Show Seinfeld to Teach Delusional Disorder Subtypes.

PubMed

Tobia, Anthony; Bisen, Viwek; Zimmerman, Aphrodite; Trenton, Adam; Dix, Ebony; Dobkin, Roseanne

2015-08-01

The primary purpose of this article is to introduce Psy-feld, an innovative didactic used to review mental disorders through discussion of the interpersonal relationships of the fictional characters created in Larry David's situational comedy, Seinfeld. To introduce this novel didactic, several peripheral Seinfeld characters were selected, who while not afflicted with a psychotic disorder, demonstrate traits that serve to facilitate discussion to review the different subtypes of Delusional Disorder. Psy-feld is a 30-min faculty-facilitated didactic where a selected episode of the sitcom allows for review of multidisciplinary content areas considered germane to the practice of psychiatry. At Rutgers-Robert Wood Johnson Medical School, 104 third-year medical students rotated on the Consultation-Liaison Service from July 2011-March 2014 and participated in Psy-feld. Of the 104 students who participated in Psy-feld, 99 completed surveys on the didactic. Students found the didactic to be of high quality, believed it enhanced their learning, and thought that it prepared them for their final SHELF exam. Students also found it enjoyable and preferred the didactic to more traditional forms of teaching such as large group lectures. Psy-feld is an example of an innovative teaching method that medical students found informative in reviewing teaching points of Delusional Disorder.

Parent Expectancies and Preferences for Mental Health Treatment: The Roles of Emotion Mind-Sets and Views of Failure.

PubMed

Schleider, Jessica L; Weisz, John R

2018-01-24

Because parents are primary gatekeepers to mental health care for their children, parental expectations that mental health treatment is ineffective may undermine treatment seeking, retention, and response. Thus, a need exists to understand parents' expectations about treatment and to develop scalable interventions that can instill more favorable views. We examined parents' treatment expectancies and preferences for their offspring and themselves in relation to two global beliefs: mind-sets (malleability beliefs) of emotions and anxiety, and views of failure as enhancing versus debilitating. Study 1 (N = 200; 49.5% fathers; 70.4% Caucasian) examined associations among parents' emotion mind-sets, anxiety mind-sets, failure beliefs, and treatment expectancies and preferences. Study 2 (N = 430; 44.70% fathers; 75.80% Caucasian) tested whether online inductions teaching "growth emotion mind-sets" (viewing emotions as malleable), adaptive failure beliefs, or both improved parents' treatment expectancies and hypothetical preferences for treatment (vs. no-treatment). Participants received one of three 8- to 15-min inductions or a psychoeducation control, rating treatment expectancies. and preferences pre- and postinduction. In Study 1, fixed emotion mind-sets and failure-is-debilitating beliefs were associated with lower parent psychotherapy expectancies for offspring and themselves and stronger "no-treatment" preferences for offspring. In Study 2, inductions teaching (a) growth emotion mind-sets only and (b) growth emotion mind-sets and failure-is-enhancing beliefs improved parents' psychotherapy expectancies for themselves (ds = .38, .51) and offspring (ds = .30, .43). No induction increased parents' hypothetical preferences for treatment (vs. no-treatment). Findings suggest scalable strategies for strengthening parents' psychotherapy effectiveness beliefs for themselves and their children.

A survey on the preference for continuing professional dental education amongst general dental practitioners who attended the 26th Asia Pacific Dental Congress.

PubMed

Chan, W C; Ng, C H; Yiu, B K; Liu, C Y; Ip, C M; Siu, H H; Chiu, G K C; Hägg, U; Jin, L J

2006-11-01

To identify the subjects of interest and to examine the modes as well as means of study for continuing professional dental education amongst general dental practitioners who attended the 26th Asia Pacific Dental Congress, 28 May-1 June 2004, Hong Kong. A total of 381 general dental practitioners as the registered conference delegates from Hong Kong, Mainland China and other Asia-Pacific regions were randomly selected for the present survey. The survey was conducted through face-to-face interviews by a group of practising dentists in Hong Kong. Overall, orthodontics and prosthodontics were the most popular subjects for clinical degree programmes, whilst oral implantology and cosmetic dentistry were the highly preferred subjects for continuing education courses. Concerning the preferred mode of study for degree programmes, the part-time study mode was chosen by 68.3% of the participating dentists. A didactic teaching approach was preferred by most of the participants (81.7%) for postgraduate study. The majority of the interviewees (76.5%) were interested in a proposed clinical degree programme to be offered jointly by The University of Hong Kong and a leading university in the Mainland. Overall, there was no marked difference in the preference for continuing dental education amongst the respondents from Hong Kong, Mainland China and other Asia-Pacific regions. The present survey shows the currently preferred specialty areas and subjects for continuing professional dental education amongst the general dental practitioners who attended the 26th Asia Pacific Dental Congress, with didactic teaching as the most preferred mode of study on a part-time basis.

Tourniquet use in orthopedic surgery: a descriptive survey study among Turkish orthopedic surgeons and residents in Istanbul.

PubMed

Yalçınkaya, Merter; Sökücü, Sami; Erdoğan, Sinan; Kabukçuoğlu, Yavuz S

2014-01-01

The aim of this study was to investigate and interpret the trends in tourniquet use and the accuracy of knowledge among Turkish orthopedic physicians through face-to-face survey. Turkish orthopedic physicians actively practicing operative orthopedics were questioned in a 12 question face-to-face survey. Personal information of physicians, preferred cuff pressure (CP) and tourniquet inflation time (TIT) and the source of the information for these preferences were questioned. Answers gathered were analyzed statistically. The survey was completed by 211 orthopedic physicians. Mean preferred CP and TIT was 247.1 mmHg and 108.6 minutes, respectively, in the upper limb (UL) and 345.02 mmHg and 122.4 minutes, respectively, in the lower limb (LL). A statistically significant correlation was found between the amount of pressure preferred in the LL and the years of practice; longer the years in practice, higher the amount of pressure preferred (r=0.144, p=0.04). Tourniquets were used for a maximum period of 120 minutes for the UL by 95.7% of participants and for the LL by 84.8%. The amount of CP used by the orthopedic physicians surveyed is inconsistent with the literature with frequent use of CP higher than those scientifically recommended. The outcomes of the survey should be cautionary for orthopedic physicians to review the current utilization and replace personal teachings and experience-based methods with evidence-based best practices for tourniquet application.

Perceptions of pharmacy students, faculty members, and administrators on the use of technology in the classroom.

PubMed

DiVall, Margarita V; Hayney, Mary S; Marsh, Wallace; Neville, Michael W; O'Barr, Stephen; Sheets, Erin D; Calhoun, Larry D

2013-05-13

To gather and evaluate the perceptions of students, faculty members, and administrators regarding the frequency and appropriateness of classroom technology use. Third-year pharmacy students and faculty members at 6 colleges and schools of pharmacy were surveyed to assess their perceptions about the type, frequency, and appropriateness of using technology in the classroom. Upper-level administrators and information technology professionals were also interviewed to ascertain overall technology goals and identify criteria used to adopt new classroom technologies. Four hundred sixty-six students, 124 faculty members, and 12 administrators participated in the survey. The most frequently used and valued types of classroom technology were course management systems, audience response systems, and lecture capture. Faculty members and students agreed that faculty members appropriately used course management systems and audience response systems. Compared with their counterparts, tech-savvy, and male students reported significantly greater preference for increased use of classroom technology. Eighty-six percent of faculty members reported having changed their teaching methodologies to meet student needs, and 91% of the students agreed that the use of technology met their needs. Pharmacy colleges and schools use a variety of technologies in their teaching methods, which have evolved to meet the needs of the current generation of students. Students are satisfied with the appropriateness of technology, but many exhibit preferences for even greater use of technology in the classroom.

A strategy for involving on-campus and distance students in a nursing research course.

PubMed

Shuster, George F; Learn, Cheryl Demerth; Duncan, Robert

2003-01-01

Teaching research at the undergraduate level can be a challenge. This is particularly true for distance education courses, in which students often feel isolated from each other and from faculty. Faculty teaching on-campus and distance education research courses designed a student research project and a method for bringing distance and on-campus students together to present their research findings. By actively engaging students in the research process and providing an on-campus research day for the presentation of student posters (Year 1) and research papers (Year 2), course faculty were able to achieve their two goals of directly involving students in the nursing research process and creating a greater student sense of belonging within the college learning community. Statistical analysis of an evaluation survey among on-site and off-site registered nurse to bachelor of science in nursing students indicated both groups ranked the Year 1 poster research day as good to very good. Students attending the Year 2 research day, where they presented papers, ranked the day as good. Statistical analysis indicated a significant difference between the two research days, with a clear student preference for posters. Students valued their active participation in the research process and the opportunity to get together and present their work. However, students clearly preferred a poster presentation format to presenting their findings as a research paper.

Learning style preferences: A study of pre-clinical medical students in Barbados

PubMed Central

OJEH, NKEMCHO; SOBERS-GRANNUM, NATASHA; GAUR, UMA; UDUPA, ALAYA; MAJUMDER, MD.ANWARUL AZIM

2017-01-01

Introduction: Educators need to be aware of different learning styles to effectively tailor instructional strategies and methods to cater to the students’ learning needs and support a conductive learning environment. The VARK [an acronym for visual (V), aural (A), read/write (R) and kinesthetic (K)] instrument is a useful model to assess learning styles. The aim of this study was to use the VARK questionnaire to determine the learning styles of pre-clinical medical students in order to compare the perceived and assessed learning style preferences, assess gender differences in learning style preferences, and determine whether any relationships exists between awareness of learning styles and academic grades, age, gender and learning modality. Methods: The VARK questionnaire was administered to pre-clinical students taking a variety of courses in the first three years of the undergraduate MB BS degree programme at the Faculty of Medical Sciences, The University of the West Indies, Cave Hill Campus, Barbados in 2014. Results: The majority of the students were multimodal learners with no differences observed between males (59.5%) and females (60.0%), with tetramodal being the most common. Read/write (33.8%) followed by kinesthetic (32.5%) were the most common learning style preferences. The sensory modality preference for females was read/write (34.2%) and for males it was kinesthetic (40.5%). Significant differences were observed between the perceived and assessed learning style preferences with a majority of visual and read/write learners correctly matching their perceived to their actual learning styles. Awareness of learning styles was associated with learning modality but not with academic performance, age or gender. Overall, 60.7% of high achievers used multimodal learning compared to 56.9% low achievers. Conclusion: The findings from this study indicated that the VARK tool was useful in gathering information about different learning styles, and might assist educators in designing blended teaching strategies to cater to the students’ needs as well as help the students in becoming aware of their learning style preferences to enhance learning. PMID:28979913

Evaluation of undergraduate nursing students' attitudes towards statistics courses, before and after a course in applied statistics.

PubMed

Hagen, Brad; Awosoga, Olu; Kellett, Peter; Dei, Samuel Ofori

2013-09-01

Undergraduate nursing students must often take a course in statistics, yet there is scant research to inform teaching pedagogy. The objectives of this study were to assess nursing students' overall attitudes towards statistics courses - including (among other things) overall fear and anxiety, preferred learning and teaching styles, and the perceived utility and benefit of taking a statistics course - before and after taking a mandatory course in applied statistics. The authors used a pre-experimental research design (a one-group pre-test/post-test research design), by administering a survey to nursing students at the beginning and end of the course. The study was conducted at a University in Western Canada that offers an undergraduate Bachelor of Nursing degree. Participants included 104 nursing students, in the third year of a four-year nursing program, taking a course in statistics. Although students only reported moderate anxiety towards statistics, student anxiety about statistics had dropped by approximately 40% by the end of the course. Students also reported a considerable and positive change in their attitudes towards learning in groups by the end of the course, a potential reflection of the team-based learning that was used. Students identified preferred learning and teaching approaches, including the use of real-life examples, visual teaching aids, clear explanations, timely feedback, and a well-paced course. Students also identified preferred instructor characteristics, such as patience, approachability, in-depth knowledge of statistics, and a sense of humor. Unfortunately, students only indicated moderate agreement with the idea that statistics would be useful and relevant to their careers, even by the end of the course. Our findings validate anecdotal reports on statistics teaching pedagogy, although more research is clearly needed, particularly on how to increase students' perceptions of the benefit and utility of statistics courses for their nursing careers. Crown Copyright © 2012. Published by Elsevier Ltd. All rights reserved.

Purcell the Teacher: In and Out of the Classroom

NASA Astrophysics Data System (ADS)

Rigden, John

2012-02-01

As a high school student Edward Purcell read articles by K.K. Darrow from his series, ``Advances in Contemporary Physics.'' Many years later, Purcell, referring to those articles, said they remind us ``that great teaching does not require a classroom.'' Many of Purcell's choices were motivated by his devotion to teaching: the undergraduate courses he preferred to teach at Harvard, the textbooks and pedagogical papers he wrote, and the professional activities he engaged in. He delighted in explaining complex phenomena in simple ways -- a mark of a great teacher.

A Discourse Analysis of Teacher-Trainees' Abstract Conceptualizations of Emerging Technologies in Teaching to Revitalise Luganda Language

ERIC Educational Resources Information Center

Kabugo, David; Masaazi, Fred Masagazi; Mugagga, Anthony Muwagga

2015-01-01

While many young learners of the 21st century have grown up with, and generally prefer to learn using Emerging Technologies (ETs), few teachers of Luganda language graduate with learning experiences of integrating ETs in their teaching. One of the most crucial stages of gaining experiences in any subject or object of interest is making Abstract…

Prospective Teachers' Representations for Teaching Note Values: An Analysis in the Context of Mathematics and Music

ERIC Educational Resources Information Center

Özgül, Ilhan; Incikabi, Lütfi

2017-01-01

In this study, the representations preferred by prospective teachers in the teaching of note values were determined and the accuracy of these representations was analyzed in the context of mathematics and music. The case study, one of the qualitative research designs, was used in the study. Study group of the research consisted of 113 pre-school…

Motivations and Training Needs of General Practitioner Preceptors

PubMed Central

Ren, Wen; Hasenbieke, Nulanbieke; Liu, Ying; Qiu, Yan; Zhou, Zhao-Nong; Mao, Xiao-Yan; Ren, Jing-Jing

2017-01-01

Background: General practitioner (GP) preceptors play an important role in the cultivation of GPs. Many problems exist in the training of GP preceptors. This study aimed to explore the willingness and training needs of GP preceptors and compare the differences between preceptors from general practice and other specialties. Methods: A total of 375 questionnaire forms were sent to 375 GP preceptors from 11 different provinces, and 344 completed forms were returned. The main outcome included general information, teaching motivations, and training needs of GP preceptors. Results: The study showed that about 89.2% of GP preceptors were willing to be teachers. The majority of respondents strongly agreed that the motivation for becoming a GP supervisor was to learn from teaching. The most important capability they should master was clinical teaching (92.2%), followed by lecture (83.1%) and doctor–patient communication (83.1%). The top three preferred methods of GP preceptors training were case discussion (78.8%), workshop (57.6%), and classroom teaching (56.4%). The domains in which most GP preceptors wanted to acquire knowledge and skill were mental health (59.3%), rehabilitation (47.1%), pediatrics (41.0%), and obstetrics (37.5%). No significant differences were found in the willingness to train GPs (χ2 = 3.34, P > 0.05) and whether they would become or continue to become a GP supervisor after the training (χ2 = 1.106, P > 0.05). Conclusions: Although most preceptors were under on-the-job training, they were glad to train GPs. To be qualified, preceptors should be trained according to the actual needs of GP preceptors. PMID:28685719

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.

