Proceedings: Summer Conference for College Teachers on Applied Mathematics, University of Missouri-Rolla, 1971.

ERIC Educational Resources Information Center

Committee on the Undergraduate Program in Mathematics, Berkeley, CA.

Proceedings from four sessions of the Summer Conference for College Teachers on Applied Mathematics are presented. The four sessions were: (1) Applications of Elementary Calculus, (2) Applications of Linear Algebra, (3) Applications of Elementary Differential Equations, and (4) Applications of Probability and Statistics. Nine lectures were given…

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

NASA Astrophysics Data System (ADS)

Thornton, Ronald

2010-10-01

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

3rd Miami international conference on alternative energy sources

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

Nejat Veziroglu, T.

1980-01-01

The conference includes sessions on solar energy, ocean thermal energy, wind energy, hydro power, nuclear breeders and nuclear fusion, synthetic fuels from coal or wastes, hydrogen production and uses, formulation of workable policies on energy use and energy conservation, heat and energy storage, and energy education. The volume of the proceedings presents the papers and lectures in condensed format grouped by subject under forty-two sessions for 319 presentations.

"MyWallMate": An Investigation into the Use of Mobile Technology in Enhancing Student Engagement

ERIC Educational Resources Information Center

Dobbins, Chelsea; Denton, Philip

2017-01-01

This paper is a report of an investigation in which mobile technologies were used during large lecture-type sessions in tandem with the Textwall™ software. This online program is able to receive and present messages from students' devices that the lecturer may then share. It also can be used to collect student votes on multiple-choice questions,…

Computer-based teaching is as good as face to face lecture-based teaching of evidence based medicine: a randomised controlled trial

PubMed Central

2007-01-01

Background At postgraduate level evidence based medicine (EBM) is currently taught through tutor based lectures. Computer based sessions fit around doctors' workloads, and standardise the quality of educational provision. There have been no randomized controlled trials comparing computer based sessions with traditional lectures at postgraduate level within medicine. Methods This was a randomised controlled trial involving six postgraduate education centres in the West Midlands, U.K. Fifty five newly qualified foundation year one doctors (U.S internship equivalent) were randomised to either computer based sessions or an equivalent lecture in EBM and systematic reviews. The change from pre to post-intervention score was measured using a validated questionnaire assessing knowledge (primary outcome) and attitudes (secondary outcome). Results Both groups were similar at baseline. Participants' improvement in knowledge in the computer based group was equivalent to the lecture based group (gain in score: 2.1 [S.D = 2.0] versus 1.9 [S.D = 2.4]; ANCOVA p = 0.078). Attitudinal gains were similar in both groups. Conclusion On the basis of our findings we feel computer based teaching and learning is as effective as typical lecture based teaching sessions for educating postgraduates in EBM and systematic reviews. PMID:17659076

Lectures in medical educaton: what students think?

PubMed

Mustafa, Tajammal; Farooq, Zerwa; Asad, Zunaira; Amjad, Rabbia; Badar, Iffat; Chaudhry, Abdul Majeed; Khan, Mohammad Amer Zaman; Rafique, Farida

2014-01-01

The volume of medical knowledge has increased exponentially and so has the need to improve the efficiency of current teaching practices.With increasing emphasis on interactive and problem based learning, the place of lectures in modern medical education has become a questionable issue. Objectives were to assess the perspective of undergraduate medical students regarding the role and effectiveness of lectures as a mode of instruction as well as the ways and means that can be employed to enhance the effectiveness of lectures. A cross sectional study was carried out among 2nd to final year medical students from five medical colleges including both private and public sector institutions. A total of 347 students participated by completing a structured questionnaire. Data was analyzed using SPSS-17. Sixty seven percent students considered lectures as a useful mode of instruction (47% males and 77% females), whereas 83% of the students reported that clinical sessions were superior to lectures because of small number of students in clinical sessions, active student participation, enhanced clinical orientation, and interaction with patients. About 64% responded that lectures should be replaced by clinical sessions. Majority of the students (92%) reported not being able to concentrate during a lecture beyond 30 minutes, whereas 70% skipped lectures as they were boring. A significantly greater proportion of male respondents, students from clinical years, and those who skipped lectures, considered lectures to be boring, a poor utilization of time and resources, and could not concentrate for the full duration of a lecture compared to females, students from preclinical years, and those who do not skip lectures, respectively. Lecturing techniques need to be improvised. The traditional passive mode of instruction has to be replaced with active learning and inquiry based approach to adequately utilize the time and resources spent on lectures.

American Radium Society 92nd Annual Meeting.

PubMed

Jani, Ashesh B; Le, Quynh-Thu; Michalski, Jeff J; Sawaya, Raymond; Wilson, Lynn D

2010-08-01

We provide a summary of the 92nd Annual Meeting of the American Radium Society (ARS), the oldest organization devoted to the study of cancer. This May 2010 meeting included a postgraduate course/contouring laboratory, seven scientific sessions, two keynote lectures, one Janeway lecture, four Panel presentations, one debate, one satellite symposium and 107 poster presentations--details of each of these activities are provided. All of these academic activities revolved around the major meeting theme of 'Improved Outcomes Through Judicious Applications of Advanced Technology'.

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

PubMed

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

2018-05-25

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

The method of loci as a mnemonic device to facilitate learning in endocrinology leads to improvement in student performance as measured by assessments

PubMed Central

Rizvi, Farwa; Syed, Anjum; Shahid, Aqueel; Manzoor, Hana

2014-01-01

Cognitive psychology has demonstrated that the way knowledge is structured in memory determines the ability to retain, recall, and use it to solve problems. The method of loci (MOL) is a mnemonic device that relies on spatial relationships between “loci” (e.g., locations on a familiar route or rooms in a familiar building) to arrange and recollect memorial content. In the present study, we hypothesized that the use of MOL leads to better understanding of the topic among students, which can be observed through better student performance on assessments. Students were divided into two groups: group 1 was taught insulin and diabetes mellitus through didactic lectures and a self-directed learning session, whereas group 2 was taught insulin and diabetes mellitus through didactic lectures and MOL. Memory palaces for insulin and diabetes mellitus were generated by students under supervision of the teacher and taught by students as well. A questionnaire survey and open-ended questions were given to the participants. Group 2, which underwent didactic lectures followed by a MOL interactive session, showed significantly improved performance on the assessments compared with group 1, which had been taught through didactic lectures and a self-directed learning session. Descriptive analysis showed that all students found MOL to be a helpful technique. PMID:25039085

DoD Science and Engineering Apprenticeship Program for High School Students, 1996-󈨥 Activities

DTIC Science & Technology

1997-05-01

including lectures, laboratory demonstrations, scientific films, field trips and a formal course and a weekly discussion session on the history of science using...lectures, laboratory demonstrations, scientific films, field trips and a formal course and a weekly discussion session on the history of science using

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

PubMed

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

2017-11-09

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

A comparison of two forms of teaching instruction: video vs. live lecture for education in clinical periodontology.

PubMed

Ramlogan, S; Raman, V; Sweet, J

2014-02-01

This crossover controlled study aimed to compare the knowledge and skill attained by third-year dental students in three clinical exercises in the discipline of periodontology through video and live lecture instruction. Students (n = 35) segregated into two group either viewed a video or attended a live lecture repeated over three clinical teaching sessions. Pre-test and post-test written assessments were completed and comparisons between video and live lecture done (analysis of variance, P < 0.05). Students were assessed on clinic by a simple checklist. A questionnaire was administered after all three sessions to determine preferences and opinions on video and live lecture. For the combined three sessions, both video (n = 48) and live lecture (n = 47) groups attained similar mean pre-test scores. The mean post-test score was statistically significantly greater (P = 0.049) for the live lecture (74.9%, SD 14.9) compared to the video group (68.6%, SD 16.3). All students attained clinical proficiency via the simple checklist. In adding to their clinical skill, more students favoured video (97%) vs. live lecture (78.8%). Most students (97%) favoured a future combination of video and lecture. While students were deemed clinically competent via a simple checklist, the live lecture group performed better than the video group via the in-depth post-test assessment. Students had a preference for video and would like it integrated in the lecture rather than act as a substitute for the lecture. The use of video alone in clinical periodontology training may have limitations unless supplemented by appropriate learning activities. © 2013 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Determinants of Mobile Wireless Technology for Promoting Interactivity in Lecture Sessions: An Empirical Analysis

ERIC Educational Resources Information Center

Gan, Chin Lay; Balakrishnan, Vimala

2014-01-01

The aim of this paper is to identify adoption factors of mobile wireless technology to increase interactivity between lecturers and students during lectures. A theoretical framework to ascertain lecturers' intentions to use mobile wireless technology during lectures (dependent variable) is proposed with seven independent variables. The…

Design and implementation of a flipped classroom learning environment in the biomedical engineering context.

PubMed

Corrias, Alberto; Cho Hong, James Goh

2015-01-01

The design and implementation of a learning environment that leverages on the use of various technologies is presented. The context is an undergraduate core engineering course within the biomedical engineering curriculum. The topic of the course is data analysis in biomedical engineering problems. One of the key ideas of this study is to confine the most mathematical and statistical aspects of data analysis in prerecorded video lectures. Students are asked to watch the video lectures before coming to class. Since the classroom session does not need to cover the mathematical theory, the time is spent on a selected real world scenario in the field of biomedical engineering that exposes students to an actual application of the theory. The weekly cycle is concluded with a hands-on tutorial session in the computer rooms. A potential problem would arise in such learning environment if the students do not follow the recommendation of watching the video lecture before coming to class. In an attempt to limit these occurrences, two key instruments were put in place: a set of online self-assessment questions that students are asked to take before the classroom session and a simple rewards system during the classroom session. Thanks to modern learning analytics tools, we were able to show that, on average, 57.9% of students followed the recommendation of watching the video lecture before class. The efficacy of the learning environment was assessed through various means. A survey was conducted among the students and the gathered data support the view that the learning environment was well received by the students. Attempts were made to quantify the impacts on learning of the proposed measures by taking into account the results of selected questions of the final examination of the course. Although the presence of confounding factors demands caution in the interpretation, these data seem to indicate a possible positive effect of the use of video lectures in this technologically enhanced learning environment.

Combination of didactic lectures and review sessions in endocrinology leads to improvement in student performance as measured by assessments.

PubMed

Qureshi, Ayisha; Cozine, Cassy; Rizvi, Farwa

2013-03-01

There can be no single best way of learning, and each teaching mode has its own merits and demerits. Didactic lectures in and of themselves are insufficient, whereas a problem-based tutorial alone can be as ineffective. This study was conducted to determine if a problem-based review after didactic lectures would lead to better student performance. To compare performance, the same student group was taught three units of endocrinology (growth hormone, thyroid hormone, and diabetes). Students were divided into the following three groups: diabetes didactic lectures only, growth hormone didactic lectures plus review, and thyroid hormone didactic lectures plus review. All three topics were covered in the didactic lectures, but only growth hormone and thyroid hormone topics were covered in the review session. At the end of the course, all students were given formative assessments in the form of multiple-choice questions. A highly significant increase (P < 0.000) in the percentage of correct responses on the questions covering growth hormone (mean: 0.838, SD: 0.158) and thyroid hormone (mean: 0.686, SD: 0.232) compared with diabetes (mean: 0.478, SD: 0.259) was observed. In conclusion, this study provides further evidence that the combination of didactic lectures and an active review session leads to an improvement in student performance.

A Concentrated Teaching Exercise for Introducing Clinical Dermatology

ERIC Educational Resources Information Center

Binford, Robert T.; And Others

1973-01-01

At Cornell University Medical College one 3-hour session in dermatology is required during the second year. A teaching exercise has been developed that combines a lecture, laboratory exercises, and presentations of patients. (Author)

Established and Evolving Spoken Research Process Genres: Plenary Lecture and Poster Session Discussions at Academic Conferences.

ERIC Educational Resources Information Center

Shalom, Celia

1993-01-01

Two types of main hall discussions at an ecology conference were studied: plenary lecture discussion as an accepted, established spoken research process genre with its own conventions; and poster session discussion as a fragile, embryonic research process genre struggling for definition. (14 references) (Author/LB)

Advances in cardiovascular research. 15th Annual Meeting of the European Council for Cardiovascular Research (ECCR). La Colle sur Loup, France, 8–10 October 2010.

PubMed

Steckelings, U Muscha; De Mey, Jo G R; Pinto-Sietsma, Sara-Joan; Henrion, Daniel; Unger, Thomas

2011-01-01

The 15th Annual Meeting of the European Council of Cardiovascular Research brought together basic and clinical scientists working in the cardiovascular field in La Colle sur Loup, France. Upfront basic and clinical research addressing the mechanisms of disease, identification of biomarkers or development of new treatments was communicated in 101 presentations, 35 of them as a part of five on-topic oral sessions and three workshops. Three keynote lectures reviewed current knowledge and the latest data about mechanosensitive channels in pressure regulation, cell therapy in cardiovascular disease and mechanisms of cardiovascular risk associated with diabetic nephropathy. This article summarizes highlights of the oral sessions, workshops and keynote lectures.

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

ERIC Educational Resources Information Center

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

2013-01-01

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

Simulated Crisis in Obstetric Anesthesia: Design and Evaluation of a Distance Education Presentation

PubMed Central

Murray, W. Bosseau; Schneider, Art; Underberg, Karin; Henry, Jody; Foster, Pat; Vaduva, Sorin; Venable, J. Clark; Shindel, Michelle

2001-01-01

Patient simulators are useful tools for training residents and all levels of medical personnel. Simulator usefulness, in small group sessions, is limited by the costs of training large numbers of people. We present an interrupted methodology designed to involve a large group at a location remote from the simulator. The goal was to enable the remote participants to take part in decision making while under time pressure. Two volunteers were chosen as hands-on participants while eighteen remaining anesthesiology residents observed from a lecture room via a closed circuit audio/video feed. A series of five crises in obstetric anesthesia was presented. After each crisis the simulation was paused and the observers were given three minutes to formulate a differential diagnosis and plan to be carried out. At the end of the session facilitators led a debriefing session with all participants. Surveys completed after the simulation indicated that most residents felt personally involved in the simulation, despite being physically removed from it. Surveys also showed that residents believed they learned more from this format than they would have from a lecture. Residents recalled an average of 3.4 crises two days after the session. This paper presents a model for distance education using a simulator and shows that residents believed remote, interrupted, interactive simulator training is valuable. The interrupted nature and involvement of remotely located peers differentiate this methodology from a passive viewing of a remote session. Further study is warranted to quantify the effectiveness of group and/or distance training with a simulator. PMID:27175412

Flipped classroom or an active lecture?

PubMed

Pickering, James D; Roberts, David J H

2018-01-01

Recent changes in anatomy education have seen the introduction of flipped classrooms as a replacement to the traditional didactic lecture. This approach utilizes the increasing availability of digital technology to create learning resources that can be accessed prior to attending class, with face-to-face sessions then becoming more student-centered via discussion, collaborative learning, and problem-solving activities. Although this approach may appear intuitive, this viewpoint commentary presents a counter opinion and highlights a simple alternative that utilizes evidence-based active learning approaches as part of the traditional lecture. The active lecture takes the traditional lecture, and (1) ensures the lecture content is relevant and has clear objectives, (2) contains lecture material that is designed according to the latest evidence-base, (3) complements it with additional supplementary material, (4) creates space to check prior understanding and knowledge levels, and (5) utilizes suitable technology to facilitate continual engagement and interaction. Clin. Anat. 31:118-121, 2018. © 2017 Wiley Periodicals, Inc. © 2017 Wiley Periodicals, Inc.

Proceedings of condensed papers on alternate energy sources

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

Veziroglu, T.N.

1979-01-01

The conference covers the results of research and developments which have taken place during the last 2 years. It includes sessions on solar energy, ocean thermal energy, wind energy, hydro power, nuclear breeders and nuclear fusion, synthetic fuels from coal or waste, hydrogen production and uses. The volume of the Proceedings presents the papers and lectures in condensed format grouped by their subjects under 40 technical sessions. Condensed papers are presented for the 336 presentations; abstracts have previously appeared in the DOE Energy Data Base for 33 of the full-length papers.

Combination of Didactic Lectures with Problem-Based Learning Sessions in Physiology Teaching in a Developing Medical College in Nepal.

ERIC Educational Resources Information Center

Ghosh, Sarmishtha; Dawka, Violet

2000-01-01

Introduces the SPICES curriculum of the Manipal College of Medical Sciences in Nepal, which is student centered, problem based, integrated, community-based, elective oriented, and systematic. Reports that the majority of students opined that the combination of didactic lectures and problem-based learning sessions were definitely beneficial.…

Legends Lecture Series II

NASA Image and Video Library

2011-04-05

Current and former leaders discuss the growth of NASA's John C. Stennis Space Center during a Legends Lecture Series onsite on April 5. Stennis launched the Legends Lecture Series last November as part of a yearlong celebration of its 50th anniversary. The April 5 session focused on growth of Stennis into a unique federal city during the 1970s and the establishment of NASA's Earth Resources Laboratory at the site. Presenters at the April 5 event included (l to r): George Schloegel, mayor of Gulfport; Jack Rogers, former director of NASA Center Operations at Stennis; and Wayne Mooneyhan, former director of NASA's Earth Resources Laboratory at Stennis.

Active learning in the lecture theatre using 3D printed objects.

PubMed

Smith, David P

2016-01-01

The ability to conceptualize 3D shapes is central to understanding biological processes. The concept that the structure of a biological molecule leads to function is a core principle of the biochemical field. Visualisation of biological molecules often involves vocal explanations or the use of two dimensional slides and video presentations. A deeper understanding of these molecules can however be obtained by the handling of objects. 3D printed biological molecules can be used as active learning tools to stimulate engagement in large group lectures. These models can be used to build upon initial core knowledge which can be delivered in either a flipped form or a more didactic manner. Within the teaching session the students are able to learn by handling, rotating and viewing the objects to gain an appreciation, for example, of an enzyme's active site or the difference between the major and minor groove of DNA. Models and other artefacts can be handled in small groups within a lecture theatre and act as a focal point to generate conversation. Through the approach presented here core knowledge is first established and then supplemented with high level problem solving through a "Think-Pair-Share" cooperative learning strategy. The teaching delivery was adjusted based around experiential learning activities by moving the object from mental cognition and into the physical environment. This approach led to students being able to better visualise biological molecules and a positive engagement in the lecture. The use of objects in teaching allows the lecturer to create interactive sessions that both challenge and enable the student.

Active learning in the lecture theatre using 3D printed objects

PubMed Central

Smith, David P.

2016-01-01

The ability to conceptualize 3D shapes is central to understanding biological processes. The concept that the structure of a biological molecule leads to function is a core principle of the biochemical field. Visualisation of biological molecules often involves vocal explanations or the use of two dimensional slides and video presentations. A deeper understanding of these molecules can however be obtained by the handling of objects. 3D printed biological molecules can be used as active learning tools to stimulate engagement in large group lectures. These models can be used to build upon initial core knowledge which can be delivered in either a flipped form or a more didactic manner. Within the teaching session the students are able to learn by handling, rotating and viewing the objects to gain an appreciation, for example, of an enzyme’s active site or the difference between the major and minor groove of DNA. Models and other artefacts can be handled in small groups within a lecture theatre and act as a focal point to generate conversation. Through the approach presented here core knowledge is first established and then supplemented with high level problem solving through a "Think-Pair-Share" cooperative learning strategy. The teaching delivery was adjusted based around experiential learning activities by moving the object from mental cognition and into the physical environment. This approach led to students being able to better visualise biological molecules and a positive engagement in the lecture. The use of objects in teaching allows the lecturer to create interactive sessions that both challenge and enable the student. PMID:27366318

Physical Fitness: The Pathway to Healthful Living. Third Edition.

ERIC Educational Resources Information Center

Hockey, Robert V.

This text is designed for university-level foundations of physical education courses that incorporate student participation in alternate lecture and laboratory sessions. The material is presented so that each individual might evaluate his present level of physical fitness, might carefully consider all the information available, and then make an…

Activity-Based Introductory Physics Reform *

NASA Astrophysics Data System (ADS)

Thornton, Ronald

2004-05-01

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

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

PubMed

Haj-Ali, Reem; Al Quran, Firas

2013-03-01

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

Engaging Students as Co-Lecturers in Information Systems and Technology Courses

ERIC Educational Resources Information Center

Zheng, Jack G.; Li, Zhigang

2016-01-01

Engaging students in the learning process is critical to their learning experience. One common practice is to have students do the work and report it back in classroom as presentations. However, many of these presentations are solely presented by students and are crowded into specific presentation class sessions. This is suboptimal in achieving a…

Case-based Learning in Microbiology: Observations from a North West Indian Medical College.

PubMed

Singhal, Anita

2017-12-01

Microbiology is usually taught by conventional lectures, and its retention and application is observed to be poor among medical graduates/practitioners. Introduction of case-based learning (CBL) in microbiology for second-year professional MBBS students. Students were divided into two groups of fifty each. Four clinical cases were used for CBL. One group had two CBL sessions whereas the other had didactic lectures (DLs) and then the groups were crossed over. Case scenario handouts were given to students a week before the session, and smaller groups were formed for discussions and presentations in CBL sessions. Posttest, in multiple choice questions format, was conducted in two phases: First, immediately after the completion of the four CBL and DL sessions, and second, 6 weeks after the first posttest. Student and faculty feedback was taken about CBL sessions. Hundred MBBS students of the fourth semester voluntarily participated in the CBL study. The CBL scores were significantly higher than DL session scores ( P = 0.015). This difference was more marked in scoring done after 6 weeks of session completion ( P < 0.001). Student reported satisfaction in being taught by CBL method in 5-point Likert scale feedback form. Faculty feedback was positive for CBL. CBL helped in retention of knowledge and its application better than DL in our observation. More sessions on commonly encountered case scenarios will be useful for students in recalling basic science knowledge in their later years as practitioners.

An Interactive Mobile Lecturing Model: Enhancing Student Engagement with Face-to-Face Sessions

ERIC Educational Resources Information Center

Boyinbode, Olutayo; Ng'ambi, Dick; Bagula, Antoine

2013-01-01

Although use of podcasts and vodcasts are increasingly becoming popular in higher education, their use is usually unidirectional and therefore replicates the transmission mode of traditional face-to-face lectures. In this paper, the authors propose a tool, MOBILect, a mobile lecturing tool that enables users to comment on lecture vodcasts using…

Proceedings of the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, Hawaii, July 13-18, 2003). Volume 1

ERIC Educational Resources Information Center

Pateman, Neil A., Ed; Dougherty, Barbara J., Ed.; Zilliox, Joseph T., Ed.

2003-01-01

This volume of the 27th International Group for the Psychology of Mathematics Education Conference presents papers from: plenary panels; research forums; working sessions; discussion groups; short oral communications; and poster sessions from the meeting. Plenary lectures included: (1) Studying and Capturing the Complexity of Practice: The Case of…

Not another boring lecture: engaging learners with active learning techniques.

PubMed

Wolff, Margaret; Wagner, Mary Jo; Poznanski, Stacey; Schiller, Jocelyn; Santen, Sally

2015-01-01

Core content in Emergency Medicine Residency Programs is traditionally covered in didactic sessions, despite evidence suggesting that learners do not retain a significant portion of what is taught during lectures. We describe techniques that medical educators can use when leading teaching sessions to foster engagement and encourage self-directed learning, based on current literature and evidence about learning. When these techniques are incorporated, sessions can be effective in delivering core knowledge, contextualizing content, and explaining difficult concepts, leading to increased learning. Copyright © 2015 Elsevier Inc. All rights reserved.

Summary of the 9th annual meeting of the Italian Society for Virology.

PubMed

Salata, Cristiano; Calistri, Arianna; Parolin, Cristina; Palù, Giorgio

2011-01-01

The 9th annual meeting of the Italian Society for Virology (SIV) comprised seven plenary sessions focused on: General virology and viral genetics; Virus-Host interaction and pathogenesis; Viral oncology; Emerging viruses and zoonotic, foodborne, and environmental pathways of transmission; Viral immunology and vaccines; Medical virology and antiviral therapy; Viral biotechnologies and gene therapy. Moreover, four hot topics were discussed in special lectures: the Pioneer in human virology lecture regarding the control of viral epidemics with particular emphasis on the human immunodeficiency virus (HIV), the Pioneer in plant virology lecture focused on cell responses to plant virus infection, a Keynote lecture on the epidemiology and genetic diversity of Crimea-Congo Hemorrhagic Fever virus, and the G.B. Rossi lecture on the molecular basis and clinical implications of human cytomegalovirus tropism for endothelial/epithelial cells. The meeting had an attendance of about 160 virologists. A summary of the plenary lectures and oral selected presentations is reported.

Audience-response systems for evaluation of pediatric lectures – comparison with a classic end-of-term online-based evaluation

PubMed Central

Bode, Sebastian Felix Nepomuk; Straub, Christine; Giesler, Marianne; Biller, Silke; Forster, Johannes; Krüger, Marcus

2015-01-01

Aim: Course evaluations are often conducted and analyzed well after the course has taken place. By using a digital audience response system (ARS), it is possible to collect, view and discuss feedback during or directly following a course or lecture session. This paper analyzes a student evaluation of a lecture course with ARS to determine if significant differences exist between the results of the ARS lecture evaluation and those of the online evaluation at the end of the semester. In terms of the overall evaluation, consideration is given to the level of students’ prior knowledge, the presentation of the lecture material by the lecturers and the relevance of the lecture topic for students. Method: During the 2011-12 winter semester, the lecture on Pediatrics at the Freiburg Center for Pediatric and Adolescent Medicine (Zentrum für Kinder- und Jugendmedizin (ZKJ) Freiburg) was evaluated using ARS. Thirty-four lectures were evaluated by an average of 22 (range 8-44) students, who responded to four questions each time an evaluation took place. Results: On a 6-point Likert scale (1=very good to 6=deficient), the students rated their level of preparedness with a mean of 3.18, the presentation of the lecture with 2.44, and the relevance of the lecture topic with 2.19. The overall evaluation of the lecture course by means of ARS resulted in 2.31. The online evaluation conducted at the end of the semester yielded a score of 2.45. Highly significant correlations were seen between the results of the ARS for the overall evaluation, assessment of prior knowledge, lecture presentation, and the estimated relevance of the lecture topic. Conclusion: The use of ARS is suitable for immediate evaluation of lectures, in particular regarding timely feedback for the individual lecturerlecturers. In comparison with an end-of-term evaluation, ARS yielded a better assessment. PMID:26038683

Third European Stroke Science Workshop.

PubMed

Dichgans, Martin; Planas, Anna M; Biessels, Geert Jan; van der Worp, Bart; Sudlow, Cathie; Norrving, Bo; Lees, Kennedy; Mattle, Heinrich P

2016-07-01

Lake Eibsee, Garmisch-Partenkirchen, November 19 to 21, 2015: The European Stroke Organization convened >120 stroke experts from 27 countries to discuss latest results and hot topics in clinical, translational, and basic stroke research. Since its inception in 2011, the European Stroke Science Workshop has become a cornerstone of European Stroke Organization's academic activities and major highlight for researchers in the field. Participants include stroke researchers at all career stages who convene for plenary lectures and discussions, thus facilitating crosstalk among researchers from different fields. As in previous years, the workshop was organized into 7 scientific sessions each focusing on a major research topic. All sessions started with a keynote lecture that provided an overview on current developments and set the scene for the following presentations. The latter were short focused talks on a timely topic and included the most recent findings, including unpublished data. A new element at this year's meeting was a hot topic session in which speakers had to present a provocative concept or update sharply within 5 minutes. In the following, we summarize the key contents of the meeting. The program is provided in the online-only Data Supplement. © 2016 American Heart Association, Inc.

Trends in Adult Education with Implications for Vocational Education. Occasional Paper No. 13.

ERIC Educational Resources Information Center

Kreitlow, Burton W.

A discussion is presented of adult education, current trends within the area, and their implications for adult and vocational education programs. The document contains the lecture and a question and answer session. The following sections are presented: (1) overview, defining adult education; (2) major trends, discussing societal pressures for…

My Most Memorial Meeting - The June, 1997, San Diego Meeting

NASA Astrophysics Data System (ADS)

Philip, A. G. Davis

1999-05-01

At the June, 1997 AAS meeting in San Diego I arranged a topical session on the Shapley Visiting Lectureships Program. There were poster papers and speakers from the early days of the program, going back to the Visiting Lectureships Program of the AAS. Then the three past directors and the present director described their activities in running the program from 1979 to 1997. We had other speakers who described their many visits to institutions over the years and representatives from two institutions which had received many visits. This session provided much interesting information about the Shapley Program and its history. At the end of the program several people pledged, and then gave, a substantial sum to the Shapley Endowment Fund. Because of all these events and happenings, the San Diego Meeting was a highlight meeting for me. A second meeting with significance to the Shapley Program was the June, 1996 meeting in Madison, Wisconsin. At this meeting certificates were awarded to 31 lecturers who had made 15 or more Shapley visits and 18 lecturers who had made 25 or more visits. A dinner was held at which those lecturers in these two groups who were present at the meeting were personally awarded their certificates. The remaining certificates were mailed after the meeting. The success of the Shapley Program is directly related to the devotion of its group of lecturers who spend considerable time and effort in making the two day visits to host institutions.

29 CFR 785.31 - Special situations.

Code of Federal Regulations, 2014 CFR

2014-07-01

... INTERPRETATION NOT DIRECTLY RELATED TO REGULATIONS HOURS WORKED Application of Principles Lectures, Meetings and... attending lectures, training sessions and courses of instruction is not regarded as hours worked. For...

29 CFR 785.31 - Special situations.

Code of Federal Regulations, 2011 CFR

2011-07-01

... INTERPRETATION NOT DIRECTLY RELATED TO REGULATIONS HOURS WORKED Application of Principles Lectures, Meetings and... attending lectures, training sessions and courses of instruction is not regarded as hours worked. For...

29 CFR 785.31 - Special situations.

Code of Federal Regulations, 2012 CFR

2012-07-01

... INTERPRETATION NOT DIRECTLY RELATED TO REGULATIONS HOURS WORKED Application of Principles Lectures, Meetings and... attending lectures, training sessions and courses of instruction is not regarded as hours worked. For...

29 CFR 785.31 - Special situations.

Code of Federal Regulations, 2013 CFR

2013-07-01

... INTERPRETATION NOT DIRECTLY RELATED TO REGULATIONS HOURS WORKED Application of Principles Lectures, Meetings and... attending lectures, training sessions and courses of instruction is not regarded as hours worked. For...

New Science and Old Cultures

ERIC Educational Resources Information Center

Keohane, K. W.; And Others

1976-01-01

Reprints four lectures which were presented in the plenary session on "New science and old cultures" at the international conference on physics education at Edinburgh, Scotland, July 29 - August 6, 1975. In particular, the relationship between science education and the culture of underdeveloped nations is discussed. (CP)

Manual for Teaching Assistants.

ERIC Educational Resources Information Center

Wisconsin Univ., Madison. Coll. of Letters and Science.

Information on teaching techniques, student evaluation, and campus resources is presented for new teaching assistants. Topics include: lecturing, leading discussion sessions (especially in the humanities and social sciences), teaching the laboratory section, teaching a section of a course, teaching a foreign language, office hours, and use of the…

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

PubMed

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

2008-01-01

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

Exploring medical student learning in the large group teaching environment: examining current practice to inform curricular development.

PubMed

Luscombe, Ciara; Montgomery, Julia

2016-07-19

Lectures continue to be an efficient and standardised way to deliver information to large groups of students. It has been well documented that students prefer interactive lectures, based on active learning principles, to didactic teaching in the large group setting. Despite this, it is often the case than many students do not engage with active learning tasks and attempts at interaction. By exploring student experiences, expectations and how they use lectures in their learning we will provide recommendations for faculty to support student learning both in the lecture theatre and during personal study time. This research employed a hermeneutic phenomenological approach. Three focus groups, consisting of 19 students in total, were used to explore the experiences of second year medical students in large group teaching sessions. Using generic thematic data analysis, these accounts have been developed into a meaningful account of experience. This study found there to be a well-established learning culture amongst students and with it, expectations as to the format of teaching sessions. Furthermore, there were set perceptions about the student role within the learning environment which had many implications, including the way that innovative teaching methods were received. Student learning was perceived to take place outside the lecture theatre, with a large emphasis placed on creating resources that can be taken away to use in personal study time. Presented here is a constructive review of reasons for student participation, interaction and engagement in large group teaching sessions. Based on this are recommendations constructed with the view to aid educators in engaging students within this setting. Short term, educators can implement strategies that monopolise on the established learning culture of students to encourage engagement with active learning strategies. Long term, it would be beneficial for educators to consider ways to shift the current student learning culture to one that embraces an active learning curriculum.

A Controlled-Study of Preventive Effects of Peer Education and Single-Session Lectures on HIV/AIDS Knowledge and Attitudes among University Students in Turkey

ERIC Educational Resources Information Center

Ergene, Tuncay; Cok, Figen; Tumer, Aygen; Unal, Serhat

2005-01-01

The goal of this study was to assess the impact of peer education and single-session educational lectures on HIV/AIDS knowledge and attitude change among university students (n = 157 male, n = 230 female; mean age = 20) on the campuses of two metropolitan state universities in Ankara, Turkey. The students were randomly selected to participate in…

Passport Project.

ERIC Educational Resources Information Center

Worthey, Glen; Bourgoin, Stella, Ed.

This project introduces second-grade students to international studies by having them create a passport. Once the students have their passports, the teacher can then present lessons to small groups, discussing one foreign country per session. The teacher should begin with a traditional lecture giving pertinent facts about a country followed by…

Adding Audio Supported Smartboard Lectures to an Introductory Astronomy Online Laboratory

NASA Astrophysics Data System (ADS)

Lahaise, U. G. L.

2003-12-01

SMART Board(TM) and RealProducer(R) Plus technologies were used to develop a series of narrated pre-lab introductory online lectures. Smartboard slides were created by capturing images from internet pages and power point slides, then annotated and saved as web pages using smartboard technology. Short audio files were recorded using the RealProducer Plus software which were then linked to individual slides. WebCT was used to deliver the online laboratory. Students in an Introductory Astronomy of the Solar System Online laboratory used the lectures to prepare for laboratory exercises. The narrated pre-lab lectures were added to six out of eight suitable laboratory exercises. A survey was given to the students to research their online laboratory experience, in general, and the impact of the narrated smartboard lectures on their learning success, specifically. Data were collected for two accelerated sessions. Results show that students find the online laboratory equally hard or harder than a separate online lecture. The accelerated format created great time pressure which negatively affected their study habits. About half of the students used the narrated pre-lab lectures consistently. Preliminary findings show that lab scores in the accelerated sessions were brought up to the level of full semester courses.

Concluding remarks to ICAME2011

NASA Astrophysics Data System (ADS)

Campbell, S. J.

2012-03-01

An overview of the main aspects of ICAME2011 - tutorial lectures, oral and poster presentations, evening sessions - is presented along with a brief outline of several of the scientific highlights. Among other topics considered are the involvements of young scientists and female scientists, and operation of the oral and poster sessions. Despite the most challenging combinations of circumstances in the lead up to ICAME2011 that resulted in the change of venue at an advanced stage from Tokyo to Kobe, the Committee organised a high quality conference with many positive outcomes for the future. The Mössbauer community acknowledges and appreciates these efforts greatly.

In Situ Teaching: Fusing Labs & Lectures in Undergraduate Science Courses to Enhance Immersion in Scientific Research

PubMed Central

Round, Jennifer; Lom, Barbara

2015-01-01

Undergraduate courses in the life sciences at most colleges and universities are traditionally composed of two or three weekly sessions in a classroom supplemented with a weekly three-hour session in a laboratory. We have found that many undergraduates can have difficulty making connections and/or transferring knowledge between lab activities and lecture material. Consequently, we are actively developing ways to decrease the physical and intellectual divides between lecture and lab to help students make more direct links between what they learn in the classroom and what they learn in the lab. In this article we discuss our experiences teaching fused laboratory biology courses that intentionally blurred the distinctions between lab and lecture to provide undergraduates with immersive experiences in science that promote discovery and understanding. PMID:26240531

Legends Lecture Series III

NASA Image and Video Library

2011-07-27

Marina Benigno (far right) at Stennis Space Center, welcomes former administrative assistants and secretaries to the third Legends Lecture Series session. Lecture participants spoke about their work experiences with Stennis directors and deputy directors. Panel participants included Janet Austill (l to r), Mary Lou Matthews, Helen Paul, Wanda Howard, Ann Westendorf and Mary Gene Dick. The Legends Lecture Series is part of a yearlong celebration of the 50th anniversary of Stennis Space Center.

The Tenth Thermal and Fluids Analysis Workshop

NASA Technical Reports Server (NTRS)

Majumdar, Alok (Compiler); McConnaughey, Paul (Technical Monitor)

2001-01-01

The Tenth Thermal arid Fluids Analysis Workshop (TFAWS 99) was held at the Bevill Center, University of Alabama in Huntsville, Huntsville, Alabama, September 13-17, 1999. The theme for the hands-on training workshop and conference was "Tools and Techniques Contributing to Engineering Excellence". Forty-seven technical papers were presented in four sessions. The sessions were: (1) Thermal Spacecraft/Payloads, (2) Thermal Propulsion/Vehicles, (3) Interdisciplinary Paper, and (4) Fluids Paper. Forty papers were published in these proceedings. The remaining seven papers were not available in electronic format at the time of publication. In addition to the technical papers, there were (a) nine hands-on classes on thermal and flow analyses software, (b) twelve short courses, (c) thirteen product overview lectures, and (d) three keynote lectures. The workshop resulted in participation of 171 persons representing NASA Centers, Government agencies, aerospace industries, academia, software providers, and private corporations.

All in a Day's Work.

ERIC Educational Resources Information Center

Felder, Richard M.; Brent, Rebecca

2000-01-01

Discusses a scenario about offending student behaviors in a classroom during lecture, specifically focusing on a sleeping student. Presents a list of responses for possible solutions to these behaviors from a brainstorming session. Makes recommendations to teachers for what to do in that kind of situation. Provides two Internet addresses for…

Teacher's Role: IDentifying and Overcoming Sex Bias in Classroom Management. Trainer Manual.

ERIC Educational Resources Information Center

Fair, Martha H.; And Others

Outlines are presented for teacher workshops on identifying and overcoming biased attitudes reflected in current literature and classroom instructional materials. Each session includes: (1) a needs assessment activity or exercise to express initial concerns; (2) a lecture introducing new concepts and activities; (3) activities providing an…

Cable Television in the Community College.

ERIC Educational Resources Information Center

Zoglin, Mary Lou

Rather than merely being a televised version of a classroom lecture, a true telecourse uses television to present information that is best conveyed visually and employs various methods (e.g., study guides, mailed assignments, special review sessions, and exams scheduled at community sites) to replace other classroom activities. Coastline Community…

Preparing Students for Flipped or Team-Based Learning Methods

ERIC Educational Resources Information Center

Balan, Peter; Clark, Michele; Restall, Gregory

2015-01-01

Purpose: Teaching methods such as Flipped Learning and Team-Based Learning require students to pre-learn course materials before a teaching session, because classroom exercises rely on students using self-gained knowledge. This is the reverse to "traditional" teaching when course materials are presented during a lecture, and students are…

Pump Operation Workshop. Third Edition (Revised).

ERIC Educational Resources Information Center

Ontario Ministry of the Environment, Toronto.

Presented is the learner's manual for a five-day workshop designed to supplement the skills of water and wastewater treatment personnel. The program consists of lecture-discussions and hands-on sessions covering the operation of water and wastewater pumps. Areas addressed include: material pumped, pump systems, types of pumps, pump controls,…

Results of a Flipped Classroom Teaching Approach in Anesthesiology Residents.

PubMed

Martinelli, Susan M; Chen, Fei; DiLorenzo, Amy N; Mayer, David C; Fairbanks, Stacy; Moran, Kenneth; Ku, Cindy; Mitchell, John D; Bowe, Edwin A; Royal, Kenneth D; Hendrickse, Adrian; VanDyke, Kenneth; Trawicki, Michael C; Rankin, Demicha; Guldan, George J; Hand, Will; Gallagher, Christopher; Jacob, Zvi; Zvara, David A; McEvoy, Matthew D; Schell, Randall M

2017-08-01

In a flipped classroom approach, learners view educational content prior to class and engage in active learning during didactic sessions. We hypothesized that a flipped classroom improves knowledge acquisition and retention for residents compared to traditional lecture, and that residents prefer this approach. We completed 2 iterations of a study in 2014 and 2015. Institutions were assigned to either flipped classroom or traditional lecture for 4 weekly sessions. The flipped classroom consisted of reviewing a 15-minute video, followed by 45-minute in-class interactive sessions with audience response questions, think-pair-share questions, and case discussions. The traditional lecture approach consisted of a 55-minute lecture given by faculty with 5 minutes for questions. Residents completed 3 knowledge tests (pretest, posttest, and 4-month retention) and surveys of their perceptions of the didactic sessions. A linear mixed model was used to compare the effect of both formats on knowledge acquisition and retention. Of 182 eligible postgraduate year 2 anesthesiology residents, 155 (85%) participated in the entire intervention, and 142 (78%) completed all tests. The flipped classroom approach improved knowledge retention after 4 months (adjusted mean = 6%; P  = .014; d  = 0.56), and residents preferred the flipped classroom (pre = 46%; post = 82%; P  < .001). The flipped classroom approach to didactic education resulted in a small improvement in knowledge retention and was preferred by anesthesiology residents.

A Novel Format for Teaching Spanish Grammar: Lessons from the Lecture Hall

ERIC Educational Resources Information Center

Zyzik, Eve

2008-01-01

This article describes a third-year Spanish grammar course that is taught in lecture/discussion format. The course, which enrolls over 150 students each semester, provides explicit instruction during a weekly lecture and opportunities for students to engage in meaningful output and interaction during small group discussion sessions. The goal is to…

Lecture Videos in Online Courses: A Follow-Up

ERIC Educational Resources Information Center

Evans, Heather K.; Cordova, Victoria

2015-01-01

In a recent study regarding online lecture videos, Evans (2014) shows that lecture videos are not superior to still slides. Using two Introduction to American Government courses, taught in a 4-week summer session, she shows that students in a non-video course had higher satisfaction with the course and instructor and performed better on exams than…

A case of cooperation in the European OR education

NASA Astrophysics Data System (ADS)

Miranda, João; Nagy, Mariana

2011-12-01

European cooperation is a relevant subject that contributes to building a competitive network of high education institutions. A case of teacher mobility on behalf of the Erasmus programme is presented: it considers some Operations Research topics and the development of the Lego on My Decision module. The module considers eight lecture hours in four sessions: (i) the introductory session, to focus on the basics of computational linear algebra, linear programming, integer programming, with computational support (Excel®); (ii) the interim session, to address modelling subjects in a drop by-session; (iii) the advanced session, on the sequence of (i), to consider uncertainty and also how to use multi-criteria decision-making methods; (iv) the final session, to perform the evaluation of learning outcomes. This cooperation at European level is further exploited, including curricula normalisation and adjustments, cultural exchanges and research lines sharing in the idea of promoting the mobility of students and faculty.

Ninth Annual Distinguished Lecture Series in Special Education and Rehabilitation. Summer Session, 1970.

ERIC Educational Resources Information Center

Williams, Eddie H., Ed.; And Others

Six papers on special education and rehabilitation are presented. In discussing games people play with programs for the educable mentally handicapped, C. E. Meyers focuses on problems of appropriate reconceptualizing programs for slow learners, resulting from court orders to cease and desist certain practices. Harry A. Grace examines management…

The South Carolina Collaborative Undergraduate HBCU Student Summer Training Program

DTIC Science & Technology

2016-02-01

oral presentations, a poster session, roundtable discussions, and an interactive presentation by an NIH National Library of Medicine representative... Herbals & Cancer Michael Wargovich, PhD- July 18 (C) Cancer Disparities Marvella Ford, PhD July 19 (N) Addiction & Drugs Kimber Price, PhD July 20 (C...Department of Medicine , Division of Biostatistics and Epidemiology Tuesday, June 12, 2012 WEEK 3 (Academic Planning Lecture) Funding Opportunities

Resident Perspectives of an Interactive Case Review Following Independent Didactic Study as a Method of Teaching a Pediatric Imaging Curriculum.

PubMed

Rozenberg, Aleksandr; Dheer, Sachin; Nazarian, Levon N; Long, Suzanne S

The ABR has recently changed the format of the board examination, in which the oral examination was replaced by a computer based multiple-choice test. The purpose of this study was to determine resident's perceptions of a new conference resembling the new ABR format. Residents were requested to review a series of didactic pediatric imaging presentations prior to attending case conference. During conference, unknown cases reflecting the subject matter from the didactic presentations were presented along with multiple-choice questions. We then surveyed resident perspectives after each case conference. Between 14 and 18 residents were surveyed at the end of each subspecialty case review presentation. About 94% of resident respondents felt that the independent didactic study followed by an interactive case review session would better prepare them for the ABR certification exams, compared to didactic lectures alone. Furthermore, 95% of the respondents indicated that they preferred the independent didactic review followed by interactive case review versus didactic lecture alone. Most the respondents (85%) felt that combining independent didactic review with interactive unknown case sessions made the material more interesting and provided greater understanding of the material. There was no statistically significant difference in the distribution of answers across the subspecialty sessions (p > .05). Radiology residents favorably reviewed the combination of independent review of didactic material prior to interactive case review. Material presented in this fashion is felt to be more interesting and is thought to result in enhanced understanding of pediatric radiology material. Copyright © 2017 Elsevier Inc. All rights reserved.

An eight-year study of online lecture use in a medical gross anatomy and embryology course.

PubMed

Nieder, Gary L; Borges, Nicole J

2012-01-01

Online lectures have been used in lieu of live lectures in our gross anatomy and embryology course for the past eight years. We examined patterns of online lecture use by our students and related that use to academic entry measures, gender and examination performance. Detailed access records identified by student were available from server logs. Total views per page of lecture material increased over the first six years, then decreased markedly between years seven and eight, possibly due to the recent availability of alternate forms of lecture audio. Lecture use peaked in midafternoon and again in the evening, although some use was seen at all hours. Usage was highest at midweek and lowest on Fridays as might be expected. Individual student's use varied widely from rates equivalent to less than one viewing/page to more than three viewings per page. Overall use by male students was greater than that of females and gender-specific differences in the daily pattern were seen. Lecture use was correlated to the Medical College Admission Test(®) (MCAT(®)) Verbal Reasoning and Physical Sciences scores but not to composite MCAT scores or undergraduate grade point average. Overall use appeared to be driven by scheduled team-based learning (TBL) sessions and major examinations. Specific subsets of lecture material were most often viewed before related TBL sessions and again during review for examinations. A small but significant correlation between lecture use and examination and course performance was seen, specifically in the male student population. These findings, along with earlier observations, suggest that varied use of online lectures is attributable to multiple factors. Copyright © 2012 American Association of Anatomists.

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

PubMed Central

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

2014-01-01

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

EDITORIAL: The 14th International Symposium on Flow Visualization, ISFV14 The 14th International Symposium on Flow Visualization, ISFV14

NASA Astrophysics Data System (ADS)

Kim, Kyung Chun; Lee, Sang Joon

2011-06-01

The 14th International Symposium on Flow Visualization (ISFV14) was held in Daegu, Korea, on 21-24 June 2010. There were 304 participants from 17 countries. The state of the art in many aspects of flow visualization was presented and discussed, and a total of 243 papers from 19 countries were presented. Two special lectures and four invited lectures, 48 paper sessions and one poster session were held in five session rooms and in a lobby over four days. Among the paper sessions, those on 'biological flows', 'micro/nano fluidics', 'PIV/PTV' and 'compressible and sonic flows' received great attention from the participants of ISFV14. Special events included presentations of 'The Asanuma Award' and 'The Leonardo Da Vinci Award' to prominent contributors. Awards for photos and movies were given to three scientists for their excellence in flow visualizations. Sixteen papers were selected by the Scientific Committee of ISFV14. After the standard peer review process of this journal, six papers were finally accepted for publication. We wish to thank the editors of MST for making it possible to publish this special feature from ISFV14. We also thank the authors for their careful and insightful work and cooperation in the preparation of revised papers. It will be our pleasure if readers appreciate the hot topics in flow visualization research as a result of this special feature. We also hope that the progress in flow visualization will create new research fields. The 15th International Symposium on Flow Visualization will be held in Minsk, Belarus in 2012. We would like to express sincere thanks to the staff at IOP Publishing for their kind support.

The effects of team-based learning techniques on nursing students' perception of the psycho-social climate of the classroom.

PubMed

Koohestani, Hamid Reza; Baghcheghi, Nayereh

2016-01-01

Background: Team-based learning is a structured type of cooperative learning that is becoming increasingly more popular in nursing education. This study compares levels of nursing students' perception of the psychosocial climate of the classroom between conventional lecture group and team-based learning group. Methods: In a quasi-experimental study with pretest-posttest design 38 nursing students of second year participated. One half of the 16 sessions of cardiovascular disease nursing course sessions was taught by lectures and the second half with team-based learning. The modified college and university classroom environment inventory (CUCEI) was used to measure the perception of classroom environment. This was completed after the final lecture and TBL sessions. Results: Results revealed a significant difference in the mean scores of psycho-social climate for the TBL method (Mean (SD): 179.8(8.27)) versus the mean score for the lecture method (Mean (SD): 154.213.44)). Also, the results showed significant differences between the two groups in the innovation (p<0.001), student cohesiveness (p=0.01), cooperation (p<0.001) and equity (p= 0.03) sub-scales scores (p<0.05). Conclusion: This study provides evidence that team-based learning does have a positive effect on nursing students' perceptions of their psycho-social climate of the classroom.

Correlation between active-learning coursework and student retention of core content during advanced pharmacy practice experiences.

PubMed

Lucas, Kristy H; Testman, Julie A; Hoyland, Marcella N; Kimble, Angel M; Euler, Mary L

2013-10-14

To implement an active-learning approach in a pharmacotherapy course sequence in the second year (P2) and third (P3) year of a doctor of pharmacy (PharmD) program and determine whether the pedagogical changes correlated with retention of core content in the fourth year (P4). Class sessions were transitioned from slides-based lectures to discussion-based active-learning pedagogy. A comprehensive examination was created and administered to assess student retention of therapeutic topics taught. Students demonstrated significantly improved overall scores on questions derived from the active-learning pedagogy used in Pharmacotherapy II and III compared to those derived from Pharmacotherapy I in which content was delivered by lecture. The use of active-learning strategies over lecture-based methods in pharmacotherapy courses resulted in higher retention of core content. Students' performance in areas taught using the discussion-based methodology was superior to that which was taught using lecture-based slide presentations.

Correlation Between Active-Learning Coursework and Student Retention of Core Content During Advanced Pharmacy Practice Experiences

PubMed Central

Testman, Julie A.; Hoyland, Marcella N.; Kimble, Angel M.; Euler, Mary L.

2013-01-01

Objective. To implement an active-learning approach in a pharmacotherapy course sequence in the second year (P2) and third (P3) year of a doctor of pharmacy (PharmD) program and determine whether the pedagogical changes correlated with retention of core content in the fourth year (P4). Design. Class sessions were transitioned from slides-based lectures to discussion-based active-learning pedagogy. Assessment. A comprehensive examination was created and administered to assess student retention of therapeutic topics taught. Students demonstrated significantly improved overall scores on questions derived from the active-learning pedagogy used in Pharmacotherapy II and III compared to those derived from Pharmacotherapy I in which content was delivered by lecture. Conclusion. The use of active-learning strategies over lecture-based methods in pharmacotherapy courses resulted in higher retention of core content. Students’ performance in areas taught using the discussion-based methodology was superior to that which was taught using lecture-based slide presentations. PMID:24159212

Everyday attention and lecture retention: the effects of time, fidgeting, and mind wandering.

PubMed

Farley, James; Risko, Evan F; Kingstone, Alan

2013-01-01

We have all had our thoughts wander from the immediate task at hand. The emerging embodied cognition literature emphasizes the role that the body plays in human thought, and raises the possibility that changes in attentional focus may be associated with changes in body behavior. Recent research has found that when individuals view a lecture, mind wandering increases as a function of time. In the present study we asked whether this decline in attention during lecture viewing was associated with fidgeting. Participants were filmed while they watched a 40-min lecture video, and at regular 5-min intervals provided ratings of their attentiveness. Following the lecture, participant's memory for the material was assessed. Fidgeting behavior was coded from video recordings of each session. Results indicated that attention to, and retention of, lecture material declined as a function of time on task. Critically, and as predicted, fidgeting also increased with time on task. We also found that the relation between fidgeting and retention was significant even when the role of attention was factored into the equation, suggesting that fidgeting makes a unique contribution to retention of lecture material over and above that contributed by an individual's attention. We propose a novel non-attentional stress-based account of fidgeting and how this impacts retention for lecture material over and above changes in levels in mind wandering vis-a-vis changes in attention.

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

PubMed Central

Zhang, Niu; Henderson, Charles N.R.

2016-01-01

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

Everyday attention and lecture retention: the effects of time, fidgeting, and mind wandering

PubMed Central

Farley, James; Risko, Evan F.; Kingstone, Alan

2013-01-01

We have all had our thoughts wander from the immediate task at hand. The emerging embodied cognition literature emphasizes the role that the body plays in human thought, and raises the possibility that changes in attentional focus may be associated with changes in body behavior. Recent research has found that when individuals view a lecture, mind wandering increases as a function of time. In the present study we asked whether this decline in attention during lecture viewing was associated with fidgeting. Participants were filmed while they watched a 40-min lecture video, and at regular 5-min intervals provided ratings of their attentiveness. Following the lecture, participant's memory for the material was assessed. Fidgeting behavior was coded from video recordings of each session. Results indicated that attention to, and retention of, lecture material declined as a function of time on task. Critically, and as predicted, fidgeting also increased with time on task. We also found that the relation between fidgeting and retention was significant even when the role of attention was factored into the equation, suggesting that fidgeting makes a unique contribution to retention of lecture material over and above that contributed by an individual's attention. We propose a novel non-attentional stress-based account of fidgeting and how this impacts retention for lecture material over and above changes in levels in mind wandering vis-a-vis changes in attention. PMID:24065933

Summary Report: 62nd Annual Congress - British Association of Paediatric Surgeons Cardiff, Wales, UK, July 22nd- 24th, 2015.

PubMed

Davenport, Mark

2016-02-01

The 62nd British Association of Paediatric Surgeons (BAPS) Annual Conference was held July 22-24, 2015, in Cardiff, Wales. This congress issue contains papers presented during the open sessions and transcripts based on invited lectures. Copyright © 2015 Elsevier Inc. All rights reserved.

Outline of Meeting Sessions and Workshops: 15th Biennial Conference on Chemical Education

NASA Astrophysics Data System (ADS)

Wilson, Anna M.

1998-06-01

The 15th Biennial Conference on Chemical Education (15-BCCE), sponsored by the ACS Division of Chemical Education, will be held at the University of Waterloo, Waterloo, Ontario, Canada, August 9-13, 1998. Reg Friesen is the General Chair and Anna Wilson is the Program Chair. The technical program includes more than 600 oral and poster presentations, 70 workshops, and 12 special lectures on modern perspectives in chemistry. Plenary lectures will be given by Bonnie Bracey, Katherine Coleman, David Dolphin, Ernest Eliel, Arthur Ellis, Steve Spangler and Mary Anne White. The complete program, including abstracts, is available at http://www.biochem.purdue.edu/~bcce.

Banting Lecture 2009: An Unfinished Journey: Molecular Pathogenesis to Prevention of Type 1A Diabetes

PubMed Central

Eisenbarth, George S.

2010-01-01

The Banting Medal for Scientific Achievement Award is the American Diabetes Association's highest scientific award and honors an individual who has made significant, long-term contributions to the understanding of diabetes, its treatment, and/or prevention. The award is named after Nobel Prize winner Sir Frederick Banting, who codiscovered insulin treatment for diabetes. Dr. Eisenbarth received the American Diabetes Association's Banting Medal for Scientific Achievement at the Association's 69th Scientific Sessions, June 5–9, 2009, in New Orleans, Louisiana. He presented the Banting Lecture, An Unfinished Journey—Type 1 Diabetes—Molecular Pathogenesis to Prevention, on Sunday, June 7, 2009. PMID:20350969

An Integrated Approach to Teaching Biochemistry for Pharmacy Students.

ERIC Educational Resources Information Center

Poirier, Therese I.; Borke, Mitchell L.

1982-01-01

A Duquesne course integrating biochemistry lectures, clinical applications lectures, and laboratory sessions has the objectives of (1) making the course more relevant to students' perceived needs; (2) enhancing the learning process; (3) introducing clinical applications early in the students' program; and (4) demonstrating additional…

Combination of Didactic Lectures and Review Sessions in Endocrinology Leads to Improvement in Student Performance as Measured by Assessments

ERIC Educational Resources Information Center

Qureshi, Ayisha; Cozine, Cassy; Rizvi, Farwa

2013-01-01

There can be no single best way of learning, and each teaching mode has its own merits and demerits. Didactic lectures in and of themselves are insufficient, whereas a problem-based tutorial alone can be as ineffective. This study was conducted to determine if a problem-based review after didactic lectures would lead to better student performance.…

PREFACE: International Scientific Conference of Young Scientists: Advanced Materials in Construction and Engineering (TSUAB2014)

NASA Astrophysics Data System (ADS)

Kopanitsa, Natalia O.

2015-01-01

In October 15-17, 2014 International Scientific Conference of Young Scientists: Advanced Materials in Construction and Engineering (TSUAB2014) took place at Tomsk State University of Architecture and Building (Tomsk, Russia). The Conference became a discussion platform for researchers in the fields of studying structure and properties of advanced building materials and included open lectures of leading scientists and oral presentations of master, postgraduate and doctoral students. A special session was devoted to reports of school children who further plan on starting a research career. The Conference included an industrial exhibition where companies displayed the products and services they supply. The companies also gave presentations of their products within the Conference sessions.

Legends Lecture Series III

NASA Image and Video Library

2011-07-27

Marina Benigno (far right) at Stennis Space Center, welcomes former administrative assistants and secretaries to the third Legends Lecture Series session. Lecture participants spoke about their work experiences with Stennis directors and deputy directors. Panel participants included Janet Austill (l to r), Mary Lou Matthews, Helen Paul, Wanda Howard, Ann Westendorf and Mary Gene Dick. Austill, Howard and Westendorf all worked with center directors during their Stennis careers. Dick, Matthews and Paul served with deputy directors at Stennis. The Legends Lecture Series is part of a yearlong celebration of the 50th anniversary of Stennis Space Center.

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

NASA Astrophysics Data System (ADS)

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

2008-12-01

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

The Teaching of Hypnosis: Outline and Method.

ERIC Educational Resources Information Center

Taub-Bynum, Edward Bruce; House, Joseph J.

1983-01-01

A training seminar in clinical hypnosis was given to eight health professionals and paraprofessionals. The seminar involved lectures, clinical induction, and the use of hypnosis in supervised settings. A session-by-session account of seminar activities is provided. (Author/PP)

Using synchronous software in Web-based nursing courses.

