Nursing student feedback on undergraduate research education: implications for teaching and learning.

PubMed

Halcomb, Elizabeth J; Peters, Kathleen

2009-08-01

Teaching research to undergraduate students presents many challenges to nurse academics. Yet facilitating students to develop skills in critically analysing and interpreting research is vital if we are to achieve evidence-based nursing practice. This paper explores student feedback from a research unit undertaken by Australian undergraduate nurses in order to highlight the challenges for academics trying to engage students in this material. Three hundred and sixty nine (83.5%) second year nursing students provided qualitative and quantitative feedback at the completion of a research unit using a standardised student feedback form. From a combination of the qualitative and quantitative feedback, the most positive aspects of the unit were the teaching staff, the group work and interaction in the class room and the online assessment item. Participants were least satisfied with the way in which the unit was presented, the written assessment items and assessment feedback and the perceived relevance of the unit. The implications of these findings are discussed in the context of the theoretical underpinnings of adult learning and teaching in the development of future course materials.

Rutgers Young Horse Teaching and Research Program: undergraduate student outcomes.

PubMed

Ralston, Sarah L

2012-12-01

Equine teaching and research programs are popular but expensive components of most land grant universities. External funding for equine research, however, is limited and restricts undergraduate research opportunities that enhance student learning. In 1999, a novel undergraduate teaching and research program was initiated at Rutgers University, New Brunswick, NJ. A unique aspect of this program was the use of young horses generally considered "at risk" and in need of rescue but of relatively low value. The media interest in such horses was utilized to advantage to obtain funding for the program. The use of horses from pregnant mare urine (PMU) ranches and Bureau of Land Management (BLM) mustangs held the risks of attracting negative publicity, potential of injury while training previously unhandled young horses, and uncertainty regarding re-sale value; however, none of these concerns were realized. For 12 years the Young Horse Teaching and Research Program received extensive positive press and provided invaluable learning opportunities for students. Over 500 students, at least 80 of which were minorities, participated in not only horse management and training but also research, event planning, public outreach, fund-raising, and website development. Public and industry support provided program sustainability with only basic University infrastructural support despite severe economic downturns. Student research projects generated 25 research abstracts presented at national and international meetings and 14 honors theses. Over 100 students went on to veterinary school or other higher education programs, and more than 100 others pursued equine- or science-related careers. Laudatory popular press articles were published in a wide variety of breed/discipline journals and in local and regional newspapers each year. Taking the risk of using "at risk" horses yielded positive outcomes for all, especially the undergraduate students.

Teaching Tree-Thinking to Undergraduate Biology Students.

PubMed

Meisel, Richard P

2010-07-27

Evolution is the unifying principle of all biology, and understanding how evolutionary relationships are represented is critical for a complete understanding of evolution. Phylogenetic trees are the most conventional tool for displaying evolutionary relationships, and "tree-thinking" has been coined as a term to describe the ability to conceptualize evolutionary relationships. Students often lack tree-thinking skills, and developing those skills should be a priority of biology curricula. Many common student misconceptions have been described, and a successful instructor needs a suite of tools for correcting those misconceptions. I review the literature on teaching tree-thinking to undergraduate students and suggest how this material can be presented within an inquiry-based framework.

Teaching Tree-Thinking to Undergraduate Biology Students

PubMed Central

2011-01-01

Evolution is the unifying principle of all biology, and understanding how evolutionary relationships are represented is critical for a complete understanding of evolution. Phylogenetic trees are the most conventional tool for displaying evolutionary relationships, and “tree-thinking” has been coined as a term to describe the ability to conceptualize evolutionary relationships. Students often lack tree-thinking skills, and developing those skills should be a priority of biology curricula. Many common student misconceptions have been described, and a successful instructor needs a suite of tools for correcting those misconceptions. I review the literature on teaching tree-thinking to undergraduate students and suggest how this material can be presented within an inquiry-based framework. PMID:21572571

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

PubMed

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

2013-10-01

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

Physical Education Undergraduate Students' Colorblind Racial Ideology and Multicultural Teaching Competence

ERIC Educational Resources Information Center

Burden, Joe W., Jr.; Hodge, Samuel R.; Harrison, Louis, Jr.

2015-01-01

The purpose of this study was to analyze links between racial ideology and multicultural teaching competencies as perceived by undergraduate students in physical education teacher education (PETE) programs. Data were collected from physical education students (N = 239) across five PETE programs in the Northeastern region of the United States via a…

Teaching undergraduate biomechanics with Just-in-Time Teaching.

PubMed

Riskowski, Jody L

2015-06-01

Biomechanics education is a vital component of kinesiology, sports medicine, and physical education, as well as for many biomedical engineering and bioengineering undergraduate programmes. Little research exists regarding effective teaching strategies for biomechanics. However, prior work suggests that student learning in undergraduate physics courses has been aided by using the Just-in-Time Teaching (JiTT). As physics understanding plays a role in biomechanics understanding, the purpose of study was to evaluate the use of a JiTT framework in an undergraduate biomechanics course. This two-year action-based research study evaluated three JiTT frameworks: (1) no JiTT; (2) mathematics-based JiTT; and (3) concept-based JiTT. A pre- and post-course assessment of student learning used the biomechanics concept inventory and a biomechanics concept map. A general linear model assessed differences between the course assessments by JiTT framework in order to evaluate learning and teaching effectiveness. The results indicated significantly higher learning gains and better conceptual understanding in a concept-based JiTT course, relative to a mathematics-based JiTT or no JiTT course structure. These results suggest that a course structure involving concept-based questions using a JiTT strategy may be an effective method for engaging undergraduate students and promoting learning in biomechanics courses.