An evaluation of video modeling with embedded instructions to teach implementation of stimulus preference assessments.

PubMed

Rosales, Rocío; Gongola, Leah; Homlitas, Christa

2015-01-01

A multiple baseline design across participants was used to evaluate the effects of video modeling with embedded instructions on training teachers to implement 3 preference assessments. Each assessment was conducted with a confederate learner or a child with autism during generalization probes. All teachers met the predetermined mastery criterion, and 2 of the 3 demonstrated skill maintenance at 1-month follow-up.

Incorporating online teaching in an introductory pharmaceutical practice course: a study of student perceptions within an Australian University.

PubMed

Benino, Diana; Girardi, Antonia; Czarniak, Petra

2011-10-01

To examine student perceptions regarding online lectures and quizzes undertaken during a pharmaceutical practice course for first year undergraduate students enrolled in the Bachelor of Pharmacy course at an Australian University. The University uses a standard instrument to collect feedback from students regarding unit satisfaction. Data were collected for three different teaching modalities: traditional face-to-face, online and partially online. Descriptive statistics support that, from a student's perspective, partial online delivery is the preferred teaching methodology for an introductory pharmaceutical practice unit. This study has served to highlight that while there are a few points of significant difference between traditional and online teaching and learning, a combination of the two provides a reasonable avenue for teaching exploration. This result has implications for teaching practice generally, and within the pharmacy discipline, specifically.

Computational intelligence-based polymerase chain reaction primer selection based on a novel teaching-learning-based optimisation.

PubMed

Cheng, Yu-Huei

2014-12-01

Specific primers play an important role in polymerase chain reaction (PCR) experiments, and therefore it is essential to find specific primers of outstanding quality. Unfortunately, many PCR constraints must be simultaneously inspected which makes specific primer selection difficult and time-consuming. This paper introduces a novel computational intelligence-based method, Teaching-Learning-Based Optimisation, to select the specific and feasible primers. The specified PCR product lengths of 150-300 bp and 500-800 bp with three melting temperature formulae of Wallace's formula, Bolton and McCarthy's formula and SantaLucia's formula were performed. The authors calculate optimal frequency to estimate the quality of primer selection based on a total of 500 runs for 50 random nucleotide sequences of 'Homo species' retrieved from the National Center for Biotechnology Information. The method was then fairly compared with the genetic algorithm (GA) and memetic algorithm (MA) for primer selection in the literature. The results show that the method easily found suitable primers corresponding with the setting primer constraints and had preferable performance than the GA and the MA. Furthermore, the method was also compared with the common method Primer3 according to their method type, primers presentation, parameters setting, speed and memory usage. In conclusion, it is an interesting primer selection method and a valuable tool for automatic high-throughput analysis. In the future, the usage of the primers in the wet lab needs to be validated carefully to increase the reliability of the method.

The use of active learning strategies in the instruction of Reactor Physics concepts

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

Robinson, Michael A.

2000-01-01

Each of the Active Learning strategies employed to teach Reactor Physics material has been or promises to be instructionally successful. The Cooperative Group strategy has demonstrated a statistically significant increase in student performance on the unit exam in teaching conceptually difficult, transport and diffusion theory material. However, this result was achieved at the expense of a modest increase in class time. The Tutorial CBI programs have enabled learning equally as well as classroom lectures without the direct intervention of an instructor. Thus, the Tutorials have been successful as homework assignments, releasing classroom time for other instruction. However, the time requiredmore » for development of these tools was large, on the order of two hundred hours per hour of instruction. The initial introduction of the Case-Based strategy was roughly as effective as the traditional classroom instruction. Case-Based learning could well, after important modifications, perform better than traditional instruction. A larger percentage of the students prefer active learning strategies than prefer traditional lecture presentations. Student preferences for the active strategies were particularly strong when they believed that the strategies helped them learn the material better than they would have by using a lecture format. In some cases, students also preferred the active strategies because they were different from traditional instruction, a change of pace. Some students preferred lectures to CBI instruction, primarily because the CBI did not afford them the opportunity to question the instructor during the presentation.« less

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.

CDE Perspectives of Providing New-Onset Type 1 Diabetes Education Using Formal Vignettes and Simulation.

PubMed

Ramchandani, Neesha; Johnson, Kim; Cullen, Karen; Hamm, Terri; Bisordi, Jean; Sullivan-Bolyai, Susan

2017-02-01

Purpose The purpose of this article is to describe the 4 Parent Education Through Simulation-Diabetes (PETS-D) nurse certified diabetes educators' (CDEs) perspectives of teaching parents of children with newly diagnosed type 1 diabetes mellitus (T1DM) early diabetes management skills using formal vignettes and a human patient simulator/human patient simulation (HPS) to augment/enhance the teaching-learning process. Methods A qualitative descriptive approach was used. Four CDEs were interviewed by phone about their teaching experiences. Meticulous notes were taken. Data were analyzed using qualitative content analysis. Results The vignettes (and use of HPS) provided structure, especially for parents who were struggling to learn. Certified diabetes educators described a short learning curve to master the use of the HPS manikin. Human patient simulation-enhanced education was described as helpful for teaching multiple caregivers about diabetes. Certified diabetes educators also described factors that affect parent learning, mechanical issues with the HPS, and additional space requirements for HPS-enhanced education. Conclusion Vignettes and HPS-enhanced education can successfully be used to educate parents of children with new-onset T1DM and were preferred by the CDEs when compared with previous teaching strategies. The results of this study support the use of both vignette-based and HPS-enhanced education when a child is newly diagnosed with T1DM. Further studies need to be done to see if these effects persist with different populations, during different stages of the disease, and for individuals with other chronic illnesses.

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

PubMed

Branney, Jonathan; Priego-Hernández, Jacqueline

2018-02-01

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

The Relationship Between Learning Style Preferences and Gender, Educational Major and Status in First Year Medical Students: A Survey Study From Iran

PubMed Central

Sarabi-Asiabar, Ali; Jafari, Mehdi; Sadeghifar, Jamil; Tofighi, Shahram; Zaboli, Rouhollah; Peyman, Hadi; Salimi, Mohammad; Shams, Lida

2014-01-01

Background: Identifying and employing appropriate learning styles could play an important role in selecting teaching styles in order to improve education. Objectives: This study aimed to determine the relationship between learning styles preferences and gender, educational major and status in first year students at Isfahan University of Medical Sciences. Patients and Methods: A cross-sectional study employing the visual-aural-read/write-kinesthetic (VARK) learning style’s questionnaire was done on 184 first year students of medicine, pharmacy, dentistry, nursing and health services management at Isfahan University of Medical Sciences in 2012. The validity of the questionnaire was assessed through experts’ views and reliability was calculated using Cronbach’s alpha coefficients (α = 0.86). Data were analyzed using the SPSS ver.18 software and x2 test. Results: Out of 184 participants who responded to and returned the questionnaire, 122 (66.3%) were female; more than two-thirds (68.5%) of the enrolled students were at the professional doctorate level (medicine, pharmacy, dentistry) and 31.5% at the undergraduate level (nursing and health services management). Eighty-nine (48.4%) students preferred a single-modal learning style. In contrast, the remaining 95 students (51.6%) preferred multi-modal learning styles. A significant relationship between gender and single modal learning styles (P = 0.009) and between status and learning styles (P = 0.04) was observed. Conclusions: According to the results, male students preferred to use the kinesthetic learning style more than females, while, female students preferred the aural learning style. Knowledge about the learning styles of students at educational institutes is valuable and helps solve learning problems among students, and allows students to become better learners. PMID:25763269

Subject preferences of first- and second-year medical students for their future specialization at Chitwan Medical College and Teaching Hospital, Chitwan, Nepal – a questionnaire-based study

PubMed Central

Jha, Rajesh K; Paudel, Keshab R; Shah, Dev K; Sah, Ajit K; Basnet, Sangharshila; Sah, Phoolgen; Adhikari, Sandeep

2015-01-01

Introduction The selection of a discipline for future specialization may be an important factor for the medical students’ future career, and it is influenced by multiple factors. The interest of students in the early stages can be improved in subjects related to public health or of academic importance, as per need. Methods A questionnaire-based study was conducted among 265 first- and second-year medical students of Chitwan Medical College, Nepal to find out their subject of preference for postgraduation and the factors affecting their selection along with their interesting basic science subject. Only the responses from 232 completely filled questionnaires were analyzed. Results The preference of the students for clinical surgical (50.9%), clinical medical (45.3%), and basic medical (3.9%) sciences for postgraduation were in descending order. The most preferred specialty among male students was clinical surgical sciences (56.3%), and among female students, it was clinical medical sciences (53.6%). Although all the students responded to their preferred specialty, only 178 students specified the subject of their interest. General surgery (23.4%), pediatrics (23.4%), and anatomy (2.4%) were the most favored subjects for postgraduation among clinical surgical, clinical medical, and basic medical sciences specialties, respectively. More common reasons for selection of specific subject for future career were found to be: personal interests, good income, intellectual challenge, and others. Conclusion Many students preferred clinical surgical sciences for their future specialization. Among the reasons for the selection of the specialty for postgraduation, no significant reason could be elicited from the present study. PMID:26635491

Assessing Mand Topography Preference When Developing a Functional Communication Training Intervention.

PubMed

Kunnavatana, S Shanun; Wolfe, Katie; Aguilar, Alexandra N

2018-05-01

Functional communication training (FCT) is a common function-based behavioral intervention used to decrease problem behavior by teaching an alternative communication response. Therapists often arbitrarily select the topography of the alternative response, which may influence long-term effectiveness of the intervention. Assessing individual mand topography preference may increase treatment effectiveness and promote self-determination in the development of interventions. This study sought to reduce arbitrary selection of FCT mand topography by determining preference during response training and acquisition for two adults with autism who had no functional communication skills. Both participants demonstrated a clear preference for one mand topography during choice probes, and the preferred topography was then reinforced during FCT to reduce problem behavior and increase independent communication. The implications of the results for future research on mand selection during FCT are discussed.

Information needs and behaviors of geoscience educators: A grounded theory study

NASA Astrophysics Data System (ADS)

Aber, Susan Ward

2005-12-01

Geoscience educators use a variety of resources and resource formats in their classroom teaching to facilitate student understanding of concepts and processes that define subject areas considered in the realm of geoscience. In this study of information needs and behaviors of geoscience educators, the researcher found that participants preferred visual media such as personal photographic and digital images, as well as published figures, animations, and cartoons, and that participants bypassed their academic libraries to meet these information needs. In order to investigate the role of information in developing introductory geoscience course and instruction, a grounded theory study was conducted through a qualitative paradigm with an interpretive approach and naturalistic inquiry. The theoretical and methodological framework was constructivism and sense-making. Research questions were posited on the nature of geoscience subject areas and the resources and resource formats used in conveying geoscience topics to science and non-science majors, as well as educators' preferences and concerns with curriculum and instruction. The underlying framework was to investigate the place of the academic library and librarian in the sense-making, constructivist approach of geoscience educators. A purposive sample of seven geoscience educators from four universities located in mid-western United States was identified as exemplary teachers by department chairpersons. A triangulation of data collection methods included semi-structured interviews, document reviews, and classroom observations. Data were analyzed using the constant comparative method, which included coding, categorizing, and interpreting for patterns and relationships. Contextual factors were identified and a simple model resulted showing the role of information in teaching for these participants. While participants developed lectures and demonstrations using intrapersonal knowledge and personal collections, one barrier was a lack of time and funding for converting photographic prints and slides to digital images. Findings have implications for academic librarians to provide more visual media or assistance with organizing and formatting existing outdated media formats and to create collaborative collection development through repackaging personal collections of geoscience participants to enhance teaching. Implications for library school educators include providing curriculum on information needs and behaviors from a user's perspective, subject specialty librarianship, and internal collaborative collection development to complement external collection development.

Parental responses to involvement in rounds on a pediatric inpatient unit at a teaching hospital: a qualitative study.

PubMed

Latta, Linda C; Dick, Ronald; Parry, Carol; Tamura, Glen S

2008-03-01

In pediatric teaching hospitals, medical decisions are traditionally made by the attending and resident physicians during rounds that do not include parents. This structure limits the ability of the medical team to provide "family-centered care" and the attending physician to model communication skills. The authors thus set out to identify how parents responded to participation in interdisciplinary teaching rounds conducted in a large tertiary care children's teaching hospital. A qualitative descriptive study was conducted using data from semistructured interviews of parents who had participated in rounds on the inpatient medical unit of a large academic children's hospital. From December 2004 to April 2005, 18 parents were interviewed after their participation in rounds. Questions assessed their experiences, expectations, preferred communication styles, and suggestions for improvement. Transcripts of the interviews were analyzed using qualitative content analysis. Being able to communicate, understand the plan, and participate with the team in decision making about their child's care were the most frequently cited outcomes of importance to parents. All 18 participants described the overall experience as positive, and 17 of 18 described themselves as "comfortable" with inclusion in rounds. Use of lay terminology and inclusion of nurses in rounds were preferred. Including parents on ward rounds at a teaching hospital was viewed positively by parents. Specific themes of particular importance to parents were identified. Further study is needed to assess the impact of inclusion of parents on rounds on patient outcomes and the resident experience.

Internet-based versus traditional teaching and learning methods.