PubMed

Little, Barbara Battin; Passmore, Denise; Schullo, Shauna

2006-01-01

To promote learning and enhance immediacy and satisfaction, a college of nursing at a large research I southern university undertook a pilot project to incorporate synchronous classroom software into an ongoing online program. Two synchronous class sessions using voice over Internet protocol were offered in the Community/Public Health Nursing course through Elluminate Live! Upon conclusion of the lecture, students were divided into breakout groups to work on group projects. Surveys were administered to the students and faculty before and after the class sessions. Evaluation of the pedagogical strategies used in the synchronous sessions was conducted by instructional technology faculty. Students in the pilot group reported higher levels of satisfaction with the Web-based course with synchronous sessions. In addition, students reported that group time at the end of the session was helpful for completing group projects. A majority responded that synchronous session activities and assignments facilitated their understanding of course content. This article presents a description of the synchronous classroom pilot project along with recommendations for implementation and pedagogical approaches.

2012 Community Earth System Model (CESM) Tutorial - Proposal to DOE

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

Holland, Marika; Bailey, David A

2013-03-18

The Community Earth System Model (CESM) is a fully-coupled, global climate model that provides state-of-the-art computer simulations of the Earth's past, present, and future climate states. This document provides the agenda and list of participants for the conference. Web materials for all lectures and practical sessions available from: http://www.cesm.ucar.edu/events/tutorials/073012/ .

The effects of team-based learning techniques on nursing students’ perception of the psycho-social climate of the classroom

PubMed Central

Koohestani, Hamid Reza; Baghcheghi, Nayereh

2016-01-01

Background: Team-based learning is a structured type of cooperative learning that is becoming increasingly more popular in nursing education. This study compares levels of nursing students’ perception of the psychosocial climate of the classroom between conventional lecture group and team-based learning group. Methods: In a quasi-experimental study with pretest-posttest design 38 nursing students of second year participated. One half of the 16 sessions of cardiovascular disease nursing course sessions was taught by lectures and the second half with team-based learning. The modified college and university classroom environment inventory (CUCEI) was used to measure the perception of classroom environment. This was completed after the final lecture and TBL sessions. Results: Results revealed a significant difference in the mean scores of psycho-social climate for the TBL method (Mean (SD): 179.8(8.27)) versus the mean score for the lecture method (Mean (SD): 154.213.44)). Also, the results showed significant differences between the two groups in the innovation (p<0.001), student cohesiveness (p=0.01), cooperation (p<0.001) and equity (p= 0.03) sub-scales scores (p<0.05). Conclusion: This study provides evidence that team-based learning does have a positive effect on nursing students’ perceptions of their psycho-social climate of the classroom. PMID:28210602

The reverse classroom: lectures on your own and homework with faculty.

PubMed

Sherbino, Jonathan; Chan, Teresa; Schiff, Karen

2013-05-01

With the arrival of a technologically proficient generation of learners (often described with the moniker "digital natives") into Canadian medical schools and residency programs, there is an increasing trend toward harnessing technology to enhance education and increase teaching efficiency. We present an instructional method that allows medical educators to "reverse" the traditional classroom paradigm. Imagine that prior to an academic half-day session, learners watch an e-lecture on their own time; then during class, they do "homework" with tailored consultations from a content expert. The reverse classroom uses simple, readily accessible technology to allow faculty members to engage learners in high-order learning such as information analysis and synthesis. With this instructional method, the inefficient, repetitious delivery of recurring core lectures is no longer required. The reverse classroom is an effective instructional method. Using this technique, learners engage in high-order learning and interaction with teachers, and teachers are able to optimally share their expertise.

The Wonders of Physics Outreach Program

NASA Astrophysics Data System (ADS)

Sprott, J. C.; Mirus, K. A.; Newman, D. E.; Watts, C.; Feeley, R. E.; Fernandez, E.; Fontana, P. W.; Krajewski, T.; Lovell, T. W.; Oliva, S.; Stoneking, M. R.; Thomas, M. A.; Jaimison, W.; Maas, K.; Milbrandt, R.; Mullman, K.; Narf, S.; Nesnidal, R.; Nonn, P.

1996-11-01

One important step toward public education about fusion energy is to first elevate the public's appreciation of science in general. Toward this end, the Wonders of Physics program was started at the University of Wisconsin-Madison in 1984 as a public lecture and demonstration series in an attempt to stem a growing tide of science illiteracy and to bolster the public's perception of the scientific enterprise. Since that time, it has grown into a public outreach endeavor which consists of a traveling demonstration show, educational pamphlets, videos, software, a website (http://sprott.physics.wisc.edu/wop.htm), and the annual public lecture demonstration series including tours highlighting the Madison Symmetric Torus and departmental facilities. The presentation has been made about 400 times to a total audience in excess of 50,000. Sample educational materials and Lecture Kits will be available at the poster session. Currently at Oak Ridge National Laboratories. Currently at Max Planck Institut fuer Plasmaphysik. *Currently at Johnson Controls.

Supporting Interactive Teaching Methods at the New Faculty Workshop with Astronomy Lecture-Tutorials

NASA Astrophysics Data System (ADS)

Slater, T. F.; Brissenden, G.; Duestua, S.; Prather, E. E.

2004-05-01

Ongoing research by the Conceptual Astronomy and Physics Education Research (CAPER) Team at the University of Arizona Steward Observatory suggests that, although faculty realize that lecture-based instruction is ineffective for many students, they are not aware of what interactive teaching strategies are available, particularly for large enrollment courses. A major emphasis of the AAPT/AAS New Faculty Workshop was to introduce faculty to effective active-learning strategies based on an understanding of how people learn. Faculty were introduced to think-pair-share methods where students work together to explain difficult concepts to each other. Faculty were also introduced to authentic assessment strategies that go beyond using traditional multiple-choice tests. In particular, faculty were introduced to Lecture-Tutorials for Introductory Astronomy. The Lecture-Tutorials are instructional materials intended for use with collaborative student learning groups and are designed specifically to be easily integrated into existing courses centered on conventional lectures and do not require any outside equipment or a drastic course revision for implementation. The materials are based on research into student beliefs and reasoning difficulties and use effective instructional strategies that center on student learning. Each workshop presentation was complimented by a follow-up small group discussion session.

IYL 2015 celebrations

NASA Astrophysics Data System (ADS)

Adams, Aaron Morgan; Beasley, Gary

2016-09-01

The International Year of Light 2015 was designed to raise awareness of light sciences. In order to raise awareness, events were encouraged to get the public involved. Both Central Carolina Community College (CCCC) and Indian River State College (IRSC) held a total of three lectures in 2015 celebrating the IYL 2015. IRSC hosted lectures on March 6th and June 11th. CCCC hosted a lecture on November 17th. These lectures drew a total of over 400 attendees. Lectures revolved around their own unique themes relating to light sciences in industry and academia. With great support from Laser-Tec, SPIE, and NSF, these lectures were successful at exposing and advertising the optics field to the public, as well as promising up-and-coming students. These lectures hosted several keynote speakers on behalf of both industry and academia. The speakers were successful at keeping the audience engaged through presentations and question-and-answer sessions. In addition, lab tours allowed the attendees a chance to see the programs in action. Many takeaways will prove to be invaluable when pursuing such events in the future. This paper will not only speak to the tremendous success of these lectures, but will take an honest look at the areas for improvement. It is important to note that independent events can be held for the expansion of local programs leading to national, if not global, increase in communal awareness and participation. These events will serve as a continuation for what the IYL 2015 was designed.

Mapping of Primary Instructional Methods and Teaching Techniques for Regularly Scheduled, Formal Teaching Sessions in an Anesthesia Residency Program.

PubMed

Vested Madsen, Matias; Macario, Alex; Yamamoto, Satoshi; Tanaka, Pedro

2016-06-01

In this study, we examined the regularly scheduled, formal teaching sessions in a single anesthesiology residency program to (1) map the most common primary instructional methods, (2) map the use of 10 known teaching techniques, and (3) assess if residents scored sessions that incorporated active learning as higher quality than sessions with little or no verbal interaction between teacher and learner. A modified Delphi process was used to identify useful teaching techniques. A representative sample of each of the formal teaching session types was mapped, and residents anonymously completed a 5-question written survey rating the session. The most common primary instructional methods were computer slides-based classroom lectures (66%), workshops (15%), simulations (5%), and journal club (5%). The number of teaching techniques used per formal teaching session averaged 5.31 (SD, 1.92; median, 5; range, 0-9). Clinical applicability (85%) and attention grabbers (85%) were the 2 most common teaching techniques. Thirty-eight percent of the sessions defined learning objectives, and one-third of sessions engaged in active learning. The overall survey response rate equaled 42%, and passive sessions had a mean score of 8.44 (range, 5-10; median, 9; SD, 1.2) compared with a mean score of 8.63 (range, 5-10; median, 9; SD, 1.1) for active sessions (P = 0.63). Slides-based classroom lectures were the most common instructional method, and faculty used an average of 5 known teaching techniques per formal teaching session. The overall education scores of the sessions as rated by the residents were high.

Extending Student Discussions beyond Lecture Room Walls via Facebook

ERIC Educational Resources Information Center

Bahati, Bernard

2015-01-01

When face-to-face lecture sessions and classroom seminars are conducted during hours and days that are not convenient to students, the level of student active engagement and participation is considerably reduced. In this situation, the use of Social Networking Sites can be an alternative to get students much more engaged by taking the…

Peer Discussions in Lecture-Based Tutorials in Introductory Physics

ERIC Educational Resources Information Center

Leinonen, Risto; Asikainen, Mervi A.; Hirvonen, Pekka E.

2017-01-01

This study analyzes the types of peer discussion that occur during lecture-based tutorial sessions. It focuses in particular on whether discussions of this kind have certain characteristics that might indicate success in the post-testing phase. The data were collected during an introductory physics course. The main data set was gathered with the…

Medical students' evaluation of physiology learning environments in two Nigerian medical schools.

PubMed

Anyaehie, U S B; Nwobodo, E; Oze, G; Nwagha, U I; Orizu, I; Okeke, T; Anyanwu, G E

2011-06-01

The expansion of biomedical knowledge and the pursuit of more meaningful learning have led to world-wide evidence-based innovative changes in medical education and curricula. The recent emphasis on problem-based learning (PBL) and student-centred learning environments are, however, not being implemented in Nigerian medical schools. Traditional didactic lectures thus predominate, and learning is further constrained by funding gaps, poor infrastructure, and increasing class sizes. We reviewed medical students' perceptions of their exposed learning environment to determine preferences, shortcomings, and prescriptions for improvements. The results confirm declining interest in didactic lectures and practical sessions with preferences for peer-tutored discussion classes, which were considered more interactive and interesting. This study recommends more emphasis on student-centered learning with alternatives to passive lecture formats and repetitive cookbook practical sessions. The institutionalization of student feedback processes in Nigerian medical schools is also highly recommended.

Use of an Audience Response System during Peer Teaching among Physical Therapy Students in Human Gross Anatomy: Perceptions of Peer Teachers and Students

ERIC Educational Resources Information Center

Wait, Kevin R.; Cloud, Beth A.; Forster, Lindsey A.; Jones, Tiffany M.; Nokleby, Jessica J.; Wolfe, Cortney R.; Youdas, James W.

2009-01-01

An audience response system (ARS) has become popular among educators in medicine and the health professions because of the system's ability to engage listeners during a lecture presentation. No one has described the usefulness of ARS technology during planned nonlecture peer teaching sessions in gross anatomy instruction for health professionals.…

Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (29th, Melbourne, Australia, July 10-15, 2005). Volume 1

ERIC Educational Resources Information Center

Chick, Helen L., Ed.; Vincent, Jill L., Ed.

2005-01-01

The first volume of the 29th annual conference of the International Group for the Psychology of Mathematics Education contains plenary lecture and research forum papers as listed below. Short oral communications papers, poster presentations, brief summaries of discussion groups, and working sessions are also included in the volume. The plenary…

Use of a Three-Dimensional Virtual Environment to Teach Drug-Receptor Interactions

PubMed Central

Bracegirdle, Luke; McLachlan, Sarah I.H.; Chapman, Stephen R.

2013-01-01

Objective. To determine whether using 3-dimensional (3D) technology to teach pharmacy students about the molecular basis of the interactions between drugs and their targets is more effective than traditional lecture using 2-dimensional (2D) graphics. Design. Second-year students enrolled in a 4-year masters of pharmacy program in the United Kingdom were randomly assigned to attend either a 3D or 2D presentation on 3 drug targets, the β-adrenoceptor, the Na+-K+ ATPase, and the nicotinic acetylcholine receptor. Assessment. A test was administered to assess the ability of both groups of students to solve problems that required analysis of molecular interactions in 3D space. The group that participated in the 3D teaching presentation performed significantly better on the test than the group who attended the traditional lecture with 2D graphics. A questionnaire was also administered to solicit students’ perceptions about the 3D experience. The majority of students enjoyed the 3D session and agreed that the experience increased their enthusiasm for the course. Conclusions. Viewing a 3D presentation of drug-receptor interactions improved student learning compared to learning from a traditional lecture and 2D graphics. PMID:23459131

Use of a three-dimensional virtual environment to teach drug-receptor interactions.

PubMed

Richardson, Alan; Bracegirdle, Luke; McLachlan, Sarah I H; Chapman, Stephen R

2013-02-12

Objective. To determine whether using 3-dimensional (3D) technology to teach pharmacy students about the molecular basis of the interactions between drugs and their targets is more effective than traditional lecture using 2-dimensional (2D) graphics.Design. Second-year students enrolled in a 4-year masters of pharmacy program in the United Kingdom were randomly assigned to attend either a 3D or 2D presentation on 3 drug targets, the β-adrenoceptor, the Na(+)-K(+) ATPase, and the nicotinic acetylcholine receptor.Assessment. A test was administered to assess the ability of both groups of students to solve problems that required analysis of molecular interactions in 3D space. The group that participated in the 3D teaching presentation performed significantly better on the test than the group who attended the traditional lecture with 2D graphics. A questionnaire was also administered to solicit students' perceptions about the 3D experience. The majority of students enjoyed the 3D session and agreed that the experience increased their enthusiasm for the course.Conclusions. Viewing a 3D presentation of drug-receptor interactions improved student learning compared to learning from a traditional lecture and 2D graphics.

Transforming an Introductory Programming Course: From Lectures to Active Learning via Wireless Laptops

ERIC Educational Resources Information Center

Barak, Miri; Harward, Judson; Kocur, George; Lerman, Steven

2007-01-01

Within the framework of MIT's course 1.00: Introduction to Computers and Engineering Problem Solving, this paper describes an innovative project entitled: "Studio 1.00" that integrates lectures with in-class demonstrations, active learning sessions, and on-task feedback, through the use of wireless laptop computers. This paper also describes a…

DoD Science and Engineering Apprenticeship Program for High School Minorities and Women Summer 1990 Activities

DTIC Science & Technology

1991-01-01

lectures, laboratory demon- strations, scientific films, a formal course and a weekly discussion session on the history of science using the book Coming...lectures and discussions with Dr. Pfeffer on Coming of Age in the Milky Way, an exciting book on the history of science by Timothy Ferris. A series of

Using just-in-time teaching and peer instruction in a residency program's core curriculum: enhancing satisfaction, engagement, and retention.

PubMed

Schuller, Mary C; DaRosa, Debra A; Crandall, Marie L

2015-03-01

To assess use of the combined just-in-time teaching (JiTT) and peer instruction (PI) instructional strategy in a residency program's core curriculum. In 2010-2011, JiTT/PI was piloted in 31 core curriculum sessions taught by 22 faculty in the Northwestern University Feinberg School of Medicine's general surgery residency program. JiTT/PI required preliminary and categorical residents (n=31) to complete Web-based study questions before weekly specialty topic sessions. Responses were examined by faculty members "just in time" to tailor session content to residents' learning needs. In the sessions, residents answered multiple-choice questions (MCQs) using clickers and engaged in PI. Participants completed surveys assessing their perceptions of JiTT/PI. Videos were coded to assess resident engagement time in JiTT/PI sessions versus prior lecture-based sessions. Responses to topic session MCQs repeated in review sessions were evaluated to study retention. More than 70% of resident survey respondents indicated that JiTT/PI aided in the learning of key points. At least 90% of faculty survey respondents reported positive perceptions of aspects of the JiTT/PI strategy. Resident engagement time for JiTT/PI sessions was significantly greater than for prior lecture-based sessions (z=-2.4, P=.016). Significantly more review session MCQ responses were correct for residents who had attended corresponding JiTT/PI sessions than for residents who had not (chi-square=13.7; df=1; P<.001). JiTT/PI increased learner participation, learner retention, and the amount of learner-centered time. JiTT/PI represents an effective approach for meaningful and active learning in core curriculum sessions.

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

NASA Astrophysics Data System (ADS)

Sokoloff, David R.

2005-10-01

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

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

PubMed

Wakabayashi, Noriyuki

2015-03-01

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

Problem-based learning within endocrine physiology lectures.

PubMed

Walters, M R

2001-12-01

Methods were needed to improve the interest of medical students in the 10-lecture Endocrine Physiology block at the end of the second semester of study. Other incentives for improvement included the possibility of attracting students into endocrine research electives and the pressure to improve teaching approaches that results from the high tuition they pay. The principal approach adopted was that of whole class problem-based learning sessions (PBLS) in which the lecture period begins with a brief overview of one to three simplified cases, followed by the usual didactic lecture. At the end of the lecture, each PBL case is read in detail, with several questions posed to the students. Their answers are then used to reinforce concepts from the lecture material. This method can also provide some continuity between lectures, either by using a case in several lectures to illustrate different points, or by posing a question at the beginning of class that illustrates a point from the prior lecture. The outcome of this approach has been very successful: student evaluations of the lecture block and their attendance have significantly improved.

Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (25th, Utrecht, The Netherlands, July 12-17, 2001). Volumes 1-4.

ERIC Educational Resources Information Center

van den Heuvel-Panhuizen, Marja, Ed.

This document contains the proceedings of the 25th annual Conference of the International Group for the Psychology of Mathematics Education (PME). It features plenary lectures, research forums, discussion groups, working sessions, short oral communications, and poster presentations. Papers in Volume 1 include: (1) "The P in PME: Progress and…

Designing virtual audiences for fear of public speaking training - an observation study on realistic nonverbal behavior.

PubMed

Poeschl, Sandra; Doering, Nicola

2012-01-01

Virtual Reality technology offers great possibilities for Cognitive Behavioral Therapy of fear of public speaking: Clients can be exposed to virtual fear-triggering stimuli (exposure) and are able to role-play in virtual environments, training social skills to overcome their fear. Usually, prototypical audience behavior (neutral, social and anti-social) serves as stimulus in virtual training sessions, although there is significant lack of theoretical basis on typical audience behavior. The study presented deals with the design of a realistic virtual presentation scenario. An audience (consisting of n=18 men and women) in an undergraduate seminar was observed during three frontal lecture sessions. Behavior frequency of four nonverbal dimensions (eye contact, facial expression, gesture, and posture) was rated by means of a quantitative content analysis. Results show audience behavior patterns which seem to be typical in frontal lecture contexts, like friendly and neutral face expressions. Additionally, combined and even synchronized behavioral patterns between participants who sit next to each other (like turning to the neighbor and start talking) were registered. The gathered data serve as empirical design basis for a virtual audience to be used in virtual training applications that stimulate the experiences of the participants in a realistic manner, thereby improving the experienced presence in the training application.

PREFACE: 14th General Conference of the Condensed Matter Division

NASA Astrophysics Data System (ADS)

de Segovia, José L.; Flores, F.; García-Moliner, F.

1994-01-01

This volume contains the proceedings of the 14th General Conference of the Condensed Matter Division, GCCMD-14, held on 28-31 March 1994, at the Faculty of Civil Engineering of the Polytechnical University of Madrid. The publication contains the Plenary and Invited Lectures of those authors who agreed to publish their presentations. The meeting was organized by the Spanish Vacuum Society, ASEVA, under the auspices of the Condensed Matter Division of the European Physical Society, CMD-EPS. The Conference was attended by 466 participants mostly from Europe. The emphasis of the Conference was mainly on: Semiconductors and Insulators Surfaces and Interfaces Liquids and Statistical Mechanics Magnetism and Metals Macromolecules and Chemical Physics The 554 contributions were presented as 6 plenary lectures, 67 invited lectures, 140 oral presentation and 341 poster presentation, in five parallel sessions. The guest Editors are grateful to those authors who sent their contribution for the publication, to the Organizing Committee, to the International Advisory and Programme Committee and to the Local Committee for their excellent work. We also wish to thank those colleagues who took on the hard task of helping in refereeing the papers. It is also a pleasure to thank the Physica Scripta Editor and Editorial Board of Physica Scripta.

NEWS: AAPT Summer Meeting

NASA Astrophysics Data System (ADS)

Mellema, Steve

2000-11-01

The 2000 Summer Meeting of the American Association of Physics Teachers (AAPT) was held from 28~July-2~August at the University of Guelph in Ontario, Canada. Despite somewhat rainy weather throughout the week, the annual gathering was an enjoyable one, filled with interesting talks on the state of physics education in North America. Using a new scheduling format for the summer meeting, all of the paid workshops and tutorials were held on Saturday and Sunday 29-30 July. The invited and contributed papers for the main AAPT meeting were then presented on Monday, Tuesday and Wednesday. As had been done in 1999 in San Antonio, a two-day tandem meeting dedicated to Physics Education Research (PER) was held on Wednesday and Thursday 2-3 August, immediately after the main AAPT meeting. Over the three days of the main meeting, 60 sessions were held under the sponsorship of various AAPT committees. These included sessions (numbers in parentheses) organized by the committees on Apparatus (1), Astronomy Education (3), Awards (2), Computers (5), Graduate Education (2), High Schools (1), History and Philosophy (1), Instructional Media (3), International Education (1), Laboratories (2), Pre-High School Education (2), Programs (4), Professional Concerns (6), Research in Physics Education (8), Science Education for the Public (2), Two-Year Colleges (5), Undergraduate Education (7) and Women in Physics (4). Figure 1. Guelph Church of Our Lady. The main meeting opened on Sunday evening with an invited lecture by Dr John J Simpson from the host institution, the University of Guelph, describing the Sudbury Neutrino Observatory. At the ceremonial session that began the activities on Monday morning, recognition was given to Clifford Swartz for his almost 30 years of service as Editor of the AAPT journal, The Physics Teacher. This was followed by an invited talk by Jim Nelson from Seminole County Public School in Florida, who received the Excellence in Pre-College Teaching Award. The session concluded with the talk by this year's award winner for Excellence in Introductory College teaching, Dr Dwight Neuenschwander from Southern Nazarene University in Oklahoma. Dwight's talk, invoking both Charles Dickens' A Christmas Carol and Robert Pirsig's Zen and the Art of Motorcycle Maintenance, was memorable for clarifying both the connections and the differences between physics and physics teaching. At a second ceremonial session on Tuesday, Terrence Walker of The Ohio State University gave the Klopsteg Memorial Lecture, entitled The Big Bang: Seeing Back to the Beginning. This was followed by the presentation of the Robert A Millikan Award Lecture - Beauty in Physics and the Arts, by Thomas Rossing of Northern Illinois University. Over the years Tom has made many contributions to the teaching of the physics of sound and music, and his lecture made wonderful connections between physics and the arts. At the first plenary session on Monday, Dr Elaine Seymour, a sociologist from the University of Colorado, gave a talk entitled: We Know Science Majors Are Lost Because of Poor Teaching, But Why Do They Resist Our Efforts To Improve Their Learning Experience? She described students' responses and resistance to the implementation of active-learning methods. The talk was thought-provoking, particularly when so many other talks at this meeting described new attempts to incorporate such methods in different educational settings. At the second plenary session on Wednesday, Eric Poisson from the University of Guelph gave a very interesting talk about Gravitational Wave Astronomy and the LIGO and VIRGO projects, including their theoretical motivation and expected experimental results. On Tuesday evening there was a very special show of physics demonstrations by the `Third Eye' group from China. Their presentations embody a very interesting philosophy. Each demonstration is designed to illustrate one or more basic concepts in physics in a way that will be both memorable and thought-provoking. Often these presentations have evolved, and at each stage their goal is to be able to accomplish the same demonstration with ever-simpler equipment. Given that we all live under financial constraints, the `third eye' refers to the ability to look around and find a useful piece of a demonstration apparatus amongst what others might perceive to be junk. All in all, it was a very stimulating and interesting presentation, and one can easily see why this group tours China to the rave reviews of the students there. As is true every year, the wealth of interesting and valuable work shared in the parallel sessions of contributed papers was astounding. As always, I found myself running from building to building in an attempt to hear as many talks as I could possibly attend. Often a colleague and I would split up to hear different talks, and then share what we'd learned over a meal later in the day. What follows are a few highlights of what we heard and saw in some of those sessions. As one would expect given the trend of recent years, there were many interesting talks about the incorporation of computers and instructional media in introductory physics teaching. Paris Naik from the University of Illinois presented a paper on their web-based Interactive Examples. These are very well thought-out homework problems that provide interactive help in the spirit of a Socratic dialogue. They can be viewed at webug.physics.uiuc.edu/courses/ie.html. Mario Belloni and Wolfgang Christian, both from Davidson College, each gave a talk on the use of Physlets, scriptable Java-based interactive physics problems. These can be sampled at webphysics.davidson.edu/physletprob. Ruth Chabay from Carnegie Mellon University presented the Visual Python real-time, three-dimensional graphics environment in which their first-year students are programming their own visualization of physical phenomena. Its power, ease of use and freeware usage make it a must-see at cil.andrew.cmu.edu/projects/visual. David Sokoloff (University of Oregon) and Priscilla Laws (Dickinson College) led a discussion session on the Interactive Lecture Demonstrations that they have been developing to promote active learning in the classroom. Loren Winters of the North Carolina School of Science and Mathematics showed some very fine work done with digital video cameras, both in producing motion videos for frame-by-frame analysis and in producing still images of high-speed phenomena. Finally, Patrick Tam of Humboldt State University in California talked about the Multimedia Resource for Learning and Online Teaching (MERLOT), a project to organize and review the proliferation of internet-based teaching materials that are rapidly becoming available. Their purpose is to make it easier for teachers like us to sift through the plethora of new innovations, to locate those that are potentially useful in our teaching, and finally to implement them effectively. You can check out the project on the web at www.merlot.org. As is evident from the number of sessions of contributed papers and the tandem conference, the quality and quantity of physics education research into new curricula and teaching methods continue to increase. A number of interesting areas were discussed including interactive lecture techniques, studio-classroom approaches combining lectures and labs, assessment techniques, and identifying and correcting student misconceptions. In addition to the plenary talks on current research topics in physics mentioned above, there were sessions on Space Physics and Hot Topics in Physics. There were sessions on professional and career concerns including Preparing Future Physics Faculty, New Faculty Experiences and Concerns, Balancing Career and Family, How Physics Topics Support the Job Market and Recruiting and Retaining Women in Physics. Whether one was a high school teacher or a university professor, this was an enjoyable and educational meeting. We all look forward to the Winter 2001 meeting from 6-11 January in San Diego, and to next summer's meeting from 21-25 July in Rochester, New York.

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…

Interactive problem-solving sessions in an introductory bioscience course engaged students and gave them feedback, but did not increase their exam scores.

PubMed

McEvoy, James P

2017-10-02

Active learning, including the promotion of student interactivity in lectures, has been found to improve student engagement and performance in university science classes. This letter describes the use of Pearson's Learning Catalytics to run regular, formatively assessed problem-solving sessions as part of the semiflipped redesign of an introductory level university bioscience course. Students found the problem-solving sessions more engaging than a traditional lecture, and felt that they were receiving better feedback on their progress in the course. Their participation in the problem-solving sessions was strongly associated with their performance in the course's summative assessments, making it possible to identify and assist probable poor performers early in the course. Other measures of student engagement with the course were not improved, and neither were their average exam grades when compared with their grades in a course which had not been redesigned. Possible reasons for this are discussed. © FEMS 2017. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Problem-based learning in laboratory medicine resident education: a satisfaction survey.

PubMed

Lepiller, Quentin; Solis, Morgane; Velay, Aurélie; Gantner, Pierre; Sueur, Charlotte; Stoll-Keller, Françoise; Barth, Heidi; Fafi-Kremer, Samira

2017-04-01

Theoretical knowledge in biology and medicine plays a substantial role in laboratory medicine resident education. In this study, we assessed the contribution of problem-based learning (PBL) to improve the training of laboratory medicine residents during their internship in the department of virology, Strasbourg University Hospital, France. We compared the residents' satisfaction regarding an educational program based on PBL and a program based on lectures and presentations. PBL induced a high level of satisfaction (100%) among residents compared to lectures and presentations (53%). The main advantages of this technique were to create a situational interest regarding virological problems, to boost the residents' motivation and to help them identify the most relevant learning objectives in virology. However, it appears pertinent to educate the residents in appropriate bibliographic research techniques prior to PBL use and to monitor their learning by regular formative assessment sessions.

Twelfth Thermal and Fluids Analysis Workshop

NASA Technical Reports Server (NTRS)

Majumdar, Alok (Compiler)

2002-01-01

The Twelfth Thermal and Fluids Analysis Workshop (TFAWS 01) was held at the Bevill Center, The University of Alabama in Huntsville, Huntsville, Alabama, September 10-14, 2001. The theme for the hands-on training workshop and conference was "Engineering Excellence and Advances in the New Millenium." Forty-five technical papers were presented in four sessions: (1) Thermal Spacecraft/Payloads, (2) Thermal Propulsion/Vehicles, (3) Interdisciplinary Papers, and (4) Fluids Papers. Thirty-nine papers were published in these proceedings. The remaining six papers were not available in electronic format at the time of publication. In addition to the technical papers, there were (a) nine hands-on classes on thermal and flow analyses software, (b) thirteen short courses and product overview lectures, (c) five keynote lectures and, (d) panel discussions consisting of eight presentations. The workshop resulted in participation of 195 persons representing NASA Centers, Government agencies, aerospace industries, academia, software providers, and private corporations.

The Schrödinger Sessions: Science for Science Fiction

NASA Astrophysics Data System (ADS)

Orzel, Chad; Edwards, Emily; Rolston, Steven

In July 2015, we held a workshop for 17 science fiction writers working in a variety of media at the Joint Quantum Institute at the University of Maryland, College Park. ''The Schrödinger Sessions,'' funded by an outreach grant from APS, provided a three-day ''crash course'' on quantum physics and technology, including lectures from JQI scientists and tours of JQI labs. The goal was to better inform and inspire stories making use of quantum physics, as a means of outreach to inspire a broad audience of future scientists. We will report on the contents of the workshop, reactions from the attendees and presenters, and future plans. Funded by an Outreach Mini-Grant from the APS.

The Flipped Classroom in Emergency Medicine Using Online Videos with Interpolated Questions.

PubMed

Rose, Emily; Claudius, Ilene; Tabatabai, Ramin; Kearl, Liza; Behar, Solomon; Jhun, Paul

2016-09-01

Utilizing the flipped classroom is an opportunity for a more engaged classroom session. This educational approach is theorized to improve learner engagement and retention and allows for more complex learning during class. No studies to date have been conducted in the postgraduate medical education setting investigating the effects of interactive, interpolated questions in preclassroom online video material. We created a flipped classroom for core pediatric emergency medicine (PEM) topics using recorded online video lectures for preclassroom material and interactive simulations for the in-classroom session. Lectures were filmed and edited to include integrated questions on an online platform called Zaption. One-half of the residents viewed the lectures uninterrupted (Group A) and the remainder (Group B) viewed with integrated questions (2-6 per 5-15-min segment). Residents were expected to view the lectures prior to in-class time (total viewing time of approximately 2½ h). The 2½-h in-class session included four simulation and three procedure stations, with six PEM faculty available for higher-level management discussion throughout the stations. Total educational time of home preparation and in-class time was approximately 5 h. Residents performed better on the posttest as compared to the pretest, and their satisfaction was high with this educational innovation. In 2014, performance on the posttest between the two groups was similar. However, in 2015, the group with integrated questions performed better on the posttest. An online format combined with face-to-face interaction is an effective educational model for teaching core PEM topics. Copyright © 2016 Elsevier Inc. All rights reserved.

Proceedings of the XXVI SLAC Summer Institute on Particle Physics: Gravity from the Hubble Length to the Planck Length

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

Deporcel, Lilian

2001-04-02

The XXVI SLAC Summer Institute on Particle Physics was held from August 3 to August 14, 1998. The topic, ''Gravity--from the Hubble Length to the Planck Length,'' brought together 179 physicists from 13 countries. The lectures in this volume cover the seven-day school portion of the Institute, which took us from the largest scales of the cosmos, to the Planck length at which gravity might be unified with the other forces of nature. Lectures by Robert Wagoner, Clifford Will, and Lynn Cominsky explored the embedding of gravity into general relativity and the confrontation of this idea with experiments in themore » laboratory and astrophysical settings. Avishai Deckel discussed observations and implications of the large-scale structure of the universe, and Tony Tyson presented the gravitational lensing effect and its use in the ongoing search for signatures of the unseen matter of the cosmos. The hunt for the wave nature of gravity was presented by Sam Finn and Peter Saulson, and Joe Polchinski showed us what gravity might look like in the quantum limit at the Planck scale. The lectures were followed by afternoon discussion sessions, where students could further pursue questions and topics with the day's lecturers. The Institute concluded with a three-day topical conference covering recent developments in theory and experiment from around the world of elementary particle physics and cosmology; its proceedings are also presented in this volume.« less

Dynamos of the Sun, Stars, and Planets - Preface

NASA Astrophysics Data System (ADS)

Stix, M.

2005-04-01

The conference ``Dynamos of the Sun, Stars, and Planets'' was organized by the Kiepenheuer-Institut für Sonnenphysik Freiburg, and was held at the University of Freiburg from 4th to 6th October 2004. About 50 participants attended the conference, with 8 review lectures, 20 contributed talks, and 6 posters. With only few exceptions, these contributions appear in the present issue of Astronomische Nachrichten. This preface summarizes the discussion of the closing session.

Proceedings of the Fourth Microgravity Fluid Physics and Transport Phenomena Conference

NASA Technical Reports Server (NTRS)

Singh, Bhim S. (Editor)

1999-01-01

This conference presents information to the scientific community on research results, future directions, and research opportunities in microgravity fluid physics and transport phenomena within NASA's microgravity research program. The conference theme is "The International Space Station." Plenary sessions provide an overview of the Microgravity Fluid Physics Program, the International Space Station and the opportunities ISS presents to fluid physics and transport phenomena researchers, and the process by which researchers may become involved in NASA's program, including information about the NASA Research Announcement in this area. Two plenary lectures present promising areas of research in electrohydrodynamics/electrokinetics in the movement of particles and in micro- and meso-scale effects on macroscopic fluid dynamics. Featured speakers in plenary sessions present results of recent flight experiments not heretofore presented. The conference publication consists of this book of abstracts and the full Proceedings of the 4th Microgravity Fluid Physics and Transport Phenomena Conference on CD-ROM, containing full papers presented at the conference (NASA/CP-1999-208526/SUPPL1).

Increasing Climate Literacy in Introductory Oceanography Classes Using Ocean Observation Data from Project Dynamo

NASA Astrophysics Data System (ADS)

Hams, J. E.

2015-12-01

This session will present educational activities developed for an introductory Oceanography lecture and laboratory class by NOAA Teacher-at-Sea Jacquelyn Hams following participation in Leg 3 of Project DYNAMO (Dynamics of the Madden-Julian Oscillation) in November-December 2011. The Madden-Julian Oscillation (MJO) is an important tropical weather phenomenon with origins in the Indian Ocean that impacts many other global climate patterns such as the El Nino Southern Oscillation (ENSO), Northern Hemisphere monsoons, tropical storm development, and pineapple express events. The educational activities presented include a series of lessons based on the observational data collected during Project DYNAMO which include atmospheric conditions, wind speeds and direction, surface energy flux, and upper ocean turbulence and mixing. The lessons can be incorporated into any introductory Oceanography class discussion on ocean properties such as conductivity, temperature, and density, ocean circulation, and layers of the atmosphere. A variety of hands-on lessons will be presented ranging from short activities used to complement a lecture to complete laboratory exercises.

Microneedles 2012.

PubMed

Broderick, Kate E

2012-08-01

The second international conference on Microneedles was held on 13-15 May 2012 in Cork, Republic of Ireland, following on from a successful first meeting at the Georgia Institute of Technology (GA, USA) in May 2010. The meeting showcased the latest international developments in microneedle technology and applications. The gathering provided a platform to facilitate interdisciplinary communications and new collaborations for delegates from academic, industrial and clinical backgrounds. The meeting opened with a half-day short course on microneedle technology and applications, followed by invited lectures and poster presentations over 2 days, divided into sessions such as 'Design and technology--solid and hollow microneedles', 'Vaccine delivery' and 'Drug delivery'. This conference report summarizes the keynote and invited speaker lectures from leaders in the field such as Mark Prausnitz (Georgia Institute of Technology) and Mark Kendall (University of Queensland, Australia).

"We Have about Seven Minutes for Questions": The Discussion Sessions from a Specialized Conference

ERIC Educational Resources Information Center

Wulff, Stefanie; Swales, John M.; Keller, Kristen

2009-01-01

This paper discusses the "John Swales Conference Corpus" (JSCC), which contains the lectures and discussion sessions from an applied linguistics conference held in 2006 at the University of Michigan. This corpus constitutes a useful resource in that it provides insights into the language of a narrowly defined academic community.…

Gravitational waves: search results, data analysis and parameter estimation: Amaldi 10 Parallel session C2.

PubMed

Astone, Pia; Weinstein, Alan; Agathos, Michalis; Bejger, Michał; Christensen, Nelson; Dent, Thomas; Graff, Philip; Klimenko, Sergey; Mazzolo, Giulio; Nishizawa, Atsushi; Robinet, Florent; Schmidt, Patricia; Smith, Rory; Veitch, John; Wade, Madeline; Aoudia, Sofiane; Bose, Sukanta; Calderon Bustillo, Juan; Canizares, Priscilla; Capano, Colin; Clark, James; Colla, Alberto; Cuoco, Elena; Da Silva Costa, Carlos; Dal Canton, Tito; Evangelista, Edgar; Goetz, Evan; Gupta, Anuradha; Hannam, Mark; Keitel, David; Lackey, Benjamin; Logue, Joshua; Mohapatra, Satyanarayan; Piergiovanni, Francesco; Privitera, Stephen; Prix, Reinhard; Pürrer, Michael; Re, Virginia; Serafinelli, Roberto; Wade, Leslie; Wen, Linqing; Wette, Karl; Whelan, John; Palomba, C; Prodi, G

The Amaldi 10 Parallel Session C2 on gravitational wave (GW) search results, data analysis and parameter estimation included three lively sessions of lectures by 13 presenters, and 34 posters. The talks and posters covered a huge range of material, including results and analysis techniques for ground-based GW detectors, targeting anticipated signals from different astrophysical sources: compact binary inspiral, merger and ringdown; GW bursts from intermediate mass binary black hole mergers, cosmic string cusps, core-collapse supernovae, and other unmodeled sources; continuous waves from spinning neutron stars; and a stochastic GW background. There was considerable emphasis on Bayesian techniques for estimating the parameters of coalescing compact binary systems from the gravitational waveforms extracted from the data from the advanced detector network. This included methods to distinguish deviations of the signals from what is expected in the context of General Relativity.

Gravitational Waves: Search Results, Data Analysis and Parameter Estimation. Amaldi 10 Parallel Session C2

NASA Technical Reports Server (NTRS)

Astone, Pia; Weinstein, Alan; Agathos, Michalis; Bejger, Michal; Christensen, Nelson; Dent, Thomas; Graff, Philip; Klimenko, Sergey; Mazzolo, Giulio; Nishizawa, Atsushi

2015-01-01

The Amaldi 10 Parallel Session C2 on gravitational wave(GW) search results, data analysis and parameter estimation included three lively sessions of lectures by 13 presenters, and 34 posters. The talks and posters covered a huge range of material, including results and analysis techniques for ground-based GW detectors, targeting anticipated signals from different astrophysical sources: compact binary inspiral, merger and ringdown; GW bursts from intermediate mass binary black hole mergers, cosmic string cusps, core-collapse supernovae, and other unmodeled sources; continuous waves from spinning neutron stars; and a stochastic GW background. There was considerable emphasis on Bayesian techniques for estimating the parameters of coalescing compact binary systems from the gravitational waveforms extracted from the data from the advanced detector network. This included methods to distinguish deviations of the signals from what is expected in the context of General Relativity.

Plaintiff or defendant: using legal cases to teach students pharmacy law.

PubMed

Spies, Alan R

2008-10-15

To demonstrate the value of students using actual legal cases during collaborative "breakout" sessions in a pharmacy law class. Students were broken into smaller groups and randomly assigned a legal case to arbitrate or defend. One week prior to the groups' presentation, all students were given the facts of a case that was reflective of issues covered during the lecture component of the course. Formative assessments were utilized in addition to an overall breakout satisfaction survey administered at the end of the course. Overall, students felt the breakout sessions enhanced their learning environment and reinforced material covered during the didactic portion of the course. Students also recommended the breakout sessions for future pharmacy law courses. Dividing a large pharmacy law class into 2 sections of 12 groups each and conducting mock trials resulted in increased student participation and interaction and deeper understanding of the course content.

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

PubMed

Shankar, Nachiket; Roopa, R

2009-01-01

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

Noise control in aeroacoustics; Proceedings of the 1993 National Conference on Noise Control Engineering, NOISE-CON 93, Williamsburg, VA, May 2-5, 1993

NASA Technical Reports Server (NTRS)

Hubbard, Harvey H. (Editor)

1993-01-01

In the conference over 100 papers were presented in eight sessions: (1) Emission: Noise Sources; (2) Physical Phenomena; (3) Noise ControlElements; (4) Vibration and Shock: Generation, Transmission, Isolation, and Reduction; (5) Immission: Physical Aspects of Environmental Noise; (6) Immission: Effects of Noise; (7) Analysis; and (8) Requirements. In addition, the distinguished lecture series included presentations on the High Speed Civil Transport and on research from the United Kingdom on aircraft noise effects.

Closing the feedback loop: engaging students in large first-year mathematics test revision sessions using pen-enabled screens

NASA Astrophysics Data System (ADS)

Donovan, Diane; Loch, Birgit

2013-01-01

How can active learning, peer learning and prompt feedback be achieved in large first-year mathematics classes? Further, what technologies may support these aims? In this article, we assert that test revision sessions in first-year mathematics held in a technology-enhanced lecture theatre can be highly interactive with students solving problems, learning from each other and receiving immediate feedback. This is facilitated by pen-enabled screens and synchronization software. We argue that the educational benefits achievable through the technology do outweigh the technological distractions, and that these benefits can be achieved by focused, targeted one-off sessions and not only by a semester-long, regular approach. Repeat mid-semester test revision sessions were offered on a non-compulsory basis using pen-enabled screens for all students. Students worked practice test questions and marked solutions to mathematical problems on the screens. Students' work was then displayed anonymously for their peers to see. Answers were discussed with the whole class. We discuss outcomes from two offerings of these sessions using student feedback and lecturer reflections and show the impact of participation on self-reported student confidence. Pedagogical approaches that the technology allowed for the first time in a large class are highlighted. Students responded uniformly positively.

Do Active Learning Approaches in Recitation Sections Improve Student Performance? A Case Study from an Introductory Mechanics Course

NASA Astrophysics Data System (ADS)

Tobin, R. G.

2018-01-01

Abundant research leaves little question that pedagogical approaches involving active student engagement with the material, and opportunities for student-to-student discussions, lead to much better learning outcomes than traditional instructor-led, expository instructional formats, in physics and in many other fields. In introductory college physics classes, some departments have departed radically from conventional lecture-recitation-laboratory course structures, but many, including my own, retain the basic format of large-group classroom sessions (lectures) supplemented by smaller-group meetings focused on problem solving (recitations) and separate laboratory meetings. Active student engagement in the lectures is encouraged through approaches such as Peer Instruction and Interactive Lecture Demonstrations, and these approaches have been demonstrably successful.

The Effectiveness of TBL with Real Patients in Neurology Education in Terms of Knowledge Retention, In-Class Engagement, and Learner Reactions

ERIC Educational Resources Information Center

Alimoglu, Mustafa Kemal; Yardim, Selda; Uysal, Hilmi

2017-01-01

In our medical school, we changed from a lecture-based method to a team-based learning (TBL) method to teach "polyneuropathies" in the neurology clerkship starting from the 2014 to 2015 academic year. Real patients were used instead of written scenarios in TBL sessions. This study aimed to compare former lecture-based and the current TBL…

PREFACE: Proceedings of the 7th Edoardo Amaldi Conference on Gravitational Waves (Amaldi7), Sydney Convention and Exhibition Centre, Darling Harbour, Sydney, Australia, 8 14 July 2007

NASA Astrophysics Data System (ADS)

Scott, Susan M.; McClelland, David E.

2008-07-01

At GR17 in Dublin in 2004, it was decided to hold GR18 in Sydney in 2007. Every six years, the GR conference (held every three years) and Amaldi meeting (held every two years) occur in the same year around July. This was to be the case in 2007. By mutual agreement of the International Society on General Relativity and Gravitation (ISGRG), which oversees the GR conferences and The Gravitational Wave International Committee (GWIC), which oversees the Amaldi meetings, it was decided to hold these two important conferences concurrently, for the first time, at the same venue, namely Sydney. At a time when the gravitational wave community was beginning to explore the possibility of searches to probe various aspects of the theory, the vision was to bring that community together with the community of gravitational theorists in order to better appreciate the work being done by both parties and to explore possibilities for future research using the mutual expertise. The logistics of running two such large meetings concurrently were considerable. The format agreed upon by the ISGRG and GWIC was the following: common plenary sessions in the mornings from Monday to Friday; six parallel GR workshop sessions and an Amaldi session each afternoon from Monday to Friday (except Wednesday); a combined poster session on Wednesday; a full day of Amaldi sessions on the final day (Saturday). The scientific programme for GR18 was overseen by a Scientific Organising Committee established by the ISGRG and chaired by Professor Sathyaprakash. The scientific programme for Amaldi7 was overseen by GWIC chaired by Professor Cerdonio. One of the highlights of the conferences was the breadth and quality of the plenary programme put together by the scientific committees. Not only did these talks give an excellent snapshot of the entire field at this time, but they also explored the interfaces with other related fields, which proved of special interest to participants. We were given superb overviews of the state of the art of: observational handles on dark energy; collider physics experiments designed to probe cosmology; gravitational dynamics of large stellar systems; and the use of analogue condensed-matter systems in the laboratory to investigate black hole event horizons. In the more mainstream areas we were given timely reviews of: the Gravity Probe B and STEP missions; quasi-local black hole horizons and their applications; cosmic censorship; the spin foam model approach to quantum gravity; the causal dynamical triangulations approach to quantum gravity; superstring theory applied to questions in particle physics; the current status and prospects for gravitational wave astronomy; ground-based gravitational wave detection; and technology developments for the future LISA mission. A special issue of Classical and Quantum Gravity (Volume 25, Number 11, 7 June 2008) is published as the proceedings of GR18 and Amaldi7. It contains the overview articles by the plenary speakers, the summaries of each GR18 workshop parallel session as provided by the workshop chairs, and the highlights of the Amaldi7 meeting as selected by the Amaldi7 chairs. Other Amaldi7 talks and posters appear in this refereed issue of the electronic Journal of Physics: Conference Series. This issue of JPCS and the CQG Special Issue are electronically linked. The conference organisers would like to acknowledge the financial support of: The Australian National University; IUPAP; The Australian Institute of Physics; BHP Billiton; The University of Western Australia; The University of New South Wales; The Institute of Physics; The Gravity Research Foundation; SGI; CosNet; The Australian Mathematical Sciences Institute; Springer; Duraduct; the New South Wales Government; The Australasian Society for General Relativity and Gravitation; the Mexican GR bid; the Centre for Precision Optics; The Anglo-Australian Observatory; Newspec; CSIRO; and The University of Melbourne. We would like to thank the GR18 Scientific Organising Committee, GWIC and the Local Organising Committee for all their hard work in putting together these very successful combined conferences, which attracted 520 participants. Many of the practical aspects of the organisation were handled by the event management company Conexion, and their professionalism, expertise and dedication were greatly appreciated. Finally, we would like to thank all the participants for their lively and colourful contributions to making these conferences a success. Susan M Scott Chair, Local Organising Committee David E McClelland Deputy Chair, Local Organising Committee Centre for Gravitational Physics, The Australian National University, Australia Guest Editors Participants gather prior to opening ceremony Participants gather prior to opening ceremony Participants entering auditorium for opening ceremony Participants entering auditorium for opening ceremony Chair of Local Organising Committee Susan M Scott opening ceremony Chair of Local Organising Committee Susan M Scott opening ceremony President of the International Society on General Relativity and Gravitation Clifford M Will opening ceremony President of the International Society on General Relativity and Gravitation Clifford M Will opening ceremony Amusing moment at opening ceremony Amusing moment at opening ceremony Chair of the Gravitational Wave International Committee James Hough opening ceremony Chair of the Gravitational Wave International Committee James Hough opening ceremony Welcome to the land by traditional land owner Welcome to the land by traditional land owner Welcome to the land by traditional land owner Welcome to the land by traditional land owner First plenary speaker Stan E Whitcomb First plenary speaker Stan E Whitcomb Exhibition booth Australian National University College of Science Kimberley Heenan (left), Lachlan McCalman (right) Exhibition booth Australian National University College of Science Kimberley Heenan (left), Lachlan McCalman (right) Exhibition booth Springer Exhibition booth Springer Exhibition booth GR19 Mexico City Exhibition booth GR19 Mexico City Amaldi7 posters Amaldi7 posters Participants gather before Kip Thorne's public lecture Participants gather before Kip Thorne's public lecture Participants gather before Kip Thorne's public lecture Participants gather before Kip Thorne's public lecture Entering auditorium for Kip Thorne's public lecture Entering auditorium for Kip Thorne's public lecture Public lecture by Kip Thorne Public lecture by Kip Thorne Public lecture by Kip Thorne Public lecture by Kip Thorne Kip Thorne public lecture Kip Thorne public lecture Kip Thorne public lecture Kip Thorne public lecture Roger Penrose (left), Adam Spencer (right) Roger Penrose (left), Adam Spencer (right) From left to right: John Steele, Susan Scott, Roger Penrose, David McClelland, John Webb, Adam Spencer From left to right: John Steele, Susan Scott, Roger Penrose, David McClelland, John Webb, Adam Spencer Opening of Roger Penrose's public lecture from left to right: John Webb, Adam Spencer, Roger Penrose Opening of Roger Penrose's public lecture from left to right: John Webb, Adam Spencer, Roger Penrose Roger Penrose at opening of his public lecture Roger Penrose at opening of his public lecture Public lecture by Roger Penrose Public lecture by Roger Penrose Public lecture by Roger Penrose Public lecture by Roger Penrose

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

PubMed

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

2004-01-01

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

Fluid Mechanics Can Be Fun.

ERIC Educational Resources Information Center

Blanks, Robert F.

1979-01-01

A humanistic approach to teaching fluid mechanics is described which minimizes lecturing, increases professor-student interaction, uses group and individual problem solving sessions, and allows for student response. (BB)

Child Abuse Prevention and Treatment in the 1990s. Keeping Old Promises, Meeting New Demands. Hearing before the Select Committee on Children, Youth, and Families. House of Representatives, One Hundred Second Congress, Second Session (Denver, CO, September 15, 1991).

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. House Select Committee on Children, Youth, and Families.

Testimony on the topic of child abuse prevention and treatment is presented in this document. After an opening statement by Representative Patricia Schroeder of Colorado, testimony and supplemental materials by these persons are included: (1) Marilyn Van Derbur, motivational lecturer, Denver, Colorado; (2) Barry Bennett, program manager,…

Distributed Learning: Revitalizing Anesthesiology Training in Resource-Limited Ethiopia.

PubMed

Patel, Krupa B; Dooley, Morgan; Abate, Ananya; Moll, Vanessa

2017-01-01

Ethiopia has a significant paucity of available health-care workers. Despite the increasing number of medical schools, there are not enough physician instructors. Furthermore, availability and standardization of postgraduate training are lacking. Modalities of e-learning have been shown to be successful when used to impart medical education in other resource-limited countries. The Emory University and Addis Ababa University (AAU) Departments of Anesthesiology have formed a collaboration with the intent of improving the AAU Anesthesiology residency program, one of two postgraduate training programs for anesthesiology in Ethiopia. An initial educational needs assessment identified areas in the existing training program that required improvement. In this pilot study, we describe how the current classroom-based curriculum is augmented by the introduction of interactive educational sessions and distributed learning in the form of video lectures. Video lectures covered topics based on areas identified by Ethiopian residents and faculty. Interactive sessions included hands-on ultrasound workshops and epidural placement practicums, a journal club, problem-based learning sessions, and a mock code simulation. Assessment of the additions of the newly introduced blended learning technique was conducted via pre- and posttests on the topics presented. Pre- to posttest score averages increased from 54.5% to 83.6%. An expansion of educational resources and modes of didactics are needed to fill the gaps that exist in Ethiopian anesthesiology training. Incorporating distributed learning into the existing didactic structure may lead to more efficacious instruction resulting in a higher retention rate of information.

Effectiveness of a comprehensive integrated module using interactive lectures and workshops in understanding and knowledge retention about infant feeding practice in fifth year medical students: a quasi-experimental study.

PubMed

Sjarif, Damayanti Rusli; Yuliarti, Klara; Wahyuni, Luh Karunia; Wiguna, Tjhin; Prawitasari, Titis; Devaera, Yoga; Triyuniati, Henni Wahyu; Afriansyah, Andika

2016-08-18

Sixty percent of the 10.9 million under-5 deaths every year are related to malnutrition. More than two thirds of malnutrition is caused by inappropriate infant feeding practice. Only 35 % of mothers worldwide provide 4 months of exclusive breast-feeding, while complementary feeding is often untimely, nutritionally inadequate, hygienically poor, and improperly delivered. The existing pediatric nutrition module in our institution does not include proper delivery of food that involves oral-motor skills and feeding behavior. To scale up the knowledge and skill of medical students regarding evidence-based infant feeding practice, we designed a new module composed of comprehensive and integrated lectures with additional multidisciplinary lectures on oral-motor skill development and feeding behavior. A quasi-experimental study was conducted to evaluate the efficacy of the new module compared to the previous module. Fifth year medical students of Universitas Indonesia were divided into intervention and control groups. The control group received lectures and a paper-based workshop. The intervention group received comprehensive and integrated interactive lectures with additional multidisciplinary lectures on oral-motor skill development and behavioral approaches to feeding problems. A hands-on workshop using real cases shown on recorded video and role-play sessions was also presented to the intervention group. A pre-/post-test, 3-month retention test, and Observed Structured Clinical Examination (OSCE) were performed to evaluate understanding, knowledge retention, and counseling skills. A linear mixed effect model with a random intercept analysis for pre-test, post-test, and retention test scores showed significant higher result for intervention group compared to control group (p < 0.001). Comprehensive knowledge and counselling skills were better in the intervention group than in the control group as shown by the OSCE score (68.6 vs 59.3, p < 0.001). Our comprehensive integrated infant feeding practice module, which incorporates multidisciplinary learning processes and an interactive hands-on workshop with a role-play session yields better knowledge understanding and counseling skills compared with the existing module. Comprehensive knowledge and good counseling skills of medical students as future doctors are a pre-requisite to provide effective education to parents to support successful infant feeding practices.

Problem-Based Learning as an Effective Learning Tool in Community Medicine: Initiative in a Private Medical College of a Developing Country.

PubMed

Joseph, Nitin; Rai, Sharada; Madi, Deepak; Bhat, Kamalakshi; Kotian, Shashidhar M; Kantharaju, Supriya

2016-01-01

Knowledge of community medicine is essential for health care professionals to function as efficient primary health care physicians. Medical students learning Community Medicine as a subject are expected to be competent in critical thinking and generic skills so as to analyze community health problems better. However, current teaching by didactic lectures fails to develop these essential skills. Problem-based learning (PBL) could be an effective strategy in this respect. This study was hence done to compare the academic performance of students who were taught Community Medicine by the PBL method with that of students taught by traditional methods, to assess the generic skills of students taught in a PBL environment and to assess the perception of students toward PBL methodology. This study was conducted among seventh-semester final-year medical students between June and November 2014. PBL was introduced to a randomly chosen group of students, and their performance in an assessment exam at the end of postings was compared with that of the remaining students. Generic skills and perception toward PBL were also assessed using standardized questionnaires. A total of 77 students took part in the brainstorming session of PBL. The correlation between self-assigned scores of the participants and those assigned by the tutor in the brainstorming session of PBL was significant (r = 0.266, P = 0.05). Out of 54 students who took part in the presentation session, almost all 53 (98.1%) had good perception toward PBL. Demotivational scores were found to be significantly higher among males (P = 0.024). The academic performance of students (P < 0.001) and success rates (P = 0.05) in the examination were higher among students who took part in PBL compared to controls. PBL helped improve knowledge of students in comparison to those exposed only to didactic lectures. As PBL enabled students to identify the gaps in their knowledge and enhanced their group functioning and generic skills, we recommend PBL sessions: They would help optimize the training in Community Medicine at medical schools. Good correlation of tutor and self-assessment scores of participants in the brainstorming session suggests that the role of tutors could be restricted to assessment in presentation sessions alone. Demotivation, which hinders group performance in PBL, needs to be corrected by counselling and timely feedback by the tutors.

[Training of residents in obstetrics and gynecology: Assessment of an educational program including formal lectures and practical sessions using simulators].

PubMed

Jordan, A; El Haloui, O; Breaud, J; Chevalier, D; Antomarchi, J; Bongain, A; Boucoiran, I; Delotte, J

2015-01-01

Evaluate an educational program in the training of residents in gynecology-obstetrics (GO) with a theory session and a practical session on simulators and analyze their learning curve. Single-center prospective study, at the university hospital (CHU). Two-day sessions were leaded in April and July 2013. An evaluation on obstetric and gynecological surgery simulator was available to all residents. Theoretical knowledge principles of obstetrics were evaluated early in the session and after formal lectures was taught to them. At the end of the first session, a satisfaction questionnaire was distributed to all participants. Twenty residents agreed to participate to the training sessions. Evaluation of theoretical knowledge: at the end of the session, the residents obtained a significant improvement in their score on 20 testing knowledge. Obstetrical simulator: a statistically significant improvement in scores on assessments simulator vaginal delivery between the first and second session. Subjectively, a larger increase feeling was seen after breech delivery simulation than for the cephalic vaginal delivery. However, the confidence level of the resident after breech delivery simulation has not been improved at the end of the second session. Simulation in gynecological surgery: a trend towards improvement in the time realized on the peg-transfer between the two sessions was noted. In the virtual simulation, no statistically significant differences showed, no improvement for in salpingectomy's time. Subjectively, the residents felt an increase in the precision of their gesture. Satisfaction: All residents have tried the whole program. They considered the pursuit of these sessions on simulators was necessary and even mandatory. The approach chosen by this structured educational program allowed a progression for the residents, both objectively and subjectively. This simulation program type for the resident's training would use this tool in assessing their skills and develop learning curves. Copyright © 2015 Elsevier Masson SAS. All rights reserved.

A comparison of traditional and engaging lecture methods in a large, professional-level course.