The Effect of Peer Teaching on Mathematics Academic Achievement of the Undergraduate Students in Oman

ERIC Educational Resources Information Center

Abdelkarim, Ra'ed; Abuiyada, Reem

2016-01-01

This study explored the effects of peer teaching on mathematics academic achievement of the undergraduate students in Oman. The sample of this study composed of (32) undergraduate female students enrolled in the course, "Mathematics for Social Sciences I" in Mathematics and Sciences Unit in Dhofar University in spring semester 2014-2015.…

Teaching clinical pharmacology and therapeutics with an emphasis on the therapeutic reasoning of undergraduate medical students

PubMed Central

Richir, Milan C.; Tichelaar, Jelle; Geijteman, Eric C. T.

2008-01-01

Background The rational prescribing of drugs is an essential skill of medical doctors. Clinical pharmacologists play an important role in the development of these skills by teaching clinical pharmacology and therapeutics (CP&T) to undergraduate medical students. Although the approaches to teaching CP&T have undergone many changes over the last decennia, it is essential that the actual teaching of CP&T continues to be a major part of the undergraduate medical curriculum. Objectives The learning objectives of CP&T teaching in terms of developing the therapeutic competencies of undergraduate medical students are described, with an emphasis on therapeutic decision-making. On the basis of current theories of cognitive psychology and medical education, context-learning is presented as an effective approach by which to achieve therapeutic competencies. An example of a CP&T curriculum is presented. PMID:18228012

Involving postgraduate's students in undergraduate small group teaching promotes active learning in both

PubMed Central

Kalra, Ruchi; Modi, Jyoti Nath; Vyas, Rashmi

2015-01-01

Background: Lecture is a common traditional method for teaching, but it may not stimulate higher order thinking and students may also be hesitant to express and interact. The postgraduate (PG) students are less involved with undergraduate (UG) teaching. Team based small group active learning method can contribute to better learning experience. Aim: To-promote active learning skills among the UG students using small group teaching methods involving PG students as facilitators to impart hands-on supervised training in teaching and managerial skills. Methodology: After Institutional approval under faculty supervision 92 UGs and 8 PGs participated in 6 small group sessions utilizing the jigsaw technique. Feedback was collected from both. Observations: Undergraduate Feedback (Percentage of Students Agreed): Learning in small groups was a good experience as it helped in better understanding of the subject (72%), students explored multiple reading resources (79%), they were actively involved in self-learning (88%), students reported initial apprehension of performance (71%), identified their learning gaps (86%), team enhanced their learning process (71%), informal learning in place of lecture was a welcome change (86%), it improved their communication skills (82%), small group learning can be useful for future self-learning (75%). Postgraduate Feedback: Majority performed facilitation for first time, perceived their performance as good (75%), it was helpful in self-learning (100%), felt confident of managing students in small groups (100%), as facilitator they improved their teaching skills, found it more useful and better identified own learning gaps (87.5%). Conclusions: Learning in small groups adopting team based approach involving both UGs and PGs promoted active learning in both and enhanced the teaching skills of the PGs. PMID:26380201

Do Teaching Assistants Matter? Investigating Relationships between Teaching Assistants and Student Outcomes in Undergraduate Science Laboratory Classes

ERIC Educational Resources Information Center

Wheeler, Lindsay B.; Maeng, Jennifer L.; Chiu, Jennie L.; Bell, Randy L.

2017-01-01

This study explores the relationship between teaching assistants (TAs) and student learning in undergraduate science laboratory classes. TAs typically instruct laboratory courses, yet little, if any, research examines professional development (PD) for TAs or relationships between instructors and students in laboratory settings. The use of…

Peer-assisted learning--beyond teaching: How can medical students contribute to the undergraduate curriculum?

PubMed

Furmedge, Daniel S; Iwata, Kazuya; Gill, Deborah

2014-09-01

Peer-assisted learning (PAL) has become increasingly popular over recent years with many medical schools now formally incorporating peer-teaching programs into the curriculum. PAL has a sound evidence base with benefit to both peer-teacher and peer-learner. Aside from in teaching delivery, empowering students to develop education in its broadest sense has been much less extensively documented. Five case studies with supportive evaluation evidence illustrate the success of a broad range of peer-led projects in the undergraduate medical curriculum, particularly where these have been embedded into formal teaching practices. These case studies identify five domains of teaching and support of learning where PAL works well: teaching and learning, resource development, peer-assessment, education research and evaluation and mentoring and support. Each case offers ways of engaging students in each domain. Medical students can contribute significantly to the design and delivery of the undergraduate medical program above and beyond the simple delivery of peer-assisted "teaching". In particular, they are in a prime position to develop resources and conduct research and evaluation within the program. Their participation in all stages enables them to feel involved in course development and education of their peers and ultimately leads to an increase in student satisfaction.

Influence of Co-Teaching on Undergraduate Student Learning: A Mixed-Methods Study in Nursing

ERIC Educational Resources Information Center

Lock, Jennifer; Rainsbury, Jacqueline; Clancy, Tracey; Rosenau, Patricia; Ferreira, Carla

2018-01-01

Co-teaching has been explored in the field of education but is a relatively new phenomenon in higher education. Its benefits and challenges are well documented; however, what is lacking is substantive evidence highlighting the influence of co-teaching amongst undergraduate students. Particularly, in practice-based professions like teaching,…

The Impact of Micro-Teaching on the Teaching Practice Performance of Undergraduate Agricultural Education Students in College of Education, Azare

ERIC Educational Resources Information Center

Sa'ad, Tata Umar; Sabo, Shehu; Abdullahi, Aliyu Dahuwa

2015-01-01

Micro-teaching and teaching practices are two integral parts of teacher education programme. Therefore, this study investigated the impact of micro-teaching on the teaching practice of the undergraduate Agricultural Education Students admitted in 2012/2013 Academic session in College of Education, Azare, Bauchi State, Nigeria. The 400 level…

Espousal of Undergraduate Teaching Normative Patterns of First-Year Teaching Assistants

ERIC Educational Resources Information Center

Helland, Patricia A.