PubMed

Guarino, Salvatore; Leopardi, Eleonora; Sorrenti, Salvatore; De Antoni, Enrico; Catania, Antonio; Alagaratnam, Swethan

2014-10-01

The rapid and dramatic incursion of the Internet and social networks in everyday life has revolutionised the methods of exchanging data. Web 2.0 represents the evolution of the Internet as we know it. Internet users are no longer passive receivers, and actively participate in the delivery of information. Medical education cannot evade this process. Increasingly, students are using tablets and smartphones to instantly retrieve medical information on the web or are exchanging materials on their Facebook pages. Medical educators cannot ignore this continuing revolution, and therefore the traditional academic schedules and didactic schemes should be questioned. Analysing opinions collected from medical students regarding old and new teaching methods and tools has become mandatory, with a view towards renovating the process of medical education. A cross-sectional online survey was created with Google® docs and administrated to all students of our medical school. Students were asked to express their opinion on their favourite teaching methods, learning tools, Internet websites and Internet delivery devices. Data analysis was performed using spss. The online survey was completed by 368 students. Although textbooks remain a cornerstone for training, students also identified Internet websites, multimedia non-online material, such as the Encyclopaedia on CD-ROM, and other non-online computer resources as being useful. The Internet represented an important aid to support students' learning needs, but textbooks are still their resource of choice. Among the websites noted, Google and Wikipedia significantly surpassed the peer-reviewed medical databases, and access to the Internet was primarily through personal computers in preference to other Internet access devices, such as mobile phones and tablet computers. Increasingly, students are using tablets and smartphones to instantly retrieve medical information. © 2014 John Wiley & Sons Ltd.

Women's Contraceptive Preference-Use Mismatch

PubMed Central

He, Katherine; Dalton, Vanessa K.; Zochowski, Melissa K.

2017-01-01

Abstract Background: Family planning research has not adequately addressed women's preferences for different contraceptive methods and whether women's contraceptive experiences match their preferences. Methods: Data were drawn from the Women's Healthcare Experiences and Preferences Study, an Internet survey of 1,078 women aged 18–55 randomly sampled from a national probability panel. Survey items assessed women's preferences for contraceptive methods, match between methods preferred and used, and perceived reasons for mismatch. We estimated predictors of contraceptive preference with multinomial logistic regression models. Results: Among women at risk for pregnancy who responded with their preferred method (n = 363), hormonal methods (non-LARC [long-acting reversible contraception]) were the most preferred method (34%), followed by no method (23%) and LARC (18%). Sociodemographic differences in contraception method preferences were noted (p-values <0.05), generally with minority, married, and older women having higher rates of preferring less effective methods, compared to their counterparts. Thirty-six percent of women reported preference-use mismatch, with the majority preferring more effective methods than those they were using. Rates of match between preferred and usual methods were highest for LARC (76%), hormonal (non-LARC) (65%), and no method (65%). The most common reasons for mismatch were cost/insurance (41%), lack of perceived/actual need (34%), and method-specific preference concerns (19%). Conclusion: While preference for effective contraception was common among this sample of women, we found substantial mismatch between preferred and usual methods, notably among women of lower socioeconomic status and women using less effective methods. Findings may have implications for patient-centered contraceptive interventions. PMID:27710196

Perceptions of Teaching Methods for Preclinical Oral Surgery: A Comparison with Learning Styles

PubMed Central

Omar, Esam

2017-01-01

Purpose: Dental extraction is a routine part of clinical dental practice. For this reason, understanding the way how students’ extraction knowledge and skills development are important. Problem Statement and Objectives: To date, there is no accredited statement about the most effective method for the teaching of exodontia to dental students. Students have different abilities and preferences regarding how they learn and process information. This is defined as learning style. In this study, the effectiveness of active learning in the teaching of preclinical oral surgery was examined. The personality type of the groups involved in this study was determined, and the possible effect of personality type on learning style was investigated. Method: This study was undertaken over five years from 2011 to 2015. The sample consisted of 115 students and eight staff members. Questionnaires were submitted by 68 students and all eight staff members involved. Three measures were used in the study: The Index of Learning Styles (Felder and Soloman, 1991), the Myers-Briggs Type Indicator (MBTI), and the styles of learning typology (Grasha and Hruska-Riechmann). Results and Discussion: Findings indicated that demonstration and minimal clinical exposure give students personal validation. Frequent feedback on their work is strongly indicated to build the cognitive, psychomotor, and interpersonal skills needed from preclinical oral surgery courses. Conclusion: Small group cooperative active learning in the form of demonstration and minimal clinical exposure that gives frequent feedback and students’ personal validation on their work is strongly indicated to build the skills needed for preclinical oral surgery courses. PMID:28357004

Influence of a veterinary curriculum on the approaches and study skills of veterinary medical students.

PubMed

Chigerwe, Munashe; Ilkiw, Jan E; Boudreaux, Karen A

2011-01-01

The objectives of the present study were to evaluate first-, second-, third-, and fourth-year veterinary medical students' approaches to studying and learning as well as the factors within the curriculum that may influence these approaches. A questionnaire consisting of the short version of the Approaches and Study Skills Inventory for Students (ASSIST) was completed by 405 students, and it included questions relating to conceptions about learning, approaches to studying, and preferences for different types of courses and teaching. Descriptive statistics, factor analysis, Cronbach's alpha analysis, and log-linear analysis were performed on the data. Deep, strategic, and surface learning approaches emerged. There were a few differences between our findings and those presented in previous studies in terms of the correlation of the subscale monitoring effectiveness, which showed loading with both the deep and strategic learning approaches. In addition, the subscale alertness to assessment demands showed correlation with the surface learning approach. The perception of high workloads, the use of previous test files as a method for studying, and examinations that are based only on material provided in lecture notes were positively associated with the surface learning approach. Focusing on improving specific teaching and assessment methods that enhance deep learning is anticipated to enhance students' positive learning experience. These teaching methods include instructors who encourage students to be critical thinkers, the integration of course material in other disciplines, courses that encourage thinking and reading about the learning material, and books and articles that challenge students while providing explanations beyond lecture material.

A needs assessment survey of dental public health graduate education in Saudi Arabia

PubMed Central

Al Agili, Dania Ebrahim

2015-01-01

Objectives The Faculty of Dentistry at King Abdulaziz University (KAU) is planning to develop a master’s program in dental public health (DPH). To develop a curriculum for this program, a needs assessment was conducted in order to identify the level of DPH expertise that currently exists in Saudi Arabia, to identify gaps in knowledge, and to explore current perceptions regarding this type of program. Methods A competency-based survey instrument was administered to private and government affiliated dental practitioners in Jeddah, Saudi Arabia. Participants’ knowledge, attitudes, and competencies in DPH were assessed. In addition, questions were submitted that addressed preferred strategies of teaching, curriculum delivery methods, course content, and prerequisites for DPH. These data were combined with data previously collected from dentists holding academic positions at KAU (n = 146) and were analyzed using Statistical Analysis System version 9.3 software. Mean values and frequencies were calculated for the study variables. Proportional odds ratios and 95% confidence intervals were estimated to assess differences in educational preferences and DPH competencies according to age, gender, and qualification. Results Most of the participants (95%) reported a need for a DPH graduate program. The respondents had a basic knowledge of DPH and moderate experience in DPH competencies. A variety of preferred educational strategies and methods were identified and differences in educational preferences according to age, gender, and qualification of the respondents were identified. The responses obtained also acknowledged skills and competencies that the participants considered most important for a DPH practice and that would be important for students accepted into a DPH graduate program. Conclusions This needs assessment survey represents a preliminary step in establishing a DPH graduate program that addresses current gaps in knowledge and in the practice of public health dentistry. This survey also provided valuable feedback regarding the development of course content for a graduate education program in DPH. PMID:26236128

Research report

NASA Astrophysics Data System (ADS)

Robinson, W. P.; Gillibrand, E.

2004-06-01

The primary purpose was to investigate the efficacy of a full year of single-sex (SS) teaching of science. The secondary aims were to locate any differentiation by set and gender, and to relate these to more proximal variables. Participants were 13 year olds. Higher set girls gave evidence of clear benefits overall, and higher set boys also, except in biology. Lower set pupils performed at or below expectations. Analyses of additional questionnaire and interview data pointed to further reasons for avoiding the making of unqualified generalizations about SS teaching. Pupil preferences for SS teaching were relevant, as were gender differences in attitudes to biology and physics. Qualitative data suggested higher set girls benefited from more learningrelated classroom interaction and less interference and exploitation of girls by boys in SS classes. Lower set pupils complained that SS teaching deprived them of social interaction with the other sex. The concluding suggestion was that SS teaching offers affordances of benefits when mixed-sex teaching has specifiable disadvantages.

Attitudes and preferences concerning interprofessional education of first-year students and experienced medical and nursing staff.

PubMed

Kolb, Stephan; Vasilakis, Thomas; Stein, Barbara; Stadelmann, Jessica; Münzinger, Angelika; Fley, Gabriele; Hach, Isabel; Jassmann, Marco; Härlein, Jürgen

2017-03-01

In order to enhance patient outcome and patient safety in healthcare, interprofessional education (IPE) has over the years become a specific area of interest focusing on teaching concepts, research methods, and implementation strategies. To achieve commitment and positive attitudes as part of the institutional readiness towards IPE, the adoption of change management aspects can support its early implementation. This short report presents results of a baseline survey on attitudes and preferences for IPE among first-year students in medicine and nursing, as well as among chief physicians, nurse directors, and administrative directors at the associated university hospital. For the survey, the UWE-IP (University of the West of England Interprofessional Questionnaire) was used along with ten customised questions. Overall, a high degree of approval for IPE was observed in all participants. Furthermore, participants showed positive attitudes in three of the four UWE-IP subscales. However, neutral to negative attitudes were documented in subscale interprofessional interaction.

Preferred strategies for workforce development: feedback from aged care workers.

PubMed

Choy, Sarojni; Henderson, Amanda

2016-11-01

Objective The aim of the present study was to investigate how aged care workers prefer to learn and be supported in continuing education and training activities. Methods Fifty-one workers in aged care facilities from metropolitan and rural settings across two states of Australia participated in a survey and interviews. Survey responses were analysed for frequencies and interview data provided explanations to the survey findings. Results The three most common ways workers were currently learning and prefer to continue to learn are: (1) everyday learning through work individually; (2) everyday learning through work individually assisted by other workers; and (3) everyday learning plus group training courses at work from the employer. The three most common types of provisions that supported workers in their learning were: (1) working and sharing with another person on the job; (2) direct teaching in a group (e.g. a trainer in a classroom at work); and (3) direct teaching by a workplace expert. Conclusions A wholly practice-based continuing education and training model is best suited for aged care workers. Two variations of this model could be considered: (1) a wholly practice-based model for individual learning; and (2) a wholly practice-based model with guidance from coworkers or other experts. Although the model is preferred by workers and convenient for employers, it needs to be well resourced. What is known about the topic? Learning needs for aged care workers are increasing significantly because of an aging population that demands more care workers. Workforce development is largely 'episodic', based on organisational requirements rather than systematic life-long learning. This study is part of a larger 3-year Australian research to investigate models of continuing education training. What does this paper add? Based on an analysis of survey and interview data from 51 workers, the present study suggests effective models of workforce development for aged care workers. What are the implications for practitioners? The effectiveness of the suggested models necessitates a culture where aged care workers' advancement in the workplace is valued and supported. Those responsible for the development of these workers need to be adequately prepared for mentoring and coaching in the workplace.

Teaching methods in the healthcare management major.

PubMed

Petrova, Gergana G; Popov, Teodor N

2009-01-01

Organisation and management are factors of paramount importance in higher education for achieving higher quality of training, better professional adaptation, and more effective career pursuance of the students. The present study analyses the use of various teaching methods for the students in the major of Healthcare Management as they are employed in two medical universities. We conducted a detailed questionnaire survey which included the students in the Healthcare Management major in the Faculty of Public Health (FPH) at Sofia Medical University (SMU) and the Medical Faculty of Plovdiv Medical University (PMU). The students were surveyed for two consecutive academic years (2004/2005 and 2005/2006). The logical units of study were 198 students completing their baccalaureate programs in Healthcare Management: 145 (73.23+/-3.15%) in the FPH, SMU and 53 (26.77+/-3.15%) in the PMU (the greater number of students from the SMU was due to the greater number of students admitted into the Sofia Medical University). The technical units of study were the Faculty of Public Health in the Medical University in Sofia and the Medical faculty in the Medical University in Plovdiv. The survey was carried out using our own questionnaire form comprising 51 questions (open and closed), some of them allowing more than one answer. The collected sociological data were analysed using SPSS v. 13.0, and the diagrams were made using Microsoft Excel' 97. We used the alternative, non-parametric and graphic analyses to illustrate the processes and events at a level of significance P < 0.05. The most frequently used teaching method in both Medical Universities is the lecture (30.43+/-3.63% for PMU and 26.32+/-1.91% for SMU). This format of teaching is also considered to be the easiest with regard to learning the study material by 22.75+/-3.25% of the PMU graduates and 27.56+/-2.38% of the SMU graduates. The PMU students regard seminars, individual work and discussions as the format that afford the easiest way to acquire knowledge (22.16+/-3.21%, 21.56+/-3.18%, (18.56+/-3.01%, respectively). The most frequently used teaching method is the lecture; for the SMU student, it is used in 91.67+/-5.64% of all cases, while for PMU it is 8.33+/-5.64%. Students prefer the classical teaching methods. They are the most familiar and the most frequently used formats by lecturers, although they do not require a higher level of activity on the part of the students, who in T. Popov's view "...demonstrate passive attitude towards the educational process".

A pilot study comparing the use of Thiel- and formalin-embalmed cadavers in the teaching of human anatomy.

PubMed

Balta, Joy Y; Lamb, Clare; Soames, Roger W

2015-01-01

Formalin had traditionally been used to preserve human material to teach gross anatomy. In 2008 the Centre for Anatomy and Human Identification (CAHID) at the University of Dundee embarked on the use of the Thiel method of embalming. The aim of this pilot study was to assess the difference between formalin-embalmed cadavers (FEC) and Thiel-embalmed cadavers (TEC) used for teaching and surgical training. Three different questionnaires were prepared for data collection from undergraduate and postgraduate students and clinical staff. All undergraduate and postgraduate students as well as clinical staff commented on the appearance of the TEC. There was no overall consensus concerning the use of TEC, some respondents preferred TEC for the entire dissection, some only for certain areas such as the musculoskeletal system. On a technical level TEC were considered less hazardous then FEC by one-third of participants with fewer than 10% regarding TEC as more irritating than FEC. Psychologically, 32.7% of undergraduate students expressed the view that TEC made them feel more uncomfortable compared with FEC because of their life-like appearance. However, 57.1% of undergraduate students encountered the same uncomfortable feelings when viewing both TEC and FEC. The use of Thiel-embalmed cadavers to teach anatomy has an added value, though further research is required over longer periods of time to identify its best usage. © 2014 American Association of Anatomists.