PubMed

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

2013-12-01

In engaging lectures, also referred to as broken or interactive lectures, students are given short periods of lecture followed by "breaks" that can consist of 1-min papers, problem sets, brainstorming sessions, or open discussion. While many studies have shown positive effects when engaging lectures are used in undergraduate settings, the literature surrounding use of the learning technique for professional students is inconclusive. The novelty of this study design allowed a direct comparison of engaging physiology lectures versus didactic lecture formats in the same cohort of 120 first-year School of Dentistry DMD students. All students were taught five physiological systems using traditional lecture methods and six physiological systems using engaging lecture methods. The use of engaging lectures led to a statistically significant higher average on unit exams compared with traditional didactic lectures (8.6% higher, P < 0.05). Furthermore, students demonstrated an improved long-term retention of information via higher scores on the comprehensive final exam (22.9% higher in engaging lecture sections, P < 0.05). Many qualitative improvements were also indicated via student surveys and evaluations, including an increased perceived effectiveness of lectures, decrease in distractions during lecture, and increased confidence with the material. The development of engaging lecture activities requires a significant amount of instructor preparation and limits the time available to provide traditional lectures. However, the positive results of this study suggest the need for a restructuring of the physiology curriculum to incorporate more engaging lectures to improve both the qualitative experiences and performance levels of professional students.

[Brief Report on the 69th Annual Meeting of the Japanese Cancer Association - Conquering Cancer with Collective Wisdom].

PubMed

Tsukagoshi, Shigeru

2010-11-01

The 69th Annual Meeting was held from September 22nd through 24th, at Osaka International Convention Center and RIHGA ROYAL HOTEL Osaka. The president of this meeting was professor Morito Monden, Osaka University Medical School. In this meeting, there were many scientific meetings including Special Remarks, symposiums, workshops, international sessions, oral and poster sessions and others, English workshops, morning lectures. Especially, as a special session, Now, what are the elements expected to cancer research ? - Special proposals for cancer research, was one of the most impressive session among many.

Student decisions about lecture attendance: do electronic course materials matter?

PubMed

Billings-Gagliardi, Susan; Mazor, Kathleen M

2007-10-01

This study explored whether first-year medical students make deliberate decisions about attending nonrequired lectures. If so, it sought to identify factors that influence these decisions, specifically addressing the potential impact of electronic materials. Medical students who completed first-year studies between 2004 and 2006 responded to an open-ended survey question about their own lecture-attendance decisions. Responses were coded to capture major themes. Students' ratings of the electronic materials were also examined. Most respondents made deliberate attendance decisions. Decisions were influenced by previous experiences with the lecturer, predictions of what would occur during the session itself, personal learning preferences, and learning needs at that particular time, with the overriding goal of maximizing learning. Access to electronic materials did not influence students' choices. Fears that the increasing availability of technology-enhanced educational materials has a negative impact on lecture attendance seem unfounded.

The Flipped Classroom: An active teaching and learning strategy for making the sessions more interactive and challenging.

PubMed

Sultan, Amber Shamim

2018-04-01

Flipping the classroom is a pedagogical model that employs easy to use, readily accessible technology based resources such as video lectures, reading handouts, and practice problems outside the classroom, whereas interactive group-based, problem-solving activities conducted in the classroom. This strategy permits for an extended range of learning activities during the session. Using class time for active learning provides greater opportunity for mentoring and peer to peer collaboration. Instead of spending too much time on delivering lectures, class time can best be utilized by interacting with students, discussing their concerns related to the particular topic to be taught, providing real life examples relevant to the course content, challenging students to think in a broader aspect about complex process and encouraging different team based learning activities.

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

PubMed

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

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

Gastroenterology training in a resource-limited setting: Zambia, Southern Africa

PubMed Central

Asombang, Akwi W; Turner-Moss, Eleanor; Seetharam, Anil; Kelly, Paul

2013-01-01

AIM: To evaluate need for and efficacy of a structured gastroenterology didactic session in expanding awareness and understanding of digestive disorders. METHODS: A four-day symposium was developed with didactic sessions (days 1, 2) and practical endoscopy (days 3, 4). Didactic sessions included case presentations highlighting pathophysiology and management. One nurse and four practicing gastroenterologists from the United Kingdom led lectures and supervised workshops with audience participation. Practical endoscopy focused on diagnostic and therapeutic procedures and their application to diagnosis and treatment of ailments of the gastrointestinal tract. Pre- and post-workshop questionnaires were distributed to participants during didactic sessions. A pre-workshop questionnaire gauged expectations and identified objectives to be met at the symposium. Post-workshop questionnaires were administered to assess efficacy of each session. Participants graded sessions from 1 (poor) to 5 (excellent) on quality of case presentations, knowledge, clarity and mode of presentation. We assessed if time allotted to each topic was sufficient, value of sessions, impact on practice and interest in future symposiums. RESULTS: There were 46 attendees on day 1: 41% undergraduates, 41% residents, 11% consultants and 4% unspecified. Day 2 (a Saturday) had 24 participants: 17% undergraduates, 71% residents, 9% consultants, 4% unspecified. Primary pre-workshop symposium expectation was to gain knowledge in: general gastroenterology (55.5%), practical endoscopy (13.8%), pediatric gastroenterology (5%), epidemiology of gastrointestinal disorders specific to Zambia (6%), and interaction with international speakers (6%). The post-symposium questionnaire was answered by 19 participants, of whom 95% felt specific aims were met; all would attend future conferences and recommend to others. CONCLUSION: The beneficial effect of a structured symposium in developing countries warrants further attention as a mechanism to improve disease awareness in areas where resources are limited. PMID:23840144

Gastroenterology training in a resource-limited setting: Zambia, Southern Africa.

PubMed

Asombang, Akwi W; Turner-Moss, Eleanor; Seetharam, Anil; Kelly, Paul

2013-07-07

To evaluate need for and efficacy of a structured gastroenterology didactic session in expanding awareness and understanding of digestive disorders. A four-day symposium was developed with didactic sessions (days 1, 2) and practical endoscopy (days 3, 4). Didactic sessions included case presentations highlighting pathophysiology and management. One nurse and four practicing gastroenterologists from the United Kingdom led lectures and supervised workshops with audience participation. Practical endoscopy focused on diagnostic and therapeutic procedures and their application to diagnosis and treatment of ailments of the gastrointestinal tract. Pre- and post-workshop questionnaires were distributed to participants during didactic sessions. A pre-workshop questionnaire gauged expectations and identified objectives to be met at the symposium. Post-workshop questionnaires were administered to assess efficacy of each session. Participants graded sessions from 1 (poor) to 5 (excellent) on quality of case presentations, knowledge, clarity and mode of presentation. We assessed if time allotted to each topic was sufficient, value of sessions, impact on practice and interest in future symposiums. There were 46 attendees on day 1: 41% undergraduates, 41% residents, 11% consultants and 4% unspecified. Day 2 (a Saturday) had 24 participants: 17% undergraduates, 71% residents, 9% consultants, 4% unspecified. Primary pre-workshop symposium expectation was to gain knowledge in: general gastroenterology (55.5%), practical endoscopy (13.8%), pediatric gastroenterology (5%), epidemiology of gastrointestinal disorders specific to Zambia (6%), and interaction with international speakers (6%). The post-symposium questionnaire was answered by 19 participants, of whom 95% felt specific aims were met; all would attend future conferences and recommend to others. The beneficial effect of a structured symposium in developing countries warrants further attention as a mechanism to improve disease awareness in areas where resources are limited.

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

PubMed

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

2018-03-01

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

Preface: Electromagnetic and Light Scattering by Nonspherical Particles XIV

NASA Technical Reports Server (NTRS)

Dubovik, Oleg; Labonnete, Laurent; Litvinov, Pavel; Parol, Frederic; Mischenko, Michael

2014-01-01

The 14th Electromagnetic and Light Scattering Conference (ELS-XIV) was held at the Universit de Lille 1, Villeneuve d'Ascq, France on 17-21 June 2013. The conference was attended by 200 scientists from 26 countries. The scientific program included one plenary lecture, 12 invited reviews, 100 contributed oral talks, and 86 poster presentations. The program, the abstracts, and the slides of the oral presentations are available at the conference web site http:www-loa.univ-lille1.frELS-XIV. To highlight one of the traditional ELS themes, the ELS-XIV featured a special session on Remote sensing of aerosols and clouds using polarimetric observations. This session was sponsored and co-organized by the French space agency CNES and attracted representatives from nearly all research teams word-wide involved in the development and active use of space-borne, in situ, and ground-based polarimetric observations.

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.

Noise control in aeroacoustics; Proceedings of the 1993 National Conference on Noise Control Engineering, NOISE-CON 93, Williamsburg, VA, May 2-5, 1993

NASA Astrophysics Data System (ADS)

Hubbard, Harvey H.

In the conference over 100 papers were presented in eight sessions: (1) Emission: Noise Sources; (2) Physical Phenomena; (3) Noise ControlElements; (4) Vibration and Shock: Generation, Transmission, Isolation, and Reduction; (5) Immission: Physical Aspects of Environmental Noise; (6) Immission: Effects of Noise; (7) Analysis; and (8) Requirements. In addition, the distinguished lecture series included presentations on the High Speed Civil Transport and on research from the United Kingdom on aircraft noise effects. For individual titles, see A95-90089 through A95-90141.

The impact of motivational interviewing on participation in childbirth preparation classes and having a natural delivery: a randomised trial.

PubMed

Rasouli, M; AtashSokhan, G; Keramat, A; Khosravi, A; Fooladi, E; Mousavi, S A

2017-03-01

This study aimed to determine the effectiveness of motivational interviewing on women's participation in childbirth classes and their subsequent natural vaginal delivery. Randomised controlled trial. Prenatal clinic of the Shohada Women's Hospital, Behshahr, Mazandaran, Iran. This study was conducted with 230 nulliparous women. Participants were randomised into three groups, including 76 women in the motivational interviewing group, and 77 women in both the lecture and the control groups. Participants were assessed at three time points, including at baseline (16-19 weeks of gestation) and then following the intervention (at 21 and 37 weeks of gestation). The motivational interviewing group received two focus interviews and two telephone follow-up sessions (at 3 and 6 weeks after the last session of motivational interviewing). The lecture group received a speech session. The control group received routine care service. Frequency of participation in childbirth preparation classes and mode of delivery. Over 90% of women in the motivational interviewing group participated in childbirth preparation classes, whereas the rate of participation in the lecture and the control groups was 59.7 and 27.3%, respectively. The probability of maternal participation in childbirth classes in the motivational interviewing and in the lecture groups was 3.3 (95% CI 2.1-4.5) and 2.2 (95% CI 1.4-3.0) times the probability of maternal participation in the control group, respectively. Moreover, the intervention groups had 1.4 (95% CI 1.1-1.8) and 1.1 (95% CI 0.9-1.4) times the probability of natural delivery, compared with the control group. The frequency of natural delivery in motivational interviewing, lecture, and control groups was 68.4, 54.5, and 48.1%, respectively. The results showed a statistically significant difference between the mean scores for the awareness and attitude scores between the three groups in different time periods. We found that motivational interviewing can be a useful tool for encouraging pregnant women to attend childbirth preparation classes. Motivational interviewing with nulliparous women is strongly associated with their attendance in childbirth preparation classes. © 2016 Royal College of Obstetricians and Gynaecologists.

Workshop on Probing Frontiers in Matter with Neutron Scattering, Wrap-up Session Chaired by John C. Browne on December 14, 1997, at Fuller Lodge, Los Alamos, New Mexico

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

Mezei, F.; Thompson, J.

1998-12-01

The Workshop on Probing Frontiers in Matter with Neutron Scattering consisted of a series of lectures and discussions about recent highlights in neutron scattering. In this report, we present the transcript of the concluding discussion session (wrap-up session) chaired by John C. Browne, Director of Los Alamos National Laboratory. The workshop had covered a spectrum of topics ranging from high T{sub c} superconductivity to polymer science, from glasses to molecular biology, a broad review aimed at identifying trends and future needs in condensed matter research. The focus of the wrap-up session was to summarize the workshop participants' views on developmentsmore » to come. Most of the highlights presented during the workshop were the result of experiments performed at the leading reactor-based neutron scattering facilities. However, recent advances with very high power accelerators open up opportunities to develop new approaches to spallation technique that could decisively advance neutron scattering research in areas for which reactor sources are today by far the best choice. The powerful combination of neutron scattering and increasingly accurate computer modeling emerged as another area of opportunity for research in the coming decades.« less

Thirteen Strategies to Improve Oral Communication Skills.

ERIC Educational Resources Information Center

Clinkscale, Bella G.

1979-01-01

The group strategies that are discussed include brainstorming, problem solving, debate, games, the lecture forum, open forums, panel discussion, question and answer sessions, role playing, quizzes, roundtable discussions, success-storytelling, and the symposium. (RL)

Meeting Report of the 33rd Annual Meeting of the Academy of Surgical Research: Summary of Presentations, Labs, and Workshops, Focusing on Experimental Surgery, Las Vegas, NV, October 4-6, 2017.

PubMed

Graham, Melanie L; Ziegelhofer, Tracy; Ehrmann, Jon

2018-04-11

The 33rd Annual Meeting of the Academy of Surgical Research was held from October 4 to 6, 2017 in Las Vegas, Nevada. The meeting welcomed >160 participants from 27 different states and five countries representing the organization's diverse membership of technicians, veterinarians, medical doctors, and biomedical researchers. The Academy's annual meeting is focused on promoting the advancement of professional and academic standards, education, and research related to the art and science of experimental surgery. Presentations included four invited keynote speakers and 30 selected lectures and posters. A primary strength of the meeting was that lectures were complimented with practical sessions that included four wet lab and two dry lab half-day courses. Likewise, participants were brought together in workshops emphasizing research workflow from starting experimental design to readying results for publication. In this report, we present the highlights from this meeting and some selected abstracts that illustrate the diverse scientific expertise of the Academy and progress in surgical research.

Strategies for teaching pathology to graduate students and allied health professionals.

PubMed

Fenderson, Bruce A

2005-02-01

Pathology is an essential course for many students in the biomedical sciences and allied health professions. These students learn the language of pathology and medicine, develop an appreciation for mechanisms of disease, and understand the close relationship between basic research and clinical medicine. We have developed 3 pathology courses to meet the needs of our undergraduates, graduate students, and allied health professionals. Through experience, we have settled on an approach to teaching pathology that takes into account the diverse educational backgrounds of these students. Educational resources such as assigned reading, online homework, lectures, and review sessions are carefully balanced to adjust course difficulty. Common features of our pathology curricula include a web-based computer laboratory and review sessions on the basis of selected pathology images and open-ended study questions. Lectures, computer-guided homework, and review sessions provide the core educational content for undergraduates. Graduate students, using the same computer program and review material, rely more heavily on assigned reading for core educational content. Our experience adapting a pathology curriculum to the needs of divergent groups of students suggests a general strategy for monitoring course difficulty. We hypothesize that course difficulty is proportional to the information density of specific learning resources (eg, lecture or textbook) multiplied by the weight of those learning resources placed on examinations. This formula allows educators to match the difficulty of a course with the educational needs of students, and provides a useful tool for longitudinal studies of curriculum reform.

Educational Outcomes of Small-Group Discussion Versus Traditional Lecture Format in Dental Students' Learning and Skills Acquisition.

PubMed

Arias, Ana; Scott, Raymond; Peters, Ove A; McClain, Elizabeth; Gluskin, Alan H

2016-04-01

The aim of this prospective quantitative study was to compare the effect of different instructional formats on dental students' skills and knowledge acquisition for access cavity preparation. All first-year dental students were invited to participate in this study conducted during the four consecutive two-week endodontic rotation courses at the University of the Pacific Arthur A. Dugoni School of Dentistry in spring semester 2015. Four alphabetically distributed intact groups of students were randomly allocated to two groups (n=70 each) that participated in either small-group discussion or a traditional lecture on access preparation. The first outcome measure was skill acquisition, measured by the quality of access cavities prepared in extracted teeth at the conclusion of the session. Two blinded raters scored direct observations on a continuous scale. Knowledge, the second outcome measure, was scored with a multiple-choice and open-ended question test at the end of each two-week session. Data were obtained for 134 of the 140 students, for a 96% response rate. The results showed that students in the small-group discussion groups scored significantly higher than those in the lecture groups when skill performance was tested (p=8.9 × 10(-7)). However, no significant differences were found in the acquisition of knowledge between the two groups on the written test. Active student participation was significantly related to improved manual skill acquisition, but the format of the session does not seem to have had a direct influence on acquired knowledge.

Flippin' Fluid Mechanics - Using Online Technology to Enhance the In-Class Learning Experience

NASA Astrophysics Data System (ADS)

Webster, D. R.; Majerich, D. M.

2013-11-01

This study provides an empirical analysis of using online technologies and team problem solving sessions to shift an undergraduate fluid mechanics course from a traditional lecture format to a collaborative learning environment. Students were from two consecutive semesters of the same course taught by the same professor. One group used online technologies and solved problems in class and the other did not. Out of class, the treatment group watched 72 short (11 minutes, average) video lectures covering course topics and example problems being solved. Three times a week students worked in teams of two to solve problems on desktop whiteboard tablets while the instructor and graduate assistants provided ``just-in-time'' tutoring. The number of team problems assigned during the semester exceeded 100. Weekly online homework was assigned to reinforce topics. The WileyPlus online system generated unique problem parameters for each student. The control group received three-50 minute weekly lectures. Data include three midterms and a final exam. Regression results indicate that controlling for all of the entered variables, for every one more problem solving session the student attended, the final grade was raised by 0.327 points. Thus, if a student participated in all 25 of the team problem solving sessions, the final grade would have been 8.2 points higher, a difference of nearly a grade. Using online technologies and teamwork appeared to result in improved achievement, but more research is needed to support these findings.

Impact of robotic general surgery course on participants' surgical practice.

PubMed

Buchs, Nicolas C; Pugin, François; Volonté, Francesco; Hagen, Monika E; Morel, Philippe

2013-06-01

Courses, including lectures, live surgery, and hands-on session, are part of the recommended curriculum for robotic surgery. However, for general surgery, this approach is poorly reported. The study purpose was to evaluate the impact of robotic general surgery course on the practice of participants. Between 2007 and 2011, 101 participants attended the Geneva International Robotic Surgery Course, held at the University Hospital of Geneva, Switzerland. This 2-day course included theory lectures, dry lab, live surgery, and hands-on session on cadavers. After a mean of 30.1 months (range, 2-48), a retrospective review of the participants' surgical practice was performed using online research and surveys. Among the 101 participants, there was a majority of general (58.4 %) and colorectal surgeons (10.9 %). Other specialties included urologists (7.9 %), gynecologists (6.9 %), pediatric surgeons (2 %), surgical oncologists (1 %), engineers (6.9 %), and others (5.9 %). Data were fully recorded in 99 % of cases; 46 % of participants started to perform robotic procedures after the course, whereas only 6.9 % were already familiar with the system before the course. In addition, 53 % of the attendees worked at an institution where a robotic system was already available. All (100 %) of participants who started a robotic program after the course had an available robotic system at their institution. A course that includes lectures, live surgery, and hands-on session with cadavers is an effective educational method for spreading robotic skills. However, this is especially true for participants whose institution already has a robotic system available.

Promotion of higher order of cognition in undergraduate medical students using case-based approach.

PubMed

Dubey, Suparna; Dubey, Ashok Kumar

2017-01-01

The curriculum of pathology is conventionally "taught" in a series of didactic lectures, which promotes learning by rote. In this study, case-based learning (CBL) was introduced to assess its effect on higher order cognition and problem-solving skills in undergraduate medical students. The prescribed syllabus of hepatobiliary system was delivered to the undergraduate medical students of the fourth semester by conventional didactic lectures. A pretest, which contained questions designed to test both analysis and recall, was administered, followed by CBL sessions, in the presence of a facilitator, encouraging active discussion among students. Students were then assessed using a similar posttest. The perceptions of the students and the faculty were gathered by means of feedback questionnaires. The scores obtained by the students in the pre- and post-test were compared by paired t -test. Eighty-one students participated in CBL sessions, with 95.06% expressing a desire for more such sessions, preferably in all the topics. The faculty members also felt that CBL would be beneficial for the students but opined that it should be restricted to some topics. CBL was found to cause a highly significant ( P < 0.0001) improvement in the students' higher levels of cognition, whereas the lower orders of cognition remained unaffected ( P = 0.2048). CBL promotes active learning and helps in the development of critical thinking and analysis in undergraduate medical students. Although it is resource-intensive, an attempt should be made to incorporate it along with lectures in clinically important topics.

Research oriented MSc course on solar eruptions

NASA Astrophysics Data System (ADS)

Vainio, Rami; Heber, Bernd; Agueda, Neus; Kilpua, Emilia; Isavnin, Alexey; Afanasiev, Alexandr; Ganse, Urs; Koskinen, Hannu E. J.

2014-05-01

Department of Physics, University of Helsinki, organized a five-credit-point Master-level course on "Solar Eruptions and Space Environment" in spring 2013. The course, attended by nine students, included twenty hours of introductory lectures on solar eruptive phenomena (focusing on energetic particle emissions) as well as experimental and theoretical methods to analyze them. In addition, the course contained ten hours of exercise sessions, where solutions on short calculation exercises were presented and discussed. The main learning method on the course was, however, a coordinated scientific analysis of five solar eruptions observed by the STEREO spacecraft in 2010-2011. The students were grouped in four teams to study the solar eruptive events from four different view points: (1) Analysis of morphology and kinematics of coronal mass ejections, (2) analysis of EUV imaging observations of coronal wave-like transients, (3) solar and interplanetary magnetic field conditions during the eruptions, and (4) emission and transport modelling of near-relativistic electron events associated with the eruptions. Each group of students was assigned a scientist to oversee their work. The students reported weekly on their progress and gave a final presentation (of 30 minutes) in a seminar session at the end of the seven-week course. Grading of the course was based on the home exercises and final presentations. Students were also asked to give anonymous feedback on the course. Learning results on the course were very encouraging, showing that research oriented courses with practical research exercises on specific topics give students deeper knowledge and more practical skills than traditional lectures and home exercises alone.

Applying team-based learning in primary care residency programs to increase patient alcohol screenings and brief interventions.

PubMed

Shellenberger, Sylvia; Seale, J Paul; Harris, Dona L; Johnson, J Aaron; Dodrill, Carrie L; Velasquez, Mary M

2009-03-01

Educational research demonstrates little evidence of long-term retention from traditional lectures in residency programs. Team-based learning (TBL), an alternative, active learning technique, incites competition and generates discussion. This report presents data evaluating the ability of TBL to reinforce and enhance concepts taught during initial training in a National Institutes of Health-funded alcohol screening and brief intervention (SBI) program conducted in eight residency programs from 2005 to 2007 under the auspices of Mercer University School of Medicine. After initial training of three hours, the authors conducted three TBL booster sessions of one and a quarter hours, spaced four months apart at each site. They assessed feasibility through the amount of preparation time for faculty and staff, residents' evaluations of their training, self-reported use of SBI, residents' performance on individual quizzes compared with group quizzes, booster session evaluations, and levels of confidence in conducting SBI. After initial training and three TBL reinforcement sessions, 42 residents (63%) reported that they performed SBI and that their levels of confidence in performing interventions in their current and future practices was moderately high. Participants preferred TBL formats over lectures. Group performance was superior to individual performance on initial assessments. When invited to select a model for conducting SBI in current and future practices, all residents opted for procedures that included clinician involvement. Faculty found TBL to be efficient but labor-intensive for training large groups. TBL was well received by residents and helped maintain a newly learned clinical skill. Future research should compare TBL to other learning methods.

American Chemical Society. 23rd Great Lakes Regional Meeting. Program and abstracts

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

Not Available

1990-01-01

The technical program includes some 250 papers in 38 sessions, featuring 16 symposia with 99 invited speakers. Program highlights include a plenary lecture, The Origin and Consequences of Scientific Illiteracy, by Jon D. Miller. Sessions for general technical papers are scheduled in the following categories: analytical chemistry; biochemistry; inorganic chemistry; organic chemistry; and physical chemistry. Papers have been processed for inclusion on the data base.

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.

The Omics Revolution in Agricultural Research.

PubMed

Van Emon, Jeanette M

2016-01-13

The Agrochemicals Division cosponsored the 13th International Union of Pure and Applied Chemistry International Congress of Pesticide Chemistry held as part of the 248th National Meeting and Exposition of the American Chemical Society in San Francisco, CA, USA, August 10-14, 2014. The topic of the Congress was Crop, Environment, and Public Health Protection; Technologies for a Changing World. Over 1000 delegates participated in the Congress with interactive scientific programming in nine major topic areas including the challenges and opportunities of agricultural biotechnology. Plenary speakers addressed global issues related to the Congress theme prior to the daily technical sessions. The plenary lecture addressing the challenges and opportunities that omic technologies provide agricultural research is presented here. The plenary lecture provided the diverse audience with information on a complex subject to stimulate research ideas and provide a glimpse of the impact of omics on agricultural research.

Advanced Insider Threat Mitigation Workshop Instructional Materials

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

Gibbs, Philip; Larsen, Robert; O'Brien, Mike

Insiders represent a formidable threat to nuclear facilities. This set of workshop materials covers methodologies to analyze and approaches to mitigate the threat of an insider attempting abrupt and protracted theft of nuclear materials. This particular set of materials is an update of a January 2008 version to add increased emphasis on Material Control and Accounting and its role with respect to protracted insider nuclear material theft scenarios. This report is a compilation of workshop materials consisting of lectures on technical and administrative measures used in Physical Protection (PP) and Material Control and Accounting (MC&A) and methods for analyzing theirmore » effectiveness against a postulated insider threat. The postulated threat includes both abrupt and protracted theft scenarios. Presentation is envisioned to be through classroom instruction and discussion. Several practical and group exercises are included for demonstration and application of the analysis approach contained in the lecture/discussion sessions as applied to a hypothetical nuclear facility.« less

The Omics Revolution in Agricultural Research

PubMed Central

2015-01-01

The Agrochemicals Division cosponsored the 13th International Union of Pure and Applied Chemistry International Congress of Pesticide Chemistry held as part of the 248th National Meeting and Exposition of the American Chemical Society in San Francisco, CA, USA, August 10–14, 2014. The topic of the Congress was Crop, Environment, and Public Health Protection; Technologies for a Changing World. Over 1000 delegates participated in the Congress with interactive scientific programming in nine major topic areas including the challenges and opportunities of agricultural biotechnology. Plenary speakers addressed global issues related to the Congress theme prior to the daily technical sessions. The plenary lecture addressing the challenges and opportunities that omic technologies provide agricultural research is presented here. The plenary lecture provided the diverse audience with information on a complex subject to stimulate research ideas and provide a glimpse of the impact of omics on agricultural research. PMID:26468989

Online Lectures in Undergraduate Medical Education: Scoping Review

PubMed Central

Tang, Brandon; Coret, Alon; Qureshi, Aatif; Barron, Henry; Ayala, Ana Patricia

2018-01-01

Background The adoption of the flipped classroom in undergraduate medical education calls on students to learn from various self-paced tools—including online lectures—before attending in-class sessions. Hence, the design of online lectures merits special attention, given that applying multimedia design principles has been shown to enhance learning outcomes. Objective The aim of this study was to understand how online lectures have been integrated into medical school curricula, and whether published literature employs well-accepted principles of multimedia design. Methods This scoping review followed the methodology outlined by Arksey and O'Malley (2005). Databases, including MEDLINE, PsycINFO, Education Source, FRANCIS, ERIC, and ProQuest, were searched to find articles from 2006 to 2016 related to online lecture use in undergraduate medical education. Results In total, 45 articles met our inclusion criteria. Online lectures were used in preclinical and clinical years, covering basic sciences, clinical medicine, and clinical skills. The use of multimedia design principles was seldom reported. Almost all studies described high student satisfaction and improvement on knowledge tests following online lecture use. Conclusions Integration of online lectures into undergraduate medical education is well-received by students and appears to improve learning outcomes. Future studies should apply established multimedia design principles to the development of online lectures to maximize their educational potential. PMID:29636322

Simulation-based local anaesthesia teaching enhances learning outcomes.

PubMed

Marei, H F; Al-Jandan, B A

2013-02-01

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

Is Video Podcast Supplementation as a Learning Aid Beneficial to Dental Students?

PubMed

Kalludi, Shivananda; Punja, Dhiren; Rao, Raghavendra; Dhar, Murali

2015-12-01

Podcasting has recently emerged as an important information technology tool for health professionals. Podcasts can be viewed online or downloaded to a user computer or a handheld multimedia device like a portable MP3 player, smart phone and tablet device. The principal advantage of the podcast is that the presentation of information need not be linked with any particular time or location. Since students are familiar with newer technology tools and may be using it on a regular basis, video podcast could serve as a convenient tool for students to help remember both conceptual and factual information. The purpose of this study was to assess the attitude of first year dental students towards video podcast supplementation and to assess the efficacy of video podcast as a teaching aid in comparison to text book reading. First year dental students were recruited for this study. A didactic lecture class was conducted for the students (n=100). The students were then randomly divided into two groups. Students present in group A (n=46) underwent a video podcast session followed by a multiple choice question test. This was followed by student feedback to assess the usefulness of video podcast. Students belonging to group B (n=54) had a study session for 20 minutes followed by the MCQ test. Students then underwent the video podcast session followed by feedback to assess the utility of video podcast. Mann-Whitney U test was applied to compare the difference in the median MCQ score between the two groups. The findings revealed a significant gain in the median MCQ score in the intervention group (group A) when compared to control group (Group B). In the feedback form, 89% of students agreed that the video podcast might be useful as it would enable them to view slides and hear the lectures repeatedly. Students who underwent the video podcast session performed significantly better in the MCQ test compared to students who underwent text book reading alone. This demonstrates an advantage of video podcasts over text book reading. Majority of students accepted the benefits of video podcast supplementation.

Is Video Podcast Supplementation as a Learning Aid Beneficial to Dental Students?

PubMed Central

Kalludi, Shivananda; Rao, Raghavendra; Dhar, Murali

2015-01-01

Introduction Podcasting has recently emerged as an important information technology tool for health professionals. Podcasts can be viewed online or downloaded to a user computer or a handheld multimedia device like a portable MP3 player, smart phone and tablet device. The principal advantage of the podcast is that the presentation of information need not be linked with any particular time or location. Since students are familiar with newer technology tools and may be using it on a regular basis, video podcast could serve as a convenient tool for students to help remember both conceptual and factual information. Aim The purpose of this study was to assess the attitude of first year dental students towards video podcast supplementation and to assess the efficacy of video podcast as a teaching aid in comparison to text book reading. Materials and Methods First year dental students were recruited for this study. A didactic lecture class was conducted for the students (n=100). The students were then randomly divided into two groups. Students present in group A (n=46) underwent a video podcast session followed by a multiple choice question test. This was followed by student feedback to assess the usefulness of video podcast. Students belonging to group B (n=54) had a study session for 20 minutes followed by the MCQ test. Students then underwent the video podcast session followed by feedback to assess the utility of video podcast. Mann-Whitney U test was applied to compare the difference in the median MCQ score between the two groups. Results The findings revealed a significant gain in the median MCQ score in the intervention group (group A) when compared to control group (Group B). In the feedback form, 89% of students agreed that the video podcast might be useful as it would enable them to view slides and hear the lectures repeatedly. Conclusion Students who underwent the video podcast session performed significantly better in the MCQ test compared to students who underwent text book reading alone. This demonstrates an advantage of video podcasts over text book reading. Majority of students accepted the benefits of video podcast supplementation. PMID:26816884

Online Lectures in Undergraduate Medical Education: Scoping Review.

PubMed

Tang, Brandon; Coret, Alon; Qureshi, Aatif; Barron, Henry; Ayala, Ana Patricia; Law, Marcus

2018-04-10

The adoption of the flipped classroom in undergraduate medical education calls on students to learn from various self-paced tools-including online lectures-before attending in-class sessions. Hence, the design of online lectures merits special attention, given that applying multimedia design principles has been shown to enhance learning outcomes. The aim of this study was to understand how online lectures have been integrated into medical school curricula, and whether published literature employs well-accepted principles of multimedia design. This scoping review followed the methodology outlined by Arksey and O'Malley (2005). Databases, including MEDLINE, PsycINFO, Education Source, FRANCIS, ERIC, and ProQuest, were searched to find articles from 2006 to 2016 related to online lecture use in undergraduate medical education. In total, 45 articles met our inclusion criteria. Online lectures were used in preclinical and clinical years, covering basic sciences, clinical medicine, and clinical skills. The use of multimedia design principles was seldom reported. Almost all studies described high student satisfaction and improvement on knowledge tests following online lecture use. Integration of online lectures into undergraduate medical education is well-received by students and appears to improve learning outcomes. Future studies should apply established multimedia design principles to the development of online lectures to maximize their educational potential. ©Brandon Tang, Alon Coret, Aatif Qureshi, Henry Barron, Ana Patricia Ayala, Marcus Law. Originally published in JMIR Medical Education (http://mededu.jmir.org), 10.04.2018.

The oral medicoscientific presentation: art, entertainment, or science -- all, some, or none? A brief guide for presenters (and moderators)

NASA Astrophysics Data System (ADS)

Calderhead, Robert G.

2003-12-01

The summons from a medical congress or symposium chairman, chairwoman or president to be a session moderator or to deliver an invited lecture, or the offer to participate in a free paper session are events which can turn the most seasoned clinician and researcher into something which lies on the bed of the ocean and shivers, namely, a nervous wreck. However, proper planning and the following of a few simple rules can eliminate the mental trauma for the presenter often wrongly associated with having to give an oral presentation, and indeed obviate the sometimes much more serious trauma inflicted upon the hapless audience by an ill-prepared presentation and a hapless presenter, not to mention a mutinous moderator. The first point is that an oral presentation is not a scientific paper, and therefore while it may follow in general the usual divisions of a written article, it should not be a pictorial representation of a piece of rigid scientific writing. Secondly, presenters are almost always given a time limit for their presentation. It is the height of bad manners and total ignorance to exceed this time limit, as the presenter is often one of a series.

The teaching of anesthesia history in US residency programs: results of a nationwide survey.

PubMed

Desai, Manisha S; Chennaiahgari, Shirish R; Desai, Sukumar P

2012-03-01

To determine the extent to which history of anesthesia-related topics are included in the didactic curriculum of United States residency programs in anesthesiology. Survey instrument. University-affiliated hospital. In addition to information related to the identity of the respondent and institution, we inquired about the presence of faculty members with an interest in the history of anesthesia (HOA), the inclusion of HOA-related lectures in the didactic curriculum, whether the program would consider inviting an outside lecturer for a session devoted to HOA, the inclusion of HOA-related tours, and whether the program would allow residents an elective rotation of one to three months devoted to a research project related to HOA. On the basis of responses from 46 of 132 residency programs (35%), 54% of programs had at least one faculty member with an interest in HOA, and 45% of programs included lectures related to HOA in their didactic curriculum. An encouraging finding was that 83% of programs (without such didactic sessions) were willing to invite visiting professors to deliver lectures on HOA. The vast majority (91%) did not conduct tours related to HOA, while 74% indicated a willingness to allow residents interested in HOA to devote one to three months to undertake such projects. The low rate of interest in HOA among faculty members, and the lower rate of inclusion of lectures related to HOA during residency training, suggests that substantial barriers exist within the academic community towards a wider acceptance of the importance of HOA. Two positive indicators were the willingness to invite outside speakers and the receptivity to allowing residents to devote one to three months to projects related to HOA. Copyright © 2012 Elsevier Inc. All rights reserved.

Effect of simulation-based emergency cardiac arrest education on nursing students' self-efficacy and critical thinking skills: Roleplay versus lecture.

PubMed

Kim, Eunsook

2018-02-01

Simulation education is a learning method for improving self-efficacy and critical thinking skills. However, not much study has been done on how to use it for education on emergency cardiac arrest situations, for which a multidisciplinary team approach is required. This study investigated the effects of simulation education on nursing students' self-efficacy and critical thinking skills in emergency cardiac arrest situations. A quasi-experimental research approach with a crossover design was used to compare two types of simulation instruction methods. This study was conducted with 76 nursing students divided into two groups by order of instruction methods, in November and December 2016. Both groups of participants experienced a simulation lesson based on the same emergency scenario. Group A first completed a roleplay of an emergency cardiac arrest situation in a clinical setting, while Group B first listened to a lecture on the procedure. After ten days, Group A repeated the simulation exercise after listening to the lecture, while Group B completed the simulation exercise after the roleplay. The students' self-efficacy and critical thinking skills were measured using a questionnaire before and after each session. In the first session, self-efficacy and critical thinking skills scores increased greatly from pretest to posttest for Group A in comparison to Group B; no statistically significant difference was found between the two groups. In the second session, Group B showed a significant increase between pretest and posttest, while Group A showed no significant difference. Conducting the simulation exercise after the roleplay was a more effective teaching method than conducting it after the lecture. Moreover, having the nursing students assume various roles in realistic roleplay situations combined with simulation exercises led to a deeper understanding of clinical situations and improved their self-efficacy and critical thinking skills. Copyright © 2017 Elsevier Ltd. All rights reserved.

Supporting self and others: from staff nurse to nurse consultant. Part 7: One-to-one sessions.

PubMed

Fowler, John

This series of articles explores various ways of supporting staff who work in the fast-moving and ever-changing health service. In previous articles, John Fowler an experienced nursing lecturer, author and consultant, examined the importance of developing a supportive working culture and the role of preceptorship, mentoring, clinical supervision and giving feedback. This article examines how to make a one-to-one session supportive and focused.

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

PubMed Central

Schumacher, Christie; Arif, Sally

2016-01-01

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

Glass science tutorial: Lecture No. 7, Waste glass technology for Hanford

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

Kruger, A.A.

1995-07-01

This paper presents the details of the waste glass tutorial session that was held to promote knowledge of waste glass technology and how this can be used at the Hanford Reservation. Topics discussed include: glass properties; statistical approach to glass development; processing properties of nuclear waste glass; glass composition and the effects of composition on durability; model comparisons of free energy of hydration; LLW glass structure; glass crystallization; amorphous phase separation; corrosion of refractories and electrodes in waste glass melters; and glass formulation for maximum waste loading.

Proceedings of the 11th Congress of the International Society of Nutrigenetics and Nutrigenomics (ISNN 2017).

PubMed

Barrington, William T; Salvador, Anna C; Hartiala, Jaana A; De Caterina, Raffaele; Kohlmeier, Martin; Martinez, J Alfredo; Kreutzer, Carin B; Heber, David; Lusis, Aldons J; Li, Zhaoping; Allayee, Hooman

2017-01-01

The International Society of Nutrigenetics and Nutrigenomics (ISNN) held its 11th annual Congress in Los Angeles, California, between September 16 and 19, 2017. In addition to 2 keynote lectures, 4 plenary sessions included presentations by internationally renowned speakers on cutting-edge areas of research and new discoveries in genetics/genomics, the microbiome, and nutrition. Scientific topics included multi-omics approaches; diet and the microbiome; cancer, longevity, and metabolism; moving the field forward; and translational/educational aspects and the future of medicine. There was also an accepted oral abstracts session designed specifically to provide young investigators and trainees with the opportunity to present their work, as well as a session focused on industry-academic partnerships, which included a roundtable discussion afterwards. Overall, the 11th ISNN Congress was an exciting and intellectually stimulating meeting focused on understanding the impact of biological interactions between genes and nutrients on health and disease. These efforts continued the decade-long tradition of the annual ISNN Congress to provide an interdisciplinary platform for scientists from various disciplines to discuss research ideas and advance the fields of nutrigenetics and nutrigenomics. © 2018 S. Karger AG, Basel.

Didactic content and teaching methodologies on required allopathic US family medicine clerkships.

PubMed

Schwiebert, L P; Aspy, C B

1999-02-01

Despite the increased prominence of family medicine clerkships in required third- and fourth-year clinical rotations in US allopathic medical schools, the content of these clerkships varies markedly among institutions, and there is little in the literature concerning the current or desired content of family medicine clerkships. This study explores the didactic content of a national sample of required family medicine clerkships to assess what and how this important aspect of clerkship curriculum is taught. Using an original survey instrument, we surveyed US medical schools through mailings and follow-up phone contacts. We categorized free-form responses using a coding dictionary specific to this study and computed descriptive statistics. Of 127 medical schools contacted, 105 (83%) responded. Among respondents, 86 (82%) had a required family medicine clerkship, 80% of them in the third year. Mean clerkship length was 5.3 weeks (median = 4 weeks), and the mean number of didactic sessions was about 2 per week. Almost 80% of clerkships had sessions in the broad area of family medicine, and prevention was the most frequent individual topic, taught in 32 (37%) of clerkships. Seventy-one percent of sessions used methodologies other than lectures. The mean time devoted to teaching 24 of the top 26 topics identified in the survey was between 1.2 and 3.1 hours/rotation, although case presentations and common problems each averaged more than 7 hours on clerkships teaching these topics. This survey provided more detailed information than previously available about the didactic content of required US allopathic family medicine clerkships. The survey also documented the lack of agreement among these clerkships on didactic content. Most didactic sessions used interactive rather than lecture format. The information from this first detailed survey provides family medicine clerkship directors with national comparisons of didactic content and methodology as a foundation for further discussion.

COLLEGIUM INTERNATIONALE NEURO-PSYCHOPHARMACOLOGICUM (C.I.N.P.) 24th CONGRESS (Paris, France, 20-24 June 2004).

PubMed

Pivac, Nela

2004-09-01

The 24th C.I.N.P. meeting was held in Paris, France, from June 20-24, 2004. The opening ceremony and welcome reception was chaired by Professor Herbert Y Meltzer, Vanderbilt University, Nashville, TN, USA, President of C.I.N.P., and a new president was elected (Professor Brian E. Leonard, Ireland). Congress included the rich social program, combined with lectures of invited speakers, speeches and awards. There were 6650 registered participants all over the world. The meeting consisted of 4 plenary lectures (held by Professor FE Bloom, Department of Neuropharmacology, The Scripps Research Institute, La Jolla USA, Professor HY Meltzer, Vanderbilt University, Nashville, TN, USA, Professor CL Masters, The University of Melbourne, and the Mental Health Research Institute of Victoria, Melbourne, Australia, and Professor JP Changeux, CNRS URA 2182 Recepteurs and Cognition, Paris, France), 69 symposia, 5 synthesia, 25 satellite symposia, 2 electronic interactive sessions, 6 meet the expert sessions, 11 sessions that were held under the name breaking scientific news, 6 workshops, 5 joint meetings, and 2 poster sessions with 657 posters. Posters were displayed for 2 days between 12.00 to 18.00 h, and presenters were available between 16.30 and 18.00 h to answer the questions. Abstracts from the congress were published in International Journal of Neuropsychopharmacology, vol 7, Supplement 1, June 2004. The 24th Collegium Internationale Neuro-Psychopharmacologicum (C.I.N.P.) Congress introduced some new exciting data, summarized some new knowledge, and its goal was to connect the preclinical and clinical data and to introduce some news into clinical practice. The smaller part of the congress that I was able to follow was well organized, and very good attended, with diverse topics, covering all aspects of neuropsychopharmacological research. The sponsorship by the pharmaceutical industries was visible only in the selected sponsored symposia.

Proceedings of the Seventh International Conference on Mars

NASA Technical Reports Server (NTRS)

2007-01-01

The oral and poster sessions of the SEVENTH INTERNATIONAL CONFERENCE ON MARS included; The Distribution and Context of Water-related Minerals on Mars; Poster Session: Mars Geology; Geology of the Martian Surface: Lithologic Variation, Composition, and Structure; Water Through Mars' Geologic History; Poster Session: Mars Water and the Martian Interior; Volatiles and Interior Evolution; The Martian Climate and Atmosphere: Variations in Time and Space; Poster Session: The Martian Climate and Current Processes; Modern Mars: Weather, Atmospheric Chemistry, Geologic Processes, and Water Cycle; Public Lecture: Mars Reconnaissance Orbiter's New View of the Red Planet; The North and South Polar Layered Deposits, Circumpolar Regions, and Changes with Time; Poster Session: Mars Polar Science, Astrobiology, Future Missions/Instruments, and Other Mars Science; Mars Astrobiology and Upcoming Missions; and Martian Stratigraphy and Sedimentology: Reading the Sedimentary Record.

American Academy of Asthma, Allergy and Immunology--55th annual meeting. 26 February-3 March 1999, Orlando, FL, USA.

PubMed

Lieberman, P

1999-05-01

This was a particularly comprehensive gathering of investigators and clinicians interested in the field of allergy, asthma and immunology. The meeting presented information ranging from basic immunological research to the clinical trials of drugs already available for treatment in the US today. There were 984 original oral and poster presentations and over 100 symposia, seminars and workshops. The plenary sessions involved sections on allergic inflammation, immune modulation, chemokine receptors, the origins of asthma, the diagnosis and management of food and drug reactions, the environmental influences on allergic diseases, and dermatological diseases. There were approximately 500 faculty members who presented new data or participated in lectures, seminars or workshops.

The Urbino Summer School in Paleoclimatology: Investing in the future of paleoclimatology

NASA Astrophysics Data System (ADS)

Schellenberg, S. A.; Galeotti, S.; Brinkhuis, H.; Leckie, R. M.

2010-12-01

Improving our understanding of global climate dynamics is increasingly critical as we continue to perturb the Earth system on geologically rapid time-scales. One approach is the modeling of climate dynamics; another is the exploitation of natural archives of climate history. To promote the synergistic integration of these approaches in the next generation of paleoclimatologists, a group of international teacher-scholars have developed the Urbino Summer School in Paleoclimatology (USSP), which has been offered since 2004 at the Università degli Studi di Urbino in Urbino, Italy. The USSP provides international graduate students with an intensive three-week experience in reconstructing the history and dynamics of climate through an integrated series of lectures, investigations, and field and laboratory analyses. Complementing these formal components, informal scientific discussions and collaborations are promoted among faculty and students through group meals, coffee breaks, socials, and evening presentations. The first week begins with a broad overview of climate history and dynamics, and then focuses on the principles and methods that transform geographically- and materially-diverse data into globally time-ordinated paleoclimatic information. Lectures largely serve as “connective tissue” for student-centered investigations that use ocean drilling data and student-collected field data from the spectacular exposures of the surrounding Umbre-Marche Basin. The second week provides sessions and investigations on various biotic and geochemical proxies, and marks the start of student “working groups,” each of whom focus on current understanding of, and outstanding questions regarding, a particular geologic time-interval. Parallel sessions also commence, wherein students self-select to attend one of three concurrently-offered more specialized topics. The third week is an intensive exploration of geochemical, climate, and ocean modeling that stresses the integration of paleoclimate modeling and proxy data. The third week also includes the “Cioppino” conference comprised of lectures by experts from various fields that presenting “new and exciting ideas for digestion.” The course concludes with a series of lectures, discussion, and student presentations examining the relevance of paleoclimate to understanding modern climate dynamics and anthropogenic impacts. Student costs are increasingly being reduced per capita through governmental/institutional underwriting and individually through competitive awards (e.g., recent NSF USSP scholarships). Based on student and faculty evaluations, the current USSP structure appears largely optimized for our initial goal of promoting the integration of paleoclimate proxy data and modeling. Current planning efforts focus on strengthening course connections to Anthropocene issues and managing the large number of international faculty who donate their time and energy as an investment in the future of paleoclimatology.

4th International Symposium on Autophagy: exploiting the frontiers of autophagy research.

PubMed

Eskelinen, Eeva-Liisa; Deretic, Vojo; Neufeld, Thomas; Levine, Beth; Cuervo, Ana Maria

2007-01-01

The 4th International Symposium on Autophagy was held in Mishima, a small town between Tokyo and Kyoto, October 1-5, 2006 (http://isa4th.umin.jp/). The meeting was organized by the group of Eiki Kominami. Approximately 150 participants took part in this well-organized meeting in the spacious and comfortable Toray Conference Hall (Fig. 1). The social program offered opportunities for informal discussions, Japanese culture (from karaoke singing to traditional drumming; Fig. 2), history and nature (a visit to a steaming volcano; Fig. 3), as well as delicious Japanese food. The scientific program started with two plenary lectures on Sunday evening. Daniel Klionsky gave an overview of Atg9 cycling in yeast and Shigekazu Nagata talked about apoptosis and engulfment of dead cells by macrophages. The meeting consisted of five oral sessions and two poster sessions covering a wide range of autophagy-related topics. Exciting unpublished results were presented in all sessions, showing how quickly autophagy research is progressing. Two themes were discussed in many sessions during the symposium: the role of autophagy in the degradation of aggregate-prone proteins and protein aggregates, and the possible role of p62 in autophagy.

The 14th European Immunology Meeting--EFIS 2000. 23-27 September 2000, Poznañ, Poland.

PubMed

Wysocki, P J; Nawrocki, S; Mackiewicz, A

2001-01-01

The 14th European Immunology Meeting--EFIS 2000, held in Poznan, Poland on 23-27 September 2000, was the last major meeting of European immunologists in the second millennium. This conference was intended to summarise past achievements and to present future prospects in immunology. The philosophy of the scientific program was to fuse fundamental and clinical immunology and give a chance for basic scientists and clinicians to discuss mutual topics in a general view. There were eight state-of-art lectures, 12 'meet an expert' sessions, 20 plenary sessions and 46 workshops. More than 900 works were presented. Significant interest was focused on several aspects of cancer immunology and immunotherapy. EFIS 2000 was accompanied by six pre-congress satellite symposia held in various Polish cities. The topics were, 'Heat shock proteins: immune, stress response and apoptosis' (Gdansk), 'Infectious immunity and vaccines' (Kazimierz Dolny), 'Mononuclear phagocytes in basic and clinical immunology' (Cracow), 'Immunology of reproduction' (Poznan), 'Primary immunodeficiencies' (Warsaw) and 'Glycoimmunology' (Wroclaw).

Canadian Mathematics Education Study Group = Groupe Canadien d'Etude en Didactique des Mathematiques. Proceedings of the Annual Meeting (25th, Edmonton, Alberta, Canada, May 25-29, 2001).

ERIC Educational Resources Information Center

Simmt, Elaine, Ed.; Davis, Brent, Ed.

2001-01-01

This document contains the proceedings of the 2001 annual meeting of the Canadian Mathematics Education Study Group (CMESG) held at the University of Alberta, May 25-39, 2000. The proceedings consist of two plenary lectures, four working groups, five topic sessions, new Ph.D. reports, an AD Hoc Session, and panel discussions. Papers include: (1)…

Applying problem-based learning to otolaryngology teaching.

PubMed

Abou-Elhamd, K A; Rashad, U M; Al-Sultan, A I

2011-02-01

Undergraduate medical education requires ongoing improvement in order to keep pace with the changing demands of twenty-first century medical practice. Problem-based learning is increasingly being adopted in medical schools worldwide. We review its application in the specialty of ENT, and we present our experience of using this approach combined with more traditional methods. We introduced problem-based learning techniques into the ENT course taught to fifth-year medical students at Al-Ahsa College of Medicine, King Faisal University, Saudi Arabia. As a result, the teaching schedule included both clinical and theoretical activities. Six clinical teaching days were allowed for history-taking, examination techniques and clinical scenario discussion. Case scenarios were discussed in small group teaching sessions. Conventional methods were employed to teach audiology and ENT radiology (one three-hour session each); a three-hour simulation laboratory session and three-hour student presentation were also scheduled. In addition, students attended out-patient clinics for three days, and used multimedia facilities to learn about various otolaryngology diseases (in another three-hour session). This input was supplemented with didactic teaching in the form of 16 instructional lectures per semester (one hour per week). From our teaching experience, we believe that the application of problem-based learning to ENT teaching has resulted in a substantial increase in students' knowledge. Furthermore, students have given encouraging feedback on their experience of combined problem-based learning and conventional teaching methods.

Enhancing a cancer prevention and control curriculum through interactive group discussions.

PubMed

Forsythe, L P; Gadalla, S M; Hamilton, J G; Heckman-Stoddard, B M; Kent, E E; Lai, G Y; Lin, S W; Luhn, P; Faupel-Badger, J M

2012-06-01

The Principles and Practice of Cancer Prevention and Control course (Principles course) is offered annually by the National Cancer Institute Cancer Prevention Fellowship Program. This 4-week postgraduate course covers the spectrum of cancer prevention and control research (e.g., epidemiology, laboratory, clinical, social, and behavioral sciences) and is open to attendees from medical, academic, government, and related institutions across the world. In this report, we describe a new addition to the Principles course syllabus, which was exclusively a lecture-based format for over 20 years. In 2011, cancer prevention fellows and staff designed and implemented small group discussion sessions as part of the curriculum. The goals of these sessions were to foster an interactive environment, discuss concepts presented during the Principles course, exchange ideas, and enhance networking among the course participants and provide a teaching and leadership opportunity to current cancer prevention fellows. Overall, both the participants and facilitators who returned the evaluation forms (n=61/87 and 8/10, respectively) reported a high satisfaction with the experience for providing both an opportunity to explore course concepts in a greater detail and to network with colleagues. Participants (93%) and facilitators (100%) stated that they would like to see this component remain a part of the Principles course curriculum, and both groups provided recommendations for the 2012 program. The design, implementation, and evaluation of this initial discussion group component of the Principles course are described herein. The findings in this report will not only inform future discussion group sessions in the Principles course but may also be useful to others planning to incorporate group learning into large primarily lecture-based courses.

Enhancing a Cancer Prevention and Control Curriculum through Interactive Group Discussions

PubMed Central

Forsythe, L.P.; Gadalla, S.M.; Hamilton, J.G.; Heckman-Stoddard, B.M.; Kent, E.E.; Lai, G.Y.; Lin, S.W.; Luhn, P.; Faupel-Badger, J.M.

2012-01-01

The Principles and Practice of Cancer Prevention and Control course (Principles course) is offered annually by the National Cancer Institute Cancer Prevention Fellowship Program. This four-week post-graduate course covers the spectrum of cancer prevention and control research (e.g. epidemiology, laboratory, clinical, social, and behavioral sciences) and is open to attendees from medical, academic, government, and related institutions across the world. In this report, we describe a new addition to the Principles course syllabus, which was exclusively a lecture-based format for over 20 years. In 2011, Cancer Prevention Fellows and staff designed and implemented small group discussion sessions as part of the curriculum. The goals of these sessions were to foster an interactive environment, discuss concepts presented during the Principles course, exchange ideas, and enhance networking amongst the course participants, and provide a teaching and leadership opportunity to current Cancer Prevention Fellows. Overall, both the participants and facilitators who returned the evaluation forms (n=61/87, and 8/10, respectively), reported high satisfaction with the experience for providing both an opportunity to explore course concepts in greater detail and to network with colleagues. Participants (93%) and facilitators (100%) stated they would like to see this component remain a part of the Principles course curriculum, and both groups provided recommendations for the 2012 program. The design, implementation, and evaluation of this initial discussion group component of the Principles course are described herein. The findings in this report will not only inform future discussion group sessions in the Principles course but may also be useful to others planning to incorporate group learning into large primarily lecture-based courses. PMID:22661264

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

Should forensic autopsies be a source for medical education? A preliminary study.

PubMed

Kucuker, Hudaverdi; Ozen, Oguz Aslan; Songur, Ahmet; Bas, Orhan; Demirel, Reha

2008-01-01

Practical anatomy sessions including dissection of cadavers are essential for anatomy courses. There are many difficulties in obtaining cadavers. In addition, hardened and discolored cadavers that are fixed with formaldehyde look unrealistic and generate apathy among students. We considered that forensic autopsies may be used as ancillary and supportive practice in anatomy education. We invited the participation of Year 2 medical students in suitable forensic autopsy cases during the course of one year. Specialists of forensic medicine and anatomy provided theoretical support through talks in their specialized fields during the autopsy. At the end of the semester, feedback questionnaire forms were prepared and the students were asked to evaluate these sessions. Forty students participated in the evaluation by completing the questionnaire. Students made positive statements about adequacy of the time of the application, consistency of the structures with theoretical and practical issues shown in anatomy lectures, and necessary explanations of the lecturers during and after the application. We think that forensic autopsies are an attractive supplementary educational model, and we have decided to continue the forensic autopsy practices. We believe that further studies on the evaluation of the sessions using a larger student population will lead to more conclusive results.

The effects of videotape modeling on staff acquisition of functional analysis methodology.

PubMed

Moore, James W; Fisher, Wayne W

2007-01-01

Lectures and two types of video modeling were compared to determine their relative effectiveness in training 3 staff members to conduct functional analysis sessions. Video modeling that contained a larger number of therapist exemplars resulted in mastery-level performance eight of the nine times it was introduced, whereas neither lectures nor partial video modeling produced significant improvements in performance. Results demonstrated that video modeling provided an effective training strategy but only when a wide range of exemplars of potential therapist behaviors were depicted in the videotape.

The Effects of Videotape Modeling on Staff Acquisition of Functional Analysis Methodology

PubMed Central

Moore, James W; Fisher, Wayne W

2007-01-01

Lectures and two types of video modeling were compared to determine their relative effectiveness in training 3 staff members to conduct functional analysis sessions. Video modeling that contained a larger number of therapist exemplars resulted in mastery-level performance eight of the nine times it was introduced, whereas neither lectures nor partial video modeling produced significant improvements in performance. Results demonstrated that video modeling provided an effective training strategy but only when a wide range of exemplars of potential therapist behaviors were depicted in the videotape. PMID:17471805

We Know More Than We Can Tell About Diabetes and Vascular Disease: The 2016 Edwin Bierman Award Lecture.

PubMed

Semenkovich, Clay F

2017-07-01

The Edwin Bierman Award Lecture is presented in honor of the memory of Edwin L. Bierman, MD, an exemplary scientist, mentor, and leader in the field of diabetes, obesity, hyperlipidemia, and atherosclerosis. The award and lecture recognizes a leading scientist in the field of macrovascular complications and contributing risk factors in diabetes. Clay F. Semenkovich, MD, the Irene E. and Michael M. Karl Professor and Chief of the Division of Endocrinology, Metabolism and Lipid Research at Washington University School of Medicine in St. Louis, St. Louis, MO, received the prestigious award at the American Diabetes Association's 76th Scientific Sessions, 10-14 June 2016, in New Orleans, LA. He presented the Edwin Bierman Award Lecture, "We Know More Than We Can Tell About Diabetes and Vascular Disease," on Sunday, 12 June 2016. Diabetes is a disorder of abnormal lipid metabolism, a notion strongly supported by the work of Edwin Bierman, for whom this eponymous lecture is named. This abnormal lipid environment continues to be associated with devastating vascular complications in diabetes despite current therapies, suggesting that our understanding of the pathophysiology of blood vessel disease in diabetes is limited. In this review, potential new insights into the nature of diabetic vasculopathy will be discussed. Recent observations suggest that while the concept of distinct macrovascular and microvascular complications of diabetes has been useful, vascular diseases in diabetes may be more interrelated than previously appreciated. Moreover, the intermediary metabolic pathway of de novo lipogenesis, which synthesizes lipids from simple precursors, is robustly sensitive to insulin and may contribute to these complications. De novo lipogenesis requires fatty acid synthase, and recent studies of this enzyme suggest that endogenously produced lipids are channeled to specific intracellular sites to affect physiology. These findings raise the possibility that novel approaches to treating diabetes and its complications could be based on altering the intracellular lipid milieu. © 2017 by the American Diabetes Association.