2010-01-01

This study focuses on the espousal of undergraduate teaching normative patterns. Results showed that entering teaching assistants had higher levels of disdain than Research I faculty. The country in which students received their undergraduate degrees and gender variables also showed differences in espousal levels. The results give insight into…

Teaching and Research at Undergraduate Institutions

NASA Astrophysics Data System (ADS)

Garg, Shila

2006-03-01

My own career path has been non-traditional and I ended up at a primarily undergraduate institution by pure accident. However, teaching at a small college has been extremely rewarding to me, since I get to know and interact with my students, have an opportunity to work with them one-on-one and promote their intellectual growth and sense of social responsibility. One of the growing trends at undergraduate institutions in the past decade has been the crucial role of undergraduate research as part of the teaching process and the training of future scientists. There are several liberal arts institutions that expect research-active Faculty who can mentor undergraduate research activities. Often faculty members at these institutions consider their roles as teacher-scholars with no boundary between these two primary activities. A researcher who is in touch with the developments in his/her own field and contributes to new knowledge in the field is likely to be a more exciting teacher in the classroom and share the excitement of discovery with the students. At undergraduate institutions, there is generally very good support available for faculty development projects in both teaching and research. Often, there is a generous research leave program as well. For those who like advising and mentoring undergraduates and a teaching and learning centered paradigm, I will recommend a career at an undergraduate institution. In my presentation, I will talk about how one can prepare for such a career.

Does Instructor Type Matter? Undergraduate Student Perception of Graduate Teaching Assistants and Professors

PubMed Central

Kendall, K. Denise; Schussler, Elisabeth E.

2012-01-01

Graduate teaching assistants (GTAs) are used extensively as instructors in higher education, yet their status and authority as teachers may be unclear to undergraduates, to administrators, and even to the GTAs themselves. This study explored undergraduate perception of classroom instruction by GTAs and professors to identify factors unique to each type of instructor versus the type of classes they teach. Data collection was via an online survey composed of subscales from two validated instruments, as well as one open-ended question asking students to compare the same class taught by a professor versus a GTA. Quantitative and qualitative results indicated that some student instructional perceptions are specific to instructor type, and not class type. For example, regardless of type of class, professors are perceived as being confident, in control, organized, experienced, knowledgeable, distant, formal, strict, hard, boring, and respected. Conversely, GTAs are perceived as uncertain, hesitant, nervous, relaxed, laid-back, engaging, interactive, relatable, understanding, and able to personalize teaching. Overall, undergraduates seem to perceive professors as having more knowledge and authority over the curriculum, but enjoy the instructional style of GTAs. The results of this study will be used to make recommendations for GTA professional development programs. PMID:22665591

The Effect of DBAE Approach on Teaching Painting of Undergraduate Art Students

ERIC Educational Resources Information Center

Hedayat, Mina; Kahn, Sabzali Musa; Honarvar, Habibeh; Bakar, Syed Alwi Syed Abu; Samsuddin, Mohd Effindi

2013-01-01

The aim of this study is to implement a new method of teaching painting which uses the Discipline-Based Art Education (DBAE) approach for the undergraduate art students at Tehran University. In the current study, the quasi-experimental method was used to test the hypothesis three times (pre, mid and post-tests). Thirty students from two classes…

Undergraduate teaching of forensic medicine in Saudi Arabia.

PubMed

Madadin, Mohammed; Al-Saif, Dalia M; Khamis, Amar Hassan; Taha, Attia Z; Kharoshah, Magdy A; Alsayyah, Ahmed; Alfehaid, Suha; Yaghmour, Khalid; Hakami, Ahmad Yahia; Bamousa, Manal S; Menezes, Ritesh G; Almadani, Osama M

2016-07-01

Medico-legal tasks are not exclusive to forensic medical experts -any physician may face medico-legal issues in his career. Hence, the practice of medicine requires education in legal issues. In Saudi Arabia, there are 30 universities with medical colleges, but we do not know how they teach undergraduate forensic medicine and medico-legal issues. The aim of this study was to discover undergraduate training courses in forensic medicine in Saudi universities. We conducted a cross-sectional study involving all colleges of medicine in Saudi Arabia. A structured, self-administered questionnaire containing 13 items relating to the undergraduate forensic medicine course was distributed. Out of a total of 30 universities, 27 universities responded. Of these 27 universities, 16 (59.26%) teach forensic medicine to undergraduate medical students, and 11 (40.74%) do not teach forensic medicine in their undergraduate curriculum. Of the 27 universities that responded, none has a department of forensic medicine. Eleven universities that do not teach forensic medicine have no forensic medicine unit/division or faculty at all. Forensic medicine belongs to the pathology department in 11 universities, while it belongs to different departments in five universities. There is variation in teaching methods, years where the course is taught and length of the course. Practical and morgue visits take place in 7/16 (43.8%) universities, while 9/16 (56.3%) universities only teach the theoretical aspects of forensic medicine. All 16 universities teach forensic medicine only to medical students and do not teach it to students in other colleges such as dentistry and nursing. © The Author(s) 2016.

Undergraduate and Postgraduate Teaching of Neurology. Final Report.

ERIC Educational Resources Information Center

Abrahamson, Stephen; Barrows, Howard S.