Web-Enhanced Instruction and Learning: Findings of a Short- and Long-Term Impact Study and Teacher Use of NASA Web Resources

NASA Technical Reports Server (NTRS)

McCarthy, Marianne C.; Grabowski, Barbara L.; Koszalka, Tiffany

2003-01-01

Over a three-year period, researchers and educators from the Pennsylvania State University (PSU), University Park, Pennsylvania, and the NASA Dryden Flight Research Center (DFRC), Edwards, California, worked together to analyze, develop, implement and evaluate materials and tools that enable teachers to use NASA Web resources effectively for teaching science, mathematics, technology and geography. Two conference publications and one technical paper have already been published as part of this educational research series on Web-based instruction and learning. This technical paper, Web-Enhanced Instruction and Learning: Findings of a Short- and Long-Term Impact Study, is the culminating report in this educational research series and is based on the final report submitted to NASA. This report describes the broad spectrum of data gathered from teachers about their experiences using NASA Web resources in the classroom. It also describes participating teachers responses and feedback about the use of the NASA Web-Enhanced Learning Environment Strategies reflection tool on their teaching practices. The reflection tool was designed to help teachers merge the vast array of NASA resources with the best teaching methods, taking into consideration grade levels, subject areas and teaching preferences. The teachers described their attitudes toward technology and innovation in the classroom and their experiences and perceptions as they attempted to integrate Web resources into science, mathematics, technology and geography instruction.

Using scaling to compute moments of inertia of symmetric objects

NASA Astrophysics Data System (ADS)

Ricardo, Bernard

2015-09-01

Moment of inertia is a very important property in the study of rotational mechanics. The concept of moment of inertia is analogous to mass in the linear motion, and its calculation is routinely done through integration. This paper provides an alternative way to compute moments of inertia of rigid bodies of regular shape using their symmetrical property. This approach will be very useful and preferred for teaching rotational mechanics at the undergraduate level, as it does not require the knowledge or the application of calculus. The seven examples provided in this paper will help readers to understand clearly how to use the method.

Student Selection of the Textbook for an Introductory Physics Course

NASA Astrophysics Data System (ADS)

Dake, L. S.

2007-10-01

Several years ago I had to select a new textbook for my calculus-based introductory physics class. I subscribe to Just-in-Time Teaching methods, which require students to read the book before the material is covered in class. Thus, the readability of the text by the students is critical. However, I did not feel that I was the best judge of this factor, so I turned the textbook selection into a class project. The students unanimously chose one textbook, which I have now successfully used for three years. The project was decidedly worthwhile, and I gained considerable insight into what students prefer in a textbook.

Indian medical students' perspectives on problem-based learning experiences in the undergraduate curriculum: One size does not fit all.

PubMed

Nanda, Bijli; Manjunatha, Shankarappa

2013-01-01

Problem-based learning (PBL) is a well-established method for facilitating the learning of basic science concepts in the context of clinical cases. Relevant evidence is lacking regarding PBL's effectiveness and acceptability as perceived by students accustomed to classical traditional teaching in India. Hence, this study gathered students' opinions on PBL versus Traditional teaching methods to generate a foundation for institutional policymaking and ultimately, changes in the policy of regulatory bodies. A total of 773 first year medical students admitted from 2007-2010 in Kasturba Medical College Manipal, Manipal University, India were asked to respond to a 15-item questionnaire evaluating their preferences for PBL or traditional methods such as lectures after undergoing a systematically conducted PBL session in physiology. Their responses were analyzed with an unpaired t-test. Their comments were also collected. PBL scored significantly higher for most items in the questionnaire for "learning efficiency" and "student-teacher relationship". The students' comments highlighted the importance of a trained tutor/facilitator to enhance the learning process. Our students are willing to adapt to the PBL method, although they recognize certain benefits of traditional pedagogy. For learning efficiency and the student-teacher relationship, the students feel that neither method holds an advantage. We recommend that the future medical curriculum in India be a hybrid form of PBL and traditional methods with specific training on the unfamiliar PBL approach for both faculty and students.

Maternal request CS--role of hospital teaching status and for-profit ownership.

PubMed

Xirasagar, Sudha; Lin, Herng-Ching

2007-05-01

To examine whether hospitals' for-profit (FP) ownership and non-teaching status are associated with greater likelihood of maternal request cesarean (CS) relative to public and not-for-profit (NFP) and teaching status, respectively. Retrospective, cross-sectional, population-based study of Taiwan's National Health Insurance claims data, covering all 739,531 vaginal delivery-eligible singleton deliveries during 1997-2000, using multiple logistic regression analyses. Adjusted for maternal age and geographic location, FP district hospitals (almost all non-teaching), followed by ob/gyn clinics were significantly more likely to perform request CS (OR=3.5-2.3) than public and NFP teaching hospitals. Among non-teaching and teaching hospitals, FPs were more likely to perform request CS than public and NFP hospitals (OR=2.3 and 2.5, respectively). Our findings are consistent with greater propensity of physicians in FP institutions to accommodate patient requests involving revenue-maximizing procedures such as request CS. This effect is moderated by teaching hospitals' preference for complicated cases, consistent with their teaching mission and hi-tech infrastructure.

Do patients prefer mesh or anterior colporrhaphy for primary correction of anterior vaginal wall prolapse: a labelled discrete choice experiment.

PubMed

Notten, K J B; Essers, B A; Weemhoff, M; Rutten, A G H; Donners, J J A E; van Gestel, I; Kruitwagen, R F P M; Roovers, J P W R; Dirksen, C D

2015-05-01

We investigated patients' preferences for anterior colporrhaphy or mesh surgery as surgical correction of anterior vaginal wall prolapse. Labelled discrete choice experiment. Three Dutch teaching hospitals. Women with anterior vaginal wall prolapse Pelvic Organ Prolapse Quantification stage 2 or more, indicated for anterior colporrhaphy (n = 100). Discrete choice experiments are an attribute-based survey method for measuring preferences. In this experiment, women were asked to choose between two treatment scenarios, mesh surgery or anterior colporrhaphy. These surgical treatments differed in four treatment attributes: (i) recurrence rate, (ii) exposure rate, (iii) infection rate, (iv) dyspareunia. Data were analysed using a multinomial logit model. Women's preferences for anterior colporrhaphy or mesh surgery for the repair of vaginal wall prolapse. All treatment attributes, i.e. recurrence, exposure, infection and dyspareunia, proved to be significant in the woman's decision to choose mesh surgery (P < 0.001), while only two attributes out of three, recurrence and infection, were significant for anterior colporrhaphy (P < 0.001). The relative importance data showed that with regards to the four statistically significant attributes for mesh, dyspareunia was the most important attribute, and of the two significant attributes for anterior colporrhaphy, the risk of infection. Based on the attributes and levels in our discrete choice experiment, anterior colporrhaphy was preferred in 74% as a primary correction of anterior vaginal wall prolapse, followed by a preference for mesh in 26% of all choices. This study showed that next to the risk of recurrence, other aspects like risk of infection, dyspareunia and exposure play a role in the woman's preference for a surgical treatment. In addition, our results indicate that anterior colporrhaphy is preferred in the majority of the choices, followed by a preference for mesh surgery in a quarter of all choice sets. However, these results represent the average preference of a sample of women and cannot be taken as the preference of each individual. In the medical decision-making context, information from the current study should be personalised to fit patient's unique circumstances. For patients to construct their own, individual preferences, they should be well informed about the existence and magnitude of the potential benefits and risks related to either anterior colporrhaphy or mesh surgery. © 2014 Royal College of Obstetricians and Gynaecologists.

Evaluation of ASPAN's preoperative patient teaching videos on general, regional, and minimum alveolar concentration/conscious sedation anesthesia.

PubMed

Krenzischek, D A; Wilson, L; Poole, E L

2001-06-01

This descriptive study was undertaken as part of a clinical improvement effort by the ASPAN Research and Education Committees to evaluate adult patients' perception of and satisfaction with the ASPAN Preoperative Patient Teaching videotape on general, regional, and minimum alveolar concentration (MAC)/conscious sedation anesthesia. Research findings on the use of videotapes for preoperative education are mixed. Some studies have reported that the use of videotapes increases knowledge and decreases anxiety, whereas other studies have shown a minimal effect on knowledge and anxiety. A convenience sample of 96 adult patients was chosen from those who were scheduled for surgeries with the above anesthesia techniques in 11 US hospitals and/or surgical centers within 4 ASPAN regional boundaries. Patients viewed the videotape the day(s) before surgery and then completed ASPAN's Preoperative Anesthesia Patient Teaching Questionnaire to measure patient perception and satisfaction. Sixty percent of the patients were women, and 50% had a college degree or higher. The average age of the patients was 51 (+/-17.2). Overall satisfaction scores had a potential range of 10 to 40, with higher scores indicating greater satisfaction. The mean satisfaction score for this study was 35 (+/-6.6). No significant relationships were found between satisfaction with the videotape and age, gender, or educational level. Patients were asked to rank each of 4 teaching methods. Among the choices of individualized instruction, written materials, Internet-based instruction, and videotape, the videotape method was ranked as most preferred. The information obtained from this study will be used to modify and improve the content of the patient education videotape produced by ASPAN. Copyright 2001 by American Society of PeriAnesthesia Nurses.

Investigation of blended learning video resources to teach health students clinical skills: An integrative review.

PubMed

Coyne, Elisabeth; Rands, Hazel; Frommolt, Valda; Kain, Victoria; Plugge, Melanie; Mitchell, Marion

2018-04-01

The aim of this review is to inform future educational strategies by synthesising research related to blended learning resources using simulation videos to teach clinical skills for health students. An integrative review methodology was used to allow for the combination of diverse research methods to better understand the research topic. This review was guided by the framework described by Whittemore and Knafl (2005), DATA SOURCES: Systematic search of the following databases was conducted in consultation with a librarian using the following databases: SCOPUS, MEDLINE, COCHRANE, PsycINFO databases. Keywords and MeSH terms: clinical skills, nursing, health, student, blended learning, video, simulation and teaching. Data extracted from the studies included author, year, aims, design, sample, skill taught, outcome measures and findings. After screening the articles, extracting project data and completing summary tables, critical appraisal of the projects was completed using the Mixed Methods Appraisal Tool (MMAT). Ten articles met all the inclusion criteria and were included in this review. The MMAT scores varied from 50% to 100%. Thematic analysis was undertaken and we identified the following three themes: linking theory to practice, autonomy of learning and challenges of developing a blended learning model. Blended learning allowed for different student learning styles, repeated viewing, and enabled links between theory and practice. The video presentation needed to be realistic and culturally appropriate and this required both time and resources to create. A blended learning model, which incorporates video-assisted online resources, may be a useful tool to teach clinical skills to students of health including nursing. Blended learning not only increases students' knowledge and skills, but is often preferred by students due to its flexibility. Copyright © 2018 Elsevier Ltd. All rights reserved.

The teaching of medical ethics to medical students.

PubMed Central

Glick, S M

1994-01-01

Teaching medical ethics to medical students in a pluralistic society is a challenging task. Teachers of ethics have obligations not just to teach the subject matter but to help create an academic environment in which well motivated students have reinforcement of their inherent good qualities. Emphasis should be placed on the ethical aspects of daily medical practice and not just on the dramatic dilemmas raised by modern technology. Interdisciplinary teaching should be encouraged and teaching should span the entire duration of medical studies. Attention should be paid particularly to ethical problems faced by the students themselves, preferably at the time when the problems are most on the students' minds. A high level of academic demands, including critical examination of students' progress is recommended. Finally, personal humility on the part of teachers can help set a good example for students to follow. PMID:7861430

Learning styles of medical students - implications in education.

PubMed

Buşan, Alina-Mihaela

2014-01-01

The term "learning style" refers to the fact that each person has a different way of accumulating knowledge. While some prefer listening to learn better, others need to write or they only need to read the text or see a picture to later remember. According to Fleming and Mills the learning styles can be classified in Visual, Auditory and Kinesthetic. There is no evidence that teaching according to the learning style can help a person, yet this cannot be ignored. In this study, a number of 230 medical students were questioned in order to determine their learning style. We determined that 73% of the students prefer one learning style, 22% prefer to learn using equally two learning style, while the rest prefer three learning styles. According to this study the distribution of the learning styles is as following: 33% visual, 26% auditory, 14% kinesthetic, 12% visual and auditory styles equally, 6% visual and kinesthetic, 4% auditory and kinesthetic and 5% all three styles. 32 % of the students that participated at this study are from UMF Craiova, 32% from UMF Carol Davila, 11% University of Medicine T Popa, Iasi, 9% UMF Cluj Iulius Hatieganu. The way medical students learn is different from the general population. This is why it is important when teaching to considerate how the students learn in order to facilitate the learning.

Students’ Attitudes, Academic Performance and Preferences for Content Delivery in a Very Large Self-Care Course Redesign

PubMed Central

Mistry, Amee; Schnee, David; Tataronis, Gary; Taglieri, Catherine; Zaiken, Kathy; Patel, Dhiren; Nigro, Stefanie; Jacobson, Susan; Goldman, Jennifer

2016-01-01

Objective. To evaluate students’ performance/attitudes toward a flipped team-based learning (TBL) format in a “very large” self-care course based on student content delivery preference. Design. Third-year students enrolled in the course were surveyed regarding elements of redesign and homework completion. Additionally, their performance and incoming grade point average were evaluated. Assessment. A survey was completed by 286 of 305 students. Nineteen percent of respondents preferred traditional content delivery, whereas 30% preferred flipped TBL, 48% preferred a mixed format, and 3% had no preference. The grades achieved in the course were: A (49%), B (48%), C (3%) and D (0%). The majority completed “all” or “most” of the homework, appreciated attributes of course redesign, felt home preparation and in-class activities engaged them, and reported improved communication/evaluation skills. Content delivery preference significantly affected attitudes. Conclusion. Students positively received a flipped team-based learning classroom format, especially those who preferred flipped TBL or mixed content delivery. A minority with preference for traditional teaching style did not enjoy the new format; however, their academic performance did not differ significantly from those who did. PMID:27293234

NewB for newbies: a randomized control trial training housestaff to perform neonatal intubation with direct and videolaryngoscopy.