Proceedings of the U.S. Geological Survey Sixth Biennial Geographic Information Science Workshop, Denver, Colorado, April 24-28, 2006

USGS Publications Warehouse

Brakebill, John W.; Sieverling, Jennifer B.; Chirico, Peter G.

2006-01-01

The U.S. Geological Survey's (USGS) Sixth Biennial Geographic Information Science Workshop April 24 - 28, 2006, at the Denver Federal Center in Denver, Colorado, provides a unique opportunity for multi-disciplinary Geographic Information Systems (GIS) and associated scientific professionals to share, learn, present, and discuss a wide variety of geospatial-related topics. Information is exchanged through a series of plenary sessions, hands-on technical workshops, user and commercial vendor demonstrations, lecture and poster sessions, and specialty meetings. Workshop attendance is limited to Department of Interior (DOI) and USGS employees and contractors; however, plenary, hands-on, and lecture sessions have presenters from other Federal agencies, numerous commercial vendors, universities, and several consortia. Over 175 participants are expected to attend the Workshop. Several prominent speakers are featured at this Workshop. Monday evening Star Guest Speaker and National Aeronautics and Space Administration (NASA) Astronaut Captain Dominic Gorie will talk about his experiences as a veteran of three space flights and over 32 days in space, including the NASA Space Shuttle Radar Topography Mission that mapped more than 47 million miles of the Earth's land surface. Selected as an astronaut candidate by NASA in December 1994, Captain Gorie is currently Chief of the Astronaut Shuttle Branch. Monday evening also features a town hall meeting with Geographic Information Office (GIO) leaders Karen Siderelis, Kevin Gallagher, Bob Pierce, Steve Guptill, Mark DeMulder, John Mahoney, and Mark Negri, who will discuss changes and activities within the GIO in an open discussion format. Tuesday plenary sessions feature keynote speaker Dr. P. Patrick Leahy, Acting USGS Director. Dr. Leahy holds undergraduate and graduate degrees in geology (1968) and geophysics (1970) from Boston College. In 1979, he received his doctorate in geology from Rensselaer Polytechnic Institute, where he specialized in regional ground-water studies and hydraulics. Dr. Leahy has been with the USGS since 1974, and has held various technical and managerial positions, including Associate Director for Geology and Chief of the National Water-Quality Assessment (NAWQA) Program. Dr. Leahy will be discussing a broad range of topics including Bureau accomplishments, initiatives, and budgets. The purpose of this proceedings volume is to serve as an activity reference for Workshop attendees as well as an archive of technical abstracts submitted, presented, and discussed at the Workshop. Author, co-author, and presenter names, affiliations, and contact information are listed with presentation titles along with submitted abstracts. Some hands-on sessions are offered twice. In these instances, abstracts submitted for publication are presented in the proceedings on both days they are offered. All acronyms used in these proceedings are explained in the text of each abstract. The term 'ArcGIS' refers to an integrated collection of GIS software products produced by Environmental Systems Research Institute, Inc. (ESRI).

Problem-based learning in comparison with lecture-based learning among medical students.

PubMed

Faisal, Rizwan; Bahadur, Sher; Shinwari, Laiyla

2016-06-01

To compare performance of medical students exposed to problem-based learning and lecture-based learning. The descriptive study was conducted at Rehman Medical College, Peshawar, Pakistan from May 20 to September 20, 2014, and comprised 146 students of 3rd year MBBS who were randomised into two equal groups. One group was taught by the traditional lecture based learning, while problem-based learning was conducted for the other group on the same topic. At the end of sessions, the performance of the two groups was evaluated by one-best type of 50 multiple choice questions. Total marks were 100, with each question carrying 2 marks. SPSS 15 was used for statistical analysis. There were 146 students who were divided into two equal groups of 73(50%) each. The mean score in the group exposed to problem-based learning was 3.2 ± 0.8 while those attending lecture-based learning was 2.7±0.8 (p= 0.0001). Problem-based learning was more effective than lecture based learning in the academic performance of medical students.

Technology in the teaching of neuroscience: enhanced student learning.

PubMed

Griffin, John D

2003-12-01

The primary motivation for integrating any form of education technology into a particular course or curriculum should always be to enhance student learning. However, it can be difficult to determine which technologies will be the most appropriate and effective teaching tools. Through the alignment of technology-enhanced learning experiences with a clear set of learning objectives, teaching becomes more efficient and effective and learning is truly enhanced. In this article, I describe how I have made extensive use of technology in two neuroscience courses that differ in structure and content. Course websites function as resource centers and provide a forum for student interaction. PowerPoint presentations enhance formal lectures and provide an organized outline of presented material. Some lectures are also supplemented with interactive CD-ROMs, used in the presentation of difficult physiological concepts. In addition, a computer-based physiological recording system is used in laboratory sessions, improving the hands-on experience of group learning while reinforcing the concepts of the research method. Although technology can provide powerful teaching tools, the enhancement of the learning environment is still dependent on the instructor. It is the skill and enthusiasm of the instructor that determines whether technology will be used effectively.

Bridging gaps in discovery and development: chemical and biological sciences for affordable health, wellness and sustainability.

PubMed

Chauhan, Prem Man Singh

2011-05-01

To commemorate 2011 as the International Year of Chemistry, the Indian Society of Chemists and Biologists organized its 15th International Conference on 'Bridging Gaps in Discovery and Development: Chemical and Biological Sciences for Affordable Health, Wellness and Sustainability' at Hotel Grand Bhagwati, in association with Saurashtra University, Rajkot, India. Anamik Shah, President of the Indian Society of Chemists and Biologists, was organizing secretary of the conference. Nicole Moreau, President of the International Union of Pure and Applied Chemistry and Secretary General of the Comité National de la Chimie, National Centre for Scientific Research France, was chief guest of the function. The four-day scientific program included 52 plenary lectures, 24 invited lectures by eminent scientists in the field and 12 oral presentations. A total of 317 posters were presented by young scientists and PhD students in three different poster sessions. Approximately 750 delegates from India, the USA, UK, France, Switzerland, Germany, Austria, Belgium, Sweden, Japan and other countries attended the conference. The majority of the speakers gave presentations related to their current projects and areas of interest and many of the talks covered synthesis, structure-activity relationships, current trends in medicinal chemistry and drug research.

1990 Fall Meeting Report

NASA Astrophysics Data System (ADS)

Chapman, David S.

The AGU 1990 Fall Meeting, held in San Francisco December 3-7, continued the steady growth trend for the western meeting set over the last decade. About 5200 members registered for the meeting and 3836 papers were given. The scientific kickoff to the meeting was provided by a Union session on initial results of the current Magellan mission to Venus. The mission was also the focus of a public lecture and short film on highlights of the mission and an extensive Union poster session.

Technology-Enhanced Pathology Education: Nigerian Medical Students Perspectives

ERIC Educational Resources Information Center

Vhriterhire, Raymond A.; Orkuma, Joseph A.; Jegede, Olushola O.; Omotosho, Ayodele J.; Adekwu, Amali

2016-01-01

The delivery of pathology education traditionally through instructor centred didactic lectures, small group tutorials, and practical demonstrations using microscope glass slides, gross pot specimens and autopsy sessions, is paving way for electronic learner-centred methods. Successful adoption and implementation of rapidly advancing educational…

Take-Home Experiments for Large Lecture Classes.

ERIC Educational Resources Information Center

Johnston, Bradley G.; Schroeer, Juergen M.

1992-01-01

Suggests seven take-home experiments geared toward the topic of energy that can be utilized in large, general-education physics classes that do not include laboratory sessions. An appendix provides details for the experiment to measure the heat of fusion of water. (MDH)

Conference report: formulating better medicines for children: 4th European Paediatric Formulation Initiative conference.

PubMed

Walsh, Jennifer; Mills, Simon

2013-01-01

The fourth annual European Paediatric Formulation Initiative (EuPFI) conference on Formulating Better Medicines for Children was held on 19-20 September 2012 at the Institute of Molecular Genetics Congress Centre, Prague, Czech Republic. The 2-day conference concentrated on the latest advances, challenges and opportunities for developing medicinal products and administration devices for pediatric use, both from European and US perspectives. It was aimed specifically at providing exposure to emerging practical applications, and for illustrating remedies utilized by pediatric drug-development teams to overcome hurdles faced in developing medicines for pediatric patients. The conference format included plenary talks, focus sessions on each of the EuPFI work streams (extemporaneous preparations, excipients, pediatric administration devices, taste masking and taste assessment, age-appropriate formulations), case studies, soapbox sessions and a parallel poster display. This conference report summarizes the keynote lectures and also gives a flavor of other presentations and posters from the conference.

A study assessing the impact of different teaching modalities for pharmacy students in a Cardio-Pulmonary Resuscitation (CPR) course.

PubMed

Khan, Tahir Mehmood; Hassali, Mohamed Azmi; Rasool, Sahibzada Tasleem

2013-10-01

The current study aims to assess the effectiveness of different teaching methods adopted for the practical session of Cardio-Pulmonary Resuscitation (CPR). CPR training is one of the compulsory modules of the Public Health Pharmacy (PHP) course at Universiti Sains Malaysia. CPR training comprises of 10% of total marks of the PHP course. To test the effectiveness of the different teaching strategies, three groups were defined using a two-stage cohort distribution-i.e. based on grade point average (GPA) and different teaching modalities. Group One was instructed using images and PowerPoint lecture slides. Group Two was instructed using videos and PowerPoint lecture slides. Group Three was instructed using PowerPoint slides with white boards and videos. Students in Group Three were not provided with a hard/soft copy of the PowerPoint slides and were encouraged to write down all the information on their personal notebooks. A 20-item questionnaire was used to assess the students' understanding toward the CPR session. Data were analyzed using the Statistical Package for Social Science Students, SPSS version 13®. Based on the response attained, the comparison of the final score among the groups was undertaken using one way ANOVA. Twenty-seven students have participated in this study. Final evaluation using the questionnaire revealed that student's in Group Three had a better understanding of CPR (18.1 ± 1.5, p <0.001) than the other two. Students' note taking during the lecture and use of traditional chalkboard teaching were found significant to improve the students' understanding and learning in the CPR session.

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

NASA Astrophysics Data System (ADS)

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

2014-01-01

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

Development of a prototype interactive learning system using multi-media technology for mission independent training program

NASA Technical Reports Server (NTRS)

Matson, Jack E.

1992-01-01

The Spacelab Mission Independent Training Program provides an overview of payload operations. Most of the training material is currently presented in workbook form with some lecture sessions to supplement selected topics. The goal of this project was to develop a prototype interactive learning system for one of the Mission Independent Training topics to demonstrate how the learning process can be improved by incorporating multi-media technology into an interactive system. This report documents the development process and some of the problems encountered during the analysis, design, and production phases of this system.

I Workshop on Science and Astronomy at the DAM of the UB

NASA Astrophysics Data System (ADS)

Masana, E.; Ribas, S. J.; Jordi, C.; Gómez, V.

The Department of Astronomy and Meteorology (DAM) of the University of Barcelona organized the I Workshop on Science and Astronomy for Youth in November 2007, with the title The Sun: Radiation and Gravitation, as one of its outreach activities for high school students. About 350 participants took part in four different activities during the Workshop. On one hand, some days before the beginning of the activities, some DAM members went to the different high schools to present the sessions and introduce some key concepts to follow them. On the other hand, during their visit to the facilities of the Physics Faculty and the Astronomy Department of the University of Barcelona, they took part in: an observation of the Sun looking at sunspots, and a short lecture on safety rules on Sun's observations and on the Sun's structure and activity; a lecture with the title Why do stars shine?; and a computer experience named Gravitation: Kepler's 3rd Law.

A comparison of in-class learner engagement across lecture, problem-based learning, and team learning using the STROBE classroom observation tool.

PubMed

Kelly, P Adam; Haidet, Paul; Schneider, Virginia; Searle, Nancy; Seidel, Charles L; Richards, Boyd F

2005-01-01

Having recently introduced team learning into the preclinical medical curriculum, evidence of the relative impact of this instructional method on in-class learner engagement was sought. To compare patterns of engagement behaviors among learners in class sessions across 3 distinct instructional methods: lecture, problem-based learning (PBL), and team learning. Trained observers used the STROBE classroom observation tool to measure learner engagement in 7 lecture, 4 PBL, and 3 team learning classrooms over a 12-month period. Proportions of different types of engagement behaviors were compared using chi-square. In PBL and team learning, the amount of learner-to-learner engagement was similar and much greater than in lecture, where most engagement was of the learner-to-instructor and self-engagement types. Also, learner-to-instructor engagement appeared greater in team learning than in PBL. Observed engagement behaviors confirm the potential of team learning to foster engagement similar to PBL, but with greater faculty input.

Develop and teach graduate course on rail terminal design and operations.

DOT National Transportation Integrated Search

2017-06-02

This project planned and developed the course material for CEE 598 RTD, and taught it as a fullsemester course open to graduate students at UIUC in Fall 2014. Students enrolled in the class participated in lecture-discussion sessions, twice a week fo...

Outside the Box Teaching Moments: Classroom-Tested Innovations

ERIC Educational Resources Information Center

Whalen, D. Joel; Coker, Kesha K.

2016-01-01

The 2015 Society for Marketing Advances Teaching Moments sessions offered a wide variety of teaching interventions centered on gaining students' attention, increasing class participation, using lively student-engaging demonstrations, using props during lecture, using sales technology classroom applications, using social media, and many more.…

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

NASA Astrophysics Data System (ADS)

Syukri, Yandi; Nugroho, Bambang Hernawan

2017-03-01

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

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

PubMed

Jafari, Zahra

2014-01-01

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

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

PubMed Central

Jafari, Zahra

2014-01-01

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

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

PubMed

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

2016-11-01

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

The design process of a multimodal module that synthesized knowledge across nursing courses.

PubMed

Wolf, Linda; Rutar, Pamela; Delgado, Cheryl; Niederriter, Joan

2017-05-01

Nursing faculty are being challenged to increase the use of technology in the classroom. Use of technology addresses multiple learning styles, increases student engagement, encourages active learning and improves students' attention. Evaluate student satisfaction to a faculty designed multimedia teaching strategy. Cross sectional design with data collected over six semesters from six cohorts of nursing students. An urban university in the Midwest United States. 154 sophomore generic and accelerated BSN students enrolled in Fundamentals of Nursing; Ninety-nine participants were female (66.9%) and 49 (31.8%) were male. Eighty-three percent were less than 20years to 30years in age. A multimedia teaching strategy developed by three faculty integrating narrated case study, questioning and animation of skills and pathophysiology was implemented during the class session on infection control. At the conclusion, questionnaires were distributed to collect evaluation data. 120 students (77.9%) stated that the animated pathophysiology helped them understand the pathophysiological processes better than lecture alone. When combined with lecture, 121 students or 78.6% reported a better understanding of the material than if presented as lecture alone. 123 (79.9%) of the students stated that watching the animated video improved their understanding of the lecture content. As stated by one student, "I liked the visualization because it helped me further understand the material." 104 (67.5%) stated that presenting course content from multiple courses into one format facilitated the importance of these courses; "I liked that different aspect[s] of nursing were brought together." Use of multimedia in the classroom engages students in the learning process by actively involving students in the learning process as well as facilitating the delivery of difficult course content. Overall, students voiced a preference for all instructional materials to be presented in an animated format. Copyright © 2017 Elsevier Ltd. All rights reserved.

Addressing key concepts in physical geography through interactive learning activities in an online geo-ICT environment

NASA Astrophysics Data System (ADS)

Verstraeten, Gert; Steegen, An; Martens, Lotte

2016-04-01

The increasing number of geospatial datasets and free online geo-ICT tools offers new opportunities for education in Earth Sciences. Geospatial technology indeed provides an environment through which interactive learning can be introduced in Earth Sciences curricula. However, the effectiveness of such e-learning approaches in terms of learning outcomes has rarely been addressed. Here, we present our experience with the implementation of digital interactive learning activities within an introductory Physical Geography course attended by 90 undergraduate students in Geography, Geology, Biology and Archaeology. Two traditional lectures were replaced by interactive sessions (each 2 h) in a flexible classroom where students had to work both in team and individually in order to explore some key concepts through the integrated use of geospatial data within Google EarthTM. A first interactive lesson dealt with the classification of river systems and aimed to examine the conditions under which rivers tend to meander or to develop a braided pattern. Students were required to collect properties of rivers (river channel pattern, channel slope, climate, discharge, lithology, vegetation, etc). All these data are available on a global scale and have been added as separate map layers in Google EarthTM. Each student collected data for at least two rivers and added this information to a Google Drive Spreadsheet accessible to the entire group. This resulted in a database of more than one hundred rivers spread over various environments worldwide. In a second phase small groups of students discussed the potential relationships between river channel pattern and its controlling factors. Afterwards, the findings of each discussion group were presented to the entire audience. The same set-up was followed in a second interactive session to explore spatial variations in ecosystem properties such as net primary production and soil carbon content. The qualitative evaluation of both interactive sessions showed that the majority of students perceive these as very useful and inspiring. Students were more capable in exploring the spatial linkages between various environmental variables and processes compared to traditional lectures. Furthermore, the format of the sessions offered a forum in which undergraduate students from a variety of disciplines discussed the learning content in mixed groups. The success of interactive learning activities, however, strongly depends on the quality of the educational infrastructure (flexible spaces, wireless connections with sufficient broadband capacity).

Implementation of teaching on LGBT health care.

PubMed

Taylor, Anna K; Condry, Hannah; Cahill, David

2018-04-01

Lesbian, gay, bisexual and transgender (LGBT) patients represent an important proportion of the population. Despite the health inequalities and barriers to health care noted within this group, there is little evidence of LGBT-focused education within medicine, dentistry or nursing. We introduced and evaluated the effect of a half-day teaching session focused on LGBT health care, delivered to year-2 students. Initial informal discussion with year-2 and year-3 students suggested that the awareness of health inequalities other than sexual health was limited, and that students had little awareness of other issues such as gender dysphoria and heterosexism. We therefore targeted these areas when developing the material. There is little evidence of LGBT-focused education within medicine, dentistry or nursing INNOVATION: The session was divided into two sections: a lecture and a workshop. The lecture provided an introduction to issues around legislation, transgender health and health inequalities, whereas the workshops involved a role-play focused on gender dysphoria, followed by small group discussions on topics such as heterosexism and sexual identity. Volunteer peer facilitators, some of whom identified as LGBT, undertook a 2-hour training session to ensure that they were comfortable with both the material and the group facilitation. Students completed a short questionnaire before and after the session. Feedback was gathered from 350 students between 2012 and 2015. Sixty-nine per cent of students rated their competency level higher after the workshop, suggesting that they felt better prepared to consult with LGBT patients. Written comments suggested that the sessions are useful for students in terms of improving awareness of health inequalities and enabling consultation skills practice in an informal environment. © 2017 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

Distributed radiology clerkship for the core clinical year of medical school.

PubMed

Chew, Felix S

2002-11-01

The central role that diagnostic radiology has in the modern practice of medicine has not always been reflected in radiology's place in the curriculum. We developed a new radiology clerkship for undergraduate medical students during their core clinical year that was supported by Web technology. The assumptions underlying the design of the clerkship were that radiology is best learned from radiologists and that students are most receptive to learning radiology when it is related to concurrent patient care experiences. Beginning in May 2000, a required radiology clerkship experience was incorporated into the core clinical year at Wake Forest University School of Medicine. The core clinical year was organized into three 16-week blocks of clerkships. Two or four independent half-day radiology tutorial sessions were included with each clerkship block, and attended by all students in the block (approximately 35 students), regardless of their specific clerkship assignments. There were ten different radiology tutorials, each given three times during the year as students rotated through the clerkship blocks. Thus, each student attended a radiology tutorial session every four to eight weeks during the year. The topics covered during the tutorials were correlated with the content of the clerkship blocks and included adult and pediatric chest radiology, adult and pediatric abdominal radiology, body CT, neuroradiology, obstetric ultrasound, gynecologic ultrasound, osteoporosis, adult and pediatric fractures, mammography, and cervical spine trauma. The tutorials included pre- and post-test, lectures, case presentations, and sometimes tours of the radiology department. The educational emphasis was on pragmatic case-based learning exercises, development of verbal and visual vocabulary, and learning when and where to seek more information. To provide continuity and organization, Web-based curriculum materials were designed and implemented as a component of the clerkship. The home page of the Web site provided the schedule, faculty names, attendance and grading policies, course overview, and links to individual tutorials. The pages for individual tutorials included educational objectives, glossary of radiology terminology relevant to the subject, lecture slides and handouts, and teaching cases. All students had laptop computers and access to the academic network, but did not use them during the actual tutorial sessions. Implementation of the radiology clerkship required extensive negotiation with directors of other clerkships so that students could be released from their other responsibilities in order to attend the radiology tutorials. The radiology clerkship format has proven to be complex in its administration, with faculty and students on different schedules commuting to the radiology lecture hall from various locations. Extensive use of e-mail and communication via the Web site have been instrumental in reminding faculty and students of upcoming sessions. Preliminary evaluations have indicated that students liked the radiology sessions and learned a great deal, but disliked the scheduling and the lack of continuity. An evaluation of the curriculum and its components is ongoing.

The 33rd IGC, Oslo, Norway 2008; Geoscience World Congress 2008

NASA Astrophysics Data System (ADS)

Solheim, A.; Bjoerlykke, A.

2007-12-01

The International Geological Congress (IGC) has been arranged every four years since 1878. During the previous Congress in Florence, Italy, 2004, the Nordic countries were awarded the organisation of the 33rd IGC, which will be held in Oslo, Norway, August 6-14, 2008. We expect between 6000 and 9000 participants to the Congress, which also includes workshops, short-courses, and business meetings, as well as more than 50 pre -and post Congress excursions. The Congress is organised under the umbrella of IUGS and the patronage of UNESCO. The Congress will run with 40 parallel sessions and cover the whole width of the geosciences. About 500 symposia will run in 40 parallel sessions. There will be a major poster session, as well as a large exhibition (Geoexpo 2008), in which industry and other organisations will be able to exhibit their products and services. A number of international affiliations have announced their interest in organising annual business meetings during the Congress. In addition, a number of workshops and short-courses will be arranged. More than 50 excursions are planned for the two weeks before the Congress and one week after. These run in all the Nordic Countries, as well as in NW Russia, Ukraine, Greenland, Svalbard, and the Faeroes Islands. These excursions will give the participants a first-hand insight into Nordic Geosciences, as well as the Nordic natural and cultural heritage. Two major international events are important for the Congress. The "International Polar Year" (IPY) and the United Nations' "International Year of Planet Earth" (IYPE) are both running in the period 2007-2009. The Congress focuses on many of the main themes of IYPE, with major emphasis on "Geoscience and Society". Seven major themes will be treated in full-day plenary sessions of lectures given by invited lecturers. These plenary sessions will have a scientific part in the morning, a key-note lecture at lunch-time, and a societal part in the afternoon, followed by a plenary debate. The themes comprise Biodiversity and the geo-environment; Climate change, past, present, future; Geohazards and human behaviour; Water, human health, and the environment; Mineral resources in a fast growing global economy; The energy race - what will be the future energy mix?; Earth and beyond - synergies between Earth and planetary sciences. Nordic ministers are invited to participate in panel debates and press conferences related to these "Themes of the day". In relation to the IPY, the Arctic will receive particular attention, which is important since the effects of climate change is seen first and expected to be largest in these regions. With its focus on climate issues, the Congress will contribute with state-of-the-art science and thereby to the general debate on these issues. Information on all aspects of the programme iscontinuously updated on the Congress website: www.33igc.org.

Geriatric-focused educational offerings in the Department of Veterans Affairs from 1999 to 2009.

PubMed

Thielke, Stephen; Tumosa, Nina; Lindenfeld, Rivkah; Shay, Kenneth

2011-01-01

The scope of geriatrics-related educational offerings in large health care systems, in either the target audiences or topics covered, has not previously been analyzed or reported in the professional literature. The authors reviewed the geriatrics-related educational sessions that were provided between 1999 and 2009 by the Geriatrics Research, Education, and Clinical Centers (GRECCs) and the Employee Education System (EES) of the United States' largest integrated health care system, the Veterans Health Administration (VHA). Using records of attendance and content at local training events and regional and national conferences, the authors estimated the number of attendees in different health disciplines and the number and types of lectures. During the past 11 years, GRECCs and EES provided geriatric-related educational sessions to about one third of a million attendees, most of them nurses and physicians, in about 15,000 lectures. About three-fourths of the educational events occurred through local, rather than regional or national, events. Lectures covered a wide variety of topics, with a particular emphasis on dementia and other mental health topics. A comparison of the number of potential learners in VHA with the number of geriatric-related educational presentations over this time period yields an average of one offering per VHA provider every 3 years; most providers likely never received any. Since 1999 the GRECCs have been the dominant source for geriatrics-related education for VHA health professionals, but given that about one half of VHA patients are older than age 65, there is still a large unmet need to provide geriatric education to VHA providers. Examination of the GRECC resources that have been put to use in the past to develop and deliver the face-to-face education experiences described sheds light on the magnitude of resources that might be required to address remaining unmet need in the future, and supports the prediction that there will need to be increasing reliance on distance learning and other alternatives to face-to-face educational modalities.

The International Negotiation Seminars Project. Project ICONS.

ERIC Educational Resources Information Center

Wilkenfeld, Jonathan; Kaufman, Joyce; Starkey, Brigid

This report of a study at the University of Maryland describes an international, interactive, and interdisciplinary project for first- and second-year students, which combines a large lecture format with small-group, seminar-type sessions organized around a computer-assisted simulation model, the International Communication and Negotiation…

2014 CESM Tutorial

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

Holland, Marika

2014-08-11

The 2014 annual tutorial for the Community Earth System Model (CESM) was held on August 11-August 15, 2014 at the National Center for Atmospheric Research in Boulder, CO. It included lectures and practical sessions on numerous aspects of the CESM model. The proceedings submitted here include a description of the tutorial.

Flippin' Fluid Mechanics--Comparison Using Two Groups

ERIC Educational Resources Information Center

Webster, Donald R.; Majerich, David M.; Madden, Amanda G.

2016-01-01

A flipped classroom approach was implemented in an undergraduate fluid mechanics course. Students watched short, online video lectures before class, participated in active in-class problem solving sessions (in pairs), and completed individualized online quizzes weekly. In-class activities were designed to develop problem-solving skills and teach…

FOREWORD: International Summer School for Advanced Studies 'Dynamics of open nuclear systems' (PREDEAL12)

NASA Astrophysics Data System (ADS)

Delion, D. S.; Zamfir, N. V.; Raduta, A. R.; Gulminelli, F.

2013-02-01

This proceedings volume contains the invited lectures and contributions presented at the International Summer School on Nuclear Physics held at Trei Brazi, a summer resort of the Bioterra University, near the city of Predeal, Romania, on 9-20 July 2012. The long tradition of International Summer Schools on Nuclear Physics in Romania dates as far back as 1964, with the event being scheduled every two years. During this period of almost 50 years, many outstanding nuclear scientists have lectured on various topics related to nuclear physics and particle physics. This year we celebrate the 80th birthday of Aureliu Sandulescu, one of the founders of the Romanian school of theoretical nuclear physics. He was Serban Titeica's PhD student, one of Werner Heisenberg's PhD students, and he organized the first edition of this event. Aureliu Sandulescu's major contributions to the field of theoretical nuclear physics are related in particular to the prediction of cluster radioactivity, the physics of open quantum systems and the innovative technique of detecting superheavy nuclei using the double magic projectile 48Ca (Calcium), nowadays a widely used method at the JINR—Dubna and GSI—Darmstadt laboratories. The title of the event, 'Dynamics of Open Nuclear Systems', is in recognition of Aureliu Sandulescu's great personality. The lectures were attended by Romanian and foreign Master and PhD students and young researchers in nuclear physics. About 25 reputable professors and researchers in nuclear physics delivered lectures during this period. According to a well-established tradition, an interval of two hours was allotted for each lecture (including discussions). Therefore we kept a balance between the school and conference format. Two lectures were held during the morning and afternoon sessions. After lecture sessions, three or four oral contributions were given by young scientists. This was a good opportunity for them to present the results of their research in front of renowned professors and researchers in nuclear physics. This proceedings volume is organized into four chapters, which reflects the traditional chapter structure of nuclear physics textbooks, but seen from the perspective of open quantum systems: INuclear structure IIDecay processes IIINuclear reactions and astrophysics IVContributions The lectures and contributions are listed alphabetically by author within each chapter. The volume contains many comprehensive reviews related to the topics of the School. The first week of the School was focused on nuclear structure and decay phenomena, considering the nucleus as an open system. Experts in these fields lectured on cluster radioactivity, the stability of superheavy nuclei, alpha-decay fine structure, fission versus fusion, beta and double beta decay and pairing versus alpha-clustering. New experimental results related to the nuclear stability of low-lying and high spin states were also presented. Recent developments at JINR—Dubna and GSI—Darmstadt international laboratories were also reported by their current or former directors. The second week of the event was dedicated to the physics of exotic nuclei, heavy ion reactions and multi-fragmentation, symmetries and phase transitions of open quantum systems. The stability of the atomic nucleus is an important and always interesting discussion point, especially in the context of newly discovered nuclear systems close to the stability line, such as proton/neutron rich or superheavy nuclei. Several lectures and contributions were focused on nuclear structure models describing low-lying states. This includes the status of density functional theory, new developments in Bohr-Mottelsohn Hamiltonian and shell-model theory, proton-neutron correlations, shape coexistence, back-bending phenomena and the thermodynamics of open quantum systems. Open systems in astrophysics, such as supernovae and neutron stars, were presented in detail by several lecturers. Important topics connected to the status of the equation of state, hyperonic and quark matter and neutrino physics, as well as the applications of nuclear structure in astrophysics, were also on the School's agenda. There were many discussions and questions both during and after presentations. An open and friendly atmosphere characterized our School, although different opinions quite often divided the participants. Many discussions continued during coffee breaks and excursions organized in the beautiful surroundings. We hope that this proceedings volume will be useful for future reference to both young scientists and senior researchers working in various fields of nuclear physics. We cannot end without expressing our many thanks to the National Authority for Scientific Research and the Romanian Academy (Elias Foundation) for their financial support. We acknowledge the Horia Hulubei National Institute of Physics and Nuclear Engineering and Bioterra University for their important contribution in organizing the School. Guest Editors D S Delion, N V Zamfir, A R Raduta and F Gulminelli First Week International Summer School on Nuclear Physics: First Week Second Week International Summer School on Nuclear Physics: Second Week Sponsors Sponsor logoSponsor logoSponsor logoSponsor logoSponsor logo

The effect of distance learning via SMS on academic achievement and satisfaction of medical students.

PubMed

Sichani, Mehrdad Mohammadi; Mobarakeh, Shadi Reissizadeh; Omid, Athar

2018-01-01

Recently, medical education has made significant progress, and medical teachers are trying to find methods that have most impressive effects on learning. One of the useful learning methods is student active participation. One of the helpful teaching aids in this method is mobile technology. The present study aimed to determine the effect of sending educational questions through short message service (SMS) on academic achievement and satisfaction of medical students and compare that with lecture teaching. In an semi-experimental, two chapters of urology reference book, Smiths General Urology 17 th edition, were taught to 47 medical students of Isfahan University of Medical Sciences in urology course in 2013 academic year. Kidney tumors chapter was educated by sending questions through SMS, and bladder tumors part was taught in a lecture session. For each method, pretest and posttest were held, each consisting of thirty multiple choice questions. To examine the knowledge retention, a test session was held on the same terms for each chapter, 1 month later. At the end, survey forms were distributed to assess student's satisfaction with SMS learning method. Data were analyzed through using SPSS 20. The findings demonstrated a statistically significant difference between the two learning methods in the medication test scores. Evaluation of the satisfaction showed 78.72% of participants were not satisfied. The results of the study showed that distance learning through SMS in medical students could lead to increase knowledge, however, it was not effective on their satisfaction.

Teaching medical students a clinical approach to altered mental status: simulation enhances traditional curriculum

PubMed Central

Sperling, Jeremy D.; Clark, Sunday; Kang, Yoon

2013-01-01

Introduction Simulation-based medical education (SBME) is increasingly being utilized for teaching clinical skills in undergraduate medical education. Studies have evaluated the impact of adding SBME to third- and fourth-year curriculum; however, very little research has assessed its efficacy for teaching clinical skills in pre-clerkship coursework. To measure the impact of a simulation exercise during a pre-clinical curriculum, a simulation session was added to a pre-clerkship course at our medical school where the clinical approach to altered mental status (AMS) is traditionally taught using a lecture and an interactive case-based session in a small group format. The objective was to measure simulation's impact on students’ knowledge acquisition, comfort, and perceived competence with regards to the AMS patient. Methods AMS simulation exercises were added to the lecture and small group case sessions in June 2010 and 2011. Simulation sessions consisted of two clinical cases using a high-fidelity full-body simulator followed by a faculty debriefing after each case. Student participation in a simulation session was voluntary. Students who did and did not participate in a simulation session completed a post-test to assess knowledge and a survey to understand comfort and perceived competence in their approach to AMS. Results A total of 154 students completed the post-test and survey and 65 (42%) attended a simulation session. Post-test scores were higher in students who attended a simulation session compared to those who did not (p<0.001). Students who participated in a simulation session were more comfortable in their overall approach to treating AMS patients (p=0.05). They were also more likely to state that they could articulate a differential diagnosis (p=0.03), know what initial diagnostic tests are needed (p=0.01), and understand what interventions are useful in the first few minutes (p=0.003). Students who participated in a simulation session were more likely to find the overall AMS curriculum useful (p<0.001). Conclusion Students who participated in a simulation exercise performed better on a knowledge-based test and reported increased comfort and perceived competence in their clinical approach to AMS. SBME shows significant promise for teaching clinical skills to medical students during pre-clinical curriculum. PMID:23561054

Final Report. The 2015 Conference on the Dynamics of Molecular Collisions

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

Suits, Arthur G.

The 25th The Conference on the Dynamics of Molecular Collisions (DMC) was held from July 12-17, 2015. The Conference provides a unique platform and focal point for the gathering of experimentalists and theoreticians in the field of chemical dynamics. Since its inauguration in 1965, it has played an irreplaceable role in the development of this field and of many distinguished careers. This 25th meeting was highly successful. We held ten oral sessions and four poster sessions. Nobel Laureate Yuan T. Lee presented the keynote lecture. At this meeting, celebrating 50 years of chemical reaction dynamics, one hundred thirty-seven attendees participated,more » forty-two talks were presented as well as fifty-nine posters.Many attendees remarked that it was the “best meeting of the year.” Results from the meeting and other contributions were collected in a special issue of the Journal of Physical Chemistry A, published December 17, 2015. With this proposal we sought support for students, post-doctoral researchers and junior scientists who needed financial support. The Department of Energy has a large program in gas phase chemistry and many of the speakers and session chairs at the meeting are presently supported by DOE, including Professor Millard Alexander and Carl Lineberger, the recipents of the 2015 Herschbach Prizes that were awarded at the meeting. Funds were used to supplement registration fees for students and post-docs and to cover registration fees for the six selected “hot topic” presentations.« less

Remote Teaching of Histopathology Using Scanned Slides via Skype Between the United Kingdom and Nigeria.

PubMed

Rotimi, Olorunda; Orah, Nnamdi; Shaaban, Abeer; Daramola, Adetola O; Abdulkareem, Fatimah B

2017-02-01

-Web-based learning is a major component of distance education. -To explore Web-based applications for pathology teaching in resource-limited sub-Saharan Africa. -The participants were consultant pathologists and trainees drawn from tertiary institutions in Nigeria. They viewed the digital slides via the Leeds virtual pathology Web site, after which, interactive lectures were given via Skype (Skype Communications, Luxembourg City, Luxembourg). Questionnaires were administered via SurveyMonkey (Palo Alto, California) to all participants of 12 sessions between 2014 and 2015. -Nine consultant pathologists and 33 trainees participated in this survey. Of all respondents, 29 (69%) thought it was fairly easy to navigate the system, 11 (26.2%) thought it was easy, whereas 2 (4.8%) felt it was difficult. In addition, 26 respondents (61.9%) found it fairly easy to make a make a diagnosis, 13 (31%) thought it was easy, and 3 (7.1%) noted that it was difficult. Twenty-four respondents (57.1%) had a fairly smooth user experience, 12 (28.6%) experienced occasional crashes, whereas 6 (14.3%) reported a smooth experience. Almost all (41 of 42; 97.6%) respondents felt the pathology teaching was beneficial to their local pathology practice, and all (100%) indicated the need for additional, similar sessions. -The beneficial applications of Internet-based lectures make them a viable, cheaper, and cost-effective alternative to face-to-face lectures in our environment.

Proceedings of the U.S. Geological Survey Fourth Biennial Geographic Information Science Workshop: Denver, Colorado, April 23-27, 2001

USGS Publications Warehouse

Sieverling, Jennifer B.; Char, Stephen J.; San Juan, Carma A.

2005-01-01

Introduction: The U.S. Geological Survey (USGS) Fourth Biennial Geographic Information Science (GIS) Workshop (USGS-GIS 2001) was held April 23-27, 2001, at the Denver Federal Center in Denver, Colorado. The workshop provided an environment for participants to improve their knowledge about GIS and GIS-related applications that are used within the USGS. Two major topics of USGS-GIS 2001 were the application of GIS technology to interdisciplinary science and the distribution and sharing of USGS GIS products. Additionally, several presentations included GIS technology and tools, project applications of GIS, and GIS data management. USGS-GIS 2001 included user and vendor presentations, demonstrations, and hands-on technical workshops. Presentation abstracts that were submitted for publication are included in these proceedings. The keynote speaker was Karen Siderelis, the USGS Associate Director for Information (Geographic Information Officer). In addition to the USGS, other Federal agencies, GIS-related companies, and university researchers presented lectures or demonstrations or conducted hands-on sessions. USGS employees and contractors from every discipline and region attended the workshop. To facilitate the interaction between the Federal agencies, each of the presenting Federal agencies was invited to send a representative to the workshop. One of the most beneficial activities of USGS-GIS 2001, as identified by an informal poll of attendees, was the Monday evening poster session in which more than 75 poster presentations gave attendees a chance to learn of work being performed throughout the USGS. A feature new to USGS-GIS 2001 was internet participation of USGS personnel through cyber seminars of the morning plenary sessions.

Web-Based Implementation of Discrete Mathematics

ERIC Educational Resources Information Center

Love, Tanzy; Keinert, Fritz; Shelley, Mack

2006-01-01

The Department of Mathematics at Iowa State University teaches a freshman-level Discrete Mathematics course with total enrollment of about 1,800 students per year. The traditional format includes large lectures, with about 150 students each, taught by faculty and temporary instructors in two class sessions per week and recitation sections, with…

The Core Course in Medical Microbiology at Baylor College of Medicine

ERIC Educational Resources Information Center

Knight, Vernon; And Others

1978-01-01

Principal features of Baylor's course are annually-revised lecture handouts, medically-oriented laboratory sessions with a manual written especially for the course, and clinical demonstrations of infectious disease. Improvement in student performance seems to be related to the course format, increased teaching proficiency, and allocations of hours…

Flipping Excel

ERIC Educational Resources Information Center

Frydenberg, Mark

2013-01-01

The "flipped classroom" model has become increasingly popular in recent years as faculty try new ways to engage students in the classroom. In a flipped classroom setting, students review the lecture online prior to the class session and spend time in class working on problems or exercises that would have been traditionally assigned as…

Changing University Students' Alternative Conceptions of Optics by Active Learning

ERIC Educational Resources Information Center

Hadžibegovic, Zalkida; Sliško, Josip

2013-01-01

Active learning is individual and group participation in effective activities such as in-class observing, writing, experimenting, discussion, solving problems, and talking about to-be-learned topics. Some instructors believe that active learning is impossible, or at least extremely difficult to achieve in large lecture sessions. Nevertheless, the…

Fully Engaging Students in the Remote Sensing Process through Field Experience

ERIC Educational Resources Information Center

Rundquist, Bradley C.; Vandeberg, Gregory S.

2013-01-01

Field data collection is often crucial to the success of investigations based upon remotely sensed data. Students of environmental remote sensing typically learn about the discipline through classroom lectures, a textbook, and computer laboratory sessions focused on the interpretation and processing of aircraft and satellite data. The importance…

Constructive, Collaborative, Contextual, and Self-Directed Learning in Surface Anatomy Education

ERIC Educational Resources Information Center

Bergman, Esther M.; Sieben, Judith M.; Smailbegovic, Ida; de Bruin, Anique B. H.; Scherpbier, Albert J. J. A.; van der Vleuten, Cees P. M.

2013-01-01

Anatomy education often consists of a combination of lectures and laboratory sessions, the latter frequently including surface anatomy. Studying surface anatomy enables students to elaborate on their knowledge of the cadaver's static anatomy by enabling the visualization of structures, especially those of the musculoskeletal system, move and…

Laser Pointers: Low-Cost, Low-Tech Innovative, Interactive Instruction Tool

ERIC Educational Resources Information Center

Zdravkovska, Nevenka; Cech, Maureen; Beygo, Pinar; Kackley, Bob

2010-01-01

This paper discusses the use of laser pointers at the Engineering and Physical Sciences Library, University of Maryland, College Park, as a personal response system (PRS) tool to encourage student engagement in and interactivity with one-shot, lecture-based information literacy sessions. Unlike more sophisticated personal response systems like…

Advancements in Curricular Design: Web-Assisted Courseware Applications in Mass Communication.

ERIC Educational Resources Information Center

Reppert, James E.

Interactive courseware applications are becoming more prevalent as instructional tools in the communication classroom. Prometheus, developed by George Washington University, allows instructors to post syllabi, course outlines, lecture notes, and tests online, in addition to giving students access to discussions and chat sessions. Other popular…

What Do We Need to Protect, at All Costs, During the 21st Century? Reflections From a Curated, Interactive Co-Created Intellectual Jazz Performance.

PubMed

Jadad, Alejandro R; Davis, Dave

2016-01-01

The question that forms the title of this article, "What do we need to protect, at all costs, during the 21st century?," speaks to the sizable changes in health care systems and settings that surround the continuing professional development (CPD) provider, and the need to establish a core set of principles and practices as the field moves forward from both theoretical and practical aspects. It also provided the focus for one of the five keynote lectures presented during the 2016 World Congress on Continuing Professional Development. As the planners of this keynote session, we sought to evoke answers to the question, not from the speaker, but from the audience itself, a process enabled by a highly engaging presentation style and powered by interactive digital technologies. Further, we believed that the session would not directly lead to suggestions to improve the theory and practice of CPD, but rather to create the biopsychosocial context-a sort of platform-on which such discussions can occur.

Identifying and prioritizing the preference criteria using analytical hierarchical process for a student-lecturer allocation problem of internship programme

NASA Astrophysics Data System (ADS)

Faudzi, Syakinah; Abdul-Rahman, Syariza; Rahman, Rosshairy Abd; Hew, Jafri Hj. Zulkepli

2016-10-01

This paper discusses on identifying and prioritizing the student's preference criteria towards supervisor using Analytical Hierarchical Process (AHP) for student-lecturer allocation problem of internship programme. Typically a wide number of students undertake internship every semester and many preferences criteria may involve when assigning students to lecturer for supervision. Thus, identifying and prioritizing the preference criteria of assigning students to lecturer is critically needed especially when involving many preferences. AHP technique is used to prioritize the seven criteria which are capacity, specialization, academic position, availability, professional support, relationship and gender. Student's preference alternative is classified based on lecturer's academic position which are lecturer, senior lecturer, associate professor and professor. Criteria are ranked to find the best preference criteria and alternatives of the supervisor that students prefer to have. This problem is solved using Expert Choice 11 software. A sample of 30 respondents who are from semester 6 and above are randomly selected to participate in the study. By using questionnaire as our medium in collecting the student's data, consistency index is produced to validate the proposed study. Findings and result showed that, the most important preference criteria is professional support. It is followed by specialization, availability, relationship, gender, academic position and capacity. This study found that student would like to have a supportive supervisor because lack of supervision can lead the students to achieve low grade and knowledge from the internship session.

Digital lectures for learning gross anatomy: a study of their efficacy.

PubMed

Singh, Anudeep; Min, Aung Ko Ko

2017-03-01

The current study investigates the level of students' learning and attitudes towards the teaching and learning process when using digital lectures to teach gross anatomy to year 1 medical students. The study sampled year 1 medical students of cohorts 2013 and 2014. The year 1 medical students in 2013 were taught gross anatomy of the heart by didactic classroom lectures while those in 2014 were taught with digital lectures using the same content. A review session was conducted for the 2014 cohort. A 19-item survey was distributed amongst students to investigate their attitudes and feedback. The data were analysed using SPSS software. The 2014 cohort had a mean score of 47.65 for short essay questions and 51.19 for multiple choice questions, while the 2013 cohort scored an average of 36.80 for short essay questions and 49.22 for multiple choice questions. The difference in scores for each type of question was found to be significant. Using a 5-point Likert scale, students gave an average of 4.11 when asked if they liked the teaching and learning process and would like it to be applied further. The results of the study provide strong evidence that the digital teaching and learning process was well received by students and could also lead to improved performance. Digital lectures can provide a satisfactory substitute for classroom lectures to teach gross anatomy, thus providing flexibility in learning and efficient learning, whilst also freeing lecture slots to promote mastery learning.

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

Using the Flipped Classroom to Bridge the Gap to Generation Y

PubMed Central

Gillispie, Veronica

2016-01-01

Background: The flipped classroom is a student-centered approach to learning that increases active learning for the student compared to traditional classroom-based instruction. In the flipped classroom model, students are first exposed to the learning material through didactics outside of the classroom, usually in the form of written material, voice-over lectures, or videos. During the formal teaching time, an instructor facilitates student-driven discussion of the material via case scenarios, allowing for complex problem solving, peer interaction, and a deep understanding of the concepts. A successful flipped classroom should have three goals: (1) allow the students to become critical thinkers, (2) fully engage students and instructors, and (3) stimulate the development of a deep understanding of the material. The flipped classroom model includes teaching and learning methods that can appeal to all four generations in the academic environment. Methods: During the 2015 academic year, we implemented the flipped classroom in the obstetrics and gynecology clerkship for the Ochsner Clinical School in New Orleans, LA. Voice-over presentations of the lectures that had been given to students in prior years were recorded and made available to the students through an online classroom. Weekly problem-based learning sessions matched to the subjects of the traditional lectures were held, and the faculty who had previously presented the information in the traditional lecture format facilitated the problem-based learning sessions. The knowledge base of students was evaluated at the end of the rotation via a multiple-choice question examination and the Objective Structured Clinical Examination (OSCE) as had been done in previous years. We compared demographic information and examination scores for traditional teaching and flipped classroom groups of students. The traditional teaching group consisted of students from Rotation 2 and Rotation 3 of the 2014 academic year who received traditional classroom-based instruction. The flipped classroom group consisted of students from Rotation 2 and Rotation 3 of the 2015 academic year who received formal didactics via voice-over presentation and had the weekly problem-based learning sessions. Results: When comparing the students taught by traditional methods to those taught in the flipped classroom model, we saw a statistically significant increase in test scores on the multiple-choice question examination in both the obstetrics and gynecology sections in Rotation 2. While the average score for the flipped classroom group increased in Rotation 3 on the obstetrics section of the multiple-choice question examination, the difference was not statistically significant. Unexpectedly, the average score on the gynecology portion of the multiple-choice question examination decreased among the flipped classroom group compared to the traditional teaching group, and this decrease was statistically significant. For both the obstetrics and the gynecology portions of the OSCE, we saw statistically significant increases in the scores for the flipped classroom group in both Rotation 2 and Rotation 3 compared to the traditional teaching group. With the exception of the gynecology portion of the multiple-choice question examination in Rotation 3, we saw improvement in scores after the implementation of the flipped classroom. Conclusion: The flipped classroom is a feasible and useful alternative to the traditional classroom. It is a method that embraces Generation Y's need for active learning in a group setting while maintaining a traditional classroom method for introducing the information. Active learning increases student engagement and can lead to improved retention of material as demonstrated on standard examinations. PMID:27046401

Using the Flipped Classroom to Bridge the Gap to Generation Y.

PubMed

Gillispie, Veronica

2016-01-01

The flipped classroom is a student-centered approach to learning that increases active learning for the student compared to traditional classroom-based instruction. In the flipped classroom model, students are first exposed to the learning material through didactics outside of the classroom, usually in the form of written material, voice-over lectures, or videos. During the formal teaching time, an instructor facilitates student-driven discussion of the material via case scenarios, allowing for complex problem solving, peer interaction, and a deep understanding of the concepts. A successful flipped classroom should have three goals: (1) allow the students to become critical thinkers, (2) fully engage students and instructors, and (3) stimulate the development of a deep understanding of the material. The flipped classroom model includes teaching and learning methods that can appeal to all four generations in the academic environment. During the 2015 academic year, we implemented the flipped classroom in the obstetrics and gynecology clerkship for the Ochsner Clinical School in New Orleans, LA. Voice-over presentations of the lectures that had been given to students in prior years were recorded and made available to the students through an online classroom. Weekly problem-based learning sessions matched to the subjects of the traditional lectures were held, and the faculty who had previously presented the information in the traditional lecture format facilitated the problem-based learning sessions. The knowledge base of students was evaluated at the end of the rotation via a multiple-choice question examination and the Objective Structured Clinical Examination (OSCE) as had been done in previous years. We compared demographic information and examination scores for traditional teaching and flipped classroom groups of students. The traditional teaching group consisted of students from Rotation 2 and Rotation 3 of the 2014 academic year who received traditional classroom-based instruction. The flipped classroom group consisted of students from Rotation 2 and Rotation 3 of the 2015 academic year who received formal didactics via voice-over presentation and had the weekly problem-based learning sessions. When comparing the students taught by traditional methods to those taught in the flipped classroom model, we saw a statistically significant increase in test scores on the multiple-choice question examination in both the obstetrics and gynecology sections in Rotation 2. While the average score for the flipped classroom group increased in Rotation 3 on the obstetrics section of the multiple-choice question examination, the difference was not statistically significant. Unexpectedly, the average score on the gynecology portion of the multiple-choice question examination decreased among the flipped classroom group compared to the traditional teaching group, and this decrease was statistically significant. For both the obstetrics and the gynecology portions of the OSCE, we saw statistically significant increases in the scores for the flipped classroom group in both Rotation 2 and Rotation 3 compared to the traditional teaching group. With the exception of the gynecology portion of the multiple-choice question examination in Rotation 3, we saw improvement in scores after the implementation of the flipped classroom. The flipped classroom is a feasible and useful alternative to the traditional classroom. It is a method that embraces Generation Y's need for active learning in a group setting while maintaining a traditional classroom method for introducing the information. Active learning increases student engagement and can lead to improved retention of material as demonstrated on standard examinations.

[Effective Presentations in Medicine. The Art of Communication and Transmission: Ten Recommendations].

PubMed

Morales, Álvaro J Ruiz

2012-01-01

To communicate effectively during a lecture or presentation it is necessary to follow simple rules, including the preparation of the conference with the audience in mind and with the definition of a specific message to leave the audience. The public's attention should be quickly captured and all subsequent actions should aim to keep it. The text must be accurate and sizes easily visible, the slides should provide good contrast with solid and simple backgrounds and should avoid excessive animations. At the close of the conference, the conclusions and question session offers the invaluable opportunity to reinforce the desired message. Copyright © 2012 Asociación Colombiana de Psiquiatría. Publicado por Elsevier España. All rights reserved.

3rd International Conference on Structural Nano Composites (NANOSTRUC2016)

NASA Astrophysics Data System (ADS)

Njuguna, J.

2017-05-01

The Robert Gordon University, Aberdeen hosted The NANOSTRUC 2016 in Aberdeen (Scotland, United Kingdom). The conference focused on ‘Nanoscience and Nanotechnologies - Recent Advances towards Nanoproducts and Applications’. It promoted activities in various areas on materials and structures by providing a forum for exchange of ideas, presentation of technical achievements and discussion of future directions. The conference benefitted from keynote lectures focused on topical issues in nanosciences and nanotechnology. The key sessions were on Application of Nanomaterials and Nanocomposites, Functional Nanocomposites, Graphene and Carbon-based Nanocomposites, Metallic and Metals Oxide Nanocomposites, Sustainability - Nanosafety & Environment, Toughness of Polymer Nanocomposites, Biocomposites and Nanofibres and on Fibre Reinforced Composites. A sample of papers presented at the NANOSTRUC 2016 are briefly summarised in this Issue

Phytochemicals in Food and Nutrition.

PubMed

Xiao, Jianbo

2016-07-29

The International Symposium on Phytochemicals in Medicine and Food (ISPMF2015) was held from June 26 to 29, 2015, in Shanghai, China. It is for the first time that a Phytochemical Society of Europe conference took place in China, which provided an opportunity for 270 scientists from 48 countries to communicate their up-to-date knowledge on phytochemicals. ISPMF2015 comprised exciting and various programs with 16 sessions, including 12 plenary lectures, 20 invited talks, 55 short oral presentations, and more than 130 posters. With the help of Prof. Fergus M. Clydesdale, a special issue of Critical Reviews in Food Science and Nutrition containing 11 reviews from scientists was presented in this conference. In this special issue, bioactive flavonoids and polysaccharides for human health received significant attention.

Live and Web-based orientations are comparable for a required rotation.

PubMed

Prunuske, Jacob

2010-03-01

Studies show equivalency in knowledge when measured following Web-based learning and live lecture. However, the effectiveness of a Web-based orientation for a required clinical rotation is unknown. Medical students viewed a Web-based orientation and completed a 13-item evaluation before beginning a required 6-week community medicine rotation. Evaluation data from 2007-2008 live orientation sessions were compared to responses from 2008-2009 Web-based orientation sessions. Data were analyzed by two-sample tests of proportion. A total of 169 students completed surveys during the study period--78 following the live and 91 following the Web-based orientation. Response rates were equal in the two groups. The survey tool had a high level of reliability (Cronbach's alpha=0.96). There was no statistical difference in student evaluations for 12 of 13 orientation evaluation items. Live and Web-based formats are comparable for presenting orientation materials to a required clinical rotation. Students felt the purpose of the rotation, educational goals, course structure, and requirements were clearly presented regardless of format. Transition from a live to Web-based format reduced faculty time required to present at rotation orientations.

Fostering multiple repertoires in undergraduate behavior analysis students

PubMed Central

Polson, David A. D.

1995-01-01

Eight techniques used by the author in teaching an introductory applied behavior analysis course are described: (a) a detailed study guide, (b) frequent tests, (c) composition of practice test questions, (d) in-class study groups, (e) fluency building with a computerized flash-card program, (f) bonus marks for participation during question-and-answer sessions, (g) student presentations that summarize and analyze recently published research, and (h) in-class behavior analysis of comic strips. Together, these techniques require an extensive amount of work by students. Nevertheless, students overwhelmingly prefer this approach to the traditional lecture-midterm-final format, and most earn an A as their final course grade. PMID:22478226

Action research to improve methods of delivery and feedback in an Access Grid Room environment

NASA Astrophysics Data System (ADS)

McArthur, Lynne C.; Klass, Lara; Eberhard, Andrew; Stacey, Andrew

2011-12-01

This article describes a qualitative study which was undertaken to improve the delivery methods and feedback opportunity in honours mathematics lectures which are delivered through Access Grid Rooms. Access Grid Rooms are facilities that provide two-way video and audio interactivity across multiple sites, with the inclusion of smart boards. The principal aim was to improve the student learning experience, given the new environment. The specific aspects of the course delivery that the study focused on included presentation of materials and provision of opportunities for interaction between the students and between students and lecturers. The practical considerations in the delivery of distance learning are well documented in the literature, and similar problems arise in the Access Grid Room environment; in particular, those of limited access to face-to-face interaction and the reduction in peer support. The nature of the Access Grid Room classes implies that students studying the same course can be physically situated in different cities, and possibly in different countries. When studying, it is important that students have opportunity to discuss new concepts with others; particularly their peers and their lecturer. The Access Grid Room environment also presents new challenges for the lecturer, who must learn new skills in the delivery of materials. The unique nature of Access Grid Room technology offers unprecedented opportunity for effective course delivery and positive outcomes for students, and was developed in response to a need to be able to interact with complex data, other students and the instructor, in real-time, at a distance and from multiple sites. This is a relatively new technology and as yet there has been little or no studies specifically addressing the use and misuse of the technology. The study found that the correct placement of cameras and the use of printed material and smart boards were all crucial to the student experience. In addition, the inclusion of special tutorial type sessions were necessary to provide opportunities to students for one-on-one discussion with both lecturer and other students. This study contributes to the broader understanding of distance education in general and future Access Grid Room course delivery in particular.

Correlating students' educational background, study habits, and resource usage with learning success in medical histology.

PubMed

Selvig, Daniel; Holaday, Louisa W; Purkiss, Joel; Hortsch, Michael

2015-01-01

Histology is a traditional core basic science component of most medical and dental education programs and presents a didactic challenge for many students. Identifying students that are likely to struggle with histology would allow for early intervention to support and encourage their learning success. To identify student characteristics that are associated with learning success in histology, three first-year medical school classes at the University of Michigan (>440 students) were surveyed about their educational background, attitudes toward learning histology, and their use of histology learning strategies and resources. These characteristics were linked with the students' quiz and examination results in histology. Students who reported previous experience in histology or pathology and hold science or biomedical science college degrees usually did well in histology. Learning success in histology was also positively associated with students' perception that histology is important for their professional career. Other positive indicators were in-person participation in teacher-guided learning experiences, specifically lecture and laboratory sessions. In contrast, students who relied on watching histology lectures by video rather than going to lectures in-person performed significantly worse. These characteristics and learning strategies of students who did well in this very visual and challenging study subject should be of help for identifying and advising students early, who might be at risk of failing a histology course or component. © 2014 American Association of Anatomists.

Caught (Unfortunately) on Tape

ERIC Educational Resources Information Center

Young, Jeffrey R.

2009-01-01

Recording class sessions so students can view them online is becoming routine on many campuses. But all that taping can lead to "uh-oh moments," such as when a professor's joke about the college dean ends up on YouTube, or a private comment to a student after class is inadvertently broadcast. Some lecture bloopers caught on tape are…

The Design of a Graphical User Interface for an Electronic Classroom.

ERIC Educational Resources Information Center

Cahalan, Kathleen J.; Levin, Jacques

2000-01-01

Describes the design of a prototype for the graphical user interface component of an electronic classroom (ECR) application that supports real-time lectures and question-and-answer sessions between an instructor and students. Based on requirements analysis and an analysis of competing products, a Web-based ECR prototype was produced. Findings show…

Teaching Public Goods Theory with a Classroom Game

ERIC Educational Resources Information Center

Pickhardt, Michael

2005-01-01

The author extends the work of Holt and Laury (1997) on a simple noncomputerized card game for teaching the essential aspects of public goods theory. He suggests a course of several lectures and discusses the behavior of subjects in various game sessions. Among other things, the results provide experimental evidence with respect to the private…

A Mixed-Methods Investigation of Clicker Implementation Styles in STEM

ERIC Educational Resources Information Center

Solomon, Erin D.; Repice, Michelle D.; Mutambuki, Jacinta M.; Leonard, Denise A.; Cohen, Cheryl A.; Luo, Jia; Frey, Regina F.