This report describes a curriculum development project aimed at improving the teaching of neurology to undergraduate medical students; and providing more effective instruction in neurology for the practicing physician. The project involved: (1) development of a balanced presentation of neurological teaching from undergraduate medical education…

A Teaching Strategy with a Focus on Argumentation to Improve Undergraduate Students' Ability to Read Research Articles

ERIC Educational Resources Information Center

Van Lacum, Edwin B.; Ossevoort, Miriam A.; Goedhart, Martin J.

2014-01-01

The aim of this study is to evaluate a teaching strategy designed to teach first-year undergraduate life sciences students at a research university how to learn to read authentic research articles. Our approach--based on the work done in the field of genre analysis and argumentation theory--means that we teach students to read research articles by…

Analyzing the Psychological Symptoms of Students in Undergraduate Program in Elementary Mathematics Teaching

ERIC Educational Resources Information Center

Masal, Ercan; Koc, Mustafa; Colak, Tugba Seda; Takunyaci, Mithat

2013-01-01

The main purpose of this research is to analyse whether there is a difference or not in levels of having psychological symptoms of the students of undergraduate program in elementary mathematics teaching. Another aim of the research is to determine whether the levels of having psychological symptoms of the students differ or not regarding various…

SCALE(ing)-UP Teaching: A Case Study of Student Motivation in an Undergraduate Course

ERIC Educational Resources Information Center

Chittum, Jessica R.; McConnell, Kathryne Drezek; Sible, Jill

2017-01-01

Teaching large classes is increasingly common; thus, demand for effective large-class pedagogy is rising. One method, titled "SCALE-UP" (Student-Centered Active Learning Environment for Undergraduate Programs), is intended for large classes and involves collaborative, active learning in a technology-rich and student-centered environment.…

Perceptions of Undergraduate Students and Faculty Regarding the Impact of Electronic Communication on the Written-Communication Skills of Undergraduate Students

ERIC Educational Resources Information Center

Houser, Laura Ann Camlet

2012-01-01

This narrative-qualitative study investigated the perceived impact that electronic communication has on the written-communication skills of undergraduate students. Open-ended survey questions queried the experiences of undergraduate students who use electronic communication, as well as the perceptions of faculty who teach undergraduate students.…

Teaching Creative Problem Solving Methods to Undergraduate Economics and Business Students

ERIC Educational Resources Information Center

Cancer, Vesna

2014-01-01

This paper seeks to explore the need for and possibility of teaching current and potential problem solvers--undergraduate students in the economic and business field to define problems, to generate and choose creative and useful ideas and to verify them. It aims to select an array of quick and easy-to-use creative problem solving (CPS) techniques.…

Observations of Undergraduate Geoscience Instruction in the US: Measuring Student Centered Teaching

NASA Astrophysics Data System (ADS)

Teasdale, R.; Manduca, C. A.; Mcconnell, D. A.; Bartley, J. K.; Bruckner, M. Z.; Farthing, D.; Iverson, E. A. R.; Viskupic, K. M.

2014-12-01

The Reformed Teaching Observation Protocol (RTOP; Swada, et al., 2002) has been used by a trained team of On the Cutting Edge (CE) observers to characterize the degree of student-centered teaching in US college and university geoscience classrooms. Total RTOP scores are derived from scores on 25 rubric items used to characterize teaching practices in categories of lesson design, content delivery, student-instructor and student-student interactions. More than 200 classroom observations have been completed by the RTOP team in undergraduate courses at a variety of US institution types (e.g., community colleges, research universities). A balanced mix of early career, mid-career, and veteran faculty are included, and the study examines class sizes ranging from small (<30) to large (>80 students). Observations are limited to one class session and do not include laboratories or field activities. Data include RTOP scores determined by a trained observer during the classroom observation and an online survey in which the observed instructors report on their teaching practices. RTOP scores indicate that the observed geoscience classes feature varying degrees of student-centered teaching, with 30% of observed classes categorized as teacher-centered (RTOP scores ≤30), 45% of observed classes categorized as transitional classrooms (RTOP scores 31-49) and 25% are student-centered (RTOP scores ≥ 50). Instructor self-report survey data and RTOP scores indicate that geoscience faculty who have participated in one or more CE professional development event and use the CE website have an average RTOP score of 49, which is significantly higher (> 15 points) than the average score of faculty who have not participated in CE events and have not used the website. Approximately 60% of student-centered classes (those with high RTOP scores) use some traditional lecture nearly every day, but are also are likely to include an in-class activity or group discussion (e.g. Think

Teaching Old French Literature to Undergraduates.

ERIC Educational Resources Information Center

Stewart, Harry E.

As a prelude to graduate-level work for French majors, medieval studies are proposed for undergraduate students. Problems inherent in the establishment of the undergraduate program are identified with some suggested solutions. Concepts related to historical grammar, teaching materials, literature, and linguistics are developed. A logical course…

Measuring the effectiveness of pharmacology teaching in undergraduate medical students.

PubMed

Urrutia-Aguilar, Maria Esther; Martinez-Gonzalez, Adrian; Rodriguez, Rodolfo

2012-03-01

Information overload and recent curricular changes are viewed as important contributory factors to insufficient pharmacological education of medical students. This study was designed to assess the effectiveness of pharmacology teaching in our medical school. The study subjects were 455 second-year medical students, class of 2010, and 26 pharmacology teachers at the National University of Mexico Medical School. To assess pharmacological knowledge, students were required to take 3 multiple-choice exams (70 questions each) as part of their evaluation in the pharmacology course. A 30-item questionnaire was used to explore the students' opinion on teaching. Pharmacology professors evaluated themselves using a similar questionnaire. Students and teachers rated each statement on a 5-point Likert scale. The groups' exam scores ranged from 54.5% to 90.0% of correct responses, with a mean score of 77.3%. Only 73 (16%) of 455 students obtained an exam score of 90% and higher. Students' evaluations of faculty and professor self-ratings were very high (90% and 96.2%, of the maximal response, respectively). Student and professor ratings were not correlated with exam scores (r = 0.291). Our study shows that knowledge on pharmacology is incomplete in a large proportion of second-year medical students and indicates that there is an urgent need to review undergraduate training in pharmacology. The lack of relationship between the subjective ratings of teacher effectiveness and objective exam scores suggests the use of more demanding measures to assess the effectiveness of teaching.