PubMed

Koele-Schmidt, Lindsey; Vasquez, Margarita M

2016-04-01

Competency rates in neonatal intubation among pediatric residents are low and currently not meeting ACGME/AAP standards. The aim of this study was to compare standard bedside teaching of neonatal endotracheal intubation to a computer module, as well as introduce residents to the emerging technology of videolaryngoscopy. The study population consisted of The University of Texas Health Science Center at San Antonio Pediatric interns/residents and PGY-1 Anesthesia interns rotating through the NICU. Prior to participating in the study, the residents completed a survey addressing past experiences with intubation, comfort level, and prior use of direct and videolaryngoscopy. Participants then performed timed trials of both direct and videolaryngoscopy on the SimNewB(®). They had up to three attempts to successfully intubate, with up to 30 s on each attempt. After randomization, participants received one of the following teaching interventions: standard, computer module, or both. This was followed by a second intubation trial and survey completion. Thirty residents were enrolled in the study. There was significant improvement in time to successful intubation in both methods after any teaching intervention (direct 22.0 ± 13.4 s vs 14.7 ± 5.9 s, P = 0.002 and videolaryngoscopy 42.2 ± 29.3 s vs 26.8 ± 18.6 s, P = 0.003). No differences were found between the types of teaching. Residents were faster at intubating with direct laryngoscopy compared to videolaryngoscopy before and after teaching. By the end of the study, only 33% of residents preferred using videolaryngoscopy over direct laryngoscopy, but 76% felt videolaryngoscopy was better to teach intubation. Both standard teaching and computer module teaching of neonatal intubation on a mannequin model results in improved time to successful intubation and overall improved resident confidence with intubation equipment and technique. Although intubation times were lower with direct laryngoscopy compared to videolaryngoscopy, the participating residents felt that videolaryngoscopy is an important educational tool. © 2015 John Wiley & Sons Ltd.

Student perceptions of a video-based blended learning approach for improving pediatric physical examination skills.

PubMed

Lehmann, Ronny; Seitz, Anke; Bosse, Hans Martin; Lutz, Thomas; Huwendiek, Sören

2016-11-01

Physical examination skills are crucial for a medical doctor. The physical examination of children differs significantly from that of adults. Students often have only limited contact with pediatric patients to practice these skills. In order to improve the acquisition of pediatric physical examination skills during bedside teaching, we have developed a combined video-based training concept, subsequently evaluating its use and perception. Fifteen videos were compiled, demonstrating defined physical examination sequences in children of different ages. Students were encouraged to use these videos as preparation for bedside teaching during their pediatric clerkship. After bedside teaching, acceptance of this approach was evaluated using a 10-item survey, asking for the frequency of video use and the benefits to learning, self-confidence, and preparation of bedside teaching as well as the concluding OSCE. N=175 out of 299 students returned survey forms (58.5%). Students most frequently used videos, either illustrating complete examination sequences or corresponding focus examinations frequently assessed in the OSCE. Students perceived the videos as a helpful method of conveying the practical process and preparation for bedside teaching as well as the OSCE, and altogether considered them a worthwhile learning experience. Self-confidence at bedside teaching was enhanced by preparation with the videos. The demonstration of a defined standardized procedural sequence, explanatory comments, and demonstration of infrequent procedures and findings were perceived as particularly supportive. Long video segments, poor alignment with other curricular learning activities, and technical problems were perceived as less helpful. Students prefer an optional individual use of the videos, with easy technical access, thoughtful combination with the bedside teaching, and consecutive standardized practice of demonstrated procedures. Preparation with instructional videos combined with bedside teaching, were perceived to improve the acquisition of pediatric physical examination skills. Copyright © 2016 Elsevier GmbH. All rights reserved.

Use of the learning conversation improves instructor confidence in life support training: An open randomised controlled cross-over trial comparing teaching feedback mechanisms.

PubMed

Baldwin, Lydia J L; Jones, Christopher M; Hulme, Jonathan; Owen, Andrew

2015-11-01

Feedback is vital for the effective delivery of skills-based education. We sought to compare the sandwich technique and learning conversation structured methods of feedback delivery in competency-based basic life support (BLS) training. Open randomised crossover study undertaken between October 2014 and March 2015 at the University of Birmingham, United Kingdom. Six-hundred and forty healthcare students undertaking a European Resuscitation Council (ERC) BLS course were enrolled, each of whom was randomised to receive teaching using either the sandwich technique or the learning conversation. Fifty-eight instructors were randomised to initially teach using either the learning conversation or sandwich technique, prior to crossing-over and teaching with the alternative technique after a pre-defined time period. Outcome measures included skill acquisition as measured by an end-of-course competency assessment, instructors' perception of teaching with each feedback technique and candidates' perception of the feedback they were provided with. Scores assigned to use of the learning conversation by instructors were significantly more favourable than for the sandwich technique across all but two assessed domains relating to instructor perception of the feedback technique, including all skills-based domains. No difference was seen in either assessment pass rates (80.9% sandwich technique vs. 77.2% learning conversation; OR 1.2, 95% CI 0.85-1.84; p=0.29) or any domain relating to candidates' perception of their teaching technique. This is the first direct comparison of two feedback techniques in clinical medical education using both quantitative and qualitative methodology. The learning conversation is preferred by instructors providing competency-based life support training and is perceived to favour skills acquisition. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

Patient Preference for Instructional Reinforcement Regarding Prevention of Radiation Dermatitis.

PubMed

Laszewski, Pamela; Zelko, Cynthia; Andriths, Lena; Vera Cruz, Eva; Bauer, Carole; Magnan, Morris A

2016-04-01

Although patient preference is a core value within the context of patient-centered models of care, little attention has been paid to determining patient preference for instructional media. Nurses have traditionally used verbal face-to-face instruction as the mainstay of patient education, with written materials being used extensively as teaching guides to supplement verbal instruction or for instructional reinforcement. However, advances in technology have made possible the adding of video instruction to nurses' repertoire of instructional media. The purpose of this study was to determine patients' media preferences (verbal, video, written) when receiving instructional reinforcement about self-care needed to prevent radiation dermatitis. The current study was conducted as a secondary analysis of data from a process improvement initiative. In the parent study, patients received multimedia education related to skin care to prevent radiation dermatitis. This secondary analysis examined patient preference for verbal, video, or written education reinforcement at treatment weeks 1 and 3. Results suggest that, when given a choice, verbal and video reinforcement are preferred over written reinforcement.

Learning style preferences: A study of pre-clinical medical students in Barbados.

PubMed

Ojeh, Nkemcho; Sobers-Grannum, Natasha; Gaur, Uma; Udupa, Alaya; Majumder, Md Anwarul Azim

2017-10-01

Educators need to be aware of different learning styles to effectively tailor instructional strategies and methods to cater to the students' learning needs and support a conductive learning environment. The VARK [an acronym for visual (V), aural (A), read/write (R) and kinesthetic (K)] instrument is a useful model to assess learning styles. The aim of this study was to use the VARK questionnaire to determine the learning styles of pre-clinical medical students in order to compare the perceived and assessed learning style preferences, assess gender differences in learning style preferences, and determine whether any relationships exists between awareness of learning styles and academic grades, age, gender and learning modality. The VARK questionnaire was administered to pre-clinical students taking a variety of courses in the first three years of the undergraduate MB BS degree programme at the Faculty of Medical Sciences, The University of the West Indies, Cave Hill Campus, Barbados in 2014. The majority of the students were multimodal learners with no differences observed between males (59.5%) and females (60.0%), with tetramodal being the most common. Read/write (33.8%) followed by kinesthetic (32.5%) were the most common learning style preferences. The sensory modality preference for females was read/write (34.2%) and for males it was kinesthetic (40.5%). Significant differences were observed between the perceived and assessed learning style preferences with a majority of visual and read/write learners correctly matching their perceived to their actual learning styles. Awareness of learning styles was associated with learning modality but not with academic performance, age or gender. Overall, 60.7% of high achievers used multimodal learning compared to 56.9% low achievers. The findings from this study indicated that the VARK tool was useful in gathering information about different learning styles, and might assist educators in designing blended teaching strategies to cater to the students' needs as well as help the students in becoming aware of their learning style preferences to enhance learning.

Case study of science teaching in an elementary school: Characteristics of an exemplary science teacher

NASA Astrophysics Data System (ADS)

Kao, Huey-Lien

Improving the quality of science teaching is one of the greatest concerns in recent science education reform efforts. Many science educators suggest that case studies of exemplary science teachers may provide guidance for these reform efforts. For this reason, the characteristics of exemplary science teaching practices have been identified in recent years. However, the literature lacks research exploring exemplary teacher beliefs about the nature of science and science pedagogy, the relationships between their beliefs and practices, or how outstanding teachers overcome difficulties in order to facilitate their students' science learning. In this study, Sam-Yu, an identified exemplary science teacher who teaches in an elementary school in Pintung, Taiwan, was the subject. An interpretative research design (Erickson, 1986) based on principles of naturalistic inquiry (Lincoln & Guba, 1985) was used. Both qualitative and quantitative methods were employed in this case study. The qualitative method involved conducting interviews with the teacher and students, observing classroom activities and analyzing the structure of the learning materials. The quantitative methods involved using the Learning Climate Inventory (LCI) (Lin, 1997) instrument to assess the learning environment of the exemplary science classroom. This study found that Sam-Yu had a blend of views on the nature of science and a varied knowledge about science pedagogy. Personal preferences, past experiences, and the national science curriculum all played important roles in the development and refinement of Sam-Yu's beliefs about science and pedagogy. Regarding his teaching practices, Sam-Yu provided the best learning experiences, as evidenced in both classroom observations and the survey results, for his students by using a variety of strategies. In addition, his classroom behaviors were highly associated with his beliefs about science and pedagogy. However, due to school-based and socio-cultural constraints, Sam-Yu could not always translate his beliefs about science and pedagogy into practice. Nevertheless, Sam-Yu's personal traits, support from colleagues and his school, and research played an influential role in helping him overcome constraints and evolve into an exemplary science teacher.

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

PubMed

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

2017-01-01

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

Which Type of Inquiry Project Do High School Biology Students Prefer: Open or Guided?

NASA Astrophysics Data System (ADS)

Sadeh, Irit; Zion, Michal

2012-10-01

In teaching inquiry to high school students, educators differ on which method of teaching inquiry is more effective: Guided or open inquiry? This paper examines the influence of these two different inquiry learning approaches on the attitudes of Israeli high school biology students toward their inquiry project. The results showed significant differences between the two groups: Open inquiry students were more satisfied and felt they gained benefits from implementing the project to a greater extent than guided inquiry students. On the other hand, regarding documentation throughout the project, guided inquiry students believed that they conducted more documentation, as compared to their open inquiry peers. No significant differences were found regarding `the investment of time', but significant differences were found in the time invested and difficulties which arose concerning the different stages of the inquiry process: Open inquiry students believed they spent more time in the first stages of the project, while guided inquiry students believed they spent more time in writing the final paper. In addition, other differences were found: Open inquiry students felt more involved in their project, and felt a greater sense of cooperation with others, in comparison to guided inquiry students. These findings may help teachers who hesitate to teach open inquiry to implement this method of inquiry; or at least provide their students with the opportunity to be more involved in inquiry projects, and ultimately provide their students with more autonomy, high-order thinking, and a deeper understanding in performing science.

A Comparison between Roles of Professors Teaching English Literature or TEFL at B.A Level and Professors Teaching TEFL at M.A Level in the Light of Goffman's Footing Theory

ERIC Educational Resources Information Center

Ghapanchi, Zargham; Talebi, Farima

2012-01-01

This study aims to examine the metaphors selected by two hundred and forty Iranian B.A and eighty eight M.A students about their professors' roles. The participants were asked to select their preferred metaphors among twenty one metaphors of the checklist about their professors. The metaphors were then categorized based on Goffman's Footing…

Neurons for hunger and thirst transmit a negative-valence teaching signal.

PubMed

Betley, J Nicholas; Xu, Shengjin; Cao, Zhen Fang Huang; Gong, Rong; Magnus, Christopher J; Yu, Yang; Sternson, Scott M

2015-05-14

Homeostasis is a biological principle for regulation of essential physiological parameters within a set range. Behavioural responses due to deviation from homeostasis are critical for survival, but motivational processes engaged by physiological need states are incompletely understood. We examined motivational characteristics of two separate neuron populations that regulate energy and fluid homeostasis by using cell-type-specific activity manipulations in mice. We found that starvation-sensitive AGRP neurons exhibit properties consistent with a negative-valence teaching signal. Mice avoided activation of AGRP neurons, indicating that AGRP neuron activity has negative valence. AGRP neuron inhibition conditioned preference for flavours and places. Correspondingly, deep-brain calcium imaging revealed that AGRP neuron activity rapidly reduced in response to food-related cues. Complementary experiments activating thirst-promoting neurons also conditioned avoidance. Therefore, these need-sensing neurons condition preference for environmental cues associated with nutrient or water ingestion, which is learned through reduction of negative-valence signals during restoration of homeostasis.

The effect of using an audience response system on learning, motivation and information retention in the orthodontic teaching of undergraduate dental students: a cross-over trial.

PubMed

Dhaliwal, Harmeet Kaur; Allen, Mark; Kang, Jing; Bates, Claire; Hodge, Trevor

2015-06-01

New methods of teaching and learning are constantly being sought in the adult learning environment. Audience Response Systems (ARS) have been used in many different learning environments, especially in the field of medical education. The objective of this investigation was to ascertain the effect of ARS use in undergraduate teaching in a UK dental school. A cross-over clustered randomized educational trial. Leeds Dental Institute. Year 4 undergraduate dental students in orthodontics. Students at Leeds Dental Institute were taught two different topics within the curriculum to test the use of ARS in a cross-over trial. A questionnaire was delivered to the test (ARS) and control (non-ARS) groups. The response rate to the questionnaires was 89·5% (test group) and 82·9% (control group). The ARS enabled students to perform better as shown by knowledge retention (P = 0·013). Students found the seminar more interesting (P = 0·013), easier to concentrate (P = 0·025) and easier to participate in (P = 0·020) when ARS was used. When ARS was used, students were more able to answer questions (P<0·0001), were more likely to prepare for the seminar (P<0·0001) and significantly preferred using ARS (P<0·0001). ARS was found to significantly improve student concentration and participation in small group seminar teaching and significantly improved knowledge retention. ARS may be useful in facilitating orthodontic teaching in the future.

Student reflections on learning with challenging tasks: `I think the worksheets were just for practice, and the challenges were for maths'

NASA Astrophysics Data System (ADS)

Russo, James; Hopkins, Sarah

2017-09-01

The current study considered young students' (7 and 8 years old) experiences and perceptions of mathematics lessons involving challenging (i.e. cognitively demanding) tasks. We used the Constant Comparative Method to analyse the interview responses ( n = 73) regarding what work artefacts students were most proud of creating and why. Five themes emerged that characterised student reflections: enjoyment, effort, learning, productivity and meaningful mathematics. Overall, there was evidence that students embraced struggle and persisted when engaged in mathematics lessons involving challenging tasks and, moreover, that many students enjoyed the process of being challenged. In the second section of the paper, the lesson structure preferences of a subset of participants ( n = 23) when learning with challenging tasks are considered. Overall, more students preferred the teach-first lesson structure to the task-first lesson structure, primarily because it activated their cognition to prepare them for work on the challenging task. However, a substantial minority of students (42 %) instead endorsed the task-first lesson structure, with several students explaining they preferred this structure precisely because it was so cognitively demanding. Other reasons for preferring the task-first structure included that it allowed the focus of the lesson to be on the challenging task and the subsequent discussion of student work. A key implication of these combined findings is that, for many students, work on challenging tasks appeared to remain cognitively demanding irrespective of the structure of the lesson.