2018-01-01

Active learning with clickers is a common approach in high-enrollment, lecture-based courses in science, technology, engineering, and mathematics. In this study, we describe the procedures that faculty at one institution used when implementing clicker-based active learning, and how they situated these activities in their class sessions. Using a…

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

ERIC Educational Resources Information Center

Tong, Vincent C. H.

2012-01-01

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

Teaching Program Evaluation on Interactive Television.

ERIC Educational Resources Information Center

McNeil, Keith; Steinhauser, Jim; Newman, Isadore

This paper describes a five-session course entitled "Program Evaluation," which was taught via interactive television in the summer of 2002 to 68 doctoral and master's students in 5 of 6 locations throughout New Mexico. Students received a 4-hour lecture and then participated in off-line activities directed by the instructor. Problems in distance…

Teaching Third-Year Medical Students how to Care for Terminally Ill Patients.

ERIC Educational Resources Information Center

Martin, Robert W.; Wylie, Norma

1989-01-01

A successful seven-day course offered to third-year medical students is an integrated program for teaching them how to deal with terminal illness. The course uses lectures, audiovisual aids, and group and individual sessions to enhance self-awareness and practical application of the material in a clinical setting. (Author/MSE)

An Action Research Approach to Supporting Elite Student-Athletes in Higher Education

ERIC Educational Resources Information Center

McKenna, Jim; Dunstan-Lewis, Nicky

2004-01-01

Support for elite student-athletes was explored within a single English university using Stringer's (1996) Look, Think, Act model of action research. Entry to the ongoing support programme is competitive and participation is voluntary, with sessions delivered every second week after lectures. Based on supporting documentation, interviews, focus…

Teaching the Teachers: Faculty Preparedness and Evaluation of a Retreat in Screening, Brief Intervention, and Referral to Treatment

ERIC Educational Resources Information Center

Childers, Julie W.; Broyles, Lauren M.; Hanusa, Barbara H.; Kraemer, Kevin L.; Conigliaro, Joseph; Spagnoletti, Carla; McNeil, Melissa; Gordon, Adam J.

2012-01-01

Effective clinical faculty are essential for disseminating substance abuse screening, brief intervention, and referral to treatment (SBIRT). The authors developed an 8-hour SBIRT training for internal medicine faculty preceptors. Trainers conducted SBIRT lectures and small-group communication practice sessions. The authors assessed participants'…

Inside the World of the Soviet Professional.

ERIC Educational Resources Information Center

Rogers, Carl R.

1987-01-01

Reports on a fall 1986 journey of Carl Rogers to the U.S.S.R. during which Rogers conducted lectures and workshops on humanistic psychology. Elaborates on workshop sessions with Russian psychologists and therapists. Concludes with general observations about what the workshops may have accomplished and on the Soviet lifestyle in general. (BR)

Tutorials in the Polytechnic University of the Philippines (PUP) Open University System

ERIC Educational Resources Information Center

Castolo, Carmencita L.

2016-01-01

Tutorial is one of the student support services often provided by open and distance teaching institutions. These are regularly scheduled meetings between a tutor and his/here students which may include individual consultation sessions, either face-to-face or through telephone; a more formal "lecture format;" optimal participation in…

Transforming an Introductory Programming Course: From Lectures to Active Learning via Wireless Laptops

NASA Astrophysics Data System (ADS)

Barak, Miri; Harward, Judson; Kocur, George; Lerman, Steven

2007-08-01

Within the framework of MIT's course 1.00: Introduction to Computers and Engineering Problem Solving, this paper describes an innovative project entitled: Studio 1.00 that integrates lectures with in-class demonstrations, active learning sessions, and on-task feedback, through the use of wireless laptop computers. This paper also describes a related evaluation study that investigated the effectiveness of different instructional strategies, comparing traditional teaching with two models of the studio format. Students' learning outcomes, specifically, their final grades and conceptual understanding of computational methods and programming, were examined. Findings indicated that Studio-1.00, in both its extensive- and partial-active learning modes, enhanced students' learning outcomes in Java programming. Comparing to the traditional courses, more students in the studio courses received "A" as their final grade and less failed. Moreover, students who regularly attended the active learning sessions were able to conceptualize programming principles better than their peers. We have also found two weaknesses in the teaching format of Studio-1.00 that can guide future versions of the course.

Enhancing active learning in microbiology through case based learning: experiences from an Indian medical school.

PubMed

Ciraj, A M; Vinod, P; Ramnarayan, K

2010-01-01

Case-based learning (CBL) is an interactive student-centered exploration of real life situations. This paper describes the use of CBL as an educational strategy for promoting active learning in microbiology. CBL was introduced in the microbiology curriculum for the second year medical students after an orientation program for faculty and students. After intervention, the average student scores in CBL topics were compared with scores obtained in lecture topics. An attempt was also made to find the effect of CBL on the academic performance. Student and faculty perception on CBL were also recorded. In a cross sectional survey conducted to assess the effectiveness of CBL, students responded that, apart from helping them acquire substantive knowledge in microbiology, CBL sessions enhanced their analytic, collaborative, and communication skills. The block examination scores in CBL topics were significantly higher than those obtained for lecture topics. Faculty rated the process to be highly effective in stimulating student interest and long term retention of microbiology knowledge. The student scores were significantly higher in the group that used CBL, compared to the group that had not used CBL as a learning strategy. Our experience indicated that CBL sessions enhanced active learning in microbiology. More frequent use of CBL sessions would not only help the student gain requisite knowledge in microbiology but also enhance their analytic and communication skills.

Support for International Space University?s (ISU) 2003 Summer Session Program and the Theme Day on ?Living and Working in Space?

NASA Technical Reports Server (NTRS)

Finarelli, Margaret G.

2004-01-01

The 2003 Summer Session Program of the International Space University (ISU) was conducted at the ISU Central Campus in Strasbourg, France, July 5-September 6, 2003. Attending the Summer Session were 114 students from 27 countries including the US. The International Space University (ISU) offers its students a unique and comprehensive educational package covering all disciplines related to space programs and enterprises - space science, space engineering, systems engineering, space policy and law, business and management, and space and society. By providing international graduate students and young space professionals both an intensive interdisciplinary curriculum and also the opportunity to solve complex problems together in an intercultural environment, ISU is preparing the future leaders of the emerging global space community. Since its founding in 1988, ISU has graduated more than 2200 students from 87 countries. Together with hundreds of ISU faculty and lecturers from around the world, ISU alumni comprise an extremely effective network of space professionals and leaders that actively facilitates individual career growth, professional activities and international space cooperation. ISU's interdisciplinary Student Theme Days and Student Workshops are intended to have great educational value for the participants. Along with the interdisciplinary Core Lectures, they apprise the students of state-of-the-art activities, programs and policies in spacefaring nations. They also provide ISU students the opportunity to meet world experts in space-related subjects.

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

PubMed

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

2012-06-01

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

2004 Environmental Mutagen Society Annual Meeting - Genes, Mutations and Disease: The Environmental Connection

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

Samson, Leona D.

2004-08-23

The Meeting consisted of 9 Symposia, 4 Keynote Lectures, 3 Platform Sessions and 4 Poster Sessions. In addition there were Breakfast Meetings for Special Interest Groups designed to inform attendees about the latest advances in environmental mutagenesis research. Several of the topics to be covered at this broad meeting will be of interest to the Department of Energy, Office of Science. The relevance of this meeting to the DOE derives from the fact that low dose radiation may represent one of the most significant sources of human mutations that are attributable to the environment. The EMS membership, and those whomore » attended the EMS Annual Meeting were interested in both chemical and radiation induced biological effects, such as cell death, mutation, teratogenesis, carcinogenesis and aging. These topics thate were presented at the 2004 EMS Annual meeting that were of clear interest to DOE include: human variation in cancer susceptibility, unusual mechanisms of mutation, germ and stem cell mutagenesis, recombination and the maintenance of genomic stability, multiple roles for DNA mismatch repair, DNA helicases, mutation, cancer and aging, Genome-wide transcriptional responses to environmental change, Telomeres and genomic stability: when ends don?t meet, systems biology approach to cell phenotypic decision processes, and the surprising biology of short RNAs. Poster and platform sessions addressed topics related to environmental mutagen exposure, DNA repair, mechanisms of mutagenesis, epidemiology, genomic and proteomics and bioinformatics. These sessions were designed to give student, postdocs and more junior scientists a chance to present their work.« less

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

NASA Astrophysics Data System (ADS)

Wan Salleh, Masturah; Sulaiman, Hajar

2013-04-01

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

Transforming a large-class lecture course to a smaller-group interactive course.

PubMed

Persky, Adam M; Pollack, Gary M

2010-11-10

To transition a large pharmacokinetics course that was delivered using a traditional lecture format into a smaller-group course with a discussion format. An e-book and Web-based multimedia learning modules were utilized to facilitate students' independent learning which allowed the number of classes they were required to attend to be reduced from 3 to 1 per week. Students were assigned randomly to 1 of 3 weekly class sessions. The majority of lecture time was replaced with active-learning activities including discussion, problem solving, and case studies to encourage higher-order learning. Changes in course delivery were assessed over a 4-year period by comparing students' grades and satisfaction ratings on course evaluations. Although student satisfaction with the course did not improve significantly, students preferred the smaller-group setting to a large lecture-based class. The resources and activities designed to shift responsibility for learning to the students did not affect examination grades even though a larger portion of examination questions focused on higher orders of learning (eg, application) in the smaller-group format. Transitioning to a smaller-group discussion format is possible in a pharmacokinetics course by increasing student accountability for acquiring factual content outside of the classroom. Students favored the smaller-class format over a large lecture-based class.

Higher satisfaction with ethnographic edutainment using YouTube among medical students in Thailand

PubMed Central

2014-01-01

Purpose: At present, transformative learning is one of the most important issues in medical education, since a conventional learning environment is prone to failure due to changing patterns among students. Ethnographic edutainment is a concept that consists of reward, competition, and motivation strategies that be used to effectively engage with learners. Methods: A total 321 first-year medical students took part in ethnographic edutainment sessions in 2011. We defined four preset learning objectives and assigned a term group project using clouding technologies. Participatory evaluation was conducted to assess the delivery of and attitudes towards this method. Results: Career lifestyles in the general population and expected real-life utilization of the final product were used as motivating factors, with competition and rewards provided through a short film contest. Nineteen out of twenty groups (95%) achieved all learning objectives. Females were more satisfied with this activity than males (P<0.001). We found statistically significant differences between lecture-based sessions and field visit sessions, as well as ethnographic edutainment activity sessions and other instructional approaches (P<0.01). The results were consistent in male and female groups. Conclusion: Ethnographic edutainment is well accepted, with higher satisfaction rates than other types of teaching. The concepts of health promotion and the social determinants of health can be learned through ethnographic edutainment activities, which might help train more humanized health professionals. PMID:25043927

Higher satisfaction with ethnographic edutainment using YouTube among medical students in Thailand.

PubMed

Woratanarat, Thira

2014-07-07

At present, transformative learning is one of the most important issues in medical education, since a conventional learning environment is prone to failure due to changing patterns among students. Ethnographic edutainment is a concept that consists of reward, competition, and motivation strategies that be used to effectively engage with learners. A total 321 first-year medical students took part in ethnographic edutainment sessions in 2011. We defined four preset learning objectives and assigned a term group project using clouding technologies. Participatory evaluation was conducted to assess the delivery of and attitudes towards this method. Career lifestyles in the general population and expected real-life utilization of the final product were used as motivating factors, with competition and rewards provided through a short film contest. Nineteen out of twenty groups (95%) achieved all learning objectives. Females were more satisfied with this activity than males (P<0.001). We found statistically significant differences between lecture-based sessions and field visit sessions, as well as ethnographic edutainment activity sessions and other instructional approaches (P<0.01). The results were consistent in male and female groups. Ethnographic edutainment is well accepted, with higher satisfaction rates than other types of teaching. The concepts of health promotion and the social determinants of health can be learned through ethnographic edutainment activities, which might help train more humanized health professionals.

Scaling a Survey Course in Extreme Weather

NASA Astrophysics Data System (ADS)

Samson, P. J.

2013-12-01

"Extreme Weather" is a survey-level course offered at the University of Michigan that is broadcast via the web and serves as a research testbed to explore best practices for large class conduct. The course has led to the creation of LectureTools, a web-based student response and note-taking system that has been shown to increase student engagement dramatically in multiple courses by giving students more opportunities to participate in class. Included in this is the capacity to pose image-based questions (see image where question was "Where would you expect winds from the south") as well as multiple choice, ordered list, free response and numerical questions. Research in this class has also explored differences in learning outcomes from those who participate remotely versus those who physically come to class and found little difference. Moreover the technologies used allow instructors to conduct class from wherever they are while the students can still answer questions and engage in class discussion from wherever they are. This presentation will use LectureTools to demonstrate its features. Attendees are encouraged to bring a mobile device to the session to participate.

Teaching Clinical Ophthalmology: Medical Student Feedback on Team Case-Based Versus Lecture Format.

PubMed

Horne, Anupama; Rosdahl, Jullia

Team-based learning with case presentations in small groups in the medical school education setting allows students to be actively engaged and interactive with their peers to work through real-world clinical scenarios. Our objective is to assess the effects of this curriculum on the medical student experience. This study was designed to gather feedback from medical students on an ophthalmology elective regarding their experience with our newly developed team-based learning curriculum. Feedback evaluations were completed by medical students at the end of their elective and consisted of both a Likert scare rating and a free-response section. A total of 30 medical students. Students rated the case-based sessions significantly better than traditional lecture format with respect to the overall learning experience (p = 0.004), enjoyment of learning (p < 0.001), and increasing retention and ability to apply knowledge (p < 0.001). There is a strong preference by medical students for team-based learning within clinical ophthalmology. Copyright © 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Preface: 18th Aps-Sccm and 24th Airapt

NASA Astrophysics Data System (ADS)

Collins, Gilbert; Moore, David S.; Yoo, Choong-Shik; Buttler, William; Furlanetto, Michael; Evans, William

2014-05-01

The 18th Biennial International Conference of the APS Topical Group on Shock Compression of Condensed Matter in conjunction with the 24th Biennial International Conference of the International Association for the Advancement of High Pressure Science & Technology (AIRAPT) was held at the Westin Hotel in Seattle, Washington from 7-12 July, 2013. This is only the second time that these two organizations have held a Joint Conference — the first was 20 years previous (1993) in Colorado Springs, Colorado. Seattle was chosen for this joint conference because of its central location for the world-wide attendees as well as its metropolitan vibrancy. The scientific program consisted of 858 scheduled presentations organized into 23 topical areas and included contributed (537), invited (95), and plenary (6) lectures, as well as two poster sessions with 110 posters each. The scientific focus of the Joint Conference was on fundamental and applied research topics related to the static or dynamic compression of condensed matter. This multidisciplinary field of research encompasses areas of physics, chemistry, materials science, mechanics, geophysics and planetary physics, and applied mathematics. Experimental, computational and theoretical studies all play important roles. The organizers endeavored to intertwine static and dynamic experimental alongside computational and theoretical studies of similar materials in the organization of the sessions. This goal was aided by the addition of three special focus sessions on deep carbon budget, high energy density materials, and dynamic response of materials. 722 scientists and engineers from 25 countries registered at the conference, including 132 students from 12 countries. The attendee countries represented included: Argentina (2), Australia (2), Brazil (3), Canada (25), China (22), Czech Republic (2), France (35), Germany (19), India (6), Israel (21), Italy (10), Japan (49), Netherlands (1), Poland (1), Portugal (2), Russia (26), Singapore (1), Slovakia (1), South Korea (5), Spain (7), Sweden (4), Switzerland (1), United Kingdom (69), United States of America (402). 79 of the students were supported by travel awards, funded in part by the APS Topical Group, the AIRAPT, and other sources. New for this conference was an expanded Student Program, including an all-day Student, Post-Doc, and Early Career Symposium held on Sunday 7 July . During the Conference, Gennady Kanel of the Institute for High Temperatures, Russian Academy of Sciences, was presented the 2013 George E Duval Shock Compression Science Award, and gave a plenary lecture ''Unusual behavior of usual materials in shock waves.'' Similarly, Karl Syassen of the Max Planck Institute Stuttgart received the 2013 Percy Bridgman Award at the conference, and presented a plenary lecture ''Stressed solids probed by diffraction and spectroscopy.'' In addition, there were two young investigator awards presented. First was the AIRAPT Jamieson Award, presented to Duck Young Kim of the Geophysical Laboratory, Carnegie Institution of Washington, DC. The other was a new APS SCCM Topical Group Student Award, presented to Rick Kraus of Harvard University. The two awardees shared a plenary talk slot on 8 July, with Duck Young Kim presenting ''Novel materials prediction and experimental synthesis under pressure'' and Rick Kraus ''Thermodynamic paths in planetary collisions: Shock vaporization of SiO2, MgO, and Fe.'' Details of the committees are available in the PDF

Interactive laboratory classes enhance neurophysiological knowledge in Thai medical students.

PubMed

Wongjarupong, Nicha; Niyomnaitham, Danai; Vilaisaktipakorn, Pitchamol; Suksiriworaboot, Tanawin; Qureshi, Shaun Peter; Bongsebandhu-Phubhakdi, Saknan

2018-03-01

Interactive laboratory class (ILC) is a two-way communication teaching method that encourages students to correlate laboratory findings with materials from lectures. In Thai medical education, active learning methods are uncommon. This paper aims to establish 1) if ILCs would effectively promote physiology learning; 2) if effectiveness would be found in both previously academically high-performing and low-performing students; and 3) the acceptability of ILCs to Thai medical students as a novel learning method. Two hundred seventy-eight second-year medical students were recruited to this study. We conducted three ILC sessions, which followed corresponding lectures. We carried out multiple-choice pre- and post-ILC assessments of knowledge and compared by repeated-measures ANOVA and unpaired t-test. Subgroup analysis was performed to compare high-performance (HighP) and low-performance (LowP) students. After the ILCs, participants self-rated their knowledge and satisfaction. Post-ILC test scores increased significantly compared with pre-ILC test scores in all three sessions. Mean scores of each post-ILC test increased significantly from pre-ILC test in both LowP and HighP groups. More students self-reported a "very high" and "high" level of knowledge after ILCs. Most students agreed that ILCs provided more discussion opportunity, motivated their learning, and made lessons more enjoyable. As an adjunct to lectures, ILCs can enhance knowledge in medical students, regardless of previous academic performance. Students perceived ILC as useful and acceptable. This study supports the active learning methods in physiology education, regardless of cultural context.

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

PubMed

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

2015-10-01

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

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

PubMed

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

2006-12-01

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

Direct Interactive Public Education by Breast Radiologists About Screening Mammography: Impact on Anxiety and Empowerment.

PubMed

Lee, Jiyon; Hardesty, Lara A; Kunzler, Nathan M; Rosenkrantz, Andrew B

2016-01-01

Anxiety has been called a "harm" of screening mammography. The authors provided direct, interactive education to lay audiences and measured these sessions' impact on anxiety and any increased understanding of breast cancer screening. Academic breast radiologist provided seven 1-hour sessions of structured lectures and question-and-answer periods. Lay language and radiologic images were used to discuss disease background, screening guidelines, and areas of debate. One hundred seventeen participants (mean age, 45 ± 15 years) completed voluntary, anonymous, institutional review board-approved pre and postsession questionnaires relaying their attitudes regarding screening and the impact of the sessions. Results are summarized descriptively. Mean reported anxiety regarding screening (on a scale ranging from 1-5; 1 = no anxiety) was 2.5 ± 1.3. Anxiety was attributed to unknown results (56.4%), anticipation of pain (21.8%), known risk factors (14.5%), general uncertainty (12.7%), waiting for results (9.1%), possibility of more procedures (3.6%), and personal breast cancer history (3.6%). Ninety-seven percent reported that immediate results would lower anxiety (78% of those women indicated a 75%-100% decrease in anxiety); 93% reported that radiologist consultation with images would lower anxiety (75.6% indicated a 75%-100% decrease in anxiety). After the lecture, women reported (on a scale ranging from 1-5) increased understanding of the topic (4.7 ± 0.6), encouragement to screen (4.6 ± 0.7), and reduced anxiety (4.0 ± 1.1). Ninety-seven percent to 100% provided correct responses to these questions: rationale for screening in the absence of family history, recall does not equate to cancer diagnosis, benefit of prior films, and continued importance of physical examination. Attendees of radiologist-provided direct public lectures reported decreased anxiety and improved knowledge regarding screening mammography. The resultant reduced anxiety ("harm") and educational empowerment help enable informed decision making and may promote screening attendance. Copyright © 2016 American College of Radiology. Published by Elsevier Inc. All rights reserved.

Direct Interactive Public Education by Breast Radiologists About Screening Mammography: Impact on Anxiety and Empowerment.

PubMed

Lee, Jiyon; Hardesty, Lara A; Kunzler, Nathan M; Rosenkrantz, Andrew B

2016-11-01

Anxiety has been called a "harm" of screening mammography. The authors provided direct, interactive education to lay audiences and measured these sessions' impact on anxiety and any increased understanding of breast cancer screening. Academic breast radiologist provided seven 1-hour sessions of structured lectures and question-and-answer periods. Lay language and radiologic images were used to discuss disease background, screening guidelines, and areas of debate. One hundred seventeen participants (mean age, 45 ± 15 years) completed voluntary, anonymous, institutional review board-approved pre and postsession questionnaires relaying their attitudes regarding screening and the impact of the sessions. Results are summarized descriptively. Mean reported anxiety regarding screening (on a scale ranging from 1-5; 1 = no anxiety) was 2.5 ± 1.3. Anxiety was attributed to unknown results (56.4%), anticipation of pain (21.8%), known risk factors (14.5%), general uncertainty (12.7%), waiting for results (9.1%), possibility of more procedures (3.6%), and personal breast cancer history (3.6%). Ninety-seven percent reported that immediate results would lower anxiety (78% of those women indicated a 75%-100% decrease in anxiety); 93% reported that radiologist consultation with images would lower anxiety (75.6% indicated a 75%-100% decrease in anxiety). After the lecture, women reported (on a scale ranging from 1-5) increased understanding of the topic (4.7 ± 0.6), encouragement to screen (4.6 ± 0.7), and reduced anxiety (4.0 ± 1.1). Ninety-seven percent to 100% provided correct responses to these questions: rationale for screening in the absence of family history, recall does not equate to cancer diagnosis, benefit of prior films, and continued importance of physical examination. Attendees of radiologist-provided direct public lectures reported decreased anxiety and improved knowledge regarding screening mammography. The resultant reduced anxiety ("harm") and educational empowerment help enable informed decision making and may promote screening attendance. Copyright © 2016 American College of Radiology. Published by Elsevier Inc. All rights reserved.

Digital lectures for learning gross anatomy: a study of their efficacy

PubMed Central

2017-01-01

Purpose The current study investigates the level of students’ learning and attitudes towards the teaching and learning process when using digital lectures to teach gross anatomy to year 1 medical students. Methods The study sampled year 1 medical students of cohorts 2013 and 2014. The year 1 medical students in 2013 were taught gross anatomy of the heart by didactic classroom lectures while those in 2014 were taught with digital lectures using the same content. A review session was conducted for the 2014 cohort. A 19-item survey was distributed amongst students to investigate their attitudes and feedback. The data were analysed using SPSS software. Results The 2014 cohort had a mean score of 47.65 for short essay questions and 51.19 for multiple choice questions, while the 2013 cohort scored an average of 36.80 for short essay questions and 49.22 for multiple choice questions. The difference in scores for each type of question was found to be significant. Using a 5-point Likert scale, students gave an average of 4.11 when asked if they liked the teaching and learning process and would like it to be applied further. Conclusion The results of the study provide strong evidence that the digital teaching and learning process was well received by students and could also lead to improved performance. Digital lectures can provide a satisfactory substitute for classroom lectures to teach gross anatomy, thus providing flexibility in learning and efficient learning, whilst also freeing lecture slots to promote mastery learning. PMID:28264551

Gender Diversity in a STEM Subfield - Analysis of a Large Scientific Society and Its Annual Conferences.

PubMed

Shishkova, Evgenia; Kwiecien, Nicholas W; Hebert, Alexander S; Westphall, Michael S; Prenni, Jessica E; Coon, Joshua J

2017-12-01

Speaking engagements, serving as session chairs, and receiving awards at national meetings are essential stepping stones towards professional success for scientific researchers. Studies of gender parity in meetings of national scientific societies repeatedly uncover bias in speaker selection, engendering underrepresentation of women among featured presenters. To continue this dialogue, we analyzed membership data and annual conference programs of a large scientific society (>7000 members annually) in a male-rich (~70% males), technology-oriented STEM subfield. We detected a pronounced skew towards males among invited keynote lecturers, plenary speakers, and recipients of the society's Senior Investigator award (15%, 13%, and 8% females, respectively). However, the proportion of females among Mid-Career and Young Investigator award recipients and oral session chairs resembled the current gender distribution of the general membership. Female members were more likely to present at the conferences and equally likely to apply and be accepted for oral presentations as their male counterparts. The gender of a session chair had no effect on the gender distribution of selected applicants. Interestingly, we identified several research subareas that were naturally enriched (i.e., not influenced by unequal selection of presenters) for either female or male participants, illustrating within a single subfield the gender divide along biology-technology line typical of all STEM disciplines. Two female-enriched topics experienced a rapid growth in popularity within the examined period, more than doubling the number of associated researchers. Collectively, these findings contribute to the contemporary discourse on gender in science and hopefully will propel positive changes within this and other societies. Graphical abstract ᅟ.

Gender Diversity in a STEM Subfield - Analysis of a Large Scientific Society and Its Annual Conferences

NASA Astrophysics Data System (ADS)

Shishkova, Evgenia; Kwiecien, Nicholas W.; Hebert, Alexander S.; Westphall, Michael S.; Prenni, Jessica E.; Coon, Joshua J.

2017-12-01

Speaking engagements, serving as session chairs, and receiving awards at national meetings are essential stepping stones towards professional success for scientific researchers. Studies of gender parity in meetings of national scientific societies repeatedly uncover bias in speaker selection, engendering underrepresentation of women among featured presenters. To continue this dialogue, we analyzed membership data and annual conference programs of a large scientific society (>7000 members annually) in a male-rich ( 70% males), technology-oriented STEM subfield. We detected a pronounced skew towards males among invited keynote lecturers, plenary speakers, and recipients of the society's Senior Investigator award (15%, 13%, and 8% females, respectively). However, the proportion of females among Mid-Career and Young Investigator award recipients and oral session chairs resembled the current gender distribution of the general membership. Female members were more likely to present at the conferences and equally likely to apply and be accepted for oral presentations as their male counterparts. The gender of a session chair had no effect on the gender distribution of selected applicants. Interestingly, we identified several research subareas that were naturally enriched (i.e., not influenced by unequal selection of presenters) for either female or male participants, illustrating within a single subfield the gender divide along biology-technology line typical of all STEM disciplines. Two female-enriched topics experienced a rapid growth in popularity within the examined period, more than doubling the number of associated researchers. Collectively, these findings contribute to the contemporary discourse on gender in science and hopefully will propel positive changes within this and other societies. [Figure not available: see fulltext.

Airway management and vascular access simulation during a medical student rotation.

PubMed

Sakawi, Yasser; Vetter, Thomas R

2011-03-01

Medical students electing to spend a month in anaesthesiology during their third or fourth year often experience airway management and vascular access for the first time on an actual patient. An airway management and vascular access simulation course for medical students was developed and implemented at our institution. The purpose of this study was to assess the subjective comfort level after implementing this teaching tool in medical students. A brief didactic course on airway management and vascular access was provided to medical students on the first day of their anaesthesiology rotation. A survey was presented to the students immediately after a focused 1-hour lecture and prior to a simulation session. The pre-simulation survey was comprised of eight questions asking the medical students to rate their level of comfort with both types of procedures. The lecture was followed by a 1-hour simulation course on manikins. The medical students were asked to complete a post-simulation survey, which was comprised of the same initial eight questions. After participating in the didactic course and manikin simulation, the self-perceived comfort level of medical students with airway management (p < 0.0005), vascular access (p < 0.0005) and interpretation of the vascular pressure waveforms (p < 0.0005) demonstrated significant improvement. The results of this study suggest that providing medical students with a brief didactic session on airway and vascular access, including simulation on manikins, prior to the start of their encounter with actual surgical patients, can improve their comfort level in performing both procedures. © Blackwell Publishing Ltd 2011.

The effect of distance learning via SMS on academic achievement and satisfaction of medical students

PubMed Central

Sichani, Mehrdad Mohammadi; Mobarakeh, Shadi Reissizadeh; Omid, Athar

2018-01-01

INTRODUCTION: Recently, medical education has made significant progress, and medical teachers are trying to find methods that have most impressive effects on learning. One of the useful learning methods is student active participation. One of the helpful teaching aids in this method is mobile technology. The present study aimed to determine the effect of sending educational questions through short message service (SMS) on academic achievement and satisfaction of medical students and compare that with lecture teaching. SUBJECTS AND METHODS: In an semi-experimental, two chapters of urology reference book, Smiths General Urology 17th edition, were taught to 47 medical students of Isfahan University of Medical Sciences in urology course in 2013 academic year. Kidney tumors chapter was educated by sending questions through SMS, and bladder tumors part was taught in a lecture session. For each method, pretest and posttest were held, each consisting of thirty multiple choice questions. To examine the knowledge retention, a test session was held on the same terms for each chapter, 1 month later. At the end, survey forms were distributed to assess student's satisfaction with SMS learning method. Data were analyzed through using SPSS 20. RESULTS: The findings demonstrated a statistically significant difference between the two learning methods in the medication test scores. Evaluation of the satisfaction showed 78.72% of participants were not satisfied. CONCLUSIONS: The results of the study showed that distance learning through SMS in medical students could lead to increase knowledge, however, it was not effective on their satisfaction. PMID:29629390

Continuous bioprocessing: The real thing this time?

PubMed Central

Farid, Suzanne S; Thompson, Bill; Davidson, Andrew

2014-01-01

The Annual bioProcessUK Conference has acted as the key networking event for bioprocess scientists and engineers in the UK for the past 10 years. The following article is a report from the sessions that focused on continuous bioprocessing during the 10th Annual bioProcessUK Conference (London, December 2013). These sessions were organized by the ‘EPSRC Centre for Innovative Manufacturing in Emergent Macromolecular Therapies’ hosted at University College London. A plenary lecture and workshop provided a forum for participants to debate topical issues in roundtable discussions with industry and academic experts from institutions such as Genzyme, Janssen, Novo Nordisk, Pfizer, Merck, GE Healthcare and University College London. The aim of these particular sessions was to understand better the challenges and opportunities for continuous bioprocessing in the bioprocessing sector. PMID:25484060

European and Americas Committees for Treatment and Research in Multiple Sclerosis (ECTRIMS/ACTRIMS) - 7th Joint Triennial Congress (October 25-28, 2017 - Paris, France).

PubMed

Díaz, N

2017-10-01

The 7th Triennial Joint conference of the European Committee for Treatment and Research in Multiple Sclerosis (ECTRIMS) and Americas Committee for Treatment and Research in Multiple Sclerosis (ACTRIMS) was held in Paris, France. The meeting brought together attendees from a wide range of disciplines involved in multiple sclerosis (MS) research to explore an extensive program of teaching courses, plenary lectures, oral and poster sessions from approximately 2,000 abstracts submitted, and hot topic and young investigator presentations. These presentations covered topics including diagnostics, therapeutics and biomarkers, as well as a special section for MS nurses. Industry-sponsored symposia were also held. The report from this conference covers the latest developments in MS treatments.

PREFACE: 32nd UIT (Italian Union of Thermo-fluid-dynamics) Heat Transfer Conference

NASA Astrophysics Data System (ADS)

2014-11-01

The annual Conference of the ''Unione Italiana di Termofluidodinamica'' (UIT) aims to promote cooperation in the field of heat transfer and thermal sciences by bringing together scientists and engineers working in related areas. The 32nd UIT Conference was held in Pisa, from the 23rd to the 25th of June, 2014 in the buildings of the School of Engineering, just a few months after the celebration of the 100th anniversary of the first Institution of the School of Engineering at the University of Pisa. The response was very good, with more than 100 participants and 80 high-quality contributions from 208 authors on seven different heat transfer related topics: Heat transfer and efficiency in energy systems, environmental technologies, and buildings (25 papers); Micro and nano scale thermo-fluid dynamics (9 papers); Multi-phase fluid dynamics, heat transfer and interface phenomena (14 papers); Computational fluid dynamics and heat transfer (10 papers); Heat transfer in nuclear plants (8 papers); Natural, forced and mixed convection (10 papers) and Conduction and radiation (4 papers). To encourage the debate, the Conference Program scheduled 16 oral sessions (44 papers), three ample poster sessions (36 papers) and four invited lectures given by experts in the various fields both from Industry and from University. Keynote Lectures were given by Dr. Roberto Parri (ENEL, Italy), Prof. Peter Stephan (TU Darmstadt, Germany), Prof. Bruno Panella (Politecnico di Torino), and Prof. Sara Rainieri (Universit;aacute; di Parma). This special volume collects a selection of the scientific contributions discussed during this conference. A total of 46 contributions, two keynote lectures and 44 papers both from oral and poster sessions, have been selected for publication in this special issue, after a second accurate revision process. These works give a good overview of the state of the art of Italian research in the field of Heat Transfer related topics at the date. The editors of the volume would like to sincerely thank the authors for presenting their works at the conference and in this special issue. Special thanks are also due to the Scientific Committee, to all the reviewers, and to all the authors for their accurate revision process of each paper for this special issue. Special thanks go to the Organizing Committee, chaired by Prof. Paolo Di Marco. Walter Grassi (Chairman of the Scientific Committee), Alessandro Franco, Nicola Forgione, Daniele Testi - Editors of the Special Issue

Teaching 9/11 and the War on Terrorism. Footnotes. Volume 11, Number 1

ERIC Educational Resources Information Center

Kuehner, Trudy

2006-01-01

On October 15-16, 2005, FPRI's Marvin Wachman Fund for International Education hosted 45 teachers from 14 states across the country for a weekend of lectures and discussion on Teaching 9/11 and the War on Terrorism. Sessions included: (1) Presidential Leadership in Times of Crisis (David Eisenhower); (2) Terrorism in Historical and Comparative…

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

ERIC Educational Resources Information Center

Laoui, Tahar; O'Donoghue, John

2008-01-01

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

Solar plasma geomagnetism and aurora

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

Chapman, S.

1968-01-01

This book is based on lectures given in July 1962 at the 12th session of the Les Houches Summer School of Theoretical Physics. Topics considered include geomagnetism and related phenomena, solar plasma in interplanetary space, mutual influence of the solar gas and the geomagnetic field. magnetic disturbance and aurorae, and the ring current and its DR field. (WDM)

Hearsay: A Text for Listening. English for Special Purposes Series: Nursing Aide.

ERIC Educational Resources Information Center

Clark, Marybeth; Hubbard, Katherine E.

This is the student handbook for the listening comprehension portion of a course in English as a second language for adult nursing aide students. Eleven units cover basic nursing skills. Each unit consists of combinations of stories, lectures, and dictations read by the teacher often with visual aids. There are "practice listening" sessions and…

Teacher's Manual for Hearsay. English for Special Purposes Series: Nursing Aide.

ERIC Educational Resources Information Center

Clark, Marybeth; Hubbard, Katherine E.

This is the teacher's manual for the listening comprehension portion of a course in English as a second language for adult nursing aide students. Eleven units cover basic nursing skills. Each unit consists of combinations of stories, lectures, and dictations read by the teacher, often with visual aids. There are "practice listening" sessions and…

Web-Assisted Courses for Business Education: An Examination of Two Sections of Principles of Marketing

ERIC Educational Resources Information Center

Priluck, Randi

2004-01-01

This research investigates student responses to two technologically different teaching methods for two sections of a Principles of Marketing course. A traditional method of teaching using lectures, in-class discussions, assignments, and exams is compared to a "Web-assisted" method in which 7 of the 14 class sessions met asynchronously online.…

Coping with Conflict and Change in Our Global Society. Report of a Summer 1972 Workshop.

ERIC Educational Resources Information Center

Diablo Valley Education Project, Orinda, CA.

A five-week summer workshop offered inservice training to twenty-eight intermediate and high school social studies and English teachers. Participants examined the concepts of conflict, power and authority, identity, and interdependence through content and team working sessions, ranging from games to lectures, and independent study in an effort to…

Interteaching: Its Effects on Exam Scores in a Compressed-Schedule Format

ERIC Educational Resources Information Center

Zayac, Ryan M.; Paulk, Amber L.

2014-01-01

Although previous research has found interteaching to be an effective form of instruction, all of the currently published data have been collected in courses that have allowed for a minimum of 48 hours between class sessions. In the current study, we examined the effectiveness of interteaching compared to traditional lecture during a six week…

Managing Active Learning Processes in Large First Year Physics Classes: The Advantages of an Integrated Approach

ERIC Educational Resources Information Center

Drinkwater, Michael J.; Gannaway, Deanne; Sheppard, Karen; Davis, Matthew J.; Wegener, Margaret J.; Bowen, Warwick P.; Corney, Joel F.

2014-01-01

Turning lectures into interactive, student-led question and answer sessions is known to increase learning, but enabling interaction in a large class seems an insurmountable task. This can discourage adoption of this new approach -- who has time to individualize responses, address questions from over 200 students and encourage active participation…

Peer Learning Strategies: Acknowledging Lecturers' Concerns of the Student Learning Assistant Scheme on a New Higher Education Campus

ERIC Educational Resources Information Center

Kodabux, Adeelah; Hoolash, Bheshaj Kumar Ashley

2015-01-01

The Student Learning Assistant (SLA) scheme was introduced in 2010 at Middlesex University Mauritius Branch Campus (MUMBC). The scheme is similar to traditional peer learning strategies, such as Peer Assisted Learning (PAL) and Peer Assisted Study Sessions (PASS), which are widely operated in higher education environments to motivate student…

Lack of Emphasis on Nutrition in Medical School Curriculum.

ERIC Educational Resources Information Center

Friedman, Suanne

The need and concern for the apparent lack of nutrition education provided in training programs for physicians was the impetus for begining a 10-session nutrition lecture series program. The program was developed and implemented in a large teaching medical center hospital and given to 16 third-year medical students. The program's purpose was to…

Teaching Old Dogs New Tricks: Using Cognitive Feedback to Improve Physicians' Diagnostic Judgments on Simulated Cases.

ERIC Educational Resources Information Center

Wigton, Robert S.; And Others

1990-01-01

An educational intervention was effective in improving the judgment of experienced student-health physicians (N=11) in predicting positive culture in simulated patients with pharyngitis. The intervention was three parts: an initial one-hour lecture; three sessions with computer-based cognitive feedback; and monthly reports of the percentage of…

Highlights from the Faraday Discussion on Ionic Liquids: From Fundamental Properties to Practical Applications, Cambridge, UK, September 2017.

PubMed

Aldous, Leigh; Bendova, Magdalena; Gonzalez-Miquel, Maria; Swadźba-Kwaśny, Małgorzata

2018-05-22

For the third time, a Faraday Discussion addressed ionic liquids. Encompassing the wealth of research in this field, the contributions ranged from fundamental insights to the diverse applications of ionic liquids. Lively discussions initiated in the lecture hall and during poster sessions then seamlessly continued during the social program.

Lecture-Capture Software and the Teaching of Soils

NASA Astrophysics Data System (ADS)

Brevik, Eric C.

2014-05-01

Several companies now offer software that can record academic lectures and place them on password-protected course websites for future review by students. Using lecture-capture software offers several advantages for the instructor and the students, including: 1) The ability for students who miss class for legitimate reasons (e.g., participation in school-sanctioned extra-curricular activities, illness or family emergencies) to get lecture materials by logging into the class website. This provides these students with a more complete exposure to the material than simply copying a classmate's notes. 2) The instructor is able to direct students who miss class for legitimate reasons to the recorded lecture rather than needing to spend time going over the material with those students and that recap does not end up being rushed. 3) The ability to address course conflicts for graduating seniors by allowing them to take the lecture portion of the class via recorded lecture. 4) Students who desire more in-depth learning are able to go back to selected portions of previous lectures to review and reconsider a topic of discussion or to fill in vague sections of their notes. There are also potential disadvantages to the use of lecture-capture software, including: 1) decreased student attendance in class because they feel they can watch class later at a time of their own choosing, 2) additional time spent by the instructor dealing with the technology, and 3) problems with hardware or software during class time that prevents recording a given day's lecture. These problems can often be addressed or justified relatively easily. If problem 1 is of concern to an instructor it can be addressed by blocking online access to individual students who have a poor record of class attendance. In the case of problem 2, the extra time spent with the technology is often offset by a reduction in time answering questions from students who have missed class. Problem 3 does happen, but in the author's experience it is fairly rare, representing less than 5% of class sessions per semester. Student comments have been overwhelmingly favorable towards the use of captured lectures since the technology was first adopted in the author's classes in 2009.

Exploring the use of student-led simulated practice learning in pre-registration nursing programmes.

PubMed

Brown, Jo; Collins, Guy; Gratton, Olivia

2017-09-20

Simulated practice learning is used in pre-registration nursing programmes to replicate situations that nursing students are likely to encounter in clinical practice, but in a safe and protected academic environment. However, lecturer-led simulated practice learning has been perceived as detached from contemporary nursing practice by some nursing students. Therefore, a pilot project was implemented in the authors' university to explore the use of student-led simulated practice learning and its potential benefits for nursing students. To evaluate the effectiveness of student-led simulated practice learning in pre-registration nursing programmes. The authors specifically wanted to: enhance the students' skills; improve their critical thinking and reflective strategies; and develop their leadership and management techniques. A literature review was undertaken to examine the evidence supporting student-led simulated practice learning. A skills gap analysis was then conducted with 35 third-year nursing students to identify their learning needs, from which suitable simulated practice learning scenarios and sessions were developed and undertaken. These sessions were evaluated using debriefs following each of the sessions, as well as informal discussions with the nursing students. The pilot project identified that student-led simulated learning: developed nursing students' ability to plan and facilitate colleagues' practice learning; enabled nursing students to develop their mentoring skills; reinforced the nursing students' self-awareness, which contributed to their personal development; and demonstrated the importance of peer feedback and support through the debriefs. Challenges included overcoming some students' resistance to the project and that some lecturers were initially concerned that nursing students may not have the clinical expertise to lead the simulated practice learning sessions effectively. This pilot project has demonstrated how student-led simulated practice learning sessions could be used to engage nursing students as partners in their learning, enhance their knowledge and skills, and promote self-directed learning. ©2012 RCN Publishing Company Ltd. All rights reserved. Not to be copied, transmitted or recorded in any way, in whole or part, without prior permission of the publishers.

Different Patterns of University Students' Integration of Lecture Podcasts, Learning Materials, and Lecture Attendance in a Psychology Course

ERIC Educational Resources Information Center

Luttenberger, Silke; Macher, Daniel; Maidl, Verena; Rominger, Christian; Aydin, Nilüfer; Paechter, Manuela

2018-01-01

Lecture podcasts are considered an efficient means for passing on learning contents to students, most notably in lectures with large numbers of students. Here, the lecturer's presentation, combined with lecture slides, is recorded and broadcasted in video form. The present study investigates how students organize learning when they have the choice…

PREFACE: 33rd UIT (Italian Union of Thermo-fluid dynamics) Heat Transfer Conference

NASA Astrophysics Data System (ADS)

Paoletti, Domenica; Ambrosini, Dario; Sfarra, Stefano

2015-11-01

The 33rd UIT (Italian Union of Thermo-Fluid Dynamics) Heat Transfer Conference was organized by the Dept. of Industrial and Information Engineering and Economics, University of L'Aquila (Italy) and was held at the Engineering Campus of Monteluco di Roio, L'Aquila, June 22-24, 2015. The annual UIT conference, which has grown over time, came back to L'Aquila after 21 years. The scope of the conference covers a range of major topics in theoretical, numerical and experimental heat transfer and related areas, ranging from energy efficiency to nuclear plants. This year, there was an emphasis on IR thermography, which is growing in importance both in scientific research and industrial applications. 2015 is also the International Year of Light. The Organizing Committee honored this event by introducing a new section, Technical Seminars, which in this edition was mainly devoted to optical flow visualization (also the subject of three different national workshops organized in L'Aquila by UIT in 2003, 2005 and 2008). The conference was held in the recently repaired Engineering buildings, six years after the 2009 earthquake and 50 years after the beginning of the Engineering courses in L'Aquila. Despite some logistical difficulties, 92 papers were submitted by about 270 authors, on eight different topics: heat transfer and efficiency in energy systems, environmental technologies and buildings (32 papers); micro and nano scale thermo-fluid dynamics (5 papers); multi-phase fluid dynamics, heat transfer and interface phenomena (16 papers); computational fluid dynamics and heat transfer (15 papers); heat transfer in nuclear plants (6 papers); natural, forced and mixed convection (6 papers); IR thermography (4 papers); conduction and radiation (3 papers). The conference program scheduled plenary, oral and poster sessions. The three invited plenary Keynote Lectures were given by Prof. Antonio Barletta (University of Bologna, Italy), Prof. Jean-Christophe Batsale (Arts et Metiers Paris Tech, Talence, France) and Prof. Walter Grassi (University of Pisa, Italy). The two invited Technical Seminars were given by Dr. Maurizio Santini (University of Bergamo, Italy) and Prof. Giovanni Tanda (University of Genova, Italy). There were also 13 oral sessions and three poster sessions. This special issue collects the five papers presented in the plenary sessions (keynote lectures and technical seminars) plus 60 papers selected from those presented and discussed during the congress. The UIT 2015 conference has been a useful occasion to stimulate discussion, further the understanding of heat transfer and related phenomena, present the state-of-the-art of some topics, discuss emerging trends and promote collaborations. We hope this issue will maintain and extend some of these features. A special thank you is due to the Organizing and Scientific Committees, to the sponsors and to all the participants.

PREFACE: Electrostatics 2015

NASA Astrophysics Data System (ADS)

Matthews, James

2015-10-01

Electrostatics 2015, supported by the Institute of Physics, was held in the Sir James Matthews building at Southampton Solent University, UK between 12th and 16th April 2015. Southampton is a historic city on the South Coast of England with a strong military and maritime history. Southampton is home to two Universities: Solent University, which hosted the conference, and the University of Southampton, where much work is undertaken related to electrostatics. 37 oral and 44 poster presentations were accepted for the conference, and 60 papers were submitted and accepted for the proceedings. The Bill Bright Memorial Lecture was delivered this year by Professor Mark Horenstein from Boston University who was, until recently, Editor-in-Chief of the Journal of Electrostatics. He spoke on The contribution of surface potential to diverse problems in electrostatics and his thorough knowledge of the subject of electrostatics was evident in the presentation. The first session was chaired by the Conference Chair, Dr Keith Davies, whose experience in the field showed through his frequent contributions to the discussions throughout the conference. Hazards and Electrostatic Discharge have formed a strong core to Electrostatics conferences for many years, and this conference contained sessions on both Hazards and on ESD, including an invited talk from Dr Jeremy Smallwood on ESD in Industry - Present and Future. Another strong theme to emerge from this year's programme was Non-Thermal Plasmas, which was covered in two sessions. There were two invited talks on this subject: Professor Masaaki Okubo gave a talk on Development of super-clean diesel engine and combustor using nonthermal plasma hybrid after treatment and Dr David Go presented a talk on Atmospheric-pressure ionization processes: New approaches and applications for plasmas in contact with liquids. A new innovation to the conference this year was the opportunity for conference sponsors to present to the delegates a technical presentation related to their work. Chilworth Technology and Infolytica both took advantage of this opportunity. David Firth from Chilworth Technology delivered some case studies related to process safety and Chris Emson from Infolytica compared the different types of modelling software used in industry and academia. For two days of the conference, an exhibition was held for delegates to meet and discuss their work with interested companies. Sessions on Modelling and Simulation and on Measurement and Instrumentation were included. Recent successful IOP meetings on Electrospinning and Electrospray prove that this is an important topic, and were the subject of a session in the conference, including an invited talk by Dr Horst von Recum on Electrospun materials for affinity based drug delivery. The conference finished with a session on Environmental and Space Applications. The Southampton Yacht Club provided a fitting venue for the conference dinner on the Wednesday evening. Meal times, and conference dinners in particular, are always a great opportunity to meet with other workers in related fields, and there were many conversations started in question and answer sessions that continued over a plate of food. Within the conference dinner, prizes were awarded for the best student work. Ladislav Konopka's talk in the modelling and simulation session discussed how different particle sizes can be shown to transfer charge in a modelled system. Matthias Perez's poster presented early work on the use of a small-scale wind turbine to generate wind power. The discussions both within the lecture theatre and the ongoing discussions that occur over coffee and tea in between sessions are often a place where new ideas are shared. In fact, the presentation submitted by Dr Atsushi Ohsawa, Charge neutralisation from the side surface of an insulating plate, acknowledged an inspiration from a question raised at a previous Electrostatics conference in Budapest in 2013. In these proceedings the conference committee took the decision to transcribe the questions and answers to leave a lasting record of the conversations that took place after each oral presentation and they are included in the printed proceedings. I am very grateful to Keith Davies and the conference committee, and Joanne Hemstock and other IOP staff, who provided advice and assistance throughout the whole process. A peer reviewed proceedings is not possible without willing expert reviewers who are able to provide reviews on abstracts and submitted papers. I am grateful to all who undertook reviews throughout the process. I hope to see many of this year's delegates in four years time for Electrostatics 2019.

Efficacy of a Meiosis Learning Module Developed for the Virtual Cell Animation Collection

PubMed Central

Goff, Eric E.; Reindl, Katie M.; Johnson, Christina; McClean, Phillip; Offerdahl, Erika G.; Schroeder, Noah L.; White, Alan R.

2017-01-01

Recent reports calling for change in undergraduate biology education have resulted in the redesign of many introductory biology courses. Reports on one common change to course structure, the active-learning environment, have placed an emphasis on student preparation, noting that the positive outcomes of active learning in the classroom depend greatly on how well the student prepares before class. As a possible preparatory resource, we test the efficacy of a learning module developed for the Virtual Cell Animation Collection. This module presents the concepts of meiosis in an interactive, dynamic environment that has previously been shown to facilitate learning in introductory biology students. Participants (n = 534) were enrolled in an introductory biology course and were presented the concepts of meiosis in one of two treatments: the interactive-learning module or a traditional lecture session. Analysis of student achievement shows that students who viewed the learning module as their only means of conceptual presentation scored significantly higher (d = 0.40, p < 0.001) than students who only attended a traditional lecture on the topic. Our results show the animation-based learning module effectively conveyed meiosis conceptual understanding, which suggests that it may facilitate student learning outside the classroom. Moreover, these results have implications for instructors seeking to expand their arsenal of tools for “flipping” undergraduate biology courses. PMID:28188282

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

PubMed

Ghorbani, Ahmad; Ghazvini, Kiarash

2016-03-01

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

Memory for Lectures: How Lecture Format Impacts the Learning Experience

PubMed Central

Varao-Sousa, Trish L.; Kingstone, Alan

2015-01-01

The present study investigated what impact the presentation style of a classroom lecture has on memory, mind wandering, and the subjective factors of interest and motivation. We examined if having a professor lecturing live versus on video alters the learning experience of the students in the classroom. During the lectures, students were asked to report mind wandering and later complete a memory test. The lecture format was manipulated such that all the students received two lectures, one live and one a pre-recorded video. Results indicate that lecture format affected memory performance but not mind wandering, with enhanced memory in the live lectures. Additionally, students reported greater interest and motivation in the live lectures. Given that a single change to the classroom environment, professor presence, impacted memory performance, as well as motivation and interest, the present results have several key implications for technology-based integrations into higher education classrooms. PMID:26561235

Memory for Lectures: How Lecture Format Impacts the Learning Experience.

PubMed

Varao-Sousa, Trish L; Kingstone, Alan

2015-01-01

The present study investigated what impact the presentation style of a classroom lecture has on memory, mind wandering, and the subjective factors of interest and motivation. We examined if having a professor lecturing live versus on video alters the learning experience of the students in the classroom. During the lectures, students were asked to report mind wandering and later complete a memory test. The lecture format was manipulated such that all the students received two lectures, one live and one a pre-recorded video. Results indicate that lecture format affected memory performance but not mind wandering, with enhanced memory in the live lectures. Additionally, students reported greater interest and motivation in the live lectures. Given that a single change to the classroom environment, professor presence, impacted memory performance, as well as motivation and interest, the present results have several key implications for technology-based integrations into higher education classrooms.

Digital assist: A comparison of two note-taking methods (traditional vs. digital pen) for students with emotional behavioral disorders

NASA Astrophysics Data System (ADS)

Rody, Carlotta A.

High school biology classes traditionally follow a lecture format to disseminate content and new terminology. With the inclusive practices of No Child Left Behind, the Common Core State Standards, and end-of-course exam requirement for high school diplomas, classes include a large range of achievement levels and abilities. Teachers assume, often incorrectly, that students come to class prepared to listen and take notes. In a standard diploma, high school biology class in a separate school for students with emotional and behavioral disorders, five students participated in a single-subject, alternating treatment design study that compared the use of regular pens and digital pens to take notes during 21 lecture sessions. Behavior measures were threefold between the two interventions: (a) quantity of notes taken per minute during lectures, (b) quantity of notes or notations taken during review pauses, and (c) percent of correct responses on the daily comprehension quizzes. The study's data indicated that two students were inclined to take more lecture notes when using the digital pen. Two students took more notes with the regular pen. One student demonstrated no difference in her performance with either pen type. Both female students took more notes per minute, on average, than the three males regardless of pen type. During the review pause, three of the five students only added notes or notations to their notes when using the regular pen. The remaining two students did not add to their notes. Quiz scores differed in favor of the regular pen. All five participants earned higher scores on quizzes given during regular pen sessions. However, the differences were minor, and recommendations are made for specific training in note-taking, the pause strategy, and digital pen fluency which may produce different results for both note-taking and quiz scores.

Exploring Tablet PC Lectures: Lecturer Experiences and Student Perceptions in Biomedicine

ERIC Educational Resources Information Center

Choate, Julia; Kotsanas, George; Dawson, Phillip

2014-01-01

Lecturers using tablet PCs with specialised pens can utilise real-time changes in lecture delivery via digital inking. We investigated student perceptions and lecturer experiences of tablet PC lectures in large-enrolment biomedicine subjects. Lecturers used PowerPoint or Classroom Presenter software for lecture preparation and in-lecture pen-based…

Sex education in Cyprus.

PubMed

Patsalides, N

1991-05-01

The objective of educating people on family planning and sexuality issues has been carried forth by the Family Planning Association of Cyprus (FPAC) since 1971. The promotion of sex education in schools has generated respect for their expertise. Sex education has reached the agenda of the General Assembly of Parliament only to be postponed due to the April 1991 end of term dismissal. A newly elected Parliament are not expected to act immediately. The Ministry of Education Committee on Health Education has been actively counseled since 1974, and most recently in their examination of the possibilities of school sex education and training of high school teachers. The Ministry of Education has authority over primary and secondary education, which is compulsory up to 3 years of secondary education. The approach of FPAC has been to work with parents first in education lectures at various well publicized locations. The agenda was to inform about FPAC, explain the purpose and meaning of sex education, and show the Merry-Go-Round educational film followed by a question and answer session. Eventually, presentations involved children with parent observation. In 1977, authorization from the Ministry of Education gave official approval to FPAC, but not on school premises. FPAC went directly to headmasters and gained support in primary schools to organize sessions on school premises, which successfully involved many primary schools even in the much needed rural areas. Home Economics and Child Care, offered in the 5th and 6th grades was the only vehicle for gaining permission to enter secondary schools. In Larnaca, secondary school headmasters at the 3rd and 6th grade levels permitted invitations which requested parental permission. Lecture topics on human reproduction, sex roles, and disease and contraception were also provided in a follow-up letter. Higher education levels were involved through youth clubs and evening lectures. In 1988, FPAC urged the Director General of the Ministry of Education to make sex education a major agenda due to the AIDs threat. This resulted in FPAC's being identified as the primary source for extracurricular sex education and teacher training. FPAC has also set up liaisons with the Educational Council and the Parliamentary Education Committee.

Effectiveness of e-learning in continuing medical education for occupational physicians.

PubMed

Hugenholtz, Nathalie I R; de Croon, Einar M; Smits, Paul B; van Dijk, Frank J H; Nieuwenhuijsen, Karen

2008-08-01

Within a clinical context e-learning is comparable to traditional approaches of continuing medical education (CME). However, the occupational health context differs and until now the effect of postgraduate e-learning among occupational physicians (OPs) has not been evaluated. To evaluate the effect of e-learning on knowledge on mental health issues as compared to lecture-based learning in a CME programme for OPs. Within the context of a postgraduate meeting for 74 OPs, a randomized controlled trial was conducted. Test assessments of knowledge were made before and immediately after an educational session with either e-learning or lecture-based learning. In both groups, a significant gain in knowledge on mental health care was found (P < 0.05). However, there was no significant difference between the two educational approaches. The effect of e-learning on OPs' mental health care knowledge is comparable to a lecture-based approach. Therefore, e-learning can be beneficial for the CME of OPs.

Laser hazards and safety in the military environment. Lecture series

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

Not Available

The Lecture Series is intended to provide an understanding of the safety problems associated with the military use of lasers. The most important hazard is the inadvertent irradiation of the eye and so the series will include contributions from the physical and biological sciences, as well as from ophthalmologists. Those involved with laser safety come from many backgrounds -- from physics to engineering and from vision physiology to clinical ophthalmology and it is essential that each understands the contribution of the other. The lectures include an introductory part and from this, the more advanced aspects of each subject are covered,more » leading to the issues involved in the design of safety codes and the control of laser hazards. The final session deals with medical surveillance of laser personnel. The Series is of value to both military and civilian personnel involved with safety, whether they are concerned with land, sea or airborne laser systems. (GRA)« less

USGS Training in Afghanistan: Modern Earthquake Hazards Assessments

NASA Astrophysics Data System (ADS)

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

2007-05-01

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

The Evolution of Toxicology and Chemical Regulation ...

EPA Pesticide Factsheets

Presentation for lecture for the 17th Annual Sitlington Lecture in Toxicology at Oklahoma State University Interdisciplinary Toxicology Symposium Presentation for lecture for the 17th Annual Sitlington Lecture in Toxicology at Oklahoma State University Interdisciplinary Toxicology Symposium

Attitudes of Educators Toward Exceptional Children. Syracuse University Special Education and Rehabilitation Monograph Series 3.

ERIC Educational Resources Information Center

Haring, Norris G.; And Others

The purpose of the investigation was to determine the extent to which the utilization of a workshop can modify attitudes of classroom teachers toward greater and more realistic acceptance of exceptional children. Teachers and administrators from four schools were provided 15 workshop sessions within 30 weeks. Meetings included a lecture on an area…

An Interactive E-Learning Tutorial for Medical Students on How to Conduct the Performance-Oriented Mobility Assessment

ERIC Educational Resources Information Center

Ruiz, Jorge G.; Smith, Michael; Rodriguez, Osvaldo; Van Zuilen, Maria H.; Mintzer, Michael J.