Near-peer mentorship for undergraduate training in Ugandan medical schools: views of undergraduate students

PubMed Central

Rukundo, Godfrey Zari; Burani, Aluonzi; Kasozi, Jannat; Kirimuhuzya, Claude; Odongo, Charles; Mwesigwa, Catherine; Byona, Wycliff; Kiguli, Sarah

2016-01-01

Introduction Masters Students are major stakeholders in undergraduate medical education but their contribution has not been documented in Uganda. The aim of the study was to explore and document views and experiences of undergraduate students regarding the role of masters students as educators in four Ugandan medical schools. Methods This was a cross-sectional descriptive study using qualitative data collection methods. Eight Focus Group Discussions were conducted among eighty one selected preclinical and clinical students in the consortium of four Ugandan medical schools: Mbarara University of Science and Technology, Makerere College of Health Sciences, Gulu University and Kampala International University, Western Campus. Data analysis was done using thematic analysis. Participants’ privacy and confidentiality were respected and participant identifiers were not included in data analysis. Results Undergraduate students from all the medical schools viewed the involvement of master's students as very important. Frequent contact between masters and undergraduate students was reported as an important factor in undergraduate students’ motivation and learning. Despite the useful contribution, master’ students face numerous challenges like heavy workload and conflicting priorities. Conclusion According to undergraduate students in Ugandan medical schools, involvement of master's students in the teaching and learning of undergraduate students is both useful and challenging to masters and undergraduate students. Masters students provide peer mentorship to the undergraduate students. The senior educators are still needed to do their work and also to support the master's students in their teaching role. PMID:27347289

Proposal of e-learning strategy to teach Atraumatic Restorative Treatment (ART) to undergraduate and graduate students.

PubMed

Camargo, Lucila Basto; Raggio, Daniela Prócida; Bonacina, Carlos Felipe; Wen, Chao Lung; Mendes, Fausto Medeiros; Bönecker, Marcelo José Strazzeri; Haddad, Ana Estela

2014-07-17

The aim of this study was to evaluate e-learning strategy in teaching Atraumatic Restorative Treatment (ART) to undergraduate and graduate students. The sample comprised 76 participants-38 dental students and 38 pediatric dentistry students-in a specialization course. To evaluate knowledge improvement, participants were subjected to a test performed before and after the course. A single researcher corrected the tests and intraexaminer reproducibility was calculated (CCI = 0.991; 95% IC = 0.975-0.996). All students improved their performances after the e-learning course (Paired t-tests p < 0.001). The means of undergraduate students were 4.7 (initial) and 6.4 (final) and those of graduate students were 6.8 (initial) and 8.2 (final). The comparison of the final evaluation means showed a statistically significant difference (t-tests p < 0.0001). The e-learning strategy has the potential of improving students' knowledge in ART. Mature students perform better in this teaching modality when it is applied exclusively via distance learning.

An investigation of communication patterns and strategies between international teaching assistants and undergraduate students in university-level science labs

NASA Astrophysics Data System (ADS)

Gourlay, Barbara Elas

This research project investigates communication between international teaching assistants and their undergraduate students in university-level chemistry labs. During the fall semester, introductory-level chemistry lab sections of three experienced non-native speaking teaching assistants and their undergraduate students were observed. Digital audio and video recordings documented fifteen hours of lab communication, focusing on the activities and interactions in the first hour of the chemistry laboratory sessions. In follow-up one-on-one semi-structured interviews, the participants (undergraduates, teaching assistants, and faculty member) reviewed interactions and responded to a 10-item, 7-point Likert-scaled interview. Interactions were classified into success categories based on participants' opinions. Quantitative and qualitative data from the observations and interviews guided the analysis of the laboratory interactions, which examined patterns of conversational listening. Analysis of laboratory communication reveals that undergraduates initiated nearly two-thirds of laboratory communication, with three-fourths of interactions less than 30 seconds in duration. Issues of gender and topics of interaction activity were also explored. Interview data identified that successful undergraduate-teaching assistant communication in interactive science labs depends on teaching assistant listening comprehension skills to interpret and respond successfully to undergraduate questions. Successful communication in the chemistry lab depended on the coordination of visual and verbal sources of information. Teaching assistant responses that included explanations and elaborations were also seen as positive features in the communicative exchanges. Interaction analysis focusing on the listening comprehension demands placed on international teaching assistants revealed that undergraduate-initiated questions often employ deixis (exophoric reference), requiring teaching assistants to

Teaching civility to undergraduate nursing students using a virtue ethics-based curriculum.

PubMed

Russell, Martha Joan

2014-06-01

As professionals, nurses are expected to engage in respectful relationships with clients, other health care professionals, and each other. Regulatory bodies set standards and codes of ethics for professional behavior in nursing that clearly communicate expectations for civility. However, the wealth of literature on incivility in the profession indicates that nurses often fall short of meeting these standards in their interactions with other nurses. Currently, few effective strategies exist for nurse educators to teach civility to nursing students and prepare them to engage in healthy relationships with their colleagues. This article argues for the use of virtue ethics as a philosophical framework for teaching civility to undergraduate nursing students. The pedagogical strategies proposed may help students contribute to the development of healthy workplaces. Copyright 2014, SLACK Incorporated.