Explicating Filipino student nurses' preferences of clinical instructors' attributes: A conjoint analysis.

PubMed

Factor, Elisa Monette R; de Guzman, Allan B

2017-08-01

The role of clinical instructor in student nurses' preparation for the professional nursing practice cannot be underestimated. The extent to which such role is achieved depends highly on the instructors' ability to realize the desired qualities expected of them. While a number of empirical studies have qualitatively explored the attributes of an effective clinical instructor, no attempt has ventured yet on the power of experimental vignettes for conjoint analysis in explicating the preferences of a select group of Filipino student nurses relative to their clinical instructors' attributes. Junior and senior nursing students (n=227), recruited from one of the comprehensive universities in the Philippines, were asked to sort out orthogonal cards generated by Sawtooth Software. As shown, the full-profile conjoint analysis was considerably fit for this study: Pearson's R=0.988, (p<0.05) and Kendall's t=0.944, (p<0.05). Results indicated that the student nurses are one in terms of their most preferred clinical instructor attribute, which was clinical teaching capacity (38.14%) followed by interpersonal relationship and caring behavior (33.17%). In regard to the clinical teaching capability, a clinical instructor who parallels clinical teaching skills with the students' understanding and experience (0.089) was the highest part-worth. As for the interpersonal relationship and caring behavior, the highest part-worth was a clinical instructor who respects a student nurse as an individual and cares about him/her as a person (0.114). Findings of this study can be a basis for clinical instructors as to which qualities to cultivate best to facilitate a first-rate clinical nursing instruction. Likewise, the results of this study can inform current practices of clinical instructors by making them aware of how they can nurture a pedagogical approach consistent with the student nurses' preferences. Copyright © 2017 Elsevier Ltd. All rights reserved.

Developing a bioethics curriculum for medical students from divergent geo-political regions.

PubMed

Greenberg, Rebecca A; Kim, Celine; Stolte, Helen; Hellmann, Jonathan; Shaul, Randi Zlotnik; Valani, Rahim; Scolnik, Dennis

2016-07-27

The World Health Organization calls for stronger cross-cultural emphasis in medical training. Bioethics education can build such competencies as it involves the conscious exploration and application of values and principles. The International Pediatric Emergency Medicine Elective (IPEME), a novel global health elective, brings together 12 medical students from Canada and the Middle East for a 4-week, living and studying experience. It is based at a Canadian children's hospital and, since its creation in 2004, ethics has informally been part of its curriculum. Our study sought to determine the content and format of an ideal bioethics curriculum for a culturally diverse group of medical students. We conducted semi-structured interviews with students and focus groups with faculty to examine the cultural context and ethical issues of the elective. Three areas were explored: 1) Needs Analysis - students' current understanding of bioethics, prior bioethics education and desire for a formal ethics curriculum, 2) Teaching formats - students' and faculty's preferred teaching formats, and 3) Curriculum Content - students' and faculty's preferred subjects for a curriculum. While only some students had received formal ethics training prior to this program, all understood that it was a necessary and desirable subject for formal training. Interactive teaching formats were the most preferred and truth-telling was considered the most important subject. This study helps inform good practices for ethics education. Although undertaken with a specific cohort of students engaging in a health-for-peace elective, it may be applicable to many medical education settings since diversity of student bodies is increasing world-wide.

Effect of data self-collection as an activating teaching method in a statistical software course in medical biometry - a pilot study.

PubMed

Mayer, Benjamin; Braisch, Ulrike; Meule, Marianne; Allgoewer, Andreas; Richter, Silvia; Muche, Rainer

2018-01-01

Background: Biostatistics is an integral part of the studies of human medicine. Students learn the basics of analyzing and interpreting study results. It is important to demonstrate the subject's relevance by means of appropriate measures to maximize learning success. We investigated whether an active involvement of students in the process of data collection may improve test performance and motivation among medical students. Methods: We conducted a pilot study comparing active involvement of students (n1=45) in the process of data collection and standard education (n2=26). All students of this pilot study participated in an observational study assessing their preferences regarding sweets or salty munchies, and students of the experimental group subsequently used this data set during the exercises throughout the semester. Primary and secondary endpoints were examination success and motivation respectively. Results: Superiority of the activating teaching method could not be demonstrated (intervention: 109.0 points (SD 8.8), control: 113.8 points (SD 6.5)). The course ratings were superior in the intervention group (median grade 1 vs. median grade 2 in the control group), although this was not a significant improvement (p=0.487). Conclusions: Biostatistics education should incorporate approaches contributing to a better understanding of learning contents. Possible reasons why this pilot study failed to prove superiority of the intervention were a lack of sample size as well as the good grades in the control group. The presented teaching concept has to be evaluated by means of a larger sample enabling more valid conclusions. Furthermore, the considered research question in the experimental group may be changed to a more relevant one for medical practice.

Surgical resident learning styles: faculty and resident accuracy at identification of preferences and impact on ABSITE scores.

PubMed

Kim, Roger H; Gilbert, Timothy; Ristig, Kyle; Chu, Quyen D

2013-09-01

As a consequence of surgical resident duty hour restrictions, there is a need for faculty to utilize novel teaching methods to convey information in a more efficient manner. The current paradigm of surgical training, which has not changed significantly since the time of Halsted, assumes that all residents assimilate information in a similar fashion. However, recent data has shown that learners have preferences for the ways in which they receive and process information. The VARK model categorizes learners as visual (V), aural (A), read/write (R), and kinesthetic (K). The VARK learning style preferences of surgical residents have not been previously evaluated. In this study, the preferred learning styles of general surgery residents were determined, along with faculty and resident perception of resident learning styles. In addition, we hypothesized that American Board of Surgery In-Training Exam (ABSITE) scores are associated with preference for a read/write (R) learning style. The Fleming VARK learning styles inventory was administered to all general surgery residents at a university hospital-based program. Responses on the inventory were scored to determine the preferred learning style for each resident. Faculty members were surveyed to determine their accuracy in identifying the preferred learning style of each resident. All residents were also surveyed to determine their accuracy in identifying their peers' VARK preferences. Resident ABSITE scores were examined for association with preferred learning styles. Twenty-nine residents completed the inventory. Most (18 of 29, 62%) had a multimodal preference, although more than a third (11 of 29, 38%) demonstrated a single-modality preference. Seventy-six percent of all residents (22 of 29) had some degree of kinesthetic (K) learning, while under 50% (14 of 29) were aural (A) learners. Although not significant, dominant (R) learners had the highest mean ABSITE scores. Faculty identified residents' learning styles accurately 41% of the time; more experienced faculty were better than less experienced ones (R(2) = 0.703, P = 0.018). Residents had similar accuracy to faculty in identifying their peers' learning styles. Chief residents were more accurate than junior residents (44% versus 28%, P = 0.009). Most general surgery residents have a multimodal learning preference. Faculty members are relatively inaccurate at identifying residents' preferred learning styles; however, there is a strong correlation between years of faculty experience and accuracy. Chief residents are more accurate than junior residents at learning style identification. Higher mean ABSITE scores may be a reflection of a dominant read/write learning style. Copyright © 2013 Elsevier Inc. All rights reserved.

Convergence and translation: attitudes to inter-professional learning and teaching of creative problem-solving among medical and engineering students and staff

PubMed Central

2014-01-01

Background Healthcare worldwide needs translation of basic ideas from engineering into the clinic. Consequently, there is increasing demand for graduates equipped with the knowledge and skills to apply interdisciplinary medicine/engineering approaches to the development of novel solutions for healthcare. The literature provides little guidance regarding barriers to, and facilitators of, effective interdisciplinary learning for engineering and medical students in a team-based project context. Methods A quantitative survey was distributed to engineering and medical students and staff in two universities, one in Ireland and one in Belgium, to chart knowledge and practice in interdisciplinary learning and teaching, and of the teaching of innovation. Results We report important differences for staff and students between the disciplines regarding attitudes towards, and perceptions of, the relevance of interdisciplinary learning opportunities, and the role of creativity and innovation. There was agreement across groups concerning preferred learning, instructional styles, and module content. Medical students showed greater resistance to the use of structured creativity tools and interdisciplinary teams. Conclusions The results of this international survey will help to define the optimal learning conditions under which undergraduate engineering and medicine students can learn to consider the diverse factors which determine the success or failure of a healthcare engineering solution. PMID:24450310

Teaching hospital performance: towards a community of shared values?

PubMed

Mauro, Marianna; Cardamone, Emma; Cavallaro, Giusy; Minvielle, Etienne; Rania, Francesco; Sicotte, Claude; Trotta, Annarita

2014-01-01

This paper explores the performance dimensions of Italian teaching hospitals (THs) by considering the multiple constituent model approach, using measures that are subjective and based on individual ideals and preferences. Our research replicates a study of a French TH and deepens it by adjusting it to the context of an Italian TH. The purposes of this research were as follows: to identify emerging views on the performance of teaching hospitals and to analyze how these views vary among hospital stakeholders. We conducted an in-depth case study of a TH using a quantitative survey method. The survey uses a questionnaire based on Parsons' social system action theory, which embraces the major models of organizational performance and covers three groups of internal stakeholders: physicians, caregivers and administrative staff. The questionnaires were distributed between April and September 2011. The results confirm that hospital performance is multifaceted and includes the dimensions of efficiency, effectiveness and quality of care, as well as organizational and human features. There is a high degree of consensus among all observed stakeholder groups about these values, and a shared view of performance is emerging. Our research provides useful information for defining management priorities to improve the performance of THs. Copyright © 2013 Elsevier Ltd. All rights reserved.

Pediatric automotive restraints, pediatricians, and the academy.

PubMed

Lieberman, H M; Emmet, W L; Coulson, A H

1976-09-01

Over 70% of the 192 Southern California Academy pediatricians responding to a survey teach parents about pediatric automotive safety devices but less than 3% do so on every visit. To test two methods of increasing the frequency of teaching, these pediatricians were randomly assigned to either a mailing from the Academy's local chapter (mail group) or a brief presentation by a local pharmaceutical representative at his regular visit (interview group); a follow-up was conducted one month later by mail. Sixty-one percent of the mail group and 49% of the interview group claimed that their teaching on this subject had increased since the original contact. While this difference did not reach statistical significance, it was in the same direction as the preferences for sources of pediatric information expressed by both groups of pediatricians. A special letter from the Academy was ranked most effective and a visit from the pharmaceutical representative was judged least effective. Because of the magnitude of the problem, availability of a solution, proof that pediatricians can influence health behavior related to children and acknowledgment of the Academy's role in pediatric education, an appeal is made for an all-out campaign by the Academy and its members to promote use of appropriate pediatric automotive safety devices.

Is computer-assisted instruction more effective than other educational methods in achieving ECG competence among medical students and residents? Protocol for a systematic review and meta-analysis.

PubMed

Viljoen, Charle André; Scott Millar, Rob; Engel, Mark E; Shelton, Mary; Burch, Vanessa

2017-12-26

Although ECG interpretation is an essential skill in clinical medicine, medical students and residents often lack ECG competence. Novel teaching methods are increasingly being implemented and investigated to improve ECG training. Computer-assisted instruction is one such method under investigation; however, its efficacy in achieving better ECG competence among medical students and residents remains uncertain. This article describes the protocol for a systematic review and meta-analysis that will compare the effectiveness of computer-assisted instruction with other teaching methods used for the ECG training of medical students and residents. Only studies with a comparative research design will be considered. Articles will be searched for in electronic databases (PubMed, Scopus, Web of Science, Academic Search Premier, CINAHL, PsycINFO, Education Resources Information Center, Africa-Wide Information and Teacher Reference Center). In addition, we will review citation indexes and conduct a grey literature search. Data extraction will be done on articles that met the predefined eligibility criteria. A descriptive analysis of the different teaching modalities will be provided and their educational impact will be assessed in terms of effect size and the modified version of Kirkpatrick framework for the evaluation of educational interventions. This systematic review aims to provide evidence as to whether computer-assisted instruction is an effective teaching modality for ECG training. It is hoped that the information garnered from this systematic review will assist in future curricular development and improve ECG training. As this research is a systematic review of published literature, ethical approval is not required. The results will be reported according to the Preferred Reporting Items for Systematic Review and Meta-Analysis statement and will be submitted to a peer-reviewed journal. The protocol and systematic review will be included in a PhD dissertation. CRD42017067054; Pre-results. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Bridging the gap: evaluation of a pilot project to facilitate use of psychosocial strategies across an occupational therapy curriculum.

PubMed

Nielsen, Sarah K; Stube, Jan; Bass, Gail

2015-04-01

 The integration of psychosocial strategies into pediatric and physical disabilities coursework presents an issue of importance to advancing the outcomes for both occupational therapy education and practice. After curriculum mapping and modification to course content, a retrospective student survey and review of educational outcomes were undertaken in one curriculum. The programmatic formative evaluation results demonstrated that all students felt moderately prepared to use cognitive-behavioral strategies in their future practices, preferring behavioral strategies over cognitive strategies for changing client thinking. Implications for the importance of integration of psychosocial content across curricula and for future study of effective teaching methods within classroom learning activities and fieldwork are included.

Defining Alcohol-Specific Rules Among Parents of Older Adolescents: Moving Beyond No Tolerance.

PubMed

Bourdeau, Beth; Miller, Brenda; Vanya, Magdalena; Duke, Michael; Ames, Genevieve

2012-01-01

Parental beliefs and rules regarding their teen's use of alcohol influence teen decisions regarding alcohol use. However, measurement of parental rules regarding adolescent alcohol use has not been thoroughly studied. This study used qualitative interviews with 174 parents of older teens from 100 families. From open-ended questions, themes emerged that describe explicit rules tied to circumscribed use, no tolerance, and "call me." There was some inconsistency in explicit rules with and between parents. Responses also generated themes relating to implicit rules such as expectations and preferences. Parents described their methods of communicating their position via conversational methods, role modeling their own behavior, teaching socially appropriate use of alcohol by offering their teen alcohol, and monitoring their teens' social activities. Findings indicate that alcohol rules are not adequately captured by current assessment measures.