2007-01-01

We evaluated the effectiveness of an e-learning tutorial (iPOMA) as a supplement to traditional teaching of the Performance-Oriented Mobility Assessment. Second-year medical students (137) completed the iPOMA, in preparation for a session on fall risk assessment consisting of a lecture, practice with elder volunteers and small group debriefing.…

Increasing the Effectiveness of De-escalation of Aggressive Behaviors in the Young Child.

ERIC Educational Resources Information Center

Mueller, Alison

Due to the overuse of physical containment within the agency where this practicum study was conducted, an in-service training program was designed and implemented aimed at better preparing staff to de-escalate aggressive behavior. A three hour training session and a conclusive one-and-a-half hour long testing period (involving lecture, role play,…

Study of Occupational Safety and Health Audit on Facilities at Ungku Omar College, Universiti Kebangsaan Malaysia (UKM): A Preliminary Analysis

ERIC Educational Resources Information Center

Ariffin, Kadir; Ahmad, Shaharuddin; Aiyub, Kadaruddin; Awang, Azhan; Aziz, Azmi; Mohamad, Lukman Z.; Mamat, Samsu Adabi

2010-01-01

Occupational safety and health (OSH) in Universiti Kebangsaan Malaysia (UKM) is being considered as an important program to measure employee and student welfare and well-being. During academic session, apart from attending lectures, laboratory works, tutorial and library search, majority of students spend most of their time in residential…

Linking Minority and Disadvantaged High School Students with Health Professions Training: A Win-Win Situation for Students and Older Adults.

ERIC Educational Resources Information Center

Padula, Cynthia A.; Leinhaas, Marie M.; Dodge, Kathleen A.

2002-01-01

Minority high school students (n=19) attended a health care career exploration program that included classroom sessions, group and individual activities, field trips, lectures, job shadowing, and a final report. On completion, most were considering careers in geriatrics or gerontology and had more positive attitudes toward older adults. (SK)

Canadian Mathematics Education Study Group. Proceedings of the Annual Meeting (Halifax, Nova Scotia, Canada, May 31-June 4, 1996).

ERIC Educational Resources Information Center

Pothier, Yvonne M., Ed.

This conference proceedings includes two plenary lectures by Celia Hoyles and David Henderson. Papers from working groups deal with teacher growth, dynamic algebra, and the role of proof in post-secondary education. Topic sessions from the conference examine problems, puzzles, and games; the relationships among parents, children, and mathematics;…

Experiences with Teaching Basic Statistics in an Introduction to Civil Engineering Class.

ERIC Educational Resources Information Center

Craddock, James N.

Following a widespread national trend, in 1996, a new two-credit hour course titled "Introduction to Civil Engineering" was introduced at Southern Illinois University at Carbondale (SIUC). The class has a one-hour lecture per week, and a two-hour lab or small group session. One reason for the introduction of this class was to provide earlier…

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

PubMed

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

2016-12-01

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

Do Pictures "Tell" a Thousand Words in Lectures? How Lecturers Vocalise Photographs in Their Presentations

ERIC Educational Resources Information Center

Hallewell, Madeline J.; Lackovic, Natasa

2017-01-01

This article explores how 145 photographs collected from 20 PowerPoint lectures in undergraduate psychology at 16 UK universities were integrated with lecturers' speech. Little is currently known about how lecturers refer to the distinct types of photographs included in their presentations. Findings show that only 48 photographs (33%) included in…

Continuous bioprocessing: the real thing this time? 10(th) Annual bioProcessUK Conference, December 3-4, 2013, London, UK.

PubMed

Farid, Suzanne S; Thompson, Bill; Davidson, Andrew

2014-01-01

The Annual bioProcessUK Conference has acted as the key networking event for bioprocess scientists and engineers in the UK for the past 10 years. The following article is a report from the sessions that focused on continuous bioprocessing during the 10(th) Annual bioProcessUK Conference (London, December 2013). These sessions were organized by the 'EPSRC Centre for Innovative Manufacturing in Emergent Macromolecular Therapies' hosted at University College London. A plenary lecture and workshop provided a forum for participants to debate topical issues in roundtable discussions with industry and academic experts from institutions such as Genzyme, Janssen, Novo Nordisk, Pfizer, Merck, GE Healthcare and University College London. The aim of these particular sessions was to understand better the challenges and opportunities for continuous bioprocessing in the bioprocessing sector.

European Stroke Science Workshop

PubMed Central

Mattle, Heinrich P.; Brainin, Michael; Chamorro, Angel; Diener, Hans Christoph; Hacke, Werner; Leys, Didier; Norrving, Bo; Ward, Nick

2012-01-01

The European Stroke Organisation (ESO) held its first European Stroke Science Workshop in Garmisch-Partenkirchen, Germany (15-17 December 2011). Stroke experts based in Europe were invited to present and discuss their current research. The scope of the workshop was to review the most recent findings of selected topics in stroke, to exchange ideas, to stimulate new research and to enhance collaboration between European stroke research groups. Seven scientific sessions were held, each starting with a keynote lecture to review the state of the art of the given topic, followed by 4 or 5 short presentations by experts. They were asked to limit their presentations to 10 slides containing only recent information. The meeting was organized by the executive committee of the ESO (Heinrich Mattle, chairman, Michael Brainin, Angel Chamorro, Werner Hacke, Didier Leys) and supported by the European Stroke Conference (Michael Hennerici). In this article we summarize the main contents of this successful workshop. PMID:22836350

PREFACE: Fourh Workshop on Non-Equilibrium Phenomena in Supercooled Fluids, Glasses and Amorphous Materials

NASA Astrophysics Data System (ADS)

Andreozzi, Laura; Giordano, Marco; Leporini, Dino; Tosi, Mario

2007-04-01

This special issue of Journal of Physics: Condensed Matter presents the Proceedings of the Fourh Workshop on Non-Equilibrium Phenomena in Supercooled Fluids, Glasses and Amorphous Materials, held in Pisa from 17-22 September 2006. This was the fourth of a series of workshops on this theme started in 1995 as a joint initiative of the Università di Pisa and the Scuola Normale Superiore. The 2006 edition was attended by about 200 participants from Europe, Asia and the Americas. As for the earlier workshops, the main objective was to bring together scientists from different areas of science, technology and engineering, to comparatively discuss experimental facts and theoretical predictions on the dynamical processes that occur in supercooled fluids and other disordered materials in non-equilibrium states. The underlying conceptual unity of the field provides a common background for the scientific community working in its various areas. In this edition the number of sessions was increased to cover a wider range of topics of general and current interest, in a larger number of stimulating lectures. The core of the workshop was a set of general lectures followed by more specific presentations on current issues in the main areas of the field. The sessions were in sequence devoted to: non-equilibrium dynamics, aging and secondary relaxations, biomaterials, polyamorphism and water, polymer dynamics I, complex systems, pressure-temperature scaling, thin films, nanometre length-scale studies, folded states of proteins and polymer crystals, theoretical aspects and energy landscape approaches, relaxation and heterogeneous dynamics, rheology in fluids and entangled polymers, biopolymers, and polymer dynamics II. We thank the session chairmen and all speakers for the high quality of their contributions. The structure of this issue of the proceedings follows the sequence of the oral presentations in the workshop, complemented by some papers selected from the poster sessions. Two round-table discussion sessions were organized to discuss issues that have special impact on our current understanding (or lack of it) of the dynamics of glass transition: 'Low-energy excitations and relaxations in glasses' and 'An assessment of current theories: interconnections and relevance to experiments'. We are very grateful to M A Ramos and R Bömer, and to P G Debenedetti and H Z Cummins for organizing and leading these two activities. Two very active and profitable poster sessions collected contributions on the themes of relaxation processes, cooperativity in polymers and mixtures, polyamorphism and water, biomaterials, relaxation, aging phenomena in thin films, confined and complex systems, and theoretical aspect, energy landscape and molecular dynamics, low temperature, glass and PT procedures, tracer dynamics, heterogeneity and relaxation in glass formers We acknowledge the generous support given to the workshop by our institutions, and in particular by Scuola Normale Superiore. The organization of the events in its beautiful rooms and corridors, as well as the lunches and coffee breaks held in its courtyard, especially favoured meetings and discussions between the participants. Several public and private Institutions have also supported our efforts and we would like to thank them warmly: they are the 'Soft Matter' Center of Rome, the INFN Section in Pisa, the CNR/INFM Polylab, and Ital Scientifica, TA Instruments, Novocontrol Technologies, Up Group, Isole e Olena. Finally, we express our gratitude to all those individuals—we mention here in particular Dr Ciro Autiero, Dr Massimo Faetti, Dr Fabio Zulli, Ms Patrizia Pucci, and Ms Caterina D'Elia—who have given their work and time to the making and running of the Workshop.

Evaluation of an educational intervention for farming families to protect their children from pesticide exposure.

PubMed

Farahat, T M; Farahat, F M; Michael, A A

2009-01-01

A culturally appropriate educational intervention was developed and directed towards farming families in Menoufia governorate, Egypt, to improve their knowledge and practices in protecting their children from exposure to pesticides. Parents were randomly assigned to either a lecture or videotape training group. Ability to recall information or improve practices among parents was evaluated in 3 sessions: pretraining and 2 weeks and 1 month after training. Knowledge and practice scores after training of younger and more educated participants were significantly higher than older, less educated participants. Knowledge and practice performance of the videotape group was better than the lecture group and in both groups the improvement of knowledge scores after training was significantly higher than that of practice scores.

2012 AGU section and focus group awardees and named lecturers

NASA Astrophysics Data System (ADS)

Williams, Danica

2012-11-01

Each year, more than 20 awards are presented by AGU sections and focus groups to recipients at various stages in their careers. In addition, nearly 25 individuals are selected annually to present lectures under the Bowie Lecture Series and the Section and Focus Group Named Lecture Series. The Bowie Lecture Series was inaugurated in 1989 to commemorate the fiftieth presentation of the William Bowie Medal, which is AGU's highest honor and is named for AGU's first president. Named lectures are designated by sections and focus groups to honor and memorialize distinguished scientists in their respective fields of science.

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

PubMed

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

2014-02-01

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

Peer-led small groups: Are we on the right track?

PubMed

Moore, Fraser

2017-10-01

Peer tutor-led small group sessions are a valuable learning strategy but students may lack confidence in the absence of a content expert. This study examined whether faculty reinforcement of peer tutor-led small group content was beneficial. Two peer tutor-led small group sessions were compared with one faculty-led small group session using questionnaires sent to student participants and interviews with the peer tutors. One peer tutor-led session was followed by a lecture with revision of the small group content; after the second, students submitted a group report which was corrected and returned to them with comments. Student participants and peer tutors identified increased discussion and opportunity for personal reflection as major benefits of the peer tutor-led small group sessions, but students did express uncertainty about gaps in their learning following these sessions. Both methods of subsequent faculty reinforcement were perceived as valuable by student participants and peer tutors. Knowing in advance that the group report would be corrected reduced discussion in some groups, potentially negating one of the major benefits of the peer tutor-led sessions. Faculty reinforcement of peer-tutor led small group content benefits students but close attention should be paid to the method of reinforcement.

Conference on Non-linear Phenomena in Mathematical Physics: Dedicated to Cathleen Synge Morawetz on her 85th Birthday. The Fields Institute, Toronto, Canada September 18-20, 2008. Sponsors: Association for Women in Mathematics, Inc. and The Fields Institute

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

Lewis, Jennifer

2012-10-15

This scientific meeting focused on the legacy of Cathleen S. Morawetz and the impact that her scientific work on transonic flow and the non-linear wave equation has had in recent progress on different aspects of analysis for non-linear wave, kinetic and quantum transport problems associated to mathematical physics. These are areas where the elements of continuum, statistical and stochastic mechanics, and their interplay, have counterparts in the theory of existence, uniqueness and stability of the associated systems of equations and geometric constraints. It was a central event for the applied and computational analysis community focusing on Partial Differential Equations. Themore » goal of the proposal was to honor Cathleen Morawetz, a highly successful woman in mathematics, while encouraging beginning researchers. The conference was successful in show casing the work of successful women, enhancing the visibility of women in the profession and providing role models for those just beginning their careers. The two-day conference included seven 45-minute lectures and one day of six 45-minute lectures, and a poster session for junior participants. The conference program included 19 distinguished speakers, 10 poster presentations, about 70 junior and senior participants and, of course, the participation of Cathleen Synge Morawetz. The conference celebrated Morawetz's paramount contributions to the theory of non-linear equations in gas dynamics and their impact in the current trends of nonlinear phenomena in mathematical physics, but also served as an awareness session of current women's contribution to mathematics.« less

Pedagogy and/or technology: Making difference in improving students' problem solving skills

NASA Astrophysics Data System (ADS)

Hrepic, Zdeslav; Lodder, Katherine; Shaw, Kimberly A.

2013-01-01

Pen input computers combined with interactive software may have substantial potential for promoting active instructional methodologies and for facilitating students' problem solving ability. An excellent example is a study in which introductory physics students improved retention, conceptual understanding and problem solving abilities when one of three weekly lectures was replaced with group problem solving sessions facilitated with Tablet PCs and DyKnow software [1,2]. The research goal of the present study was to isolate the effect of the methodology itself (using additional time to teach problem solving) from that of the involved technology. In Fall 2011 we compared the performance of students taking the same introductory physics lecture course while enrolled in two separate problem-solving sections. One section used pen-based computing to facilitate group problem solving while the other section used low-tech methods for one third of the semester (covering Kinematics), and then traded technologies for the middle third of the term (covering Dynamics). Analysis of quiz, exam and standardized pre-post test results indicated no significant difference in scores of the two groups. Combining this result with those of previous studies implies primacy of pedagogy (collaborative problem solving itself) over technology for student learning in problem solving recitations.

Second regional plasmapheresis conference and workshop for Southeast Asia (SEA) on the immunomodulatory role of plasma exchange in central and peripheral nervous system disorders, Kuala Lumpur, Malaysia, 9th December 2017.

PubMed

Viswanathan, Shanthi; Hung, Stefanie Kar Yan; Goyal, Vinay; Apiwattanakul, Metha; Thirugnanam, Umapathi N; Abdullah, Suhailah; Aye, Seinn Mya Mya; Ohnmar, Ohnmar; Si, Le Tri; Keosodsay, Saysavath; Estiasari, Riwanti; Khalife, Najib; Hiew, Fu Liong

2018-04-06

In December 2017, 79 delegates attended the 2nd regional plasmapheresis conference and workshop for Southeast Asia (SEA) on the immunomodulatory role of plasma exchange in central and peripheral nervous system disorders in Kuala Lumpur, Malaysia. This meeting featured 6 plenary lectures, interactive sessions dedicated for experience sharing, case presentations, and a practical session for paramedics. Clinical experts and researchers from 7 SEA countries and India shared experience and challenges in treating autoimmune neurological disorders. While the spectrum of diseases and neurology practice remained largely similar, there was great disparities in accessibility of therapeutic plasma exchange (TPE) within SEA countries and between urban or rural settings. Costs, human resources, and healthcare policies are common challenges in providing sustainable TPE services. Novel techniques and innovative ideas in performing TPE were explored. A working consortium comprising of key opinion leaders was proposed to improve standards of TPE and enhance future research. © 2018 Wiley Periodicals, Inc.

A Comprehensive Climate Science and Solutions Education Curriculum

NASA Astrophysics Data System (ADS)

Byrne, J. M.; Cook, J.; Little, L. J.; Peacock, K.; Sinclair, P.; Zeller, C.

2016-12-01

We are creating a broadly based curriculum for a multidisciplinary University/College course on climate change science and solutions. Climate change is a critical topic for all members of society and certainly for all students in postsecondary education. The curriculum will feature a wide range of topic presentations on the (i) science of climate change; and (ii) multidisciplinary solutions to climate change challenges. The end result will be an online textbook featuring short contributions from session participants and other invited specialists. First authors in this AGU Education Session will provide a 20-minute comprehensive lecture that will be recorded and shared as part of the online textbook. The recorded talks will be merged with author provided PowerPoint slides and appropriate high definition video footage to support the discussion, where possible. Authors will be asked to sign a waiver allowing the video recording to be part of the online textbook. Access to the videos and textbook chapters will be provided online to students registered in recognized university classes on climate change science and solutions for a modest fee.

MATLAB® and Design Recipes for Earth Sciences: How to Collect, Process and Present Geoscientific Information

NASA Astrophysics Data System (ADS)

Trauth, M.; Sillmann, E.

2012-04-01

The overall aim of the class was to introduce undergraduate students to the typical course of a project. The project starts with searching of the relevant literature, reviewing and ranking of the published books and journal articles, extracting the relevant information as text, data or graphs from the literature, searching, processing and visualizing data, and compiling and presenting the results as posters, abstracts and oral presentations. In the first lecture, an unexpectedly-large number (ca. 65) of students subscribed to the course urging us to teach the course in a lecture hall with a projector, microphone and speaker system, a table for the teacher's laptop and equipment, private laptops of the students and wireless Internet. We used a MOODLE eLearning environment to handle the large number of participants in a highly interactive, tutorial-style course environment. Moreover, the students were organized in five GOOGLE groups not accessed by the course instructor, but led by elected student group leaders and their deputies. During the course, the instructor defined three principle topics for each of the groups within the overall theme Past Climate Changes. After having defined sub-themes within the groups for each student, the course culminated in the presentation of the project work as conference-style posters, 200-word abstracts and one-hour sessions with 10-15 two-minute presentations, chaired by the project leaders and their deputies. The course inspired a new textbook that will appear later this year, using a similar concept as its sister book MATLAB Recipes for Earth Sciences-3rd Edition (Trauth, Springer 2010).

Science for the Masses: A Public Lecture Series and Associated Course for K-12 Educators at the University of Arizona

NASA Astrophysics Data System (ADS)

Mangin, K.; Wilch, M. H.; Thompson, R. M.; Ruiz, J.

2008-12-01

The College of Science at the University of Arizona in Tucson offers a series of free public lectures each year centered on a science theme of high general interest. Themes have been Evolution (2006), Global Climate Change (2007), and Edges of Life (2008). Speakers are UA faculty members. We have seen an overwhelming response from the public to each lecture series, with a typical audience size of 800-1200. Features that make the lecture series successful are careful choice of the themes, previews of lecture drafts by a panel, and the participation of a graphic design firm in the planning process, from the series title to the design of posters, bookmarks, and postcards used to advertise the series. This model could be successfully transferred to many universities. We offer a course for K-12 grade teachers in association with each lecture series. Teachers attend each public lecture, and participate in inquiry-based classroom activities and discussions of papers related to lecture topics. After each lecture, the speaker answers questions from the public, and then accompanies the teachers to a classroom to hold a private question and answer session lasting 45 minutes. The course and lecture series has been influential in changing attitudes about the nature of science research among teacher participants. In 2006, evolution was the lecture series topic, a science concept whose foundation in authentic science research has been difficult to communicate to the general public. Pre- and post- questionnaires on attitudes towards the science of evolution administered to the teacher participants showed a dramatic increase after the course in their view of the robustness of the theory of evolution, its testable nature, the amount of data supporting the theory, and its degree of consensus among scientists. A pre-course survey of the background of teachers in the course, mostly biology teachers, showed a need for more formal instruction in evolution: 76 percent had no formal course in evolution as part of their teacher training, and 76 percent disagreed or strongly disagreed that their undergraduate courses had prepared them to teach evolution. In addition, 53 percent do not teach, or only briefly mention, evolution in their middle and high school science classrooms.

Genomics, molecular imaging, bioinformatics, and bio-nano-info integration are synergistic components of translational medicine and personalized healthcare research.

PubMed

Yang, Jack Y; Yang, Mary Qu; Arabnia, Hamid R; Deng, Youping

2008-09-16

Supported by National Science Foundation (NSF), International Society of Intelligent Biological Medicine (ISIBM), International Journal of Computational Biology and Drug Design and International Journal of Functional Informatics and Personalized Medicine, IEEE 7th Bioinformatics and Bioengineering attracted more than 600 papers and 500 researchers and medical doctors. It was the only synergistic inter/multidisciplinary IEEE conference with 24 Keynote Lectures, 7 Tutorials, 5 Cutting-Edge Research Workshops and 32 Scientific Sessions including 11 Special Research Interest Sessions that were designed dynamically at Harvard in response to the current research trends and advances. The committee was very grateful for the IEEE Plenary Keynote Lectures given by: Dr. A. Keith Dunker (Indiana), Dr. Jun Liu (Harvard), Dr. Brian Athey (Michigan), Dr. Mark Borodovsky (Georgia Tech and President of ISIBM), Dr. Hamid Arabnia (Georgia and Vice-President of ISIBM), Dr. Ruzena Bajcsy (Berkeley and Member of United States National Academy of Engineering and Member of United States Institute of Medicine of the National Academies), Dr. Mary Yang (United States National Institutes of Health and Oak Ridge, DOE), Dr. Chih-Ming Ho (UCLA and Member of United States National Academy of Engineering and Academician of Academia Sinica), Dr. Andy Baxevanis (United States National Institutes of Health), Dr. Arif Ghafoor (Purdue), Dr. John Quackenbush (Harvard), Dr. Eric Jakobsson (UIUC), Dr. Vladimir Uversky (Indiana), Dr. Laura Elnitski (United States National Institutes of Health) and other world-class scientific leaders. The Harvard meeting was a large academic event 100% full-sponsored by IEEE financially and academically. After a rigorous peer-review process, the committee selected 27 high-quality research papers from 600 submissions. The committee is grateful for contributions from keynote speakers Dr. Russ Altman (IEEE BIBM conference keynote lecturer on combining simulation and machine learning to recognize function in 4D), Dr. Mary Qu Yang (IEEE BIBM workshop keynote lecturer on new initiatives of detecting microscopic disease using machine learning and molecular biology, http://ieeexplore.ieee.org/servlet/opac?punumber=4425386) and Dr. Jack Y. Yang (IEEE BIBM workshop keynote lecturer on data mining and knowledge discovery in translational medicine) from the first IEEE Computer Society BioInformatics and BioMedicine (IEEE BIBM) international conference and workshops, November 2-4, 2007, Silicon Valley, California, USA.

Genomics, molecular imaging, bioinformatics, and bio-nano-info integration are synergistic components of translational medicine and personalized healthcare research

PubMed Central

2008-01-01

Supported by National Science Foundation (NSF), International Society of Intelligent Biological Medicine (ISIBM), International Journal of Computational Biology and Drug Design and International Journal of Functional Informatics and Personalized Medicine, IEEE 7th Bioinformatics and Bioengineering attracted more than 600 papers and 500 researchers and medical doctors. It was the only synergistic inter/multidisciplinary IEEE conference with 24 Keynote Lectures, 7 Tutorials, 5 Cutting-Edge Research Workshops and 32 Scientific Sessions including 11 Special Research Interest Sessions that were designed dynamically at Harvard in response to the current research trends and advances. The committee was very grateful for the IEEE Plenary Keynote Lectures given by: Dr. A. Keith Dunker (Indiana), Dr. Jun Liu (Harvard), Dr. Brian Athey (Michigan), Dr. Mark Borodovsky (Georgia Tech and President of ISIBM), Dr. Hamid Arabnia (Georgia and Vice-President of ISIBM), Dr. Ruzena Bajcsy (Berkeley and Member of United States National Academy of Engineering and Member of United States Institute of Medicine of the National Academies), Dr. Mary Yang (United States National Institutes of Health and Oak Ridge, DOE), Dr. Chih-Ming Ho (UCLA and Member of United States National Academy of Engineering and Academician of Academia Sinica), Dr. Andy Baxevanis (United States National Institutes of Health), Dr. Arif Ghafoor (Purdue), Dr. John Quackenbush (Harvard), Dr. Eric Jakobsson (UIUC), Dr. Vladimir Uversky (Indiana), Dr. Laura Elnitski (United States National Institutes of Health) and other world-class scientific leaders. The Harvard meeting was a large academic event 100% full-sponsored by IEEE financially and academically. After a rigorous peer-review process, the committee selected 27 high-quality research papers from 600 submissions. The committee is grateful for contributions from keynote speakers Dr. Russ Altman (IEEE BIBM conference keynote lecturer on combining simulation and machine learning to recognize function in 4D), Dr. Mary Qu Yang (IEEE BIBM workshop keynote lecturer on new initiatives of detecting microscopic disease using machine learning and molecular biology, http://ieeexplore.ieee.org/servlet/opac?punumber=4425386) and Dr. Jack Y. Yang (IEEE BIBM workshop keynote lecturer on data mining and knowledge discovery in translational medicine) from the first IEEE Computer Society BioInformatics and BioMedicine (IEEE BIBM) international conference and workshops, November 2-4, 2007, Silicon Valley, California, USA. PMID:18831773

Report on the Workshop and Regular Meeting of the Imode-CKD and Bcmolmed Marie Curie Training and Research Programs.

PubMed

Krochmal, Magdalena; Cisek, Katryna; Markoska, Katerina; Spasovski, Goce; Vlahou, Antonia

2015-01-01

A Workshop and Regular Meeting of the Marie Curie Training and Research Programs iMODECKD (Identification of the Molecular Determinants of established Chronic Kidney Disease) and BCMolMed (Molecular Medicine for Bladder Cancer) was held from 20-22 March at the Macedonian Academy of Science and Arts (MASA). The meeting was hosted by the participating center University of Skopje (SKO) - Goce Spasovski and MASA - Momir Polenakovic (R. Macedonia). The representative from MASA proteomic research center - Katerina Davalieva (R. Macedonia) had presentation on proteomic research in prostate cancer (PCa). 40 researchers from 13 different countries participated at the meeting. The Workshop was devoted on "Chronic Kidney Disease: Clinical Management issues", and consisted of 15 oral presentations given by nephrologists and experts in the field of CKD. Raymond Vanholder (Belgium) - past president of ERA-EDTA had a keynote lecture on "CKD: Questions that need to be answered and are not (or at least not entirely)". The workshop continued in four sessions with lectures from Alberto Ortiz (Spain), Olivera Stojceva-Taneva (R. Macedonia), Dimitrios Goumenos (Greece), Joachim Beige (Germany), Marian Klinger (Poland), Goce Spasovski (R. Macedonia), Joachim Jankowski (Germany), Adalbert Schiller (Romania), Robert Johnson (USA), Franco Ferrario (Italy), Ivan Rychlik (Czech Republic), Fulvio Magni (Italy) and Giovambattista Capasso (Italy), all covering a training theme. Within the meeting there were two lectures on complimentary skills for ethics in science and career advancement from two principal investigators - Goce Spasovski (R. Macedonia) and Joost Schanstra (France). During the Regular Meeting, 13 PhD students i.e. Early Stage Researchers and one Experienced Researcher from both Programs presented their work and progress within iMODE-CKD and BCMolMed projects. This meeting was a great opportunity to exchange experience and ideas in the field of systems biology approaches and translational medicine and planning future collaboration.

Second International Workshop on Harmonic Oscillators

NASA Technical Reports Server (NTRS)

Han, Daesoo (Editor); Wolf, Kurt Bernardo (Editor)

1995-01-01

The Second International Workshop on Harmonic Oscillators was held at the Hotel Hacienda Cocoyoc from March 23 to 25, 1994. The Workshop gathered 67 participants; there were 10 invited lecturers, 30 plenary oral presentations, 15 posters, and plenty of discussion divided into the five sessions of this volume. The Organizing Committee was asked by the chairman of several Mexican funding agencies what exactly was meant by harmonic oscillators, and for what purpose the new research could be useful. Harmonic oscillators - as we explained - is a code name for a family of mathematical models based on the theory of Lie algebras and groups, with applications in a growing range of physical theories and technologies: molecular, atomic, nuclear and particle physics; quantum optics and communication theory.

Report of the International Symposium on Phytochemicals in Medicine and Food (ISPMF 2015).

PubMed

Xiao, Jianbo

2016-08-01

The International Symposium on Phytochemicals in Medicine and Food (ISPMF2015) was held June 26-29, 2015, in Shanghai, China. This is the first time that a PSE meeting has been held in Asia and a PSE-PSA joint symposium provided an opportunity for communication between scientists from European and Asian countries. More than 270 scientists from 48 countries attended this meeting. ISPMF2015 assembled an exciting and diverse programme with 16 sessions, consisting of 12 plenary lectures, 20 invited talks, 55 short oral presentations, and in excess of 130 posters, dedicated to creating a podium for exchanging the latest research results on phytochemicals for food and human health. Copyright © 2015 Elsevier Ltd. All rights reserved.

Flipping the Classroom in Freshman English Library Instruction: A Comparison Study of a Flipped Class versus a Traditional Lecture Method

ERIC Educational Resources Information Center

Rivera, Eduardo

2017-01-01

A problem that Instruction Librarians often grapple with is the lack of time that is necessary to deliver, and assess, proper library instruction to students so the students grasp the Information Literacy concepts that are delivered especially in one or two instruction sessions. This article examines using the flipped classroom model in English…

New Perspectives on the Genesis of the U.S.: A Report of FPRI's History Institute for Teachers. Footnotes. Volume 9, Number 2

ERIC Educational Resources Information Center

Kuehner, Trudy J.

2004-01-01

The Foreign Policy Research Institute held its 11th History Institute for Teachers on June 5-6, 2004, bringing together forty-five teachers from fifteen states for a weekend of lectures and seminars. Sessions included; (1) Colonial Origins of American Identity (Walter McDougall); (2) Migration and Colonization (Daniel Richter); (3) Liberty and…

Raising Levels of Student Interest in Less Popular Areas of the Biology Curriculum: Can Teacher CPD Help?

ERIC Educational Resources Information Center

Goodger, Bev

2013-01-01

An opportunity for teachers to join 80 outstanding biological sciences undergraduates in a series of practical sessions and lectures at the 2010 Gatsby Plant Science Summer School has inspired the development of teaching and learning resources for use in schools. Plant scientists have a crucial role to play in society and it is hoped that the…

Perceptions of Presentation Capture in Counselor Education

ERIC Educational Resources Information Center

Gibson, Robert; Miller, Ann

2011-01-01

Lecture/presentation capture is a gradually emerging technology at many colleges and universities and will likely increase in use because students prefer courses that offer online lectures over traditional classes that do not. Many capture products also allow faculty to segment and edit lectures, add/exchange notations, view lectures on mobile…

Selective Insulin Resistance and the Development of Cardiovascular Diseases in Diabetes: The 2015 Edwin Bierman Award Lecture

PubMed Central

Park, Kyoungmin; Li, Qian

2016-01-01

The Edwin Bierman Award Lecture is presented in honor of the memory of Edwin L. Bierman, MD, an exemplary scientist, mentor, and leader in the field of diabetes, obesity, hyperlipidemia, and atherosclerosis. The award and lecture recognizes a leading scientist in the field of macrovascular complications and contributing risk factors in diabetes. George L. King, MD, of the Section of Vascular Cell Biology and Complications, Dianne Nunnally Hoppes Laboratory for Diabetes Complications, Joslin Diabetes Center, Harvard Medical School, Boston, MA, received the prestigious award at the American Diabetes Association’s 75th Scientific Sessions, 5–9 June 2015, in Boston, MA. He presented the Edwin Bierman Award Lecture, “Selective Insulin Resistance and the Development of Cardiovascular Disease in Diabetes,” on Sunday, 7 June 2015. This review is focused on the factors and potential mechanisms that are causing various cardiovascular pathologies. In diabetes, insulin’s actions on the endothelium and other vascular cells have significant influence on systemic metabolisms and the development of cardiovascular pathologies. Our studies showed that insulin receptors on the endothelium are important for insulin transport across the endothelial barrier and mediate insulin’s actions in muscle, heart, fat, and the brain. Insulin actions on the vascular cells are mediated by two pathways involving the actions of either IRS/PI3K/Akt or Grb/Shc/MAPK. Insulin’s activation of IRS/PI3K/Akt results in mostly antiatherogenic actions, as this pathway induces activation of eNOS, the expressions of HO-1 and VEGF, and the reduction of VCAM-1. In contrast, insulin’s activation of the Grb/Shc/MAPK pathway mediates the expressions of ET-1 and PAI-1 and migration and proliferation of contractile cells, which have proatherogenic actions. Elevated levels of glucose, free fatty acids, and inflammatory cytokines due to diabetes and insulin resistance selectively inhibit insulin’s antiatherogenic actions via the IRS/PI3K/Akt pathway. This review provides evidence to support the importance of insulin actions in preventing cardiovascular pathology that can be selectively inhibited via the IRS/PI3K/Akt cascade in diabetes. PMID:27222390

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

PubMed

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

2011-02-01

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

Combining traditional anatomy lectures with e-learning activities: how do students perceive their learning experience?

PubMed

Lochner, Lukas; Wieser, Heike; Waldboth, Simone; Mischo-Kelling, Maria

2016-02-21

The purpose of this study was to investigate how students perceived their learning experience when combining traditional anatomy lectures with preparatory e-learning activities that consisted of fill-in-the-blank assignments, videos, and multiple-choice quizzes. A qualitative study was conducted to explore changes in study behaviour and perception of learning. Three group interviews with students were conducted and thematically analysed. Data was categorized into four themes: 1. Approaching the course material, 2. Understanding the material, 3. Consolidating the material, and 4. Perceived learning outcome. Students appreciated the clear structure of the course, and reported that online activities encouraged them towards a first engagement with the material. They felt that they were more active during in-class sessions, described self-study before the end-of-term exam as easier, and believed that contents would remain in their memories for a longer time. By adjusting already existing resources, lectures can be combined fairly easily and cost-effectively with preparatory e-learning activities. The creation of online components promote well-structured courses, can help minimize 'student passivity' as a characteristic element of lectures, and can support students in distributing their studies throughout the term, thus suggesting enhanced learning. Further research work should be designed to confirm the afore-mentioned findings through objective measurements of student learning outcomes.

The effect of flipped teaching combined with modified team-based learning on student performance in physiology.

PubMed

Gopalan, Chaya; Klann, Megan C

2017-09-01

Flipped classroom is a hybrid educational format that shifts guided teaching out of class, thus allowing class time for student-centered learning. Although this innovative teaching format is gaining attention, there is limited evidence on the effectiveness of flipped teaching on student performance. We compared student performance and student attitudes toward flipped teaching with that of traditional lectures using a partial flipped study design. Flipped teaching expected students to have completed preclass material, such as assigned reading, instructor-prepared lecture video(s), and PowerPoint slides. In-class activities included the review of difficult topics, a modified team-based learning (TBL) session, and an individual assessment. In the unflipped teaching format, students were given PowerPoint slides and reading assignment before their scheduled lectures. The class time consisted of podium-style lecture, which was captured in real time and was made available for students to use as needed. Comparison of student performance between flipped and unflipped teaching showed that flipped teaching improved student performance by 17.5%. This was true of students in both the upper and lower half of the class. A survey conducted during this study indicated that 65% of the students changed the way they normally studied, and 69% of the students believed that they were more prepared for class with flipped learning than in the unflipped class. These findings suggest that flipped teaching, combined with TBL, is more effective than the traditional lecture. Copyright © 2017 the American Physiological Society.

Effectiveness of Podcasts Delivered on Mobile Devices as a Support for Student Learning During General Chemistry Laboratories

NASA Astrophysics Data System (ADS)

Powell, Cynthia B.; Mason, Diana S.

2013-04-01

Chemistry instructors in teaching laboratories provide expert modeling of techniques and cognitive processes and provide assistance to enrolled students that may be described as scaffolding interaction. Such student support is particularly essential in laboratories taught with an inquiry-based curriculum. In a teaching laboratory with a high instructor-to-student ratio, mobile devices can provide a platform for expert modeling and scaffolding during the laboratory sessions. This research study provides data collected on the effectiveness of podcasts delivered as needed in a first-semester general chemistry laboratory setting. Podcasts with audio and visual tracks covering essential laboratory techniques and central concepts that aid in experimental design or data processing were prepared and made available for students to access on an as-needed basis on iPhones® or iPod touches®. Research focused in three areas: the extent of podcast usage, the numbers and types of interactions between instructors and student laboratory teams, and student performance on graded assignments. Data analysis indicates that on average the podcast treatment laboratory teams accessed a podcast 2.86 times during the laboratory period during each week that podcasts were available. Comparison of interaction data for the lecture treatment laboratory teams and podcast treatment laboratory teams reveals that scaffolding interactions with instructors were statistically significantly fewer for teams that had podcast access rather than a pre-laboratory lecture. The implication of the results is that student laboratory teams were able to gather laboratory information more effectively when it was presented in an on-demand podcast format than in a pre-laboratory lecture format. Finally, statistical analysis of data on student performance on graded assignments indicates no significant differences between outcome measures for the treatment groups when compared as cohorts. The only statistically significant difference is between students who demonstrated a high level of class participation in the concurrent general chemistry lecture course; for this sub-group the students in the podcast treatment group earned a course average that was statistically significantly higher than those in the lecture treatment group.

The views of doctors in their first year of medical practice on the lasting impact of a preparation for house officer course they undertook as final year medical students.

PubMed

Matheson, Catherine B; Matheson, David J; Saunders, John H; Howarth, Claire

2010-06-23

The UK General Medical Council recommends that medical students have the opportunity of shadowing the outgoing new doctor whose post they will soon undertake. At the University of Nottingham the two-week shadowing period was preceded by two weeks of lectures/seminars wherein students followed sessions on topics such as common medical/surgical emergencies, contracts, time management, surviving the first two years of clinical practice, careers advice and so on. The present study aimed to gain a better knowledge and understanding of the lasting impact of a four-week preparation course for new Foundation Year 1 doctors [F1 s - interns]. The objectives chosen to achieve this aim were: 1/ to determine the extent to which the lecture/seminar course and shadowing period achieved their stated aim of smoothing the transition from life as a medical student to work as a new doctor; 2/ to evaluate perceptions of the importance of various forms of knowledge in easing the transition between medical student and new doctor In the spring of 2007, 90 graduates from Nottingham were randomly selected and then emailed a link to a short, online survey of quantitative and qualitative questions. Of these 76 responded. Analysis of quantitative data was carried out using SPSS 16.0 and employed McNemar's test. Analysis of the qualitative data was carried out using the constant comparative method. Only 31% of respondents strongly agreed or agreed that the lecture/seminar part of the course prepared them well for their first FY1 post; 14% agreed that during their first job they drew on the knowledge gained during the lecture/seminar course; 94% strongly agreed or agreed that the shadowing part of the course was more useful than the lecture/seminar part. Experiential knowledge gained in the shadowing was the most highly valued, followed by procedural knowledge with propositional knowledge coming far behind. Our study shows that new doctors retrospectively value most the knowledge they are able to transfer to the workplace and value least material which seems to repeat what they had learned for their final exams.

Student perceptions of gamified audience response system interactions in large group lectures and via lecture capture technology.

PubMed

Pettit, Robin K; McCoy, Lise; Kinney, Marjorie; Schwartz, Frederic N

2015-05-22

Higher education students have positive attitudes about the use of audience response systems (ARS), but even technology-enhanced lessons can become tiresome if the pedagogical approach is exactly the same with each implementation. Gamification is the notion that gaming mechanics can be applied to routine activities. In this study, TurningPoint (TP) ARS interactions were gamified and implemented in 22 large group medical microbiology lectures throughout an integrated year 1 osteopathic medical school curriculum. A 32-item questionnaire was used to measure students' perceptions of the gamified TP interactions at the end of their first year. The survey instrument generated both Likert scale and open-ended response data that addressed game design and variety, engagement and learning features, use of TP questions after class, and any value of lecture capture technology for reviewing these interactive presentations. The Chi Square Test was used to analyze grouped responses to Likert scale questions. Responses to open-ended prompts were categorized using open-coding. Ninety-one students out of 106 (86 %) responded to the survey. A significant majority of the respondents agreed or strongly agreed that the games were engaging, and an effective learning tool. The questionnaire investigated the degree to which specific features of these interactions were engaging (nine items) and promoted learning (seven items). The most highly ranked engagement aspects were peer competition and focus on the activity (tied for highest ranking), and the most highly ranked learning aspect was applying theoretical knowledge to clinical scenarios. Another notable item was the variety of interactions, which ranked in the top three in both the engagement and learning categories. Open-ended comments shed light on how students use TP questions for exam preparation, and revealed engaging and non-engaging attributes of these interactive sessions for students who review them via lecture capture. Students clearly valued the engagement and learning aspects of gamified TP interactions. The overwhelming majority of students surveyed in this study were engaged by the variety of TP games, and gained an interest in microbiology. The methods described in this study may be useful for other educators wishing to expand the utility of ARS in their classrooms.

MedTalks: developing teaching abilities and experience in undergraduate medical students.

PubMed

Bandeali, Suhair; Chiang, Albert; Ramnanan, Christopher J

2017-01-01

According to the CanMEDS' Scholar competency, physicians are expected to facilitate the learning of colleagues, patients and other health professionals. However, most medical students are not provided with formal opportunities to gain teaching experience with objective feedback. To address this, the University's Medical Education Interest Group (MEIG) created a pilot teaching program in January 2015 entitled 'MedTalks'. Four 3-hour sessions were held at the University Faculty of Medicine, where first and second year medical students taught clinically oriented topics to undergraduate university students. Each extracurricular session included three 30-minute content lectures, and a 90-minute small group session on physical examination skills. Each medical student-teacher received formal feedback from undergraduate students and from faculty educators regarding teaching style, communication abilities, and professionalism. In addition, medical student-teachers self-evaluated their own teaching experience. Over 50 medical students from the University participated as medical student-teachers. Based on quantitative and qualitative evaluation surveys, 100% of medical students agreed that MedTalks was a useful way to develop teaching skills and 92% gained a greater confidence in individual teaching capabilities, based largely on the opportunity to gain experience (with feedback) in teaching roles. A program designed to give medical students multi-source teaching experience (lecture- and small group-based) and feedback on their teaching (from learners and Faculty observers, in addition to their own self-reflection) can improve medical student confidence and enthusiasm towards teaching. Future studies will clarify if medical student self-perceived enhancements in teaching ability can be corroborated by independent (Faculty, learner) observations of future teaching activity.

Teaching first-year medical students physiology: does the human patient simulator allow for more effective teaching?

PubMed

Tan, G M; Ti, L K; Suresh, S; Ho, B S; Lee, T L

2002-05-01

Although the Human Patient Simulator (HPS) is an effective teaching tool in many medical fields, literature supporting its use in the teaching of physiology to medical students is lacking. This study investigated the effectiveness of HPS-based teaching of cardiovascular physiology to first-year medical students. Two hundred and ten first-year medical students were scheduled to our HPS laboratory with the purpose of demonstrating "physiology in action". Students were divided into groups of 19-25 each, and attended a lecture followed by a HPS session. Using a theatre-type simulator complete with mannequin, anaesthesia machine and monitors (METI, Sarasota FL), the scenarios of hypovolaemia, sepsis, and cardiac failure were run to demonstrate the physiological changes that occur with changes in preload, afterload, and cardiac contractility. Each student was given a true/false test before, and again after the HPS session, followed by a survey of their learning experience. There was marked improvement in test scores after the HPS session (82.1% vs. 64.6%, P < 0.001). Most of the students felt that HPS was a better teaching tool (94.5%) and raised more questions (76.5%) than lectures. They wanted more topics to be taught this way (96%), as they could apply and re-enforce textbook knowledge, and visualise real-time changes. However, they felt that their experience could have been enhanced with more time and smaller groups. HPS is an excellent teaching tool as it stimulates student curiosity and makes knowledge acquisition and understanding easier. It is highly desirable to be incorporated into the teaching of physiology.

Optional Student Use of Online Lecture Resources: Resource Preferences, Performance and Lecture Attendance

ERIC Educational Resources Information Center

Grabe, M.; Christopherson, K.

2008-01-01

One of the most common uses of a course management system in the on-campus environment is to offer lecture resources to students. Few researchers have investigated how students use such resources. This study considers student use of lecture resources that offer a representation of the lecture presented (i.e. lecture outline, lecture summary, audio…

Lecture-Recording Technology in Higher Education: Exploring Lecturer and Student Views across the Disciplines

ERIC Educational Resources Information Center

Dona, Kulari Lokuge; Gregory, Janet; Pechenkina, Ekaterina

2017-01-01

This paper presents findings of an institutional case study investigating how students and lecturers experienced a new opt-out, fully integrated lecture-recording system which enabled audio and presentation screen capture. The study's focus is on how "traditional" students (generally characterised as young, enrolled full-time and…

Developing skills for teaching: reflections on the lecture as a learning tool for the novice midwife educator.

PubMed

O'Malley, Deirdre; Fleming, Sandra

2012-09-01

This paper explored how I, as a novice midwife educator in a Higher Education Institution, utilised my reflections on the preparation, delivery and evaluation of a lecture to develop my teaching skills. My personal teaching and learning philosophy was informed by humanism. Reflecting on my teaching and learning philosophy, and the teaching and learning theories that guided the session, enabled me to identify aspects of my teaching that required further development. Similarly, the process permitted me to recognise positive aspects that I could take forward and build upon in my professional development as an educator. The key learning for me as a novice educator is outlined, with an emphasis placed on preparation and strategic question formulation. Copyright © 2012 Elsevier Ltd. All rights reserved.

Comparison of High-Fidelity Simulation Versus Didactic Instruction as a Reinforcement Intervention in a Comprehensive Curriculum for Radiology Trainees in Learning Contrast Reaction Management: Does It Matter How We Refresh?

PubMed

Picard, Melissa; Curry, Nancy; Collins, Heather; Soma, LaShonda; Hill, Jeanne

2015-10-01

Simulation-based training has been shown to be a useful adjunct to standard didactic lecture in teaching residents appropriate management of adverse contrast reactions. In addition, it has been suggested that a biannual refresher is needed; however, the type of refresher education has not been assessed. This was a prospective study involving 31 radiology residents across all years in a university program. All residents underwent standard didactic lecture followed by high-fidelity simulation-based training. At approximately 6 months, residents were randomized into a didactic versus simulation group for a refresher. At approximately 9 months, all residents returned to the simulation center for performance testing. Knowledge and confidence assessments were obtained from all participants before and after each phase. Performance testing was obtained at each simulation session and scored based on predefined critical actions. There was significant improvement in knowledge (P < .002) and confidence (P < .001) after baseline education of combined didactic and simulation-based training. There was no statistical difference between the simulation and didactic groups in knowledge or confidence at any phase of the study. There was no significant difference in tested performance between the groups in either performance testing session. This study suggests that a curriculum consisting of an annual didactic lecture combined with simulation-based training followed by a didactic refresher at 6 months is an effective and efficient (both cost-effective and time-effective) method of educating radiology residents in the management of adverse contrast reactions. Copyright © 2015 AUR. Published by Elsevier Inc. All rights reserved.

Enhancing Lecture Presentations in Introductory Biology with Computer-Based Multimedia.

ERIC Educational Resources Information Center

Fifield, Steve; Peifer, Rick

1994-01-01

Uses illustrations and text to discuss convenient ways to organize and present computer-based multimedia to students in lecture classes. Includes the following topics: (1) Effects of illustrations on learning; (2) Using computer-based illustrations in lecture; (3) MacPresents-Multimedia Presentation Software; (4) Advantages of computer-based…

A novel mentorship programme for residents integrating academic development, clinical teaching and graduate medical education assessment.

PubMed

Bhatia, Kriti; Takayesu, James Kimo; Nadel, Eric S

2016-02-01

Mentorship fosters career development and growth. During residency training, mentorship should support clinical development along with intellectual and academic interests. Reported resident mentoring programmes do not typically include clinical components. We designed a programme that combines academic development with clinical feedback and assessment in a four-year emergency medicine residency programme. Incoming interns were assigned an advisor. At the conclusion of the intern year, residents actively participated in selecting a mentor for the duration of residency. The programme consisted of quarterly meetings, direct clinical observation and specific competency assessment, assistance with lecture preparation, real-time feedback on presentations, simulation coaching sessions, and discussions related to career development. Faculty participation was recognized as a valuable component of the annual review process. Residents were surveyed about the overall programme and individual components. Over 88 % of the respondents said that the programme was valuable and should be continued. Senior residents most valued the quarterly meetings and presentation help and feedback. Junior residents strongly valued the clinical observation and simulation sessions. A comprehensive mentorship programme integrating clinical, professional and academic development provides residents individualized feedback and coaching and is valued by trainees. Individualized assessment of clinical competencies can be conducted through such a programme.

Teaching Principles of Patient-Centered Care During Radiology Residency.

PubMed

Miller, Matthew M; Slanetz, Priscilla J; Lourenco, Ana P; Eisenberg, Ronald L; Kung, Justin W

2016-07-01

Patient-centered healthcare delivery has become increasingly established as a cornerstone of quality medical care, but teaching these principles in a radiology residency setting is often difficult and ineffective in a traditional lecture format. We developed a novel educational session in which actual patient letters about a healthcare provider are used to facilitate a case-based discussion of key principles of patient-centered care. A novel patient letter-facilitated, case-based session was conducted at two different university-based teaching institutions. Prior to the educational session, patient letters introducing the principles of patient-centered care were distributed to residents for review. During the session, radiology-specific cases were discussed in the context of the principles introduced by the letters. A post-session survey was administered to evaluate the efficacy and usefulness of the session. Forty-six of the 61 session attendees (75%) completed the post session survey. Most respondents (93%) preferred this case-based, interactive session to a typical didactic session. A majority of the residents indicated that both the patient letters (64%) and radiology specific cases (73%) helped them think differently about how they interact with patients. They indicated that the session enhanced their understanding of professionalism (3.7 out of 5.0 [95% CI 3.4-4.0]) and increased their motivation to become more patient-centered (3.0 out of 4.0 [95% CI 2.8-3.3]). Our findings suggest that patient letter-facilitated, case-based sessions may influence resident attitudes regarding the principles of patient-centered care and may help to increase resident motivation to become more patient-centered in their own practice. Copyright © 2016 The Association of University Radiologists. Published by Elsevier Inc. All rights reserved.

Antenatal small-class education versus auditorium-based lectures to promote positive transitioning to parenthood - A randomised trial.

PubMed

Koushede, Vibeke; Brixval, Carina Sjöberg; Thygesen, Lau Caspar; Axelsen, Solveig Forberg; Winkel, Per; Lindschou, Jane; Gluud, Christian; Due, Pernille

2017-01-01

Prospective parents widely use education to gain information about, e.g., labour and parenting skills. It is unknown if antenatal education in small classes is more beneficial for parenting stress and parenting alliance compared with other types of antenatal education. In the present randomised trial, we examined the effect of antenatal education in small classes versus auditorium-based lectures on perceived stress, parenting stress, and parenting alliance. A total of 1,766 pregnant women were randomised to receive: antenatal education in small classes three times in pregnancy and one time after delivery, each session lasted 2.5 hours, versus standard care consisting of two times two hours auditorium-based lectures. Previous analysis of the primary outcome showed no difference between intervention and control group. Here we conduct an exploratory analysis of three secondary outcomes. Effects of the interventions on parents' global feelings of stress at 37 weeks gestation and nine weeks and six months postpartum and parenting stress nine weeks and six months postpartum were examined using linear regression analyses and mixed models with repeated measurements. The effect on parenting alliance six months postpartum was examined using the non-parametric Wilcoxon rank-sum test. Antenatal education in small classes had a small beneficial main effect on global feelings of stress six months postpartum and a statistically significant interaction between time and group favoring antenatal education in small classes. The P values of intervention effects on parenting stress and parenting alliance were all larger than the threshold value (0.05).

Effectiveness of addiction science presentations to treatment professionals, using a modified Solomon study design.

PubMed

Erickson, Carlton K; Wilcox, Richard E; Miller, Gary W; Littlefield, John H; Lawson, Kenneth A

2003-01-01

Knowledge of addiction research findings is critical for healthcare professionals who treat addicted patients. However, there is little information available about the instructional effectiveness of lecture-slide presentations in changing knowledge vs. beliefs of such professionals. A modified Solomon four-group experimental design was used to assess the instructional effectiveness (knowledge gain vs. belief changes) of three-hour addiction science workshops presented to health-care professionals by neurobiologically-trained academic researchers. Effectiveness of the workshops was assessed by a 28-item questionnaire on participant versus control group knowledge/beliefs on addiction. Six-month follow-up questionnaires measured "retention" of knowledge and belief changes. The workshop participants showed significant knowledge gain and belief changes, whereas the two control groups showed no change in knowledge or beliefs. After six months, knowledge gains decreased, but were still higher than pre-test scores. In contrast, belief changes on three subscales persisted over six months in 40 to 52 percent of the subjects. These results illustrate a successful continuing education model by which academic researchers who are skilled teachers present a three-hour lecture-slide workshop with extensive question-and-answer sessions on addictions. We conclude that motivated health-care professionals can experience important knowledge gains and belief changes by participating in such workshops. In contrast to the transient retention of knowledge, belief changes persisted surprisingly well for at least six months in about half the subjects. These results suggest that long-term changes in the professional orientation of these health-care workers are possible.

Advice for New and Student Lecturers on Probability and Statistics

ERIC Educational Resources Information Center

Larsen, Michael D.

2006-01-01

Lecture is a common presentation style that gives instructors a lot of control over topics and time allocation, but can limit active student participation and learning. This article presents some ideas to increase the level of student involvement in lecture. The examples and suggestions are based on the author's experience as a senior lecturer for…

What Type of Lectures Students Want? - A Reaction Evaluation of Dental Students

PubMed Central

Roopa, Srinivasan; Geetha M, Bagavad; Rani, Anitha; Chacko, Thomas

2013-01-01

Introduction: An one hour didactic lecture is the common method of teaching in dental colleges in India. Lengthy lectures are boring and students are passive recipients of the information. Interactive lectures are suggested as a means of overcoming the disadvantages of regular lectures. Aims: The present study was conducted to pilot various methods of making lectures interactive and to find the students’ reactions to interactive lectures as compared to regular lectures. Material and Methods: An entire batch of first year dental students (n = 78) was exposed to both interactive and regular lectures for the cardiovascular system in physiology. Among the total number of 12 lectures, alternate lectures were conducted in an interactive style. At the end of the 12 lecture series, students’ opinions were obtained using a structured feedback evaluation questionnaire, consisting of five statements, on a five point Likert scale. Statistical Analysis was done using SPSS software, version 15. Results: Interactive lectures were found to be more useful than regular lectures by 92% of the students. Significantly more number of students agreed or strongly agreed that interactive lectures kept them attentive, created interest, overcame monotony, motivated them for self learning and provided well defined learning than regular lectures. Among the different techniques which were used, the students preferred use of video clippings (58.1%), followed by each-one-teach-one. Results of the present study support the use of interactive lectures for ensuring increased interest and attention of students during lectures. Conclusion: Interactive lectures were more accepted and considered to be more useful than regular lectures by the students. PMID:24298487

Use of an audience response system during peer teaching among physical therapy students in human gross anatomy: perceptions of peer teachers and students.

PubMed

Wait, Kevin R; Cloud, Beth A; Forster, Lindsey A; Jones, Tiffany M; Nokleby, Jessica J; Wolfe, Cortney R; Youdas, James W

2009-01-01

An audience response system (ARS) has become popular among educators in medicine and the health professions because of the system's ability to engage listeners during a lecture presentation. No one has described the usefulness of ARS technology during planned nonlecture peer teaching sessions in gross anatomy instruction for health professionals. The unique feature of each peer teaching session was a nongraded 12-15 item ARS quiz assembled by six second-year doctor of physical therapy (DPT) students and purposely placed at the beginning of the review session for those first-year DPT students in attendance. This study used a ten-item questionnaire and a five-point Likert scale in addition to three open ended questions to survey perceptions of both first-year and second-year DPT students about the usefulness of ARS technology implemented during weekly interactive peer teaching sessions during a semester course in Anatomy for Physical Therapists. First-year students overwhelmingly acknowledged the ARS system permitted each student to self-assess his/her preparedness for a quiz or examination and compare his/her performance with that of classmates. Peer teachers recognized an ARS quiz provided them an opportunity to: (1) estimate first-year students' level of understanding of anatomical concepts; and (2) effectively prepare first-year students for their weekly quizzes and future examinations. On the basis of the mutual benefits derived by both students/tutees and teachers/tutors, physical therapist educators may wish to consider using ARS technology to enhance teaching methods for a class in gross human anatomy.

The Effect of Pre-Surgery Information Online Lecture on Nutrition Knowledge and Anxiety Among Bariatric Surgery Candidates.

PubMed

Sherf-Dagan, Shiri; Hod, Keren; Mardy-Tilbor, Limor; Gliksman, Shir; Ben-Porat, Tair; Sakran, Nasser; Zelber-Sagi, Shira; Goitein, David; Raziel, Asnat

2018-02-17

Best practices for patient education in bariatric surgery (BS) remain undefined. The aims of this study were to evaluate the effect of an online lecture on nutrition knowledge, weight loss expectations, and anxiety among BS candidates and present a new tool to assess this knowledge before BS. An interventional non-randomized controlled trial on 200 BS candidates recruited while attending a pre-BS committee. The first 100 consecutive patients were assigned to the control group and the latter 100 consecutive patients to the intervention group and were instructed to watch an online lecture of 15-min 1-2 weeks prior to surgery. All participants completed a BS nutrition knowledge and the state-trait anxiety inventory (STAI) questionnaires at the pre-BS committee and once again at the pre-surgery clinic. Body mass index (BMI), comorbidities, surgery type, marital status, and number of dietitian sessions were obtained from medical records. Data for paired study questionnaires scores were available for 128 patients (n = 69 and n = 59 for the control and intervention groups, respectively), with a mean age and BMI of 40.3 ± 11.4 years and 41.3 ± 4.9 kg/m 2 , respectively. The BS nutrition knowledge and the state anxiety scores increased for both study groups at the pre-surgery clinic as compared to the pre-BS committee (P ≤ 0.028), but the improvement in the nutrition knowledge score was significantly higher for the intervention group (P = 0.030). No within or between-group differences were found for the trait anxiety items score. The "dream" and "realistic" weight goals were lower than the expected weight loss according to 70% excess weight loss (EWL) for both study groups at both time-points (P < 0.001 for all). Education by an online lecture prior to the surgery improves BS nutrition knowledge, but not anxiety. ClinicalTrials.gov number: NCT02857647.

Analysis of attitude and achievement using the 5E instructional model in an interactive television environment

NASA Astrophysics Data System (ADS)

Cherry, Gamaliel R.

The purpose of this quasi-experimental study was to examine attitude and achievement among fifth grade students participating in inquiry and lecture-based forms of instruction through interactive television. Participants (N = 260) were drawn from registered users of NASA's Digital Learning Network(TM). The first three levels of Bloom's Revised Taxonomy were used to measure levels of achievement while the Science Attitude Inventory II was used to measure science attitudes. Results indicated a significant interaction between inquiry and topic area, as well as achievement for remember, understand, and apply levels of Bloom's Revised Taxonomy. Differences between mean scores were in favor of the treatment group on both topic and achievement levels. Findings echo research that encourages the use of inquiry-based instruction to improve achievement. This study also serves as a reference for supplemental content providers searching for an effective instructional strategy when delivering instruction through interactive television. Recommendations for future research include the examination of: development time between inquiry-based and lecture-based strategies, a longitudinal study of attitude and achievement from elementary through middle school, differences between interactive television sessions and asynchronous sessions, and types of inquiry-based instruction related to student achievement and retention through interactive television.