Teaching the basics of echocardiography in the undergraduate: Students as mentors.

PubMed

Arias Felipe, A; Doménech García, J; Sánchez Los Arcos, I; Luordo, D; García Sánchez, F J; Villanueva Martínez, J; Forero de la Sotilla, A; Villena Garrido, V; Torres Macho, J; García de Casasola Sánchez, G

To analyse the ability of medical students to incorporate the practical teaching of basic echocardiography planes using a peer mentoring design. Thirty-six medical students previously trained in obtaining echocardiography planes (mentors) taught the other 5th-year students (n=126). The teaching methodology included three stages: theory (online course), basic training (three 15h sessions of practical experience in ultrasound and at least 20 echocardiographic studies per mentor) and objective structured clinical assessment (OSCA), which scored the appropriateness of the basic ultrasound planes and the correct identification of 16 cardiac structures. The students' weighted mean score in the OSCA was 8.66±1.98 points (out of 10). Only 10 students (8.4%) scored less than 5, and 15 (12.6%) scored less than 7. Fifty students (42%) scored 10 points. The most easily identified structure was the left ventricle in the short-axis parasternal plane, with 89.9% of correct answers. The most poorly identified structure was the mitral valve in the subxiphoid plane, with 69.7% of correct answers. Peer mentoring-based teaching achieves an appropriate level of training in obtaining basic echocardiography planes. The training period is relatively short. The peer mentoring system can facilitate the implementation of teaching on basic aspects of ultrasound to a large number of undergraduate students. Copyright © 2017 Elsevier España, S.L.U. and Sociedad Española de Medicina Interna (SEMI). All rights reserved.

Teaching undergraduate astrophysics with PIRATE

NASA Astrophysics Data System (ADS)

Brodeur, M. S.; Kolb, U.; Minocha, S.; Braithwaite, N.

2014-12-01

PIRATE is a 0.43m semi-autonomous research and teaching observatory owned by The Open University, UK. Since 2010, it has been reserved for several months of each year for teaching astronomy in the OU's undergraduate programme. As students in these courses operate PIRATE remotely rather than travelling to the observatory itself, we chose to investigate whether effective learning was adversely affected by the absence of a more traditional `hands on' experience. We discuss student perspectives on the technologies employed (i.e., remote and virtual investigations), the impact these had on perceived course outcomes, and consider implications for future teaching and outreach.

Research and Teaching: Assessing the Effect of Problem-Based Learning on Undergraduate Student Learning in Biomechanics

ERIC Educational Resources Information Center

Mandeville, David; Stoner, Mark

2015-01-01

The aim of this study was to assess the effect of using the problem-based learning (PBL) teaching strategy on student academic achievement and secondary learning outcomes when compared with the traditional lecture (TL) for an undergraduate Biomechanics course. Successive undergraduate Biomechanics courses--a TL cohort and a PBL cohort--were…

A Proposal for Teaching Undergraduate Chemistry Students Carbohydrate Biochemistry by Problem-Based Learning Activities

ERIC Educational Resources Information Center

Figueira, Angela C. M.; Rocha, Joao B. T.

2014-01-01

This article presents a problem-based learning (PBL) approach to teaching elementary biochemistry to undergraduate students. The activity was based on "the foods we eat." It was used to engage students' curiosity and to initiate learning about a subject that could be used by the future teachers in the high school. The experimental…

Mathematics Undergraduate Student Teachers' Conceptions of Guided Inductive and Deductive Teaching Approaches

ERIC Educational Resources Information Center

Ndemo, Zakaria; Zindi, Fred; Mtetwa, David

2017-01-01

This contribution aimed at developing an understanding of student teachers' conceptions of guided discovery teaching approaches. A cross-sectional survey design involving eleven secondary mathematics teachers who had enrolled for an in-service mathematics education degree was used to address the research question: What are undergraduate student…

Evaluation of a filmed clinical scenario as a teaching resource for an introductory pharmacology unit for undergraduate health students: A pilot study.

PubMed

East, Leah; Hutchinson, Marie

2015-12-01

Simulation is frequently being used as a learning and teaching resource for both undergraduate and postgraduate students, however reporting of the effectiveness of simulation particularly within the pharmacology context is scant. The aim of this pilot study was to evaluate a filmed simulated pharmacological clinical scenario as a teaching resource in an undergraduate pharmacological unit. Pilot cross-sectional quantitative survey. An Australian university. 32 undergraduate students completing a healthcare degree including nursing, midwifery, clinical science, health science, naturopathy, and osteopathy. As a part of an undergraduate online pharmacology unit, students were required to watch a filmed simulated pharmacological clinical scenario. To evaluate student learning, a measurement instrument developed from Bloom's cognitive domains (knowledge, comprehension, application, analysis, synthesis and evaluation) was employed to assess pharmacological knowledge conceptualisation and knowledge application within the following fields: medication errors; medication adverse effects; medication interactions; and, general pharmacology. The majority of participants were enrolled in an undergraduate nursing or midwifery programme (72%). Results demonstrated that the majority of nursing and midwifery students (56.52%) found the teaching resource complementary or more useful compared to a lecture although less so compared to a tutorial. Students' self-assessment of learning according to Bloom's cognitive domains indicated that the filmed scenario was a valuable learning tool. Analysis of variance indicated that health science students reported higher levels of learning compared to midwifery and nursing. Students' self-report of the learning benefits of a filmed simulated clinical scenario as a teaching resource suggest enhanced critical thinking skills and knowledge conceptualisation regarding pharmacology, in addition to being useful and complementary to other teaching and

Six Classroom Exercises to Teach Natural Selection to Undergraduate Biology Students

PubMed Central

Kalinowski, Steven T.; Leonard, Mary J.; Andrews, Tessa M.; Litt, Andrea R.