Defining Alcohol-Specific Rules Among Parents of Older Adolescents: Moving Beyond No Tolerance

PubMed Central

Bourdeau, Beth; Miller, Brenda; Vanya, Magdalena; Duke, Michael; Ames, Genevieve

2012-01-01

Parental beliefs and rules regarding their teen’s use of alcohol influence teen decisions regarding alcohol use. However, measurement of parental rules regarding adolescent alcohol use has not been thoroughly studied. This study used qualitative interviews with 174 parents of older teens from 100 families. From open-ended questions, themes emerged that describe explicit rules tied to circumscribed use, no tolerance, and “call me.” There was some inconsistency in explicit rules with and between parents. Responses also generated themes relating to implicit rules such as expectations and preferences. Parents described their methods of communicating their position via conversational methods, role modeling their own behavior, teaching socially appropriate use of alcohol by offering their teen alcohol, and monitoring their teens’ social activities. Findings indicate that alcohol rules are not adequately captured by current assessment measures. PMID:23204931

Teaching clinical reasoning: case-based and coached.

PubMed

Kassirer, Jerome P

2010-07-01

Optimal medical care is critically dependent on clinicians' skills to make the right diagnosis and to recommend the most appropriate therapy, and acquiring such reasoning skills is a key requirement at every level of medical education. Teaching clinical reasoning is grounded in several fundamental principles of educational theory. Adult learning theory posits that learning is best accomplished by repeated, deliberate exposure to real cases, that case examples should be selected for their reflection of multiple aspects of clinical reasoning, and that the participation of a coach augments the value of an educational experience. The theory proposes that memory of clinical medicine and clinical reasoning strategies is enhanced when errors in information, judgment, and reasoning are immediately pointed out and discussed. Rather than using cases artificially constructed from memory, real cases are greatly preferred because they often reflect the false leads, the polymorphisms of actual clinical material, and the misleading test results encountered in everyday practice. These concepts foster the teaching and learning of the diagnostic process, the complex trade-offs between the benefits and risks of diagnostic tests and treatments, and cognitive errors in clinical reasoning. The teaching of clinical reasoning need not and should not be delayed until students gain a full understanding of anatomy and pathophysiology. Concepts such as hypothesis generation, pattern recognition, context formulation, diagnostic test interpretation, differential diagnosis, and diagnostic verification provide both the language and the methods of clinical problem solving. Expertise is attainable even though the precise mechanisms of achieving it are not known.

Using a computer simulation for teaching communication skills: A blinded multisite mixed methods randomized controlled trial

PubMed Central

Kron, Frederick W.; Fetters, Michael D.; Scerbo, Mark W.; White, Casey B.; Lypson, Monica L.; Padilla, Miguel A.; Gliva-McConvey, Gayle A.; Belfore, Lee A.; West, Temple; Wallace, Amelia M.; Guetterman, Timothy C.; Schleicher, Lauren S.; Kennedy, Rebecca A.; Mangrulkar, Rajesh S.; Cleary, James F.; Marsella, Stacy C.; Becker, Daniel M.

2016-01-01

Objectives To assess advanced communication skills among second-year medical students exposed either to a computer simulation (MPathic-VR) featuring virtual humans, or to a multimedia computer-based learning module, and to understand each group’s experiences and learning preferences. Methods A single-blinded, mixed methods, randomized, multisite trial compared MPathic-VR (N=210) to computer-based learning (N=211). Primary outcomes: communication scores during repeat interactions with MPathic-VR’s intercultural and interprofessional communication scenarios and scores on a subsequent advanced communication skills objective structured clinical examination (OSCE). Multivariate analysis of variance was used to compare outcomes. Secondary outcomes: student attitude surveys and qualitative assessments of their experiences with MPathic-VR or computer-based learning. Results MPathic-VR-trained students improved their intercultural and interprofessional communication performance between their first and second interactions with each scenario. They also achieved significantly higher composite scores on the OSCE than computer-based learning-trained students. Attitudes and experiences were more positive among students trained with MPathic-VR, who valued its providing immediate feedback, teaching nonverbal communication skills, and preparing them for emotion-charged patient encounters. Conclusions MPathic-VR was effective in training advanced communication skills and in enabling knowledge transfer into a more realistic clinical situation. Practice Implications MPathic-VR’s virtual human simulation offers an effective and engaging means of advanced communication training. PMID:27939846

76 FR 69246 - Application for New Awards; High School Equivalency Program

Federal Register 2010, 2011, 2012, 2013, 2014

2011-11-08

... could include, for example, participation in training on intensive science teaching techniques presented...)). The third priority is an invitational priority for applications that promote science, technology... preference over other applications. These priorities are: Invitational Priority 1--Science, Technology...

Selection of nursing teaching strategies in mainland China: A questionnaire survey.

PubMed

Zhou, HouXiu; Liu, MengJie; Zeng, Jing; Zhu, JingCi

2016-04-01

In nursing education, the traditional lecture and direct demonstration teaching method cannot cultivate the various skills that nursing students need. How to choose a more scientific and rational teaching method is a common concern for nursing educators worldwide. To investigate the basis for selecting teaching methods among nursing teachers in mainland China, the factors affecting the selection of different teaching methods, and the application of different teaching methods in theoretical and skill-based nursing courses. Questionnaire survey. Seventy one nursing colleges from 28 provincial-level administrative regions in mainland China. Following the principle of voluntary informed consent, 262 nursing teachers were randomly selected through a nursing education network platform and a conference platform. The questionnaire contents included the basis for and the factors influencing the selection of nursing teaching methods, the participants' common teaching methods, and the teaching experience of the surveyed nursing teachers. The questionnaires were distributed through the network or conference platform, and the data were analyzed by SPSS 17.0 software. The surveyed nursing teachers selected teaching methods mainly based on the characteristics of the teaching content, the characteristics of the students, and their previous teaching experiences. The factors affecting the selection of teaching methods mainly included large class sizes, limited class time, and limited examination formats. The surveyed nursing teachers primarily used lectures to teach theory courses and the direct demonstration method to teach skills courses, and the application frequencies of these two teaching methods were significantly higher than those of other teaching methods (P=0.000). More attention should be paid to the selection of nursing teaching methods. Every teacher should strategically choose teaching methods before each lesson, and nursing education training focused on selecting effective teaching methods should be more extensive. Copyright © 2016. Published by Elsevier Ltd.

Comparison of patient simulation methods used in a physical assessment course.

PubMed

Grice, Gloria R; Wenger, Philip; Brooks, Natalie; Berry, Tricia M

2013-05-13

To determine whether there is a difference in student pharmacists' learning or satisfaction when standardized patients or manikins are used to teach physical assessment. Third-year student pharmacists were randomized to learn physical assessment (cardiac and pulmonary examinations) using either a standardized patient or a manikin. Performance scores on the final examination and satisfaction with the learning method were compared between groups. Eighty and 74 student pharmacists completed the cardiac and pulmonary examinations, respectively. There was no difference in performance scores between student pharmacists who were trained using manikins vs standardized patients (93.8% vs. 93.5%, p=0.81). Student pharmacists who were trained using manikins indicated that they would have probably learned to perform cardiac and pulmonary examinations better had they been taught using standardized patients (p<0.001) and that they were less satisfied with their method of learning (p=0.04). Training using standardized patients and manikins are equally effective methods of learning physical assessment, but student pharmacists preferred using standardized patients.

The Relationship between Television Viewing and Unhealthy Eating: Implications for Children and Media Interventions

PubMed Central

Harris, Jennifer L.; Bargh, John A.

2009-01-01

The concern over increasing rates of obesity and associated health issues have led to calls for solutions to the potentially unhealthy influence of television and food advertising on children's diets. Research demonstrates that children's food preferences are acquired through learning processes, and that these preferences have long-lasting effects on diet. We examined food preferences and eating behaviors among college students, and assessed the relative influence of two potential contributors: parental communication and television experience. In line with previous studies with children, prior television experience continued to predict unhealthy food preferences and diet in early adulthood, and perceived taste had the most direct relationship to both healthy and unhealthy diets. In addition, both television experience and parenting factors independently influenced preferences and diet. These findings provide insights into the potential effectiveness of alternative media interventions to counteract the unhealthy influence of television on diet, including nutrition education, parental communication and media literacy education to teach children to defend against unwanted influence, and reduced exposure to unhealthy messages. PMID:20183373

Television viewing and unhealthy diet: implications for children and media interventions.

PubMed

Harris, Jennifer L; Bargh, John A

2009-10-01

The concern over increasing rates of obesity and associated health issues has led to calls for solutions to the potentially unhealthy influence of television and food advertising on children's diets. Research demonstrates that children's food preferences are acquired through learning processes, and that these preferences have long-lasting effects on diet. We examined food preferences and eating behaviors among college students, and assessed the relative influence of 2 potential contributors: parental communication and television experience. In line with previous studies with children, prior television experience continued to predict unhealthy food preferences and diet in early adulthood, and perceived taste had the most direct relationship to both healthy and unhealthy diets. In addition, both television experience and parenting factors independently influenced preferences and diet. These findings provide insights into the potential effectiveness of alternative media interventions to counteract the unhealthy influence of television on diet, including a) nutrition education; b) parental communication and media literacy education to teach children to defend against unwanted influence; and c) reduced exposure to unhealthy messages.

Reducing preference reversals: The role of preference imprecision and nontransparent methods.

PubMed

Pinto-Prades, José Luis; Sánchez-Martínez, Fernando Ignacio; Abellán-Perpiñán, José María; Martínez-Pérez, Jorge E

2018-05-16

Preferences elicited with matching and choice usually diverge (as characterised by preference reversals), violating a basic rationality requirement, namely, procedure invariance. We report the results of an experiment that shows that preference reversals between matching (Standard Gamble in our case) and choice are reduced when the matching task is conducted using nontransparent methods. Our results suggest that techniques based on nontransparent methods are less influenced by biases (i.e., compatibility effects) than transparent methods. We also observe that imprecision of preferences influences the degree of preference reversals. The preference reversal phenomenon is less strong in subjects with more precise preferences. Copyright © 2018 John Wiley & Sons, Ltd.

Why Good Teaching Evaluations May Reward Bad Teaching: On Grade Inflation and Other Unintended Consequences of Student Evaluations.

PubMed

Stroebe, Wolfgang

2016-11-01

In this article, I address the paradox that university grade point averages have increased for decades, whereas the time students invest in their studies has decreased. I argue that one major contributor to this paradox is grading leniency, encouraged by the practice of university administrators to base important personnel decisions on student evaluations of teaching. Grading leniency creates strong incentives for instructors to teach in ways that would result in good student evaluations. Because many instructors believe that the average student prefers courses that are entertaining, require little work, and result in high grades, they feel under pressure to conform to those expectations. Evidence is presented that the positive association between student grades and their evaluation of teaching reflects a bias rather than teaching effectiveness. If good teaching evaluations reflected improved student learning due to effective teaching, they should be positively related to the grades received in subsequent courses that build on knowledge gained in the previous course. Findings that teaching evaluations of concurrent courses, though positively correlated with concurrent grades, are negatively related to student performance in subsequent courses are more consistent with the assumption that concurrent evaluations are the result of lenient grading rather than effective teaching. Policy implications are discussed. © The Author(s) 2016.

Promoting Plasma Physics as a Career: A Generational Approach

NASA Astrophysics Data System (ADS)

Morgan, James

2005-10-01

A paradigm shift is occurring in education physics programs. Educators are shifting from the traditional teaching focus to concentrate on student learning. Students are unaware of physics as a career, plasma physics or the job opportunities afforded to them with a physics degree. The physics profession needs to promote itself to the younger generations, or specifically the millennial generation (Born in the 1980's-2000's). Learning styles preferred by ``Millennials'' include a technological environment that promotes learning through active task performance rather than passive attendance at lectures. Millennials respond well to anything experiential and will be motivated by opportunities for creativity and challenging learning environments. The open-ended access to information, the ability to tailor learning paths, and continuous and instantaneous performance assessment offer flexibility in the design of curricula as well as in the method of delivery. Educators need to understand the millennial generation, appeal to their motivations and offer a learning environment designed for their learning style. This poster suggests promoting a physics career by focusing on generational learning styles and preferences.

Expertise for Teaching Biology Situated in the Context of Genetic Testing

NASA Astrophysics Data System (ADS)

Van der Zande, Paul; Akkerman, Sanne F.; Brekelmans, Mieke; Waarlo, Arend Jan; Vermunt, Jan D.

2012-07-01

Contemporary genomics research will impact the daily practice of biology teachers who want to teach up-to-date genetics in secondary education. This article reports on a research project aimed at enhancing biology teachers' expertise for teaching genetics situated in the context of genetic testing. The increasing body of scientific knowledge concerning genetic testing and the related consequences for decision-making indicate the societal relevance of an educational approach based on situated learning. What expertise do biology teachers need for teaching genetics in the personal health context of genetic testing? This article describes the required expertise by exploring the educational practice. Nine experienced teachers were interviewed about the pedagogical content, moral and interpersonal expertise areas concerning how to teach genetics in the personal health context of genetic testing, and the lessons of five of them were observed. The findings showed that the required teacher expertise encompasses specific pedagogical content expertise, interpersonal expertise and a preference for teacher roles and teaching approaches for the moral aspects of teaching in this context. A need for further development of teaching and learning activities for (reflection on) moral reasoning came to the fore. Suggestions regarding how to apply this expertise into context-based genetics education are discussed.