Community Earth System Model (CESM) Tutorial 2016 Final Report

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

Lamarque, Jean-Francois

For the 2016 tutorial, NCAR/CGD requested a total budget of $70,000 split equally between DOE and NSF. The funds were used to support student participation (travel, lodging, per diem, etc.). Lectures and practical session support was primarily provided by local participants at no additional cost (see list below). The seventh annual Community Earth System Model (CESM) tutorial (2016) for students and early career scientists was held 8 – 12 August 2016. As has been the case over the last few years, this event was extremely successful and there was greater demand than could be met. There was continued interest inmore » support of the NSF’s EaSM Infrastructure awards, to train these awardees in the application of the CESM. Based on suggestions from previous tutorial participants, the 2016 tutorial experience again provided direct connection to Yellowstone for each individual participant (rather than pairs), and used the NCAR Mesa Library. The 2016 tutorial included lectures on simulating the climate system and practical sessions on running CESM, modifying components, and analyzing data. These were targeted to the graduate student level. In addition, specific talks (“Application” talks) were introduced this year to provide participants with some in-depth knowledge of some specific aspects of CESM.« less

Distance Learning Can Be as Effective as Traditional Learning for Medical Students in the Initial Assessment of Trauma Patients.

PubMed

Farahmand, Shervin; Jalili, Ebrahim; Arbab, Mona; Sedaghat, Mojtaba; Shirazi, Mandana; Keshmiri, Fatemeh; Azizpour, Arsalan; Valadkhani, Somayeh; Bagheri-Hariri, Shahram

2016-09-01

Distance learning is expanding and replacing the traditional academic medical settings. Managing trauma patients seems to be a prerequisite skill for medical students. This study has been done to evaluate the efficiency of distance learning on performing the initial assessment and management in trauma patients, compared with the traditional learning among senior medical students. One hundred and twenty senior medical students enrolled in this single-blind quasi-experimental study and were equally divided into the experimental (distance learning) and control group (traditional learning). All participants did a written MCQ before the study. The control group attended a workshop with a 50-minute lecture on initial management of trauma patients and a case simulation scenario followed by a hands-on session. On the other hand, the experimental group was given a DVD with a similar 50-minute lecture and a case simulation scenario, and they also attended a hands-on session to practice the skills. Both groups were evaluated by a trauma station in an objective structured clinical examination (OSCE) after a month. The performance in the experimental group was statistically better (P=0.001) in OSCE. Distance learning seems to be an appropriate adjunct to traditional learning.

Comparison of the Effects of Stable and Dynamic Furniture on Physical Activity and Learning in Children.

PubMed

Garcia, Jeanette M; Huang, Terry T; Trowbridge, Matthew; Weltman, Arthur; Sirard, John R

2016-12-01

We compared the effects of traditional (stable) and non-traditional (dynamic) school furniture on children's physical activity (PA), energy expenditure (EE), information retention, and math skills. Participants were 12 students (8.3 years, 58 % boys) in grades 1-5. Participants wore an Actigraph GT3X+ accelerometer (to assess PA), and an Oxycon Mobile indirect calorimetry device (to assess EE) for 40 min (20 min for each session). Each session consisted of a nutrition lecture, multiple choice questions related to the lecture, and grade-appropriate math problems. We used paired t tests to examine differences between the stable and dynamic furniture conditions. Average activity counts were significantly greater in the dynamic than the stable furniture condition (40.82 vs. 9.81, p < 0.05). We found no significant differences between conditions for average oxygen uptake (p = 0.34), percentage of nutrition questions (p = 0.5), or math problems (p = 0.93) answered correctly. Movement was significantly greater in the dynamic than the stable furniture condition, and did not impede information acquisition or concentration. Future studies should compare the long-term effects of traditional and dynamic furniture on health and academic outcomes in schools and other settings.

A 3-armed randomized controlled trial of nurses' continuing education meetings on adverse drug reactions.

PubMed

Sarayani, Amir; Naderi-Behdani, Fahimeh; Hadavand, Naser; Javadi, Mohammadreza; Farsad, Fariborz; Hadjibabaie, Molouk; Gholami, Kheirollah

2015-01-01

Nurses' insufficient knowledge of adverse drug reactions is reported as a barrier to spontaneous reporting. Therefore, CE meetings could be utilized to enhance nurses' competencies. In a 3-armed randomized controlled trial, 496 nurses, working in a tertiary medical center, were randomly allocated to a didactic lecture, brainstorming workshop, or the control group (delayed education). Similar instructors (2 clinical pharmacists) prepared and delivered the educational content to all 3 groups. Outcomes were declarative/procedural knowledge (primary outcome), participation rate, and satisfaction. Knowledge was evaluated using a validated researcher-made questionnaire in 3 time points: immediately before, immediately after, and 3 months after each session. Participants' satisfaction was assessed immediately after each meeting via a standard tool. Data were analyzed using appropriate parametric and nonparametric tests. Rate of participation was 37.7% for the lecture group and 47.5% for the workshop group. The workshop participants were significantly more satisfied in comparison with the lecture group (p < .05). Mean knowledge scores were similar at baseline in the 3 study groups (43-47). Immediately after the meeting, knowledge was significantly higher in the lecture group (79.1 ± 11.9 vs 73.7 ± 11.3; p = .01). At the follow-up, knowledge scores of the lecture and workshop groups were similar, while significantly higher than the control group. However, the reduction of knowledge score was significantly higher in the lecture group (-13.0 ± 15.9% vs -5.7 ± 15.1%, p = .02). Educational interventions can improve nurses' knowledge of adverse drug reactions. Short-term learning could be achieved with lecture, but the retention of knowledge will be enhanced by simple interactive techniques. © 2015 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on Continuing Medical Education, Association for Hospital Medical Education.

Comparison of lecture and team-based learning in medical ethics education.

PubMed

Ozgonul, Levent; Alimoglu, Mustafa Kemal

2017-01-01

Medical education literature suggests that ethics education should be learner-centered and problem-based rather than theory-based. Team-based learning is an appropriate method for this suggestion. However, its effectiveness was not investigated enough in medical ethics education. Is team-based learning effective in medical ethics education in terms of knowledge retention, in-class learner engagement, and learner reactions? This was a prospective controlled follow-up study. We changed lecture with team-based learning method to teach four topics in a 2-week medical ethics clerkship, while the remaining topics were taught by lectures. For comparison, we formed team-based learning and lecture groups, in which the students and instructor are the same, but the topics and teaching methodologies are different. We determined in-class learner engagement by direct observation and student satisfaction by feedback forms. Student success for team-based learning and lecture topics in the end-of-clerkship exam and two retention tests performed 1 year and 2 years later were compared. Ethical considerations: Ethical approval for the study was granted by Akdeniz University Board of Ethics on Noninvasive Clinical Human Studies Ethics committee. Short-term knowledge retention did not differ; however, team-based learning was found superior to lecture at long-term retention tests. Student satisfaction was high with team-based learning and in-class engagement was better in team-based learning sessions. Our results on learner engagement and satisfaction with team-based learning were similar to those of previous reports. However, knowledge retention results in our study were contrary to literature. The reason might be the fact that students prepared for the end-of-clerkship pass/fail exam (short term) regardless of the teaching method. But, at long-term retention tests, they did not prepare for the exam and answered the questions just using the knowledge retained in their memories. Our findings suggest that team-based learning is a better alternative to lecture to teach ethics in medical education.

Support for 26th International Conference on Neutrino Physics and Astrophysics

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

Kearns, Edward; Feldman, Gary

The XXVI International Conference on Neutrino Physics and Astrophysics (Neutrino 2014) was held in Boston, U.S.A. from June 2 to 7, 2014. The Conference was co-­hosted by Boston University, Harvard University, M.I.T., and Tufts University. The Conference welcomed 549 registered participants from 33 countries. The Boston University Student Village offered an inexpensive housing option and was taken advantage of by 282 attendees. The lecture venue was the George Sherman Union at Boston University. There were 63 scientific presentations by speakers from 15 countries. The Conference held two poster sessions with a total of 287 posters. The Conference featured a receptionmore » at the M.I.T. Museum plus a multi-­week exhibition on neutrino physics capped by public presentations on the closing date of the conference. The banquet was a strolling buffet dinner held at the New England Aquarium.« less

PDF Lecture Materials for Online and ``Flipped'' Format Astronomy Courses

NASA Astrophysics Data System (ADS)

Kary, D. M.; Eisberg, J.

2013-04-01

Online astronomy courses typically rely on students reading the textbook and/or a set of text-based lecture notes to replace the “lecture” material. However, many of our students report that this is much less engaging than in-person lectures, especially given the amount of interactive work such as “think-pair-share” problems done in many astronomy classes. Students have similarly criticized direct lecture-capture. To address this, we have developed a set of PowerPoint-style presentations with embedded lecture audio combined with prompts for student interaction including think-pair-share questions. These are formatted PDF packages that can be used on a range of different computers using free software. The presentations are first developed using Microsoft PowerPoint software. Audio recordings of scripted lectures are then synchronized with the presentations and the entire package is converted to PDF using Adobe Presenter. This approach combines the ease of editing that PowerPoint provides along with the platform-independence of PDF. It's easy to add, remove, or edit individual slides as needed, and PowerPoint supports internal links so that think-pair-share questions can be inserted with links to feedback based on the answers selected. Modern PDF files support animated visuals with synchronized audio and they can be read using widely available free software. Using these files students in an online course can get many of the benefits of seeing and hearing the course material presented in an in-person lecture format. Students needing extra help in traditional lecture classes can use these presentations to help review the materials covered in lecture. Finally, the presentations can be used in a “flipped” format in which students work through the presentations outside of class time while spending the “lecture” time on in-class interaction.

Perceived utility and relevance of intern wellbeing sessions.

PubMed

Ward, Susannah; Outram, Sue; Heslop, Ben

2018-02-21

We conducted a pilot project assessing the perceived utility and relevance of wellbeing sessions provided to interns at a large regional teaching hospital in Australia with the aim of promoting intern wellbeing and fostering a nurturing and supportive learning and work hospital culture. Our intervention involved two separate 60 minute lectures covering wellbeing topics and skills, to approximately 50 interns within protected teaching time, along with emailed wellbeing resources. Participants were emailed an on-line survey asking questions about value and novelty of the sessions, and work satisfaction and stress, as well as open comments. A request for an additional interview to explore responses in more depth was included. Fifty interns attended at least one of the sessions and 35 participated in the survey, six to an additional interview. Survey and interview data showed that the majority of interns perceived the sessions as valuable, relevant and useful and felt that ongoing sessions would benefit junior medical officers (JMOs) in future years. Feedback highlighted the importance of providing future sessions in-person, incorporating an interactive approach and emphasized that work site factors and medical culture play a large causative role in their stress. We conclude that wellbeing sessions are acceptable and useful to interns and should be incorporated into hospital teaching curricula, and evaluated. However these programs are unlikely to change the high stress experienced unless external and systemic stressors are addressed by all stakeholders. This article is protected by copyright. All rights reserved.

Rethinking the lecture: the application of problem based learning methods to atypical contexts.

PubMed

Rogal, Sonya M M; Snider, Paul D

2008-05-01

Problem based learning is a teaching and learning strategy that uses a problematic stimulus as a means of motivating and directing students to develop and acquire knowledge. Problem based learning is a strategy that is typically used with small groups attending a series of sessions. This article describes the principles of problem based learning and its application in atypical contexts; large groups attending discrete, stand-alone sessions. The principles of problem based learning are based on Socratic teaching, constructivism and group facilitation. To demonstrate the application of problem based learning in an atypical setting, this article focuses on the graduate nurse intake from a teaching hospital. The groups are relatively large and meet for single day sessions. The modified applications of problem based learning to meet the needs of atypical groups are described. This article contains a step by step guide of constructing a problem based learning package for large, single session groups. Nurse educators facing similar groups will find they can modify problem based learning to suit their teaching context.

Social media interruption affects the acquisition of visually, not aurally, acquired information during a pathophysiology lecture.

PubMed

Marone, Jane R; Thakkar, Shivam C; Suliman, Neveen; O'Neill, Shannon I; Doubleday, Alison F

2018-06-01

Poor academic performance from extensive social media usage appears to be due to students' inability to multitask between distractions and academic work. However, the degree to which visually distracted students can acquire lecture information presented aurally is unknown. This study examined the ability of students visually distracted by social media to acquire information presented during a voice-over PowerPoint lecture, and to compare performance on examination questions derived from information presented aurally vs. that presented visually. Students ( n = 20) listened to a 42-min cardiovascular pathophysiology lecture containing embedded cartoons while taking notes. The experimental group ( n = 10) was visually, but not aurally, distracted by social media during times when cartoon information was presented, ~40% of total lecture time. Overall performance among distracted students on a follow-up, open-note quiz was 30% poorer than that for controls ( P < 0.001). When the modality of presentation (visual vs. aural) was compared, performance decreased on examination questions from information presented visually. However, performance on questions from information presented aurally was similar to that of controls. Our findings suggest the ability to acquire information during lecture may vary, depending on the degree of competition between the modalities of the distraction and the lecture presentation. Within the context of current literature, our findings also suggest that timing of the distraction relative to delivery of material examined affects performance more than total distraction time. Therefore, when delivering lectures, instructors should incorporate organizational cues and active learning strategies that assist students in maintaining focus and acquiring relevant information.

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

NASA Astrophysics Data System (ADS)

Meibom, S.

2004-12-01

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

Effects of random study checks and guided notes study cards on middle school special education students' notetaking accuracy and science vocabulary quiz scores

NASA Astrophysics Data System (ADS)

Wood, Charles L.

Federal legislation mandates that all students with disabilities have meaningful access to the general education curriculum and that students with and without disabilities be held equally accountable to the same academic standards (IDEIA, 2004; NCLB, 2001). Many students with disabilities, however, perform poorly in academic content courses, especially at the middle and secondary school levels. Previous research has reported increased notetaking accuracy and quiz scores over lecture content when students completed guided notes compared to taking their own notes. This study evaluated the effects of a pre-quiz review procedure and specially formatted guided notes on middle school special education students' learning of science vocabulary. This study compared the effects of three experimental conditions. (a) Own Notes (ON), (b) Own Notes+Random Study Checks (ON+RSC), and (c) Guided Notes Study Cards+Random Study Checks (GNSC+RSC) on each student's accuracy of notes, next-day quiz scores, and review quiz scores. Each session, the teacher presented 12 science vocabulary terms and definitions during a lecture and students took notes. The students were given 5 minutes to study their notes at the end of each session and were reminded to study their notes at home and in study hall period. In the ON condition students took notes on a sheet of paper with numbered lines from 1 to 12. Just before each next-day quiz in the ON+RSC condition students used write-on response cards to answer two teacher-posed questions over randomly selected vocabulary terms from the previous day's lecture. If the answer on a randomly selected student's response card was correct, that student earned a lottery ticket for inexpensive prizes and a quiz bonus point for herself and each classmate. In the GNSC+RSC condition students took notes on specially formatted guided notes that after the lecture they cut into a set of flashcards that could used for study. The students' mean notetaking accuracy was 75% during ON, 89% during ON+RSC, and 99.5% during GNSC+RSC. The class mean scores on next-day quizzes during ON, ON+RSC, and GNSC+RSC was 39%, 68%, and 90%, respectively. The class mean score on review quizzes following ON, ON+RSC, and GNSC+RSC was 2.1, 5.3, and 7.8 (maximum score, 10), respectively. Results for five of the seven students provide convincing evidence of functional relationships between ON+RSC and higher quiz scores compared to ON and between GNSC+RSC and higher quiz scores compared to ON+RSC. Students', teachers', and parents' opinions regarding the RSC and GNSC procedures were highly favorable.

Factors Shaping Mathematics Lecturers' Service Teaching in Different Departments

ERIC Educational Resources Information Center

Bingolbali, E.; Ozmantar, M. F.

2009-01-01

In this article we focus on university lecturers' approaches to the service teaching and factors that influence their approaches. We present data obtained from the interviews with 19 mathematics and three physics lecturers along with the observations of two mathematics lecturers' calculus courses. The findings show that lecturers' approaches to…

Second International Conference on Crimean-Congo Hemorrhagic Fever.

PubMed

Spengler, Jessica R; Bente, Dennis A; Bray, Mike; Burt, Felicity; Hewson, Roger; Korukluoglu, Gülay; Mirazimi, Ali; Weber, Friedemann; Papa, Anna

2018-02-01

The Second International Conference on Crimean-Congo Hemorrhagic Fever (CCHF) was held in Thessaloniki, Greece, from September 10-13, 2017, and brought together international public health professionals, clinicians, ecologists, and basic laboratory researchers. Nearly 100 participants, representing 24 countries and the World Health Organization (WHO), were in attendance. Meeting sessions covered the epidemiology of CCHF in humans; ticks and virus-tick interactions; wild and domestic animal hosts; molecular virology; taxonomic classification; pathogenesis and animal models; clinical aspects and diagnosis; clinical management and clinical trials; and disease prevention in humans. The concluding session focused on recent WHO recommendations for public health measures and future research. This report summarizes lectures by the invited speakers and highlights advances in the field. Copyright © 2017. Published by Elsevier B.V.

Continuing Dermatology Education for Rural Physician Assistants in Ghana: An Assessment of Needs and Effectiveness.

PubMed

Truong, Amanda; Cobb, Nadia M; Hawkes, Jason E; Adjase, Emmanuel T; Goldgar, David E; Powell, Douglas L; Lewis, Bethany K H

2018-03-01

To assess the effectiveness of lectures for continuing medical education (CME) in dermatology in a global health setting and to determine provider and patient demographics of physician assistants (PAs) practicing in rural Ghana. Physician assistants from Ghana who attended dermatology lectures at the International Seminar for Physician Assistants in 2011 or 2014 were included in this study. Surveys were administered to participants to determine dermatology resource availability, commonly encountered skin diseases, and management practices. Quizzes were administered before and after CME dermatology lectures to assess short-term retention of lecture material. In all, 353 PAs participated in this study. Physician assistants reported seeing an average of 55 patients per day. The most commonly seen skin diseases were infections, with antifungals and antibiotics being the most commonly prescribed medications. Dermatology-related complaints represented 9.5% of total clinic visits. Among practicing PAs, 23.2% reported having internet access. A total of 332 PAs completed the quizzes, and a statistically significant increase in test scores was noted in postlecture quizzes. This study reinforces the importance of dermatology education for PAs practicing in rural areas of Ghana and lends insight to critical topics for dermatology curriculum development. In addition, the increase in test scores after CME sessions suggests that lectures are an effective tool for short-term retention of dermatology-related topics. Our study indicates that as the need for health workers increases globally and a paradigm shift away from the traditional physician model of care occurs, dermatology training of PAs is not only important but also achievable.

ALICE Masterclass on strangeness

NASA Astrophysics Data System (ADS)

Foka, Panagiota; Janik, Małgorzata

2014-04-01

An educational activity, the International Particle Physics Masterclasses, was developed by the International Particle Physics Outreach Group with the aim to bring the excitement of cutting-edge particle-physics research into the classroom. Thousands of pupils, every year since 2005, in many countries all over the world, are hosted in research centers or universities close to their schools and become "scientists for a day" as they are introduced to the mysteries of particle physics. The program of a typical day includes lectures that give insight to topics and methods of fundamental research followed by a "hands-on" session where the high-school students perform themselves measurements on real data from particle-physics experiments. The last three years data from the ALICE experiment at LHC were used. The performed measurement "strangeness enhancement" and the employed methodology are presented.

The theatre of high-fidelity simulation education.

PubMed

Roberts, Debbie; Greene, Leah

2011-10-01

High-fidelity simulation is a useful mechanism to aid progression, development and skill acquisition in nurse education. However, nurse lecturers are daunted by sophisticated simulation technology. This paper presents a new method of introducing human patient simulation to students and educators, whilst seeking to demystify the roles, responsibilities and underpinning pedagogy. The analogy of simulation as theatre outlines the concepts of the theatre and stage (simulation laboratory); the play itself (Simulated Clinical Experience, SCE); the actors (nursing students); audience (peer review panel); director (session facilitator); and the production team (technical coordinators). Performing in front of people in a safe environment, repeated practice and taking on a new role teaches students to act, think and be like a nurse. This in turn supports student learning and enhances self confidence. Copyright © 2010 Elsevier Ltd. All rights reserved.

A Model for Teaching a Climate Change Elective Science Course at the Community College Level

NASA Astrophysics Data System (ADS)

Mandia, S. A.

2012-12-01

The impact of global climate change is far-reaching, both for humanity and for the environment. It is essential that our students be provided a strong scientific background for the role of natural and human caused climate change so that they are better prepared to become involved in the discussion. Here the author reveals a successful model designed for use with a diverse student body at the community college level. Teaching strategies beyond the traditional lecture and exam style include: web-based resources such as static websites along with dynamic blogging tools, post-lecture cooperative learning review sessions, weekly current event research projects, use of rubrics to assist students in their own project evaluation before submission, and a research paper utilizing the Skeptical Science website to examine the validity of the most common climate change myths.

Flipped Learning, MOOCs and Learning Analytics: Lessons learnt from a Web Map Design course redesign

NASA Astrophysics Data System (ADS)

Treves, R.

2013-12-01

Five weeks content of a 12 week course in web map design were converted to 'flipped learning': Lecture sessions were replaced by online short video lectures and multiple choice questions to be completed outside class. Class time was taken up with activities and exercises linked to the online learning. Students use of the online content was carefully tracked and detailed student feedback gathered. The response from students was good, 90% of them completed all the out of class activities and their feedback was very positive. The format has the advantage of being easily repurposed as a MOOC or scaled up in other ways. Lessons learnt from the implementation of the materials and the analysis of the VLE logs will be discussed as will ongoing efforts to reuse the materials in a MOOC.

Combining traditional anatomy lectures with e-learning activities: how do students perceive their learning experience?

PubMed Central

Wieser, Heike; Waldboth, Simone; Mischo-Kelling, Maria

2016-01-01

Objectives The purpose of this study was to investigate how students perceived their learning experience when combining traditional anatomy lectures with preparatory e-learning activities that consisted of fill-in-the-blank assignments, videos, and multiple-choice quizzes. Methods A qualitative study was conducted to explore changes in study behaviour and perception of learning. Three group interviews with students were conducted and thematically analysed. Results Data was categorized into four themes: 1. Approaching the course material, 2. Understanding the material, 3. Consolidating the material, and 4. Perceived learning outcome.  Students appreciated the clear structure of the course, and reported that online activities encouraged them towards a first engagement with the material. They felt that they were more active during in-class sessions, described self-study before the end-of-term exam as easier, and believed that contents would remain in their memories for a longer time. Conclusions By adjusting already existing resources, lectures can be combined fairly easily and cost-effectively with preparatory e-learning activities. The creation of online components promote well-structured courses, can help minimize ‘student passivity’ as a characteristic element of lectures, and can support students in distributing their studies throughout the term, thus suggesting enhanced learning. Further research work should be designed to confirm the afore-mentioned findings through objective measurements of student learning outcomes. PMID:26897012

Testing The Scale-up Approach To Introductory Astronomy

NASA Astrophysics Data System (ADS)

Kregenow, Julia M.; Keller, L.; Rogers, M.; Romero, D.

2008-09-01

Ithaca College physics department has begun transforming our general education astronomy courses into hands-on, active-learning courses from the previous lecture-based format. We are using the SCALE-UP model (Student Centered Activities for Large Enrollment University Programs) pioneered at North Carolina State University. Expanding on the successes of Studio Physics (developed at RPI), which exchanges traditionally separate lecture/recitation/ laboratory sessions for one dynamic, active-learning environment for approximately 40 students, SCALE-UP extends this model to accommodate 100+ students by using large round tables creating naturally smaller groups of students. Classes meet three times per week with each class blending lecture, hands-on activities, group problem solving, and the use of student polling devices. We are testing whether this mode of teaching astronomy will lead to a better understanding of astronomy and the nature of science. Applying this approach in both the SCALE-UP classroom (90 students) and a traditional lecture classroom (45 students) in spring 2008, we report on our early results and lessons learned after one semester. We also discuss some of our lingering implementation questions and issues, such as: whether to use the same or different instructor in two parallel sections, requiring textbook reading, reading quizzes, on-line homework and activities, how much math to include, development of hands-on activities, and culling the typically overpacked intro astronomy syllabus.

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

PubMed

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

2018-03-28

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

Students and Recorded Lectures: Survey on Current Use and Demands for Higher Education

ERIC Educational Resources Information Center

Gorissen, Pierre; van Bruggen, Jan; Jochems, Wim

2012-01-01

Online recordings of lectures provide students with anytime-anyplace access to lectures. Research shows that students prefer courses accompanied by online recordings and an increasing number of universities provide recorded lectures. This paper presents the results of a study into the use of recorded lectures at two universities in the…

Canadian Mathematics Education Study Group = Groupe Canadien d'Etude en Didactique des Mathematiques. Proceedings of the Annual Meeting (24th, Montreal, Quebec, Canada, May 26-30, 2000).

ERIC Educational Resources Information Center

Simmt, Elaine, Ed.; Davis, Brent, Ed.; McLoughlin, John Grant, Ed.

2000-01-01

This document contains the proceedings of the annual meeting of the Canadian Mathematics Education Study Group (CMESG) held at the University of Quebec in Montreal, Canada, May 26-30, 2000. The proceedings consist of two plenary lectures, five working groups, four topic sessions, new Ph.D. reports, and panel discussions. Papers include: (1)…

92nd Annual Meeting of the American Association for Cancer Research. 24-28 March, 2001, New Orleans, Louisiana, USA.

PubMed

Buser, C; Takaki, T; Sepp-Lorenzino, L

2001-06-01

The 92nd Annual Meeting of the AACR comprised over 5000 abstracts, 12 plenary and award lectures and numerous talks in educational sessions, symposia and mini-symposia. Given the wealth of information presented, we narrowed our coverage to the area of prenyltransferase and protein kinase inhibitors. Many rationally designed drugs are now in clinical trials and exciting results were presented for the Bcr-Abl inhibitor STI-571. The cancer community is beginning to envision new ways to evaluate and administer these well-tolerated drugs which do not fit the traditional anticancer drug profile. There is an emphasis in developing surrogate markers for evaluating the mechanism-based effectiveness as well as identifying off-target toxicities. In addition, there is a large effort in investigating effective drug combinations and the use of these new agents as radiosensitisers. Here we present specific examples of these issues as applied to prenylation and protein kinase inhibitors.

MedTalks: developing teaching abilities and experience in undergraduate medical students

PubMed Central

Bandeali, Suhair; Chiang, Albert; Ramnanan, Christopher J.

2017-01-01

ABSTRACT Objectives: According to the CanMEDS’ Scholar competency, physicians are expected to facilitate the learning of colleagues, patients and other health professionals. However, most medical students are not provided with formal opportunities to gain teaching experience with objective feedback. Methods: To address this, the University’s Medical Education Interest Group (MEIG) created a pilot teaching program in January 2015 entitled ‘MedTalks’. Four 3-hour sessions were held at the University Faculty of Medicine, where first and second year medical students taught clinically oriented topics to undergraduate university students. Each extracurricular session included three 30-minute content lectures, and a 90-minute small group session on physical examination skills. Each medical student-teacher received formal feedback from undergraduate students and from faculty educators regarding teaching style, communication abilities, and professionalism. In addition, medical student-teachers self-evaluated their own teaching experience. Results: Over 50 medical students from the University participated as medical student-teachers. Based on quantitative and qualitative evaluation surveys, 100% of medical students agreed that MedTalks was a useful way to develop teaching skills and 92% gained a greater confidence in individual teaching capabilities, based largely on the opportunity to gain experience (with feedback) in teaching roles. Conclusions: A program designed to give medical students multi-source teaching experience (lecture- and small group-based) and feedback on their teaching (from learners and Faculty observers, in addition to their own self-reflection) can improve medical student confidence and enthusiasm towards teaching. Future studies will clarify if medical student self-perceived enhancements in teaching ability can be corroborated by independent (Faculty, learner) observations of future teaching activity. PMID:28178910

Case based learning: a method for better understanding of biochemistry in medical students.

PubMed

Nair, Sandhya Pillai; Shah, Trushna; Seth, Shruti; Pandit, Niraj; Shah, G V

2013-08-01

Health professionals need to develop analytic and diagnostic thinking skills and not just a mere accumulation of large amount of facts. Hence, Case Based Learning (CBL) has been used in the medical curriculum for this reason, so that the students are exposed to the real medical problems, which helps them in develop analysing abilities. This also helps them in interpreting and solving the problems and in the course of doing this, they develop interest. In addition to didactic lectures, CBL was used as a learning method. This study was conducted in the Department of Biochemistry, S.B.K.S.M.I and R.C, Sumandeep Vidyapeeth ,Piparia, Gujarat, India. A group of 100 students were selected and they were divided into two groups as the control group and the study group. A total of 50 students were introduced to case based learning, which formed the study group and 50 students who attended didactic lectures formed the control group. A very significant improvement (p<0.0001) was observed among the students after the CBL sessions and they were also motivated by these sessions. A 4 point Likert scale questionnaire which contained 8 questions was administered to the students, to know their perception on the usefulness of the CBL. 98% of the students reported that they found the CBL sessions to be an interesting method of gaining knowledge. 84% of them felt that they exposed them to an experience of logical application of the knowledge which was gained in cracking cases, which would be of great help in the future also. Case Based Learning (CBL) was used and it is effective in the medical curriculum for a better understanding of Biochemistry among the medical students.

Student perceptions of a simulation-based flipped classroom for the surgery clerkship: A mixed-methods study.

PubMed

Liebert, Cara A; Mazer, Laura; Bereknyei Merrell, Sylvia; Lin, Dana T; Lau, James N

2016-09-01

The flipped classroom, a blended learning paradigm that uses pre-session online videos reinforced with interactive sessions, has been proposed as an alternative to traditional lectures. This article investigates medical students' perceptions of a simulation-based, flipped classroom for the surgery clerkship and suggests best practices for implementation in this setting. A prospective cohort of students (n = 89), who were enrolled in the surgery clerkship during a 1-year period, was taught via a simulation-based, flipped classroom approach. Students completed an anonymous, end-of-clerkship survey regarding their perceptions of the curriculum. Quantitative analysis of Likert responses and qualitative analysis of narrative responses were performed. Students' perceptions of the curriculum were positive, with 90% rating it excellent or outstanding. The majority reported the curriculum should be continued (95%) and applied to other clerkships (84%). The component received most favorably by the students was the simulation-based skill sessions. Students rated the effectiveness of the Khan Academy-style videos the highest compared with other video formats (P < .001). Qualitative analysis identified 21 subthemes in 4 domains: general positive feedback, educational content, learning environment, and specific benefits to medical students. The students reported that the learning environment fostered accountability and self-directed learning. Specific perceived benefits included preparation for the clinical rotation and the National Board of Medical Examiners shelf exam, decreased class time, socialization with peers, and faculty interaction. Medical students' perceptions of a simulation-based, flipped classroom in the surgery clerkship were overwhelmingly positive. The flipped classroom approach can be applied successfully in a surgery clerkship setting and may offer additional benefits compared with traditional lecture-based curricula. Copyright © 2016 Elsevier Inc. All rights reserved.

Group Problem-Solving versus Lecture in College-Level Quantitative Analysis: The Good, the Bad, and the Ugly

NASA Astrophysics Data System (ADS)

Williamson, Vickie M.; Rowe, Marvin W.

2002-09-01

The purpose of this semester-long study was to investigate the effect of replacing traditional lecture with cooperative group problem-solving sessions in a junior-level quantitative analysis course. The control and treatment groups had the same instructor, met on the same day, had the same reading assignments, and had common exams. The instructor worked sample problems for the control group. In the treatment group, students were assigned to heterogeneous cooperative groups of 4. The groups solved problems presented on an overhead that were the same or equivalent in content and number to those used in the control group. Students were responsible for making sure that all members of the group could work each problem. The students' reasoning abilities were measured by the Test of Logical Thinking (TOLT). Groups were compared on quiz, exam, final, and course grades. Other data included attitudinal surveys, observations, field notes, interviews, and open-response evaluations. No significant differences were found in content measures. Differences were found in the number of students dropping the course and in the attitudes and perceptions of the two groups. Qualitative measures support a number of assertions concerning more positive attitudes and lower withdrawal rates in the treatment group, and a case for mixed delivery modes.

PREFACE: Anti-counterfeit Image Analysis Methods (A Special Session of ICSXII)

NASA Astrophysics Data System (ADS)

Javidi, B.; Fournel, T.

2007-06-01

The International Congress for Stereology is dedicated to theoretical and applied aspects of stochastic tools, image analysis and mathematical morphology. A special emphasis on `anti-counterfeit image analysis methods' has been given this year for the XIIth edition (ICSXII). Facing the economic and social threat of counterfeiting, this devoted session presents recent advances and original solutions in the field. A first group of methods are related to marks located either on the product (physical marks) or on the data (hidden information) to be protected. These methods concern laser fs 3D encoding and source separation for machine-readable identification, moiré and `guilloche' engraving for visual verification and watermarking. Machine-readable travel documents are well-suited examples introducing the second group of methods which are related to cryptography. Used in passports for data authentication and identification (of people), cryptography provides some powerful tools. Opto-digital processing allows some efficient implementations described in the papers and promising applications. We would like to thank the reviewers who have contributed to a session of high quality, and the authors for their fine and hard work. We would like to address some special thanks to the invited lecturers, namely Professor Roger Hersch and Dr Isaac Amidror for their survey of moiré methods, Prof. Serge Vaudenay for his survey of existing protocols concerning machine-readable travel documents, and Dr Elisabet Pérez-Cabré for her presentation on optical encryption for multifactor authentication. We also thank Professor Dominique Jeulin, President of the International Society for Stereology, Professor Michel Jourlin, President of the organizing committee of ICSXII, for their help and advice, and Mr Graham Douglas, the Publisher of Journal of Physics: Conference Series at IOP Publishing, for his efficiency. We hope that this collection of papers will be useful as a tool to further develop a very important field. Bahram Javidi University of Connecticut (USA) Thierry Fournel University of Saint-Etienne (France) Chairs of the special session on `Anti-counterfeit image analysis methods', July 2007

Alternative methods for the use of non-human primates in biomedical research.

PubMed

Burm, Saskia M; Prins, Jan-Bas; Langermans, Jan; Bajramovic, Jeffrey J

2014-01-01

The experimental use of non-human primates (NHP) in Europe is tightly regulated and is only permitted when there are no alternatives available. As a result, NHP are most often used in late, pre-clinical phases of biomedical research. Although the impetus for scientists, politicians and the general public to replace, reduce and refine NHP in biomedical research is strong, the development of 3Rs technology for NHP poses specific challenges. In February 2014 a workshop on "Alternative methods for the use of NHP in biomedical research" was organized within the international exchange program of EUPRIM-Net II, a European infrastructure initiative that links biomedical primate research centers. The workshop included lectures by key scientists in the field of alternatives as well as by experts from governmental and non-governmental organizations. Furthermore, parallel sessions were organized to stimulate discussion on the challenges of advancing the use of alternative methods for NHP. Subgroups voted on four statements and together composed a list with opportunities and priorities. This report summarizes the presentations that were held, the content of the discussion sessions and concludes with recommendations on 3Rs development for NHP specifically. These include technical, conceptual as well as political topics.

Analysis of Students' Eye Movement in Relation to Contents of Multimedia Lecture

NASA Astrophysics Data System (ADS)

Murakami, Masayuki; Kakusho, Koh; Minoh, Michihiko

In this article, we report our analysis of how the students' eye movement is affected by the content of lecture in order to utilize as standard of selection of image for distance learning and WBT. We classified content of lecture into nine parts: introduction, presentation, explanation, illustration, assertion, query, reply, question, response.We analyzed students' eye movement in the multimedia lecture "Japanese Economics", which was distance lecture between Kyoto University and UCLA. As the result of analysis, we get the following characteristic of eye movement of each course process in practical lecture.Introduction; students gaze at lecturer at first in order to achieve advance organizer, and next look at material.Presentation; they mainly stare at material and sometimes peer at lecturer to complement lack of understanding with information given by lecturer.Explanation; staring time is longer than other course process categories, and students stare at the object which they regard as important.Illustration; students stare at material which offers main information source.Assertion; they gaze at lecturer because of interaction between lecturer and students.Question-and-answer; generally students look at speaker but in the case of "query" about material, they change their focuses on material and lecturer fast and by turns in order to get information of lecturer and material.And our research suggests the practical guide for our choice of image information.

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

PubMed

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

2016-07-01

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

Acceptability of the flipped classroom approach for in-house teaching in emergency medicine.

PubMed

Tan, Eunicia; Brainard, Andrew; Larkin, Gregory L

2015-10-01

To evaluate the relative acceptability of the flipped classroom approach compared with traditional didactics for in-house teaching in emergency medicine. Our department changed its learning model from a 'standard' lecture-based model to a 'flipped classroom' model. The 'flipped classroom' included provided pre-session learning objectives and resources before each 2 h weekly session. In-session activities emphasised active learning strategies and knowledge application. Feedback was sought from all medical staff regarding the acceptability of the new approach using an online anonymous cross-sectional qualitative survey. Feedback was received from 49/57 (86%) medical staff. Ninety-eight per cent (48/49) of respondents preferred the flipped classroom over the traditional approach. Aspects of the flipped classroom learners liked most included case-based discussion, interaction with peers, application of knowledge, self-directed learning and small-group learning. Barriers to pre-session learning include work commitments, 'life', perceived lack of time, family commitments, exam preparation and high volume of learning materials. Reported motivational factors promoting pre-session learning include formal assessment, participation requirements, more time, less material, more clinical relevance and/or more interesting material. Case studies and 'hands-on' activities were perceived to be the most useful in-session activities. The flipped classroom shows promise as an acceptable approach to in-house emergency medicine teaching. © 2015 Australasian College for Emergency Medicine and Australasian Society for Emergency Medicine.

How to Present It? On the Rhetoric of an Outstanding Lecturer

ERIC Educational Resources Information Center

Movshovitz-Hadar, Nitsa; Hazzan, Orit

2004-01-01

This paper analyses a lecture by an excellent teaching award winner professor of mathematics, given to high school mathematics teachers. The analysis is based upon two sources: (i) the lecture plan, as expressed in a series of 29 transparencies, prepared by the lecturer in advance; (ii) the actual implementation of the lecture, as transcribed from…

The LSSTC Data Science Fellowship Program

NASA Astrophysics Data System (ADS)

Miller, Adam; Walkowicz, Lucianne; LSSTC DSFP Leadership Council

2017-01-01

The Large Synoptic Survey Telescope Corporation (LSSTC) Data Science Fellowship Program (DSFP) is a unique professional development program for astronomy graduate students. DSFP students complete a series of six, one-week long training sessions over the course of two years. The sessions are cumulative, each building on the last, to allow an in-depth exploration of the topics covered: data science basics, statistics, image processing, machine learning, scalable software, data visualization, time-series analysis, and science communication. The first session was held in Aug 2016 at Northwestern University, with all materials and lectures publicly available via github and YouTube. Each session focuses on a series of technical problems which are written in iPython notebooks. The initial class of fellows includes 16 students selected from across the globe, while an additional 14 fellows will be added to the program in year 2. Future sessions of the DSFP will be hosted by a rotating cast of LSSTC member institutions. The DSFP is designed to supplement graduate education in astronomy by teaching the essential skills necessary for dealing with big data, serving as a resource for all in the LSST era. The LSSTC DSFP is made possible by the generous support of the LSST Corporation, the Data Science Initiative (DSI) at Northwestern, and CIERA.

Impact of Exercise and Education in Adults of Lubbock, Texas: Implications for Better Lifestyle.

PubMed

Boles, Annette N; Khan, Hafiz; Lenzmeier, Taylor A; Molinar-Lopez, Veronica A; Ament, James C; TeBrink, Kate L; Stonum, Kathleen; Gonzales, Ruben M; Reddy, P Hemachandra

2016-01-01

The objective of our study was to evaluate the exercise and educational intervention in the city of Lubbock via GET FiT Lubbock (GFL) program. The GFL program was designed to increase exercise and educational opportunities, which positively impact health risk factors in Lubbock residents. The GFL program design included the recruitment of subjects to participate on a team that consisted of four individuals, each subject tracked their exercise minutes, and their educational session attendance. The tracking of exercise and educational sessions was done on the GFL website. Biometric testing was conducted pre- and post- intervention. The program was located within the Lubbock community in places that were close to their place of residence. The intervention included walking and educational sessions, including goal setting lectures, nutrition information, and exercise demonstrations. Study participants, included male and female adults who tracked their exercise time and educational sessions. Exercise minutes and educational session attendance were self-reported. Our data analysis revealed that significant difference was found between pre- and post- intervention measures, including weight, body mass index (BMI), high-density lipoprotein (HDL). Significant difference was found for weight, BMI, and HDL in females. Based on these findings, we conclude that the intervention showed positive effects on exercise and lifestyle.

Managing Problem-Based Learning in Large Lecture Sections

ERIC Educational Resources Information Center

Bledsoe, Karen E.

2011-01-01

Problem-based learning can enhance reasoning and concept development among undergraduate college students by presenting content within authentic contexts. However, large lecture sections present problems and barriers to implementing PBL. This article discusses approaches used by the author to infuse PBL into large biology lecture sections, and…

Effect of and satisfaction with www.elearnSCI.org for training of nurse students: a submodule pilot study.

PubMed

Liu, N; Li, X W; Zhou, M W; Krassioukov, A V; Biering-Sørensen, F

2014-10-01

Interventional training session. To investigate the effect and satisfaction with didactic training using printed text of a submodule of www.elearnSCI.org for nurse students and to assess the answers of each question. A Peking University teaching hospital. Twenty-eight nurse students in two groups (14 in each) were involved. Only group A received a translated print-out of the slides from the 'Nursing management' submodule in www.elearnSCI.org for 1-h self-study before the class. At the beginning of class, both groups were tested using the self assessment questions. Then, a lecture according to the content of this submodule was carried out and afterwards both groups answered the self assessment questions again. Finally, both groups filled in a training course satisfaction questionnaire. At the beginning of the class, the mean score (max 9) of the self assessment in group A was 7.1 ± 1.1, which was significantly higher than that in group B (4.9 ± 1.7, P = 0.001). After the lecture, the mean score of the self assessment in group A had insignificantly increased to 7.4 ± 1.3, whereas in group B it increased significantly to 6.9 ± 0.8 (P < 0.001). The mean score (max 50) of the training course satisfaction questionnaire was 42.8 ± 5.2. Sixty-four percentage of the students indicated that they were very satisfied (overall score ⩾ 42) with the training and no students were unsatisfied (overall score < 30). Self-study and lecture presentation are effective methods for training the content of www.elearnSCI.org to nurse students. The training satisfaction of this submodule within the www.elearnSCI.org is favorable.

Undergraduate Course on Global Concerns

NASA Astrophysics Data System (ADS)

Richard, G. A.; Weidner, D. J.

2008-12-01

GEO 311: Geoscience and Global Concerns is an undergraduate course taught at Stony Brook University during each fall semester. The class meets twice per week, with one session consisting of a lecture and the other, an interactive activity in a computer laboratory that engages the students in exploring real world problems. A specific concern or issue serves as a focus during each session. The students are asked to develop answers to a series of questions that engage them in identifying causes of the problem, connections with the Earth system, relationships to other problems, and possible solutions on both a global and local scale. The questions are designed to facilitate an integrated view of the Earth system. Examples of topics that the students explore during the laboratory sessions are: 1) fossil fuel reserves and consumption rates and the effect of their use on climate, 2) alternative sources of energy and associated technologies, such as solar photovoltaics, nuclear energy, tidal power, geothermal energy, and wind power, 3) effects of tsunamis and earthquakes on human populations and infrastructure, 4) climate change, and 5) hurricanes and storms. The selection and scheduling of topics often takes advantage of the occurrence of media attention or events that can serve as case studies. Tools used during the computer sessions include Google Earth, ArcGIS, spreadsheets, and web sites that offer data and maps. The students use Google Earth or ArcGIS to map events such as earthquakes, storms, tsunamis, and changes in the extent of polar ice. Spreadsheets are employed to discern trends in fossil fuel supply and consumption, and to experiment with models that make predictions for the future. We present examples of several of these activities and discuss how they facilitate an understanding of interrelationships within the Earth system.

Influence of case-based e-learning on students' performance in point-of-care ultrasound courses: a randomized trial.

PubMed

Hempel, Dorothea; Sinnathurai, Sivajini; Haunhorst, Stephanie; Seibel, Armin; Michels, Guido; Heringer, Frank; Recker, Florian; Breitkreutz, Raoul

2016-08-01

Theoretical knowledge, visual perception, and sensorimotor skills are key elements in ultrasound education. Classroom-based presentations are used routinely to teach theoretical knowledge, whereas visual perception and sensorimotor skills typically require hands-on training (HT). We aimed to compare the effect of classroom-based lectures versus a case-based e-learning (based on clinical cases only) on the hands-on performance of trainees during an emergency ultrasound course. This is a randomized, controlled, parallel-group study. Sixty-two medical students were randomized into two groups [group 1 (G1) and group 2 (G2)]. G1 (n=29) was subjected to a precourse e-learning, based on 14 short screencasts (each 5 min), an on-site discussion (60 min), and a standardized HT session on the day of the course. G2 (n=31) received classroom-based presentations on the day of the course before an identical HT session. Both groups completed a multiple-choice (MC) pretest (test A), a practical postcourse test (objective structured clinical exam), and MC tests directly after the HT (test B) and 1 day after the course (test C). The Mann-Whitney U-test was used for statistical analysis. G1 performed markedly better in test A (median 84.2, 25%; 75% percentile: 68.5; 92.2) compared with G2 (65.8; 53.8; 80.4), who had not participated in case-based e-learning (P=0.0009). No differences were found in the objective structured clinical exam, test B, and test C. e-learning exclusively based on clinical cases is an effective method of education in preparation for HT sessions and can reduce attendance time in ultrasound courses.

Teaching practices of the undergraduate introductory biomechanics faculty: a North American survey.

PubMed

Garceau, Luke R; Ebben, William P; Knudson, Duane V

2012-11-01

Instruction and assessment strategies of undergraduate introductory biomechanics instructors have yet to be comprehensively examined. The purpose of this study was to identify the current instruction and assessment practices of North American undergraduate introductory biomechanics instructors and equipment needed for effective instruction in lecture and laboratory sessions. One hundred and sixty-five respondents (age: 42.5 +/- 10.3 years) who currently teach or have taught an introductory biomechanics course in North America were recruited by electronic mail. Subjects completed a web-based survey, consisting of 60 open- and closed-ended questions. Pearson's correlation coefficients were used to assess relationships between instructor's familiarity with either the Biomechanics Concept Inventory or the NASPE Guidelines for Undergraduate Biomechanics, and instructor and course characteristics (number of years teaching, age, faculty rank, number of quizzes given, etc.) A number of variables were significantly (p < 0.05) correlated. Answers to open-ended questions were processed using content analysis, with results categorized in content areas including: instructor and course characteristics; lecture instruction; assessment and equipment; laboratory instruction; assessment and equipment; and instructor's perspectives. Many active learning strategies for lecture and laboratory instruction were identified by faculty. Limited student preparation and limited resources were noted as the instructor's most common challenges.

The 2008 Charles H. Thompson Lecture-Colloquium Presentation: From Du Bois to Obama--The Education of Peoples of African Descent in the United States in the 21st Century

ERIC Educational Resources Information Center

Lee, Carol D.

2009-01-01

This article presents the text of a lecture delivered by American Educational Research Association President Carol D. Lee at the 29th Annual Charles H. Thompson Lecture-Colloquium Series which was held on November 5, 2008. In her lecture, Lee discussed several points of similarities between W. E. B. Du Bois and President Barack Obama. These…

PREFACE: Microparticles in Stokes Flows: Symposium in Honor of François Feuillebois' 65th Birthday

NASA Astrophysics Data System (ADS)

Ekiel-Jeżewska, Maria L.

2012-12-01

Microparticles in Stokes Flows - Symposium in Honor of Françcois Feuillebois' 65th Birthday was held from 21-24 August 2011 in Warsaw, Poland. There were 43 participants from Australia, Brazil, France, Germany, Ireland, Israel, Japan, the Netherlands, Poland, Russia, Tunisia, United Kingdom and the USA. They presented 5 invited lectures, 25 contributed talks and 9 posters. The abstracts can be found at microparticles2011.ippt.pan.pl. The subjects were divided into three parts and 13 sessions, listed below. Part I. A variety of particles. Sessions: sedimentation at non-Brownian time scale, Brownian and hydrodynamic interactions of non-spherical particles, active particles, permeable particles, deformable particles and biosystems. Part II. Particles and interfaces. Sessions: confined multiparticle systems, hydrodynamic interactions in confined systems, single particle under confinement, particle-interface interactions, slip at interfaces, slip in suspensions. Part III. Stokes flows and beyond. Sessions: inertial effects, texture and self-assembly. At the end of each session, presentations were followed by extensive discussions (two thirds of the presentation time). Also, two round-table general discussions took place, Methods of solving the Stokes equations - which when? and Challenges in microhydrodynamics. This volume contains both original contributions and reviews. There were at least two referees per paper: one participating in the conference, and the other not. I would like to thank all the referees for their work, the Polish Academy of Sciences, Centre national de la recherche scientifique and the Institute of Fundamental Technological Research, Polish Academy of Sciences for supporting in part the conference, Anna Myłyk, Agnieszka Słowicka and Krzysztof Zembrzycki for the weeks spent organizing the symposium, and all the conference participants for their presentations and discussions of the highest scientific quality. Conference photograph Happy Birthday, Françcois Feuillebois! This volume of Journal of Physics: Conference Series is dedicated to our friend and colleague Françcois Feuillebois. The symposium Microparticles in Stokes Flows was organized to celebrate his 65th birthday. Françcois presented a special lecture, entitled Influence of wall slip in dilute suspensions [1], which was followed by a birthday dinner, with an after-dinner speech given by John Hinch. The symposium participants, and those who could not join the meeting, all wish Françcois all the best for his 65th birthday, and thank him for sharing with us his knowledge, and motivating us to solve interesting problems related to motion of particles in fluid flows. An illustration of Françcois's scientific interests was shown on the conference poster. Conference poster The conference participants could participate in a contest, by submitting a written answer to the question ``What system is shown on the conference poster (equations, boundary conditions)?''. Francois was in charge of evaluating the answers to this quiz, and providing the explanation [3]. Transworld Research Network kindly provided the rewards: copies of the book co-edited by Francois [2]. The winners were Maciej Lisicki and Eric Climent. A third copy of this book was awarded to John Hinch, who (according to majority of the participants) had asked the most insightful questions during the conference. Maria L Ekiel-Jeżewska (Editor) Institute of Fundamental Technological Research, Polish Academy of Sciences, Pawi\\'nskiego 5B, 02-106 Warsaw, Poland Email: mekiel@ippt.pan.pl References [1] Feuillebois F, Ghalya N and Sellier A 2012 Influence of wall slip in dilute suspensions J. Phys.: Conf. Ser. 392 012012 [2] Feuillebois F and Sellier A, eds., 2009 Theoretical Methods for Micro Scale Viscous Flows (Transworld Research Network, Kerala) [3] Feuillebois F 2012 The quiz J. Phys.: Conf. Ser. 392 011002

Improving the Laboratory Experience for America's High School Students. Hearing before the Subcommittee on Research and Science Education of the Committee on Science and Technology, House of Representatives, One Hundred Tenth Congress, First Session (March 8, 2007). Serial Number 110-9

ERIC Educational Resources Information Center

US House of Representatives, 2007

2007-01-01

This hearing discussed how lack of coordination between laboratory exercises and classroom lectures, inadequately trained teachers, languishing facilities, and current high school organization diminish the value these exercises can have or prohibit them all together, and highlighted how a strong hands-on experience can create scientifically…

Translations on Narcotics and Dangerous Drugs, Number 318

DTIC Science & Technology

1977-09-08

cent of those ar- rested for drug offences had no religious back- ground. He therefore called on ’ the Malaysian Inter-Re- , ligions...guidance teachers throughout Per- ak on matters concer- ning drug abuse; ©To screen slides ät various lecture sessions and cinema ; .•To seek cooper...illicit drugs, it would mean that 15 out of every 1,000 Malaysians have drug- tainted fingers (based on a population figure of 12 mil- lion).. An idea

Using a human patient simulation mannequin to teach interdisciplinary team skills to pharmacy students.

PubMed

Fernandez, Rosemarie; Parker, Dennis; Kalus, James S; Miller, Douglas; Compton, Scott

2007-06-15

To determine the effectiveness and student acceptance of using a human patient simulation (HPS) training module focused on interdisciplinary teamwork skills. During their second-professional year, all pharmacy students were in enrolled in Principles of Pharmacotherapy 4: Cardiovascular Diseases and Patient Care Lab IV, a problem-based learning course. As part of the patient care laboratory, students participated in a simulated case of an acutely ill patient with a hypertensive emergency. During the simulation, students performed a history and physical examination. They then worked as a team to make treatment recommendations to the nursing and physician staff members. Following the exercise, a facilitated debriefing session was conducted. Students completed satisfaction surveys to assess the quality and effectiveness of the session. Over 98% of students agreed or strongly agreed that they learned material relevant to their current studies. When compared to student lectures, 90% of students felt that they learned clinical patient care better when using a HPS mannequin in simulated patient scenarios. HPS-based learning offers a realistic training experience through which clinical knowledge and interpersonal teamwork skills can be taught. Students enjoy the experience and find it relevant to their future practice. Simulation-based training may teach certain topics better than traditional lecture formats and as such could help to fill gaps in the current pharmacy curriculum.

Integrated teaching program using case-based learning

PubMed Central

Bhardwaj, Pankaj; Bhardwaj, Nikha; Mahdi, Farzana; Srivastava, J P; Gupta, Uma

2015-01-01

Background: At present, in a medical school, students are taught in different departments, subject-wise, without integration to interrelate or unify subjects and these results in compartmentalization of medical education, with no stress on case-based learning. Therefore, an effort was made to develop and adopt integrated teaching in order to have a better contextual knowledge among students. Methodology and Implementation: After the faculty orientation training, four “topic committees” with faculty members from different departments were constituted which decided and agreed on the content material to be taught, different methodologies to be used, along with the logical sequencing of the same for the purpose of implementation. Different teaching methodologies used, during the program, were didactic lectures, case stimulated sessions, clinical visits, laboratory work, and small group student's seminar. Results: After the implementation of program, the comparison between two batches as well as between topics taught with integrated learning program versus traditional method showed that students performed better in the topics, taught with integrated approach. Students rated “clinical visits” as very good methodology, followed by “case stimulated interactive sessions.” Students believed that they felt more actively involved, and their queries are better addressed with such interactive sessions. Conclusion: There is a very good perception of students toward integrated teaching. Students performed better if they are taught using this technique. Although majority of faculty found integrated teaching, as useful method of teaching, nevertheless extra work burden and interdepartmental coordination remained a challenging task. PMID:26380204

PREFACE: XXVII International Conference on Photonic, Electronic and Atomic Collisions (ICPEAC 2011)

NASA Astrophysics Data System (ADS)

Williams, I. D.; van der Hart, H. W.; McCann, J. F.; Crothers, D. S. F.

2012-11-01

The XXVII International Conference on Photonic, Electronic and Atomic Collisions was held at Queen's University Belfast, Northern Ireland, 27 July - 2 August 2011. Members of the Local Organising Committee were drawn from the School of Mathematics and Physics of Queen's University Belfast, the School of Physical Sciences at Dublin City University, the School of Physics at University College Dublin and the Department of Experimental Physics at the National University of Ireland, Maynooth. The Conference was attended by 566 participants with contributions from 54 countries. The meeting attracted 786 contributed papers for presentation in the poster sessions. The conference included 20 Special Reports selected from the contributed papers, and these are included in part 1 of this volume. During the meeting a total of 65 Progress Reports were also presented, and the authors invited to submit written versions of their talks (see Part 1). Of the total number of contributed papers, 663 are included as refereed abstracts in parts 2 to 15 of this volume of Journal of Physics: Conference Series. Part 1 of this volume includes detailed write-ups of the majority of plenary lectures, progress reports and special reports, constituting a comprehensive tangible record of the meeting, and is additionally published in hard-copy as the Conference Proceedings. There were 5 plenary lectures given by Margaret Murnane on Ultrafast processes in atomic dynamics; Chris Greene on Few-body highly-correlated dynamics; Michael Allan on Electron-molecule collisions; Yasunori Yamazaki on Antiproton and positron collisions and Thomas Stöhlker on Relativistic ion collisions. Ian Spielman, winner of the IUPAP Young Scientist Prize for 2011, gave a special lecture entitled Modifying interatomic interactions using Raman coupling: a tale of slowly colliding Bose-Einstein condensates. In addition an evening public lecture by Mike Baillie on How precise tree-ring dating raises issues concerning the frequency of extraterrestrial impacts drew an attentive and appreciative audience. The editors are indebted to Tara Spencer for her exceptional organisation skills and support in compiling this volume. Thanks are also due to Ian Stewart for his assistance with gathering and indexing the documents. We would also like to express our sincere appreciation to the ICPEAC sponsors for their financial support. I D Williams Queen's University Belfast H W van der Hart Queen's University Belfast J F McCann Queen's University Belfast D S F Crothers Queen's University Belfast EDITORS

Selective Insulin Resistance and the Development of Cardiovascular Diseases in Diabetes: The 2015 Edwin Bierman Award Lecture.

PubMed

King, George L; Park, Kyoungmin; Li, Qian

2016-06-01

The Edwin Bierman Award Lecture is presented in honor of the memory of Edwin L. Bierman, MD, an exemplary scientist, mentor, and leader in the field of diabetes, obesity, hyperlipidemia, and atherosclerosis. The award and lecture recognizes a leading scientist in the field of macrovascular complications and contributing risk factors in diabetes. George L. King, MD, of the Section of Vascular Cell Biology and Complications, Dianne Nunnally Hoppes Laboratory for Diabetes Complications, Joslin Diabetes Center, Harvard Medical School, Boston, MA, received the prestigious award at the American Diabetes Association's 75th Scientific Sessions, 5-9 June 2015, in Boston, MA. He presented the Edwin Bierman Award Lecture, "Selective Insulin Resistance and the Development of Cardiovascular Disease in Diabetes," on Sunday, 7 June 2015.This review is focused on the factors and potential mechanisms that are causing various cardiovascular pathologies. In diabetes, insulin's actions on the endothelium and other vascular cells have significant influence on systemic metabolisms and the development of cardiovascular pathologies. Our studies showed that insulin receptors on the endothelium are important for insulin transport across the endothelial barrier and mediate insulin's actions in muscle, heart, fat, and the brain. Insulin actions on the vascular cells are mediated by two pathways involving the actions of either IRS/PI3K/Akt or Grb/Shc/MAPK. Insulin's activation of IRS/PI3K/Akt results in mostly antiatherogenic actions, as this pathway induces activation of eNOS, the expressions of HO-1 and VEGF, and the reduction of VCAM-1. In contrast, insulin's activation of the Grb/Shc/MAPK pathway mediates the expressions of ET-1 and PAI-1 and migration and proliferation of contractile cells, which have proatherogenic actions. Elevated levels of glucose, free fatty acids, and inflammatory cytokines due to diabetes and insulin resistance selectively inhibit insulin's antiatherogenic actions via the IRS/PI3K/Akt pathway. This review provides evidence to support the importance of insulin actions in preventing cardiovascular pathology that can be selectively inhibited via the IRS/PI3K/Akt cascade in diabetes. © 2016 by the American Diabetes Association. Readers may use this article as long as the work is properly cited, the use is educational and not for profit, and the work is not altered.