2013-01-01

Students in introductory biology courses frequently have misconceptions regarding natural selection. In this paper, we describe six activities that biology instructors can use to teach undergraduate students in introductory biology courses how natural selection causes evolution. These activities begin with a lesson introducing students to natural selection and also include discussions on sexual selection, molecular evolution, evolution of complex traits, and the evolution of behavior. The set of six topics gives students the opportunity to see how natural selection operates in a variety of contexts. Pre- and postinstruction testing showed students’ understanding of natural selection increased substantially after completing this series of learning activities. Testing throughout this unit showed steadily increasing student understanding, and surveys indicated students enjoyed the activities. PMID:24006396

Science Teaching Beliefs and Reported Approaches within a Research University: Perspectives from Faculty, Graduate Students, and Undergraduates

ERIC Educational Resources Information Center

Marbach-Ad, Gili; Ziemer, Kathryn Schaefer; Orgler, Michal; Thompson, Katerina V.

2014-01-01

This study explores and compares the perspectives of three populations (faculty members, graduate students, and undergraduates) toward science teaching in the College of Chemical and Life Sciences at a research-intensive university. In particular, we investigate the role of faculty professional development in reforming undergraduate science…

The Undergraduate Teaching Assistant Experience Offers Opportunities Similar to the Undergraduate Research Experience†

PubMed Central

Schalk, Kelly A.; McGinnis, J. Randy; Harring, Jeffrey R.; Hendrickson, Amy; Smith, Ann C.

2009-01-01

There has been a growing concern in higher education about our failure to produce scientifically trained workers and scientifically literate citizens. Active-learning and research-oriented activities are posited as ways to give students a deeper understanding of science. We report on an undergraduate teaching assistant (UTA) experience and suggest that students who participate as a UTA obtain benefits analogous to those who participate as an undergraduate research assistant (URA). We examined the experiences of 24 undergraduates acting as UTAs in a general microbiology course. Self-reported gains by the UTAs were supported by observational data from undergraduates in the course who were mentored by the UTAs and by the graduate teaching assistants (GTAs) with whom the UTAs worked. Specifically, data from the UTAs’ journals and self-reported Likert scales and rubrics indicated that our teaching assistants developed professional characteristics such as self-confidence and communication and leadership skills, while they acquired knowledge of microbiology content and laboratory skills. Data from the undergraduate Likert scale as well as the pre- and post-GTA rubrics further confirmed our UTA’s data interpretations. These findings are significant because they offer empirical data to support the suggestion that the UTA experience is an effective option for developing skills and knowledge in undergraduates that are essential for careers in science. The UTA experience provides a valuable alternative to the URA experience. PMID:23653688

Teaching home care electronic documentation skills to undergraduate nursing students.

PubMed

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

2012-01-01

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

Students Helping Students: Evaluating a Pilot Program of Peer Teaching for an Undergraduate Course in Human Anatomy

ERIC Educational Resources Information Center

Bruno, Paul A.; Love Green, Jennifer K.; Illerbrun, Sara L.; Holness, Duncan A.; Illerbrun, Samantha J.; Haus, Kara A.; Poirier, Sylvianne M.; Sveinson, Katherine L.

2016-01-01

The educational literature generally suggests that supplemental instruction (SI) is effective in improving academic performance in traditionally difficult courses. A pilot program of peer teaching based on the SI model was implemented for an undergraduate course in human anatomy. Students in the course were stratified into three groups based on…

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

PubMed

Strickland, Karen; Gray, Colin; Hill, Gordon

2012-07-01

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

Teaching Social Justice Research to Undergraduate Students in Puerto Rico: Using Personal Experiences to Inform Research

ERIC Educational Resources Information Center

Ginwright, Shawn A.; Cammarota, Julio

2015-01-01

This article explores the process of teaching undergraduate students to conduct social justice research. We were interested in understanding how to develop a social justice perspective among students while training them in conventional research methods. The following questions guided our research activities. How can the principles of social…

Educating Young Educators: A Pedagogical Internship for Undergraduate Teaching Assistants

PubMed Central

Romm, Iyah; Gordon-Messer, Susannah

2010-01-01

Although undergraduates have long held a role as teaching assistants for introductory science courses at liberal arts colleges and universities, educational institutions often do not provide these students with opportunities to explore science teaching and pedagogy. At Brandeis University, we designed an internship course to help increase the motivation, understanding, and knowledge of teaching pedagogy for undergraduate teaching assistants that is offered concurrently with their teaching responsibilities. Weekly sessions with faculty mentors are guided by readings in current science education literature, and throughout the semester students are asked to develop new course material based on the pedagogical frameworks discussed. To evaluate the effectiveness of this course, we surveyed students at the close of the semester. We found an overall increase in student confidence levels with regard to teaching and better awareness of the difficulties faced in science education. All students who participated in the course expressed interest in participating in future educational internships. We believe that the Educating Young Educators internship has the potential to be a catalyst for personal and professional growth from a novice into an informed young educator. PMID:20516353

Teaching medical ethics to undergraduate students in post-apartheid South Africa, 2003 2006.