Helping Teachers Communicate

ERIC Educational Resources Information Center

Kise, Jane; Russell, Beth; Shumate, Carol

2008-01-01

Personality type theory describes normal differences in how people are energized, take in information, make decisions, and approach work and life--all key elements in how people teach and learn. Understanding one another's personality type preferences helps teachers share their instructional strategies and classroom information. Type theory…

Teaching Business and Economic Journalism: Fresh Approaches

ERIC Educational Resources Information Center

Weber, Joseph

2016-01-01

Teachers of business and economic journalism are developing creative approaches to attracting students and educating them in a field many find daunting. To recruit, some avoid using the terms "business" or "economic" in course titles, preferring "financial basics" and "financial literacy." Many use novel…

Effect of moderate learning style–teaching mode mismatch on academic performance among 2nd year medical students in Pakistan

PubMed Central

Hamza, Muhammad; Inam-Ul-Haq; Hamid, Sidra; Nadir, Maha; Mehmood, Nadir

2018-01-01

Introduction: The vagueness surrounding “learning style–teaching mode mismatch” makes its effects uncertain. This study tried to tackle that controversy by comparing and assessing the effect of different learning styles on performance in physiology examination when teaching mode was somewhat different than learning preferences of the 2nd year medical students. Methods: A total of 102 2nd year medical students participated in this study. Honey and Mumford learning style questionnaire was used to categorize the participants into one of the four learning styles (activist, reflector, theorist, and pragmatist). Many teaching modes were used in the medical college. The first professional theory and practical physiology scores of these 102 students of University of Health Sciences were obtained online. Learning styles were compared with physiology scores and age using one-way analysis of variance and post hoc statistical analysis and between males and females by using Chi-square test. Results: Pragmatists had the lowest total physiology score (P < 0.001), while theorists had the highest total physiology scores (P < 0.001). Activists and reflectors had scores in between pragmatists and theorists, and there was no statistical difference between these two styles of learning (P = 0.9). No student scored below 60%. Conclusion: This study demonstrated that the effect of moderate teaching–learning mismatch is different for different learners. Theorists excelled as they had the highest physiology score, while pragmatists lagged in comparison. Reflectors and activists performed better than pragmatists but were worse than theorists. Despite this, none of the students scored below 60%. This shows that a moderate learning style–teaching mode mismatch is not harmful for learning. PMID:29736072

The influence of learning styles, enrollment status and gender on academic performance of optometry undergraduates.

PubMed

Prajapati, Bhavna; Dunne, Mark; Bartlett, Hannah; Cubbidge, Robert

2011-01-01

This cross-sectional study was designed to determine whether the academic performance of optometry undergraduates is influenced by enrollment status, learning style or gender. Three hundred and sixty undergraduates in all 3 years of the optometry degree course at Aston University during 2008-2009 were asked for their informed consent to participate in this study. Enrollment status was known from admissions records. An Index of Learning Styles (http://www4.nscu.edu/unity/lockers/users/f/felder/public/Learning-Styles.html) determined learning style preference with respect to four different learning style axes; active-reflective, sensing-intuitive, visual-verbal and sequential-global. The influence of these factors on academic performance was investigated. Two hundred and seventy students agreed to take part (75% of the cohort). 63% of the sample was female. There were 213 home non-graduates (entrants from the UK or European Union without a bachelor's degree or higher), 14 home graduates (entrants from the UK or European Union with a bachelor's degree or higher), 28 international non-graduates (entrants from outside the UK or European Union without a bachelor's degree or higher) and 15 international graduates (entrants from outside the UK or European Union with a bachelor's degree or higher). The majority of students were balanced learners (between 48% and 64% across four learning style axes). Any preferences were towards active, sensing, visual and sequential learning styles. Of the factors investigated in this study, learning styles were influenced by gender; females expressed a disproportionate preference for the reflective and visual learning styles. Academic performance was influenced by enrollment status; international graduates (95% confidence limits: 64-72%) outperformed all other student groups (home non graduates, 60-62%; international non graduates, 55-63%) apart from home graduates (57-69%). Our research has shown that the majority of optometry students have balanced learning styles and, from the factors studied, academic performance is only influenced by enrollment status. Although learning style questionnaires offer suggestions on how to improve learning efficacy, our findings indicate that current teaching methods do not need to be altered to suit varying learning style preferences as balanced learning styles can easily adapt to any teaching style (Learning Styles and Pedagogy in Post-16 Learning: A Systematic and Critical Review. London, UK: Learning and Skills Research Centre, 2004). © 2010 The College of Optometrists.

Video-based instructions for surgical hand disinfection as a replacement for conventional tuition? A randomised, blind comparative study.

PubMed

Weber, Uwe; Constantinescu, Mihai A; Woermann, Ulrich; Schmitz, Felix; Schnabel, Kai

2016-01-01

Various different learning methods are available for planning tuition regarding the introduction to surgical hand disinfection. These learning methods should help to organise and deal with this topic. The use of a video film is an alternative to conventional tuition due to the real presentation possibilities of practical demonstration. This study examines by way of comparison which form of communication is more effective for learning and applying surgical hand disinfection for medical students in their first year of studies: video-based instruction or conventional tuition. A total of 50 first-year medical students were randomly allocated either to the "Conventional Instruction" (CI) study group or to the "Video-based Instruction" (VI) study group. The conventional instruction was carried out by an experienced nurse preceptor/nurse educator for the operating theatre who taught the preparatory measures and the actual procedure in a two-minute lesson. The second group watched a two-minute video sequence with identical content. Afterwards, both groups demonstrated practically the knowledge they had acquired at an individual practical test station. The quality (a) of the preparation and (b) of the procedure as well as (c) the quality of the results was assessed by 6 blind experts using a check list. The acceptability of the respective teaching method was also asked about using a questionnaire. The group performance did not differ either in the preparation (t=-78, p<0.44) or in the quality (t=-99, p<0.34). With respect to performance, it was possible to demonstrate a strong treatment effect. In the practical (t=-3.33, p<0.002, d=0.943) and in the total score (t=-2.65, p<0.011, d=0.751), the group with video-based instruction achieved a significantly better result. In response to the question as to which of the two learning methods they would prefer, the significant majority (60.4%) of students stated video instruction. In this study, the use of the video-based instruction emerged as the more effective teaching method for learning surgical hand disinfection for medical students and is preferable to conventional instruction. The video instruction is associated with a higher learning effectiveness, efficiency and acceptability.

Full time adult credential students' instructional preferences at California State University, Long Beach: pedagogy orandragogy?

PubMed

Wang, Victor

2004-03-01

This study investigated the instructional preferences of full time adult credential students after they took a live course called Principles of Adult Education at California State University, Long Beach (CSULB) in the fall semester of 2002. These full time adult credential students had been working on their adult teaching credentials to meet the competencies specified by the California Commission on Teacher Credentialing. The course introduced students to Andragogy developed by Malcolm Knowles out of the andragogical model developed by Lindeman (1926). The study used Principles of Adult Learning Scales (PALS), advanced by Gary Conti in 1983 to measure instructional preferences. Data were collected from 30 (100% of 30) full time adult credential students enrolled in a live course to determine their instructional preferences of helping adults learn. The results of the study showed in most cases these adult learning professionals taught adult students andragogically; in some cases they taught adult students pedagogically.

Knowledge of epilepsy and preferred sources of information among elementary school teachers.

PubMed

Mott, Jared; Shellhaas, Renée A; Joshi, Sucheta M

2013-06-01

We conducted an online survey of elementary school teachers in Washtenaw County, Michigan, regarding their confidence in their knowledge of epilepsy and their preferred media or sources of information about epilepsy. Eighty-three teachers (9.3%) responded. One quarter expressed a lack of confidence in their ability to teach students with epilepsy or to respond appropriately to a seizure. Teachers most frequently (68%) cited the Internet as their primary source of information about epilepsy, with the school nurse and parents/guardians also frequently mentioned (55% and 48%, respectively). In contrast, most respondents prefer that their information come from the school nurse (74%) or a physician (73%), while only 25% cited the Internet as a preferred source. Teachers most frequently indicated EpilepsyFoundation.org (70.5%) as a trusted source of information. Future collaborative education efforts between school nurses and physicians, especially through use of the Internet, could improve teachers' knowledge of epilepsy.

Assessment of leadership training needs of internal medicine residents at the Massachusetts General Hospital

PubMed Central

Blumenthal, Daniel M.; Bernard, Kenneth; Iyasere, Christiana

2015-01-01

Internal medicine (IM) physicians, including residents, assume both formal and informal leadership roles that significantly impact clinical and organizational outcomes. However, most internists lack formal leadership training. In 2013 and 2014, we surveyed all rising second-year IM residents at a large northeastern academic medical center about their need for, and preferences regarding, leadership training. Fifty-five of 113 residents (49%) completed the survey. Forty-four residents (80% of respondents) reported a need for additional formal leadership training. A self-reported need for leadership training was not associated with respondents' gender or previous leadership training and experience. Commonly cited leadership skill needs included “leading a team” (98% of residents), “confronting problem employees” (93%), “coaching and developing others” (93%), and “resolving interpersonal conflict” (84%). Respondents preferred to learn about leadership using multiple teaching modalities. Fifty residents (91%) preferred to have a physician teach them about leadership, while 19 (35%) wanted instruction from a hospital manager. IM residents may not receive adequate leadership development education during pregraduate and postgraduate training. IM residents may be more likely to benefit from leadership training interventions that are physician-led, multimodal, and occur during the second year of residency. These findings can help inform the design of effective leadership development programs for physician trainees. PMID:26130876

Assessment of leadership training needs of internal medicine residents at the Massachusetts General Hospital.

PubMed

Fraser, Traci N; Blumenthal, Daniel M; Bernard, Kenneth; Iyasere, Christiana

2015-07-01

Internal medicine (IM) physicians, including residents, assume both formal and informal leadership roles that significantly impact clinical and organizational outcomes. However, most internists lack formal leadership training. In 2013 and 2014, we surveyed all rising second-year IM residents at a large northeastern academic medical center about their need for, and preferences regarding, leadership training. Fifty-five of 113 residents (49%) completed the survey. Forty-four residents (80% of respondents) reported a need for additional formal leadership training. A self-reported need for leadership training was not associated with respondents' gender or previous leadership training and experience. Commonly cited leadership skill needs included "leading a team" (98% of residents), "confronting problem employees" (93%), "coaching and developing others" (93%), and "resolving interpersonal conflict" (84%). Respondents preferred to learn about leadership using multiple teaching modalities. Fifty residents (91%) preferred to have a physician teach them about leadership, while 19 (35%) wanted instruction from a hospital manager. IM residents may not receive adequate leadership development education during pregraduate and postgraduate training. IM residents may be more likely to benefit from leadership training interventions that are physician-led, multimodal, and occur during the second year of residency. These findings can help inform the design of effective leadership development programs for physician trainees.

Developing genetic competency in undergraduate nursing students through the context of human disease and the constructivist framework

NASA Astrophysics Data System (ADS)

Tribble, Leta Meole

Nowhere is the influence of genetics more extensively seen than in medicine. More precise diagnostic testing, prevention methods, and risk counseling have resulted from recent decades of genetics research, including the Human Genome Project (HGP). The expansion in genetics knowledge and related technologies will drive a major paradigm shift from diagnosis and treatment to preventive medicine. Resulting from this predicted shift are educational challenges for healthcare professionals including both physicians and nurses. The largest group of healthcare providers is registered professional nurses whose work allows a unique and holistic view of patients and families, often caring for patients throughout the life span. Nurses need to understand basic genetic concepts including the role of genes in common diseases, to identify individuals at risk through the collection of informed family histories, to provide information about genetic testing and informed consent, and to know when and how to make appropriate referrals to genetic specialists. The purpose of this study was to expand the clinical application and use of genetic principles in patient management and care. To do this, a survey of South Carolina nursing educators from twenty two nursing programs was conducted to determine the extent of genetic content in the curriculum. The second part of the study was teaching a semester course in human genetics to undergraduate nursing students, a need identified in the literature review and supported by results of the nursing programs survey. Through the use of clinical case studies, PBL activities, and "shrink wrapped" lectures, all congruent with the constructivist viewpoint of learning, student's objective post-intervention measurements indicated significant improvement in content knowledge with an effect size of 1.6 and significant improvement in their ability to analyze and draw the family history in a pedigree format. An attitudinal tool used to assess student preferences of teaching approaches indicated preference for all three constructivist methods over traditional lecture.

The quest for knowledge transfer efficacy: blended teaching, online and in-class, with consideration of learning typologies for non-traditional and traditional students.

PubMed

Van Doorn, Judy R; Van Doorn, John D

2014-01-01

The pedagogical paradigm shift in higher education to 24-h learning environments composed of teaching delivery methods of online courses, blended/hybrid formats, and face-to-face (f2f) classes is increasing access to global, lifelong learning. Online degrees have been offered at 62.4% of 2800 colleges and universities. Students can now design flexible, life-balanced course schedules. Higher knowledge transfer rates may exist with blended course formats with online quizzes and valuable class time set for Socratic, quality discussions and creative team presentations. Research indicates that younger, traditional students exhibit heightened performance goal orientations and prefer entertaining professors who are funny, whereas non-traditional students exhibit mastery profiles and prefer courses taught by flexible, yet organized, professors. A 5-year study found that amongst 51,000 students taking both f2f and online courses, higher online failure rates occurred. Competing life roles for non-traditional students and reading and writing needs for at-risk students suggest that performance may be better if programs are started in f2f courses. Models on effective knowledge transfer consider the planning process, delivery methods, and workplace application, but a gap exists for identifying the diversity of learner needs. Higher education enrollments are being compromised with lower online retention rates. Therefore, the main purpose of this review is to delineate disparate learning styles and present a typology for the learning needs of traditional and non-traditional students. Secondly, psychology as a science may need more rigorous curriculum markers like mapping APA guidelines to knowledge objectives, critical assignments, and student learning outcomes (SLOs) (e.g., online rubric assessments for scoring APA style critical thinking essays on selected New York Times books). Efficacious knowledge transfer to diverse, 21st century students should be the Academy's focus.

The quest for knowledge transfer efficacy: blended teaching, online and in-class, with consideration of learning typologies for non-traditional and traditional students

PubMed Central

Van Doorn, Judy R.; Van Doorn, John D.

2014-01-01

The pedagogical paradigm shift in higher education to 24-h learning environments composed of teaching delivery methods of online courses, blended/hybrid formats, and face-to-face (f2f) classes is increasing access to global, lifelong learning. Online degrees have been offered at 62.4% of 2800 colleges and universities. Students can now design flexible, life-balanced course schedules. Higher knowledge transfer rates may exist with blended course formats with online quizzes and valuable class time set for Socratic, quality discussions and creative team presentations. Research indicates that younger, traditional students exhibit heightened performance goal orientations and prefer entertaining professors who are funny, whereas non-traditional students exhibit mastery profiles and prefer courses taught by flexible, yet organized, professors. A 5-year study found that amongst 51,000 students taking both f2f and online courses, higher online failure rates occurred. Competing life roles for non-traditional students and reading and writing needs for at-risk students suggest that performance may be better if programs are started in f2f courses. Models on effective knowledge transfer consider the planning process, delivery methods, and workplace application, but a gap exists for identifying the diversity of learner needs. Higher education enrollments are being compromised with lower online retention rates. Therefore, the main purpose of this review is to delineate disparate learning styles and present a typology for the learning needs of traditional and non-traditional students. Secondly, psychology as a science may need more rigorous curriculum markers like mapping APA guidelines to knowledge objectives, critical assignments, and student learning outcomes (SLOs) (e.g., online rubric assessments for scoring APA style critical thinking essays on selected New York Times books). Efficacious knowledge transfer to diverse, 21st century students should be the Academy's focus. PMID:24860517