How we flipped the medical classroom.

PubMed

Sharma, Neel; Lau, C S; Doherty, Iain; Harbutt, Darren

2015-04-01

Flipping the classroom centres on the delivery of print, audio or video based material prior to a lecture or class session. The class session is then dedicated to more active learning processes with application of knowledge through problem solving or case based scenarios. The rationale behind this approach is that teachers can spend their face-to-face time supporting students in deeper learning processes. In this paper we provide a background literature review on the flipped classroom along with a three step approach to flipping the classroom comprising implementing, enacting and evaluating this form of pedagogy. Our three step approach is based on actual experience of delivering a flipped classroom at the University of Hong Kong. This initiative was evaluated with positive results. We hope our experience will be transferable to other medical institutions.

Effects of cooperative learning groups during social studies for students with autism and fourth-grade peers.

PubMed Central

Dugan, E; Kamps, D; Leonard, B

1995-01-01

We investigated the use of cooperative learning groups as an instructional strategy for integrating 2 students with autism into a fourth-grade social studies class. Baseline consisted of 40 min of teacher-led sessions including lecture, questions and discussion with students, and the use of maps. The intervention condition consisted of 10 min of teacher introduction of new material, followed by cooperative learning groups that included tutoring on key words and facts, a team activity, and a whole class wrap-up and review. An ABAB design showed increases for target students and peers for the number of items gained on weekly pretests and posttests, the percentage of academic engagement during sessions, and durations of student interaction during the intervention. PMID:7601803

The Computer-based Lecture

PubMed Central

Wofford, Marcia M; Spickard, Anderson W; Wofford, James L

2001-01-01

Advancing computer technology, cost-containment pressures, and desire to make innovative improvements in medical education argue for moving learning resources to the computer. A reasonable target for such a strategy is the traditional clinical lecture. The purpose of the lecture, the advantages and disadvantages of “live” versus computer-based lectures, and the technical options in computerizing the lecture deserve attention in developing a cost-effective, complementary learning strategy that preserves the teacher-learner relationship. Based on a literature review of the traditional clinical lecture, we build on the strengths of the lecture format and discuss strategies for converting the lecture to a computer-based learning presentation. PMID:11520384

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

The Lecture

ERIC Educational Resources Information Center

Chaudhury, S. Raj

2011-01-01

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

Beyond Lecture and Non-Lecture Classrooms: LA-student interactions in Active Learning Classrooms

NASA Astrophysics Data System (ADS)

Gonzalez, Dayana; Kornreich, Hagit; Rodriguez, Idaykis; Monslave, Camila; Pena-Flores, Norma

Our expanded multi-site study on active learning classrooms supported by Learning Assistants (LAs) aims to understand the connections between three classroom elements: the activity, student learning, and how LAs support the learning process in the classroom. At FIU, LAs are used in a variety of active learning settings, from large auditorium settings to studio classroom with movable tables. Our study uses the COPUS observation protocol as a way to characterize LAs behaviors in these classrooms. With a focus on LA-student interactions, our analysis of how LAs interact with students during a 'learning session' generated new observational codes for specific new categories of LA roles. Preliminary results show that LAs spend more time interacting with students in some classes, regardless of the classroom setting, while in other classrooms, LA-student interactions are mostly brief. We discuss how LA-student interactions contribute to the dynamics and mechanism of the socially shared learning activity.

Using an ACTIVE teaching format versus a standard lecture format for increasing resident interaction and knowledge achievement during noon conference: a prospective, controlled study.

PubMed

Sawatsky, Adam P; Berlacher, Kathryn; Granieri, Rosanne

2014-07-01

The traditional lecture is used by many residency programs to fulfill the mandate for regular didactic sessions, despite limited evidence to demonstrate its effectiveness. Active teaching strategies have shown promise in improving medical knowledge but have been challenging to implement within the constraints of residency training. We developed and evaluated an innovative structured format for interactive teaching within the residency noon conference. We developed an ACTIVE teaching format structured around the following steps: assemble (A) into groups, convey (C) learning objectives, teach (T) background information, inquire (I) through cases and questions, verify (V) understanding, and explain (E) answer choices and educate on the learning points. We conducted a prospective, controlled study of the ACTIVE teaching format versus the standard lecture format, comparing resident satisfaction, immediate knowledge achievement and long-term knowledge retention. We qualitatively assessed participating faculty members' perspectives on the faculty development efforts and the feasibility of teaching using the ACTIVE format. Sixty-nine internal medicine residents participated in the study. Overall, there was an improvement in perceived engagement using the ACTIVE teaching format (4.78 vs. 3.80, P < 0.01), with no increase in stress or decrement in break time. There was an improvement in initial knowledge achievement with the ACTIVE teaching format (overall absolute score increase of 11%, P = 0.04) and a trend toward improvement in long-term knowledge retention. Faculty members felt adequately prepared to use the ACTIVE teaching format, and enjoyed teaching with the ACTIVE teaching format more than the standard lecture. A structured ACTIVE teaching format improved resident engagement and initial knowledge, and required minimal resources. The ACTIVE teaching format offers an exciting alternative to the standard lecture for resident noon conference and is easy to implement.

Experience-oriented tobacco-use prevention lecture using a COPD-simulation mask for junior high school students.

PubMed

Iizuka, Makito; Tomita, Kazuhide; Takeshima, Reiko

2015-04-01

We recently developed a mask that simulates the experience of having one of the major diseases caused by tobacco smoking: chronic obstructive pulmonary disease (COPD). Here we examined the effects of a tobacco-use prevention lecture accompanied by a pseudo-COPD experience created with this mask on adolescents' attitude toward smoking. Junior high school students (12-13 years old, n=165) in Japan were the subjects. The students attended a 30-min tobacco-use prevention lecture with slides and movie clips and engaged in a light exercise session wearing the COPD-simulation mask for 15min. Before and after the lecture, the students' attitudes toward smoking were evaluated by the Kano test for social nicotine dependence (KTSND). The total KTSND scores decreased significantly from 9.9±4.4 (mean±SD, n=149) to 7.5±5.3 (n=144). Ninety-eight students wore the COPD mask, and their modified Borg scale scores increased significantly from 0.7±1.0 to 3.2±2.1 after exercise (P<0.0001). To the questionnaire item "Do you think you understand the suffering of individuals with COPD?", 24 and 51 students answered "definitely yes" and "yes", whereas 16, 4 and 1 answered "Cannot say," "no" and "definitely no", respectively. The KTSND scores were significantly smaller in the former affirmative group compared to the latter negative group (P<0.05). Of the 98 students who wore the simulation mask, 83 reported being satisfied with this pseudo-COPD experience. The tobacco-use prevention lecture with the pseudo-COPD experience created by the simulation mask was effective and safe. Copyright © 2014 Elsevier B.V. All rights reserved.

A depression training session with consumer educators to reduce stigmatizing views and improve pharmacists' depression care attitudes and practices.

PubMed

Liekens, Sophie; Smits, Tim; Laekeman, Gert; Foulon, Veerle

2013-08-12

To measure the impact of a depression training day for pharmacists that included a 75-minute session with a consumer educator. The training day included interactive lectures on depression; the effects and side effects of and indications for the use of antidepressants; adherence issues; non-drug treatment options for depression; and basic skills in communication. Pharmacists also participated in a session with a consumer educator and in counseling exercises that included role playing. The study used a randomized, clustered, comparative design to measure pharmacists' stigma, attitudes, and current practice related to the provision of pharmaceutical care to people with depression. Mean scores for depression-care practice after the training session were significantly higher in the intervention group than in the control group. Analysis of the changes between baseline and postintervention measures in both the control and intervention groups confirmed a significant difference in the change in both social distance and practice but no significant difference in the change in attitude between the 2 groups of pharmacists. A continuing-education depression training day for pharmacists that involve consumer educators may improve the care delivered in the community pharmacy to people with depression.

Effects of a psychosocial intervention on breast self-examination attitudes and behaviors.

PubMed

Fry, Rachel B; Prentice-Dunn, Steven

2006-04-01

An educational intervention to promote breast self-examinations (BSEs) among young women was tested. In a group (intervention versus control) x time (Session 1 versus Session 2) mixed design, 172 college females were randomly assigned to either an intervention or control condition. Both groups attended two sessions; the second session was 48 hours after the first. The intervention consisted of an essay, lecture, video portraying young survivors of breast cancer, group discussions, self-test and instructions on performing BSEs. The control group had the same format; however, the information was focused on nutrition and exercise. Participants in the intervention group scored higher on rational problem solving and behavioral intentions, suggesting that the intervention increased adaptive responses to breast cancer threat. Conversely, control participants scored significantly higher on maladaptive reactions (e.g. hopelessness, avoidance and fatalistic religiosity) to breast cancer threat. For intervention participants, the initial decline in maladaptive reactions remained stable at 3-month follow-up, but adaptive reactions decreased. Intervention participants had greater confidence in performing BSEs compared with controls but performed them on an irregular basis. Results were interpreted in terms of protection motivation theory, a model that applies the social psychology of persuasion to preventive health.

The Impact of Lecture Capture Presentations in a Distributed Learning Environment in Parks, Recreation, and Tourism Management

ERIC Educational Resources Information Center

Vassar, Penny; Havice, Pamela A.; Havice, William L.; Brookover, Robert, IV

2015-01-01

Lecture capture technology allows instructors to record presentations and make them available to their students digitally. This study examined one program's implementation of lecture capture. Participants were undergraduate college students enrolled in Parks, Recreation, and Tourism Management courses at a public land grant university in the…

Using Paper Presentation Breaks during Didactic Lectures Improves Learning of Physiology in Undergraduate Students

ERIC Educational Resources Information Center

Ghorbani, Ahmad; Ghazvini, Kiarash

2016-01-01

Many studies have emphasized the incorporation of active learning into classrooms to reinforce didactic lectures for physiology courses. This work aimed to determine if presenting classic papers during didactic lectures improves the learning of physiology among undergraduate students. Twenty-two students of health information technology were…

Student Response to Hypermedia in the Lecture Theatre: A Case Study.

ERIC Educational Resources Information Center

Conway, Damian

The Computer Science Department at Monash University (Victoria, Australia) recently began presenting lectures using projection of a hypertext system, HyperLecture, running on a notebook computer as the primary medium. This paper presents a statistical analysis of student reactions to this approach, focusing on the effects, as perceived by the…

How We Think and Learn. Lecture Series.

ERIC Educational Resources Information Center

National Learning Center, Washington, DC.

A lecture series was conducted in 1989 to present information on learning theories by learning theorists. This document contains short texts of the lectures; full texts are available on request. In lecture 1, Robert Chase discusses educational reform and Bonnie Guiton examines educational goals from the perspective of White House policy. In…

Lecturers' Experience of Using Social Media in Higher Education Courses

ERIC Educational Resources Information Center

Seechaliao, Thapanee

2015-01-01

This research paper presents lecturers' experience of using social media in higher education courses. The research methodology used a survey approach. The research instrument was a questionnaire about lecturers' experience of using social media in higher education courses. Thirty-one lecturers completed the questionnaire. The data were scored by…

Do-It-Yourself Whiteboard-Style Physics Video Lectures

ERIC Educational Resources Information Center

Douglas, Scott Samuel; Aiken, John Mark; Greco, Edwin; Schatz, Michael; Lin, Shih-Yin

2017-01-01

Video lectures are increasingly being used in physics instruction. For example, video lectures can be used to "flip" the classroom, i.e., to deliver, via the Internet, content that is traditionally transmitted by in-class lectures (e.g., presenting concepts, working examples, etc.), thereby freeing up classroom time for more interactive…

FY 2008 Next Generation Safeguards Initiative International Safeguards Education and Training Pilot Progerams Summary Report

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

Dreicer, M; Anzelon, G; Essner, J

2008-10-17

Key component of the Next Generation Safeguards Initiative (NGSI) launched by the National Nuclear Security Administration is the development of human capital to meet present and future challenges to the safeguards regime. An effective university-level education in safeguards and related disciplines is an essential element in a layered strategy to rebuild the safeguards human resource capacity. Two pilot programs at university level, involving 44 students, were initiated and implemented in spring-summer 2008 and linked to hands-on internships at LANL or LLNL. During the internships, students worked on specific safeguards-related projects with a designated Laboratory Mentor to provide broader exposure tomore » nuclear materials management and information analytical techniques. The Safeguards and Nuclear Material Management pilot program was a collaboration between the Texas A&M University (TAMU), Los Alamos National Laboratory (LANL) and Lawrence Livermore National Laboratory (LLNL). It included a 16-lecture course held during a summer internship program. The instructors for the course were from LANL together with TAMU faculty and LLNL experts. The LANL-based course was shared with the students spending their internship at LLNL via video conference. A week-long table-top (or hands-on) exercise on was also conducted at LANL. The student population was a mix of 28 students from a 12 universities participating in a variety of summer internship programs held at LANL and LLNL. A large portion of the students were TAMU students participating in the NGSI pilot. The International Nuclear Safeguards Policy and Information Analysis pilot program was implemented at the Monterey Institute for International Studies (MIIS) in cooperation with LLNL. It included a two-week intensive course consisting of 20 lectures and two exercises. MIIS, LLNL, and speakers from other U.S. national laboratories (LANL, BNL) delivered lectures for the audience of 16 students. The majority of students were senior classmen or new master's degree graduates from MIIS specializing in nonproliferation policy studies. Other university/organizations represented: University of California in LA, Stanford University, and the IAEA. Four of the students that completed this intensive course participated in a 2-month internship at LLNL. The conclusions of the two pilot courses and internships was a NGSI Summer Student Symposium, held at LLNL, where 20 students participated in LLNL facility tours and poster sessions. The Poster sessions were designed to provide a forum for sharing the results of their summer projects and providing experience in presenting their work to a varied audience of students, faculty and laboratory staff. The success of bringing together the students from the technical and policy pilots was notable and will factor into the planning for the continued refinement of their two pilot efforts in the coming years.« less

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

PubMed

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

2013-11-19

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

431st Brookhaven Lecture. Recombinant Science: The Birth of RHIC, A Drama of Three Acts

ScienceCinema

Crease, Robert

2017-12-22

Crease presents "Recombinant Science: The Birth of the Relativistic Heavy Ion Collider," a lecture that follows on the 429th Brookhaven Lecture, in which Crease talked about the early history of BNL. Both lectures are part of the ongoing celebration of BNL's 60th anniversary year.

Electronic Delivery of Lectures in the University Environment: An Empirical Comparison of Three Delivery Styles

ERIC Educational Resources Information Center

Stephenson, Julia E.; Brown, Clifford; Griffin, Darren K.

2008-01-01

The purpose of this study was to consider the efficacy and popularity of "Virtual Lectures" (text-based, structured electronic courseware with information presented in manageable "chunks", interaction and multimedia) and "e-Lectures" (on-screen synchrony of PowerPoint slides and recorded voice) as alternatives to traditional lectures. We…

Literary Lectures Presented at the Library of Congress.

ERIC Educational Resources Information Center

Library of Congress, Washington, DC.

This book contains 37 out-of-print lectures on American, English, and world literature that have been presented at the Library of Congress over the past 30 years. Lectures by Thomas Mann, T. S. Eliot, R. P. Blackmur, Archibald Henderson, Irving Stone, John O'Hara, MacKinlay Kantor, John Crowe Ransom, Delmore Schwartz, John Hall Wheelock, Robert…

Microcephaly: computational and organotypic modeling of a ...

EPA Pesticide Factsheets

lecture discusses computational and organotypic models of microcephaly in an AOP Framework and ToxCast assays. Lecture slide presentation at UNC Chapel Hill for Advanced Toxicology course lecture on Computational Approaches to Developmental and Reproductive Toxicology with presentation on computational and organotypic modeling of a complex human birth defect microcephaly with is associated with the recent Zika virus outbreak.

Acquisition Research: Creating Synergy for Informed Change. Proceedings of the Annual Acquisition Research Symposium (4th) Held in Monterey, California on 16-17 May 2007. Volume 2: Thursday Sessions

DTIC Science & Technology

2007-04-30

faculty research and student classroom instruction has been exceptional with many relevant and current instructional materials emerging from research...products, thus enhancing the student educational experience. Faculty are “refreshed” in defense-relevant subject matter, and students are better...DoD, industry and government leaders in acquisition, supervises student MBA projects and conducts guest lectures and seminars. Before serving at NPS

Self-instructional "virtual pathology" laboratories using web-based technology enhance medical school teaching of pathology.

PubMed

Marchevsky, Alberto M; Relan, Anju; Baillie, Susan

2003-05-01

Second-year medical students have traditionally been taught pulmonary pathophysiology at the University of California-Los Angeles (UCLA) School of Medicine using lectures, discussion groups, and laboratory sessions. Since 1998, the laboratory sessions have been replaced by 4 interactive, self-instructional sessions using web-based technology and case-based instruction. This article addresses nature of transformation that occurred from within the course in response to the infusion of new technologies. The vast majority of the course content has been digitized and incorporated into the website of the Pathophysiology of Disease course. The teaching histological slides have been photographed digitally and organized into "cases" with clinical information, digital images and text, and audio descriptions. The students study the materials from these cases at their own pace in 2 "virtual pathology" laboratory, with a few instructors supervising the on-site sessions. The students discuss additional cases available on the website in 2 other laboratory sessions supervised by a pulmonologist and a pathologist. Marked improvement in student participation and satisfaction was seen with the use of web-based instruction. Attendance at laboratory sessions, where the students had previously been required to bring their own microscopes to study histological slides at their own pace, increased from approximately 30% to 40% of the class in previous years to almost 100%. Satisfaction surveys showed progressive improvement over the past 4 years, as various suggestions were implemented. The value of web-based instruction of pathology at the UCLA School of Medicine is discussed.

Puzzle based teaching versus traditional instruction in electrocardiogram interpretation for medical students--a pilot study.

PubMed

Rubinstein, Jack; Dhoble, Abhijeet; Ferenchick, Gary

2009-01-13

Most medical professionals are expected to possess basic electrocardiogram (EKG) interpretation skills. But, published data suggests that residents' and physicians' EKG interpretation skills are suboptimal. Learning styles differ among medical students; individualization of teaching methods has been shown to be viable and may result in improved learning. Puzzles have been shown to facilitate learning in a relaxed environment. The objective of this study was to assess efficacy of teaching puzzle in EKG interpretation skills among medical students. This is a reader blinded crossover trial. Third year medical students from College of Human Medicine, Michigan State University participated in this study. Two groups (n = 9) received two traditional EKG interpretation skills lectures followed by a standardized exam and two extra sessions with the teaching puzzle and a different exam. Two other groups (n = 6) received identical courses and exams with the puzzle session first followed by the traditional teaching. EKG interpretation scores on final test were used as main outcome measure. The average score after only traditional teaching was 4.07 +/- 2.08 while after only the puzzle session was 4.04 +/- 2.36 (p = 0.97). The average improvement after the traditional session was followed up with a puzzle session was 2.53 +/- 1.94 while the average improvement after the puzzle session was followed with the traditional session was 2.08 +/- 1.73 (p = 0.67). The final EKG exam score for this cohort (n = 15) was 84.1 compared to 86.6 (p = 0.22) for a comparable sample of medical students (n = 15) at a different campus. Teaching EKG interpretation with puzzles is comparable to traditional teaching and may be particularly useful for certain subgroups of students. Puzzle session are more interactive and relaxing, and warrant further investigations on larger scale.

Detectors (5/5)

ScienceCinema

None

2018-02-01

This lecture will serve as an introduction to particle detectors and detection techniques. In the first lecture, a historic overview of particle detector development will be given. In the second lecture, some basic techniques and concepts for particle detection will be discussed. In the third lecture, the interaction of particles with matter, the basis of particle detection, will be presented. The fourth and fifth lectures will discuss different detector types used for particle tracking, energy measurement and particle identification.

Detectors (4/5)

ScienceCinema

None

2018-05-14

This lecture will serve as an introduction to particle detectors and detection techniques. In the first lecture, a historic overview of particle detector development will be given. In the second lecture, some basic techniques and concepts for particle detection will be discussed. In the third lecture, the interaction of particles with matter, the basis of particle detection, will be presented. The fourth and fifth lectures will discuss different detector types used for particle tracking, energy measurement and particle identification.

Meeting report: Third Summer School on Innovative Approaches for Identification of Antiviral Agents (IAAASS).

PubMed

Le Grice, Stuart F J; Sztuba-Solinska, Joanna; Maccioni, Elias; Purzycka, Katarzyna J; Parolin, Cristina; Tramontano, Enzo

2017-03-01

The third Summer School on Innovative Approaches for Identification of Antiviral Agents (IAAASS) was held from September 28th to October 2nd, 2016 at the Sardegna Ricerche Research Park in Santa Margherita di Pula, Sardinia, Italy. The school brought together graduate students and postdoctoral fellows early in their careers with a faculty of internationally recognized experts, to encourage the sharing of knowledge and experience in virology research and drug development in an informal and interactive environment. The first IAAASS was held in Sardinia in 2012 and the second in 2014. The meetings provide a unique combination of plenary lectures on topics in virology, biochemistry, molecular modeling, crystallography and medicinal chemistry with small group sessions, in which students have the opportunity to ask questions and put forward their own ideas, and senior researchers offer advice, based on their own experience. This report summarizes presentations and presentations at the 3rd IAAASS. Published by Elsevier B.V.

Quark Matter 2017: Young Scientist Support

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

Evdokimov, Olga

Quark Matter conference series are amongst the major scientific events for the Relativistic Heavy Ion community. With over 30 year long history, the meetings are held about every 1½ years to showcase the progress made in theoretical and experimental studies of nuclear matter under extreme conditions. The 26th International Conference on Ultra-relativistic Nucleus-Nucleus Collisions (Quark Matter 2017) was held at the Hyatt Regency Hotel in downtown Chicago from Sunday, February 5th through Saturday, February 11th, 2017. The conference featured about 180 plenary and parallel presentations of the most significant recent results in the field, a poster session for additional presentations,more » and an evening public lecture. Following the tradition of previous Quark Matter meetings, the first day of the conference was dedicated entirely to a special program for young scientists (graduate students and postdoctoral researchers). This grant will provided financial support for 235 young physicists facilitating their attendance of the conference.« less

Occupational health crossing borders - part 1: concept, teaching methods, and user evaluation of the first international summer school in Munich, Germany.

PubMed

Radon, Katja; Ehrenstein, Vera; Bigaignon-Cantineau, Janine; Vellore, Arun Dev; Fingerhut, Marilyn; Nowak, Dennis

2009-10-01

Occupational health and safety (OHS) is relevant for occupational health professionals (OHP) throughout the world. However, training opportunities are often limited and exchange between OHP from industrialized and developing countries is sparse. We aimed to contribute to the international exchange of OHP through a 2-week summer school program. Twenty-three OHP from 11 countries participated. Teaching methods included interactive lectures, participants' presentations, case-based e-learning, enterprise visits, and hands-on sessions. After completion, participants evaluated the course. OHS systems of 18 different countries were presented using the same set of clinical cases as a starting point. Opportunities and challenges in the different OHS systems were considered. On median, participants rated the course as excellent and totally agreed that it will help them in their daily work. An international summer school teaching basic aspects of different OHS systems is a useful tool for training and exchange at the global level. Copyright 2009 Wiley-Liss, Inc.

A randomized trial comparing digital and live lecture formats [ISRCTN40455708.

PubMed

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

2004-11-29

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

A randomized trial comparing digital and live lecture formats [ISRCTN40455708

PubMed Central

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

2004-01-01

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

PREFACE: 11th European Conference on Applied Superconductivity (EUCAS2013)

NASA Astrophysics Data System (ADS)

Farinon, Stefania; Pallecchi, Ilaria; Malagoli, Andrea; Lamura, Gianrico

2014-05-01

During the 11th edition of the European Conference on Applied Superconductivity, successfully held in Genoa from 15-19 September 2013, more than one thousand participants from over 40 countries were registered and contributions of 7 plenary lectures, 23 invited talks, 203 oral talks and 550 posters were presented. The present issue of Journal of Physics: Conference Series (JPCS) collects the 218 submitted papers that were peer reviewed and accepted in the Conference Proceedings. Similarly to the Superconductor Science and Technology Special issue: ''EUCAS 11th European Conference on Applied Superconductivity'' which contains some plenary and invited contributions, as well as some selected contributions, in this issue the papers are sorted according to the four traditional topics of interest of EUCAS, namely Materials (56 papers), Wires and Tapes (47 papers), Large Scale Applications (64 papers) and Electronics (51 papers). While the it Superconductors Science and Technology special issue focuses on the scientific and technological highlights of the conference, this collection provides an overall view of the worldwide research activity on applied superconductivity, mirroring the main guidelines and the hottest issues, which range from basic studies on newly discovered superconducting compounds to the state-of-the-art advances in large scale applications, wires and tapes fabrication and electronics. We would like to point out that, among the JPCS contributions, six papers present works financed by ongoing EU-Japan projects, three papers belong to the session on junctions and SQUIDs dedicated to the memory of Antonio Barone and one paper belongs to the session on pinning and flux dynamics dedicated to the memory of John Clem. Finally, we would like to thank all the people whose careful work contributed to the preparation of this JPCS issue, in particular the session chairs as well as the peer reviewers. The Editors Stefania Farinon (Editor in Chief, Large Scale), Ilaria Pallecchi (Materials), Andrea Malagoli (Wires and Tapes), and Gianrico Lamura (Electronics)

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

Moyer, Bruce A.

The North American industry has employed major solvent-extraction processes to support a wide range of separations including but not limited to chemical, metallurgical, nuclear, biochemical, pharmaceutical, and petroleum applications. The knowledge enabling these separations has been obtained through fundamental studies in academe, government and industry. The International Solvent Extraction Conferences have been and continue to be a major gathering of scientists, engineers, operators, and vendors from around the world, who present new findings since the last meeting, exchange ideas, make business contacts, and conduct collegial discussions. The ISEC 2008 program emphasizes fundamentals to industrial applications of solvent extraction, particularly howmore » this broad spectrum of activities is interconnected and has led to the implementation of novel processes. The oral and poster sessions have been organized into seven topics: Fundamentals; Novel Reagents, Materials and Techniques; Nuclear Fuel Reprocessing; Hydrometallurgy and Metals Extraction; Analytical and Preparative Applications; Biotechnology, Pharmaceuticals, Life-Science Products, and Organic Products; and Process Chemistry and Engineering. Over 350 abstracts were received, resulting in more than 260 manuscripts published in these proceedings. Five outstanding plenary presentations have been identified, with five parallel sessions for oral presentations and posters. In recognition of the major role solvent extraction (SX) plays in the hydrometallurgical and nuclear industries, these proceedings begin with sections focusing on hydrometallurgy, process chemistry, and engineering. More fundamental topics follow, including sections on novel reagents, materials, and techniques, featuring novel applications in analytical and biotechnology areas. Despite the diversity of topics and ideas represented, however, the primary focus of the ISEC community continues to be metals extraction. Four papers from these proceedings have been entered already in INIS in the form of individual reports. Among the remaining papers, 60 have been selected from the following sessions: Plenary Lectures, Hydrometallurgy and Metals Extraction, Nuclear Fuel Reprocessing, Analytical and Preparative Applications, Fundamentals, and Novel Reagents, Materials, and Techniques.« less

How much structuring is beneficial with regard to examination scores? A prospective study of three forms of active learning.

PubMed

Reinhardt, Claus H; Rosen, Evelyne N

2012-09-01

Many studies have demonstrated a superiority of active learning forms compared with traditional lecture. However, there is still debate as to what degree structuring is necessary with regard to high exam outcomes. Seventy-five students from a premedical school were randomly attributed to an active lecture group, a cooperative group, or a collaborative learning group. The active lecture group received lectures with questions to resolve at the end of the lecture. At the same time, the cooperative group and the collaborative group had to work on a problem and prepare presentations for their answers. The collaborative group worked in a mostly self-directed manner; the cooperative group had to follow a time schedule. For the additional work of preparing the poster presentation, the collaborative and cooperative groups were allowed 50% more working time. In part 1, all groups worked on the citric acid cycle, and in part 2, all groups worked on molecular genetics. Collaborative groups had to work on tasks and prepare presentations for their answers. At the end of each part, all three groups were subjected to the same exam. Additionally, in the collaborative and cooperative groups, the presentations were marked. All evaluations were performed by two independent examiners. Exam results of the active lecture groups were highest. Results of the cooperative group were nonsignificantly lower than the active lecture group and significantly higher than the collaborative group. The presentation quality was nonsignificantly higher in the collaborative group compared with the cooperative group. This study shows that active lecturing produced the highest exam results, which significantly differed from collaborative learning results. The additional elaboration in the cooperative and collaborative learning setting yielded the high presentation quality but apparently could not contribute further to exam scores. Cooperative learning seems to be a good compromise if high exam and presentation scores are expected.

Efficacy of a Meiosis Learning Module Developed for the Virtual Cell Animation Collection.

PubMed

Goff, Eric E; Reindl, Katie M; Johnson, Christina; McClean, Phillip; Offerdahl, Erika G; Schroeder, Noah L; White, Alan R

2017-01-01

Recent reports calling for change in undergraduate biology education have resulted in the redesign of many introductory biology courses. Reports on one common change to course structure, the active-learning environment, have placed an emphasis on student preparation, noting that the positive outcomes of active learning in the classroom depend greatly on how well the student prepares before class. As a possible preparatory resource, we test the efficacy of a learning module developed for the Virtual Cell Animation Collection. This module presents the concepts of meiosis in an interactive, dynamic environment that has previously been shown to facilitate learning in introductory biology students. Participants ( n = 534) were enrolled in an introductory biology course and were presented the concepts of meiosis in one of two treatments: the interactive-learning module or a traditional lecture session. Analysis of student achievement shows that students who viewed the learning module as their only means of conceptual presentation scored significantly higher ( d = 0.40, p < 0.001) than students who only attended a traditional lecture on the topic. Our results show the animation-based learning module effectively conveyed meiosis conceptual understanding, which suggests that it may facilitate student learning outside the classroom. Moreover, these results have implications for instructors seeking to expand their arsenal of tools for "flipping" undergraduate biology courses. © 2017 E. E. Goff et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

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

ERIC Educational Resources Information Center

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

2014-01-01

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

Do not Lose Your Students in Large Lectures: A Five-Step Paper-Based Model to Foster Students’ Participation

PubMed Central

Aburahma, Mona Hassan

2015-01-01

Like most of the pharmacy colleges in developing countries with high population growth, public pharmacy colleges in Egypt are experiencing a significant increase in students’ enrollment annually due to the large youth population, accompanied with the keenness of students to join pharmacy colleges as a step to a better future career. In this context, large lectures represent a popular approach for teaching the students as economic and logistic constraints prevent splitting them into smaller groups. Nevertheless, the impact of large lectures in relation to student learning has been widely questioned due to their educational limitations, which are related to the passive role the students maintain in lectures. Despite the reported feebleness underlying large lectures and lecturing in general, large lectures will likely continue to be taught in the same format in these countries. Accordingly, to soften the negative impacts of large lectures, this article describes a simple and feasible 5-step paper-based model to transform lectures from a passive information delivery space into an active learning environment. This model mainly suits educational establishments with financial constraints, nevertheless, it can be applied in lectures presented in any educational environment to improve active participation of students. The components and the expected advantages of employing the 5-step paper-based model in large lectures as well as its limitations and ways to overcome them are presented briefly. The impact of applying this model on students’ engagement and learning is currently being investigated. PMID:28975906

The International Conference on Intelligent Biology and Medicine (ICIBM) 2016: summary and innovation in genomics.

PubMed

Zhao, Zhongming; Liu, Zhandong; Chen, Ken; Guo, Yan; Allen, Genevera I; Zhang, Jiajie; Jim Zheng, W; Ruan, Jianhua

2017-10-03

In this editorial, we first summarize the 2016 International Conference on Intelligent Biology and Medicine (ICIBM 2016) that was held on December 8-10, 2016 in Houston, Texas, USA, and then briefly introduce the ten research articles included in this supplement issue. ICIBM 2016 included four workshops or tutorials, four keynote lectures, four conference invited talks, eight concurrent scientific sessions and a poster session for 53 accepted abstracts, covering current topics in bioinformatics, systems biology, intelligent computing, and biomedical informatics. Through our call for papers, a total of 77 original manuscripts were submitted to ICIBM 2016. After peer review, 11 articles were selected in this special issue, covering topics such as single cell RNA-seq analysis method, genome sequence and variation analysis, bioinformatics method for vaccine development, and cancer genomics.

Virtual patients in continuing medical education and residency training: a pilot project for acceptance analysis in the framework of a residency revision course in pediatrics.

PubMed

Lehmann, Ronny; Hanebeck, Benjamin; Oberle, Stephan; Simon, Anke; Choukair, Daniela; Tönshoff, Burkhard; Huwendiek, Sören

2015-01-01

Virtual patients (VPs) are a one-of-a-kind e-learning resource, fostering clinical reasoning skills through clinical case examples. The combination with face-to-face teaching is important for their successful integration, which is referred to as "blended learning". So far little is known about the use of VPs in the field of continuing medical education and residency training. The pilot study presented here inquired the application of VPs in the framework of a pediatric residency revision course. Around 200 participants of a pediatric nephology lecture ('nephrotic and nephritic syndrome in children') were offered two VPs as a wrap-up session at the revision course of the German Society for Pediatrics and Adolescent Medicine (DGKJ) 2009 in Heidelberg, Germany. Using a web-based survey form, different aspects were evaluated concerning the learning experiences with VPs, the combination with the lecture, and the use of VPs for residency training in general. N=40 evaluable survey forms were returned (approximately 21%). The return rate was impaired by a technical problem with the local Wi-Fi firewall. The participants perceived the work-up of the VPs as a worthwhile learning experience, with proper preparation for diagnosing and treating real patients with similar complaints. Case presentations, interactivity, and locally and timely independent repetitive practices were, in particular, pointed out. On being asked about the use of VPs in general for residency training, there was a distinct demand for more such offers. VPs may reasonably complement existing learning activities in residency training.

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

PubMed

Bhaisare, Roshan; Kamble, Bhavna

2016-07-01

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

Content Based Lecture Video Retrieval Using Speech and Video Text Information

ERIC Educational Resources Information Center

Yang, Haojin; Meinel, Christoph

2014-01-01

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

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…

Reasons to Rethink the Use of Audio and Video Lectures in Online Courses

ERIC Educational Resources Information Center

Stetz, Thomas A.; Bauman, Antonina A.

2013-01-01

Recent technological developments allow any instructor to create audio and video lectures for the use in online classes. However, it is questionable if it is worth the time and effort that faculty put into preparing those lectures. This paper presents thirteen factors that should be considered before preparing and using audio and video lectures in…

PREFACE: 4th National Conference on Processing and Characterization of Materials (NCPCM 2014)

NASA Astrophysics Data System (ADS)

2015-02-01

This volume contains selected full length technical papers amongst forty oral presentations made in the 4th National Conference on Processing and Characterization of Materials (NCPCM 2014), NIT Rourkela, Rourkela, Odisha, India, December 5 - 6, 2014. The first conference of the NCPCM series was held at the same place in December 2011. Seeing the enthusiasm of the participants, it was decided to organize such conference in Rourkela every year. The basic idea was to establish a periodical national forum for multi-scale approaches in processing and characterization of materials in the eastern part of India. The conference NCPCM 2014 has successfully carried the tradition of previous conferences; more than fifty participants from twenty different organizations across India have registered. The conference was consisted of six technical sessions of about fifty contributory talks along with three keynote lectures. A metallography contest was also organized during the event. Out of these, thirty four best peer-reviewed contributions are published in this volume of IOP Conference Series: Materials Science and Engineering. We would like to thank all the contributors, members of the organizing committee, session chairs as well as colleagues and students who helped with the preparation of the conference and, particularly, with the preparation of this volume. We convey our heartiest gratitude to the sponsors and advertisers for their contribution.

Programmed Multi-Image Lectures for College Biology Instruction.

ERIC Educational Resources Information Center

Jensen, William A.; Knauft, Robert L.

1977-01-01

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

Proceedings of the 26th International Cryogenic Engineering Conference - International Cryogenic Material Conference 2016

NASA Astrophysics Data System (ADS)

Datta, T. S.; Sharma, R. G.; Kar, S.

2017-02-01

International Conference ICEC 26 - ICMC 2016 was organized at New Delhi, India during March 7-11, 2016. Previous conference ICEC25-ICMC 2014 was held at the University of Twente, The Netherlands in July 2014. Next Conference ICEC 27- ICMC 2018 will be held at Oxford, UK during September 3-7, 2018 1. Introduction This is a biennial international conference on cryogenic engineering and cryogenics materials organized by the International Cryogenic Engineering Committee and the International Cryogenic Material Committee. For some years, the host country has been alternating between Europe and Asia. The present conference was held at the Manekshaw Convention Centre, New Delhi, India during March 7-11, 2016 and hosted jointly by the Indian Cryogenics Council (ICC) and the Inter-University Accelerator Centre (IUAC), New Delhi. Put all together as many as 547 persons participated in the conference. Out of these 218 were foreign delegates coming from 25 countries and the rest from India. 2. Inaugural Session & Course Lectures The pre conference short course lectures on “Cryocoolers” and “Superconducting Materials for Power Applications” were organized on 7th March. Cryocooler course was given jointly by Dr. Chao Wang from M/s. Cryomech, USA and Prof. Milind Atrey from IIT Bombay, India. The Course on Superconducting Materials was given by Prof. Venkat Selvamanickam from the University of Houston, USA. The conference was inaugurated in the morning of March 8th in a typical Indian tradition and in the presence of the Chief Guest, Dr. R Chidambaram (Principle Scientific Adviser to Govt. of India), Guest of Honour, Prof. H Devaraj (Vice Chairman University Grant Commission), Prof Marcel ter Brake ( Chair, ICEC Board), Prof. Wilfried Goldacker (Chair, ICMC board), Dr. D Kanjilal (Director IUAC), Dr R K Bhandari, (President, Indian Cryogenic Council ). Dr. T S Datta, Chair Local Organizing Committee coordinated the proceedings of the inaugural function. 3. Technical Session There were 6 plenary talks delivered by the eminent scientist/ technologists. The topics on which these talks were delivered were Cryogenics for Indian Space Programme, The Cold Chain, Super-fluid Cooling Technology, Review on Superconducting Materials in China, Review on Cryogenics and Superconductivity for present day MRI and finally the Mendelssohn Award lecture on the 50 years of Cryogenics and Superconductivity for High Energy Physics. Other than the plenary talks, there were 102 oral presentations covered in 18 technical sessions, out of which 21 were Invited Talks. Each session was dedicated to a specific topic like Large Scale Cryogenics, Cryogenics for Accelerators, Fusion and Space, Cryocoolers, Heat Transfer, Cryogenic Instrumentation, Superconducting Materials, Superconducting Magnets & Cavities, Power Applications, LNG & Safety etc. In addition to oral presentations there were three poster sessions spread over three days and a total of 250 posters were displayed. 4. Award Session There was a dedicated session on Award Ceremony. Dr Haishan Cao, post doctoral researcher at the University of Twente, The Netherlands received the 2016 Klipping Award for his work on Micro-machined Joule-Thomson coolers. The ICMC Cryogenic Material Awardee for Excellence (2016) was Prof. Kazumasa Iida, Department of Crystalline Materials Science, Graduate School of Engineering, Nagoya University. Japan. The paper published in ” Cryogenics 72 (2015), p 111-121 by J. Bartlett, G. Hardy, and I.D. Hepburn, titled “Performance of a fast response miniature Adiabatic Demagnetization Refrigerator using a single crystal tungsten magneto resistive heat switch” was selected for the best paper award. The prestigious 2016 Mendelssohn Award was given to Dr. Philippe Lebrun of CERN, Geneva, Switzerland for his life-long contribution to Cryogenics and Superconductivity for accelerator programme. Each awardees was also presented with a complimentary book from Springer Nature through the efforts of Dr. R.G. Sharma. 5. Exhibition, Cultural Evening & Technical Tour An Industrial exhibition with about 30 international and Indian companies displayed their advanced products in the field of cryogenics and superconductivity for three days. A banquette was hosted in a resort on the outskirt of the city of Delhi on March 10, 2016. A cultural evening was also organized on March 9, 2016 where delegates too participated and enjoyed typical Indian folk dances. On the last day, a technical tour to Inter University Accelerator Centre and a cultural tour to Delhi Monuments was organized for the Delegates. 6. Manuscripts Based on the presentations, we received about 234 manuscripts by March 20, 2016 for the purpose of publication in IOP Conference series (Material Science & Engineering). To ensure the high publication standard mandated by IOP, every paper was reviewed by at least two referees before it was accepted for publication. In all 154 manuscripts were accepted for publication based upon the comments of the referees and the final decision of the Editorial Board. 7. Acknowledgement As editors of this proceedings, we would like to express our sincere appreciation to all of referees / members of organizing and steering committee involved in the evaluation of the papers for their valuable contribution. Our sincere thanks to Ms. Tania Gupta from ICC & Ms. Sarah Toms and Ms. Anete Ashton from IOP publication office for coordinating the publication. Finally we would like to thank all the members of the ICEC committee, the ICMC committee, Steering committee, Local organizing committee, Programme committee and Sectional local committee for their guidance, assistance and cooperation in organizing this twin conference successfully. We look forward to meet you at the next conference, ICEC 27- ICMC 2018 at Oxford, England during September 3-7, 2018. S. Kar R G Sharma T S Datta (Convener) (Chair, Scientific Programme Committee) (Chairman, Local Organizing Committee) December 30, 2016

XXII SLAC summer institute on particle physics: Proceedings. Particle physics, astrophysics and cosmology

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

Chan, J; DePorcel, L

1996-02-01

The seven-day school portion of the Institute revolved around the question of dark matter: where is it and what is it? Reviews were given of microlensing searches for baryonic dark matter, of dark matter candidates in the form of neutrinos and exotic particles, and of low-noise detection techniques used to search for the latter. The history of the universe, from the Big Bang to the role of dark matter in the formation of large-scale structure, was also covered. Other lecture series described the astrophysics that might be done with x-ray timing experiments and through the detection of gravitational radiation. Asmore » in past years, the lectures each morning were followed by stimulating afternoon discussion sessions, in which students could pursue with the lecturers the topics that most interested them. The Institute concluded with a three-day topical conference covering recent developments in theory and experiment. Highlights from the astrophysical and cosmological arenas included observations of anisotropy in the cosmic microwave background, and of the mysterious gamma-ray bursters. From terrestrial accelerators came tantalizing hints of the top quark and marked improvements in precision electroweak measurements, among many other results. Selected papers are indexed separately for inclusion in the Energy Science and Technology Database.« less

A way forward for teaching and learning of Physiology: Students’ perception of the effectiveness of teaching methodologies

PubMed Central

Rehan, Rabiya; Ahmed, Khalid; Khan, Hira; Rehman, Rehana

2016-01-01

Objective: To compare the perception of medical students on the usefulness of the interactive lectures, case-based lectures, and structured interactive sessions (SIS) in teaching and learning of Physiology. Methods: A cross-sectional study was carried out from January to December 2012 at Bahria University Medical & Dental College, Karachi, which had qualitative and quantitative aspects, assessed by self- reported questionnaire and focused group discussion (FGD). The questionnaire was distributed to 100 medical students after completion of first year of teaching of MBBS Physiology. The data was analyzed using SPSS version 15. Differences were considered significant at p-values <0.05 after application of Friedman test. Responses of FGD were analyzed. Results: All the teaching methodologies helped in understanding of precise learning objectives. The comprehension of structure and functions with understanding of difficult concepts was made best possible by SIS (p=0.04, p<0.01). SIS enabled adult learning, self-directed learning, peer learning and critical reasoning more than the other teaching strategies (p< 0.01). Conclusion: SIS involved students who used reasoning skills and power of discussion in a group to comprehend difficult concepts for better understanding of Physiology as compared to interactive and case-based lectures. PMID:28083047

Development of a Flipped Medical School Dermatology Module.

PubMed

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

2017-05-01

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

Student-involved demonstration approach to teach the physiology of vestibular apparatus for undergraduate medical students.

PubMed

Narayanan, Sareesh Naduvil; Kumar, Raju Suresh; Nayak, Satheesha

2011-01-01

It is quite difficult to teach complex topics like the physiology of vestibular apparatus to undergraduate students. Understanding the orientation and mode of stimulation of receptors in vestibular apparatus is also quite challenging for the students. As faculty we attempt to use innovative methods to teach physiology and enhance student learning. This article describes a simple and innovative method (student-involved demonstration approach, or SID) to teach the physiology of the vestibular apparatus to the undergraduate medical students. The current study describes a protocol where students engage in role-play sessions in the middle of the regular didactic lectures. Effectiveness of the sessions was later evaluated by using a questionnaire and by comparing the pre-SID and post-SID test results of the students. The posttest score of the students was significantly higher than the pretest score, and this indicates the usefulness of SID sessions on enhancing the student learning in the class. Students also found this method very interesting and useful in better understanding the physiology of the vestibular apparatus.

The analysis of professional competencies of a lecturer in adult education.

PubMed

Žeravíková, Iveta; Tirpáková, Anna; Markechová, Dagmar

2015-01-01

In this article, we present the andragogical research project and evaluation of its results using nonparametric statistical methods and the semantic differential method. The presented research was realized in the years 2012-2013 in the dissertation of I. Žeravíková: Analysis of professional competencies of lecturer and creating his competence profile (Žeravíková 2013), and its purpose was based on the analysis of work activities of a lecturer to identify his most important professional competencies and to create a suggestion of competence profile of a lecturer in adult education.

Adult Learning Principles and Presentation Pearls

PubMed Central

Palis, Ana G.; Quiros, Peter A.

2014-01-01

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

Simulating Social and Political Influences on Hazard Analysis through a Classroom Role Playing Exercise

NASA Astrophysics Data System (ADS)

Hales, T. C.; Cashman, K. V.

2006-12-01

Geological hazard mitigation is a complicated process that involves both detailed scientific research and negotiations between community members with competing interests in the solution. Geological hazards classes based around traditional lecture methods have difficulty conveying the decision-making processes that go into these negotiations. To address this deficiency, we have spent five years developing and testing a role- playing exercise based on mitigation of a dam outburst hazard on Ruapehu volcano, New Zealand. In our exercise, students are asked to undertake one of five different roles and decide the best way to mitigate the hazard. Over the course of their discussion students are challenged to reach a consensus decision despite the presence of strongly opposed positions. Key to the success of the exercise are (1) the presence of a facilitator and recorder for each meeting, (2) the provision of unique information for each interested party, and (3) the division of the class into multiple meeting groups, such that everyone is required to participate and individual groups can evolve to different conclusions. The exercise can be completed in a single hour and twenty minute classroom session that is divided into four parts: an introduction, a meeting between members of the same interested party to discuss strategy, a meeting between different interested parties, and a debriefing session. This framework can be readily translated to any classroom hazard problem. In our experience, students have responded positively to the use of role-playing to supplement lectures.

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

PubMed Central

2007-01-01

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

Experiences of using an interactive audience response system in lectures

PubMed Central

Uhari, Matti; Renko, Marjo; Soini, Hannu

2003-01-01

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

Creation of a web-based lecture series for psychiatry clerkship students: initial findings.

PubMed

Martin, Vicki L; Bennett, David S

2004-01-01

In recent years, the trend in medical education has been to utilize clerkship settings outside the medical school. Subsequently, students rotate at distant sites from the main campus and have lectures of varying quantity and quality. The objective of the present study was to standardize the core didactic experience for students in the Psychiatry clerkship by using web-based lectures and to assess student satisfaction with such lectures. Students completed a brief satisfaction questionnaire after viewing both web-based and live lectures. Students rated both web-based and live lectures positively, although overall satisfaction ratings were higher for live lectures. Shelf-exam scores improved for the current year, suggesting that learning was not negatively affected by the use of web-based lectures. Web-based lectures appear to be a feasible and satisfactory way to ensure didactic comparability across clinical sites.

Minds That Matter: 2007 Gairdner International Awards Lectures

PubMed Central

Krasnoshtein, F.; Nikolov, N.

2007-01-01

On October 25 and 26, 2007, at the University of Toronto, the Gairdner Foundation in partnership with Canadian Institutes of Health Research presented a two-day international symposium titled Minds That Matter. The symposium featured academic lectures by Gairdner Award winners past and present and by other leading biomedical scientists. These distinguished researchers share many characteristics in common: creativity, vision, tenacity, and driving curiosity to illuminate discovery with high degree of relevance. The present article summarizes the 2007 Gairdner Award lectures.

Promoting Physics Among Female Learners in the Western Cape Through Active Engagement (abstract)

NASA Astrophysics Data System (ADS)

Arendse, Gillian J.

2009-04-01

In 2006 the author organized a one-day intervention aimed at promoting physics among female learners at the University of Stellenbosch. The activities included an interactive lecture demonstration promoting active engagement, a hands-on session, and short presentations by female physicists addressing issues such as balancing family and career, breaking the stereotypes, and launching a successful career in physics. Each learner was expected to evaluate the program. In 2007 the author joined forces with Hip2B2 (Shuttleworth Foundation) to host a competition among grade-10 learners with the theme, ``promoting creativity through interactivity.'' The author was tasked by the Hip2B2-team to assist with a program for female learners planned for August 2008, coinciding with our national celebration of Women's Day. The event targeted 160 learners and took place in Durban, East London, Cape Town, and Johannesburg. The author shares some of the learners' experiences and personal triumphs.

A Deliberate Practice Instructional Approach for Upper Division Physics Courses

NASA Astrophysics Data System (ADS)

Jones, David

2015-05-01

In upper division physics courses, an overarching educational goal is to have students think about and use the material much as a practicing physicist in the field does. Specifically, this would include knowledge (such as concepts, formalism, and instruments), approaches, and metacognitive skills that physicists use in solving ``typical'' (research context) problems to both understand and predict physical observations and accompanying models. Using an interactive instructional approach known as deliberate practice (described earlier in this session) we will discuss our work on how to provide students with the necessary practice and feedback to achieve these skills in a core DAMOP course of modern optics. We present the results of a direct and explicit comparison between this approach and traditional lecture-based instruction revealing evidence that a significant improvement of the students' mastery of these skills occurs when deliberate practice is employed. Our work was supported by the University of British Columbia through the CWSEI.

Lectures on combustion theory

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

Burstein, S.Z.; Lax, P.D.; Sod, G.A.

1978-09-01

Eleven lectures are presented on mathematical aspects of combustion: fluid dynamics, deflagrations and detonations, chemical kinetics, gas flows, combustion instability, flame spread above solids, spark ignition engines, burning rate of coal particles and hydrocarbon oxidation. Separate abstracts were prepared for three of the lectures. (DLC)

PREFACE: 13th International Conference on Electrorheological Fluids and Magnetorheological Suspensions (ERMR2012)

NASA Astrophysics Data System (ADS)

Unal, Halil Ibrahim

2013-02-01

Conference photograph The 13th International Conference on Electrorheological Fluids and Magnetorheological Suspensions (ERMR2012) was held in Ankara, Turkey at Gazi University in the Architect Kemaleddin historical hall on 2-6 July 2012. The first International Conference on Electrorheological Fluids and Magnetorheological Suspensions took place nearly 25 years ago and this conference continued the same tradition by providing an arena for researchers around the world to present their new research findings in these fields, and gave them the opportunity to learn about the latest research and technology and to renew their acquaintances. The meeting brought together scientists and engineers in multidisciplinary areas such as chemical engineering, mechanical engineering, materials science and engineering, physics, chemistry and polymer science and technology, to explore the state-of-art technology, identify key areas to be focused on and discuss their problems/issues. All oral presentations were held in a single session to enhance the interactions between the scientists and engineers. The ERMR2012 Conference included plenary lectures given by prominent leaders in their respective fields. About 130 participants from more than 50 organizations attended the conference and 15 plenary speeches, 64 oral presentations and 57 poster presentations took place in the following areas: (i) synthesis, characterization and processing of novel ER/MR materials, (ii) dynamics, chain and structure formation of ER/MR materials, (iii) ER/MR elastomers, ferrogels and their characterizations, (iv) rheological techniques and measurements of ER/MR materials, (v) modeling and simulations of ER/MR materials, (vi) device development and control techniques and (vii) applications of ER/MR materials. The ERMR2012 International Conference began with Turkish classical music performed by the musicians of the Ministry of Culture and Tourism. Rector Professor Dr R Ayhan welcomed the participants and the conference chair Professor H I Unal delivered an opening talk before the plenary lectures. Magnetorheological (MR) materials and their applications featured prominently at the ERMR2012 Conference. C A Evrensel from the University of Nevada, USA, opened the first session with a plenary speech on 'Magnetorheological Fluids for Cancer Therapy'. In the field of magnetorheological elastomers (MRE), S Odenbach from TU Dresden, Germany highlighted new developments in data management which enable single particle analysis and statistical analysis of the structures in an MRE in his plenary lecture. Another plenary lecture in the MRE field was given by F Gordaninejad (University of Nevada, USA) on new developments for integrated systems with thick MREs. D Barber (LORD Corporation, USA) gave details of the latest developments of LORD® MR fluids at extremes in his plenary speech. R Hidalgo Alvarez from the University of Granada, Spain, focused on particle shape effects in MR fluids in his plenary talk. D J Klingenberg (University of Wisconsin, USA) illustrated how the increased extent of layer formation increases the yield stress by increasing the stresses transmitted by both the magnetizable and nonmagnetizable spheres in his plenary lecture. S Smoukov from Cambridge University, UK, demonstrated magnetically responsive bi-stable hierarchical materials with novel functionality, which can be effectively used to design sustainable and energy-responsive systems. J de Vicente from the University of Granada, Spain, highlighted true yield stress in magnetorheology with the aid of simulations and experimental techniques for a wide range of MR fluids, inverse ferrofluids and ionic liquids-based MR fluids in his plenary speech. H Böse (Fraunhofer Institute, Germany) gave his plenary speech on magnetorheological torque transmission devices with permanent magnets. W Li (University of Wollongong, Australia), M Nakano (Tohoku University, Japan) and S Xuan (University of Science and Technology of China) gave plenary talks on novel MR shear thickening fluids, MR rubber composites and MR plastomers, respectively. H J Choi (INHA University, Korea), X Zhao (Northwestern Polytechnical University, China) and R Tao (Temple University, USA) delivered plenary lectures on issues relating to the area of electrorheological (ER) fluids. In their talks, Choi and Zhao covered novel ER materials with core-shell structured microspheres and micro/nano hierarchical structured titania particles, respectively, and Tao focused on the reduction of the viscosity of liquid suspensions for energy applications in transporting crude oil via pipelines. Attendance of the presentations was exceptionally high. Poster presentations were divided into two sessions and held in the afternoons after the close of the sessions, which were filled with stimulating discussions. The award for the best student research in the area of electrorheological fluids, sponsored by the Winslow family, was given to Y D Liu of INHA University, Korea on research entitled 'Copolyaniline coated monodisperse polystyrene microparticles and their electrorheological response'. The award for the best student research on magnetorheological suspensions, sponsored by the LORD Corporation, was given to S Kaneko of Keio University, Japan on research entitled 'Effect of a magnetic field on sloshing pressure in a magnetic fluid'. Besides the purely scientific program during the five days, some special events were also organized. A guided tour of the old city and some important landmarks of the capital city of Ankara were organized before the Gala Dinner. Special samples of Turkish classical music and folk dancing were performed by a group from the Republic of Turkey Ministry of Culture and Tourism to exhibit Turkish culture to the delegates at Gala Night, which was truly appreciated. Following the conclusion of this successful meeting, the next conference is expected to be organized at the University of Granada, Spain by Professor F Gonzalez-Caballero in 2014. It is expected that during the next conference, the interaction between polymer chemists synthesizing the new ER/MR materials, experimentalists from the rheological side characterizing their rheological properties, theoretical physicists describing the electric field and magnetic field dependent phenomena in ER/MR fluids rheology, and mechanical engineers conducting vibration damping tests will give rise to a deeper understanding of the ER/MR phenomena and will result in new findings in this field. The conference was sponsored by Gazi University, Anton-Paar GmbH, Kurimoto Ltd., Anamed Analitik Grup, TA Instruments, LORD Corporation, Turkish Powder Metallurgy Association (TTMD), LiKrom Ltd, Atomika Ltd., Turkish Patent Institute (TPI), Berkecan Ltd., Kurukahveci Mehmed Efendi Mahdumlari and Turkish Science-Research Foundation (TUBAV). The organizing committee truly appreciates the support from these organizations. Special appreciation is also due to my students O Erol and H C Gullu. I would also like to thank members of the Local Organizing Committee and International Advisory Board. Guest Editor H Ibrahim Unal Gazi University Science Faculty Chemistry Department 06500 Ankara/Turkey E-mail: hiunal@gazi.edu.tr

Using SurveyMonkey® to teach safe social media strategies to medical students in their clinical years.

PubMed

Bramstedt, Katrina A; Ierna, Ben N; Woodcroft-Brown, Victoria K

2014-01-01

Social media is a valuable tool in the practice of medicine, but it can also be an area of 'treacherous waters' for medical students. Those in their upper years of study are off-site and scattered broadly, undertaking clinical rotations; thus, in-house (university lecture) sessions are impractical. Nonetheless, during these clinical years students are generally high users of social media technology, putting them at risk of harm if they lack appropriate ethical awareness. We created a compulsory session in social media ethics (Doctoring and Social Media) offered in two online modes (narrated PowerPoint file or YouTube video) to fourth- and fifth-year undergraduate medical students. The novelty of our work was the use of SurveyMonkey® to deliver the file links, as well as to take attendance and deliver a post-session performance assessment. All 167 students completed the course and provided feedback. Overall, 73% Agreed or Strongly Agreed the course session would aid their professionalism skills and behaviours, and 95% supported delivery of the curriculum online. The most frequent areas of learning occurred in the following topics: email correspondence with patients, medical photography, and awareness of medical apps. SurveyMonkey® is a valuable and efficient tool for curriculum delivery, attendance taking, and assessment activities.

A Depression Training Session With Consumer Educators to Reduce Stigmatizing Views and Improve Pharmacists’ Depression Care Attitudes and Practices

PubMed Central

Smits, Tim; Laekeman, Gert; Foulon, Veerle

2013-01-01

Objective. To measure the impact of a depression training day for pharmacists that included a 75-minute session with a consumer educator. Design. The training day included interactive lectures on depression; the effects and side effects of and indications for the use of antidepressants; adherence issues; non-drug treatment options for depression; and basic skills in communication. Pharmacists also participated in a session with a consumer educator and in counseling exercises that included role playing. Assessment. The study used a randomized, clustered, comparative design to measure pharmacists' stigma, attitudes, and current practice related to the provision of pharmaceutical care to people with depression. Mean scores for depression-care practice after the training session were significantly higher in the intervention group than in the control group. Analysis of the changes between baseline and postintervention measures in both the control and intervention groups confirmed a significant difference in the change in both social distance and practice but no significant difference in the change in attitude between the 2 groups of pharmacists. Conclusion. A continuing-education depression training day for pharmacists that involve consumer educators may improve the care delivered in the community pharmacy to people with depression. PMID:23966723