PubMed

Moodley, Keymanthri

2007-11-01

The apartheid ideology in South Africa had a pervasive influence on all levels of education including medical undergraduate training. The role of the health sector in human rights abuses during the apartheid era was highlighted in 1997 during the Truth and Reconciliation Commission hearings. The Health Professions Council of South Africa (HPCSA) subsequently realised the importance of medical ethics education and encouraged the introduction of such teaching in all medical schools in the country. Curricular reform at the University of Stellenbosch in 1999 presented an unparalleled opportunity to formally introduce ethics teaching to undergraduate students. This paper outlines the introduction of a medical ethics programme at the Faculty of Health Sciences from 2003 to 2006, with special emphasis on the challenges encountered. It remains one of the most comprehensive undergraduate medical ethics programmes in South Africa. However, there is scope for expanding the curricular time allocated to medical ethics. Integrating the curriculum both horizontally and vertically is imperative. Implementing a core curriculum for all medical schools in South Africa would significantly enhance the goals of medical education in the country.

Teaching Astrophysics to Upper Level Undergraduates

NASA Astrophysics Data System (ADS)

Van Dorn Bradt, Hale

2010-03-01

A Socratic peer-instruction method for teaching upper level undergraduates is presented. Basically, the instructor sits with the students and guides their presentations of the material. My two textbooks* (on display) as well as many others are amenable to this type of teaching. *Astronomy Methods - A Physical Approach to Astronomical Observations (CUP 2004) *Astrophysics Processes-The Physics of Astronomical Phenomena (CUP 2008)

The Effect of Face-to-Face Teaching on Student Knowledge and Satisfaction in an Undergraduate Neuroanatomy Course

ERIC Educational Resources Information Center

Whillier, Stephney; Lystad, Reidar P.

2013-01-01

The total number of anatomy teaching hours has declined in medical courses worldwide. Conversely, face-to-face teaching in undergraduate neuroanatomy at Macquarie University increased by 50% in 2011. Our aim was to investigate whether this influenced student performance and overall satisfaction with the course. One hundred eighty-one students…

A narrative review of undergraduate peer-based healthcare ethics teaching.

PubMed

Hindmarch, Thomas; Allikmets, Silvia; Knights, Felicity

2015-12-12

This study explores the literature in establishing the value of undergraduate peer-based healthcare ethics teaching as an educational methodology. A narrative review of the literature concerning peer-based ethics teaching was conducted. MEDLINE, EMBASE, CINAHL, SCOPUS databases, and the Cochrane Library, were systematically searched for studies of peer-based ethics or professionalism teaching. Selected studies related peer-based teaching to ethics education outcomes. Ten publications were identified. Selected studies were varied in their chosen intervention methodology and analysis. Collectively, the identified studies suggest peer-based ethics education is an effective and valued educational methodology in training healthcare professionals. One paper suggests peer-based ethics teaching has advantages over traditional didactic methods. Peer-based ethics teaching also receives positive feedback from student participants. However, the limited literature base demonstrates a clear need for more evaluation of this pedagogy. The current literature base suggests that undergraduate peer based healthcare ethics teaching is valuable in terms of efficacy and student satisfaction. We conclude that the medical community should invest in further study in order to capitalise upon the potential of peer-based ethics teaching in undergraduate healthcare education.

A narrative review of undergraduate peer-based healthcare ethics teaching

PubMed Central

Allikmets, Silvia; Knights, Felicity

2015-01-01

Objectives This study explores the literature in establishing the value of undergraduate peer-based healthcare ethics teaching as an educational methodology. Methods A narrative review of the literature concerning peer-based ethics teaching was conducted. MEDLINE, EMBASE, CINAHL, SCOPUS databases, and the Cochrane Library, were systematically searched for studies of peer-based ethics or professionalism teaching. Selected studies related peer-based teaching to ethics education outcomes. Results Ten publications were identified. Selected studies were varied in their chosen intervention methodology and analysis. Collectively, the identified studies suggest peer-based ethics education is an effective and valued educational methodology in training healthcare professionals. One paper suggests peer-based ethics teaching has advantages over traditional didactic methods. Peer-based ethics teaching also receives positive feedback from student participants. However, the limited literature base demonstrates a clear need for more evaluation of this pedagogy. Conclusions The current literature base suggests that undergraduate peer based healthcare ethics teaching is valuable in terms of efficacy and student satisfaction. We conclude that the medical community should invest in further study in order to capitalise upon the potential of peer-based ethics teaching in undergraduate healthcare education. PMID:26668050

A Teaching Strategy with a Focus on Argumentation to Improve Undergraduate Students' Ability to Read Research Articles.

PubMed

Van Lacum, Edwin B; Ossevoort, Miriam A; Goedhart, Martin J

2014-01-01

The aim of this study is to evaluate a teaching strategy designed to teach first-year undergraduate life sciences students at a research university how to learn to read authentic research articles. Our approach-based on the work done in the field of genre analysis and argumentation theory-means that we teach students to read research articles by teaching them which rhetorical moves occur in research articles and how they can identify these. Because research articles are persuasive by their very nature, we focused on the rhetorical moves that play an important role in authors' arguments. We designed a teaching strategy using cognitive apprenticeship as the pedagogical approach. It was implemented in a first-year compulsory course in the life sciences undergraduate program. Comparison of the results of a pretest with those of the posttest showed that students' ability to identify these moves had improved. Moreover, students themselves had also perceived that their ability to read and understand a research article had increased. The students' evaluations demonstrated that they appreciated the pedagogical approach used and experienced the assignments as useful. On the basis of our results, we concluded that students had taken a first step toward becoming expert readers. © 2014 E. B. Van Lacum et al. CBE—Life Sciences Education © 2014 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).

Comparing Faculty and Student Perspectives of Graduate Teaching Assistants' Teaching

ERIC Educational Resources Information Center

Rodriques, Romola A. Bernard; Bond-Robinson, Janet

2006-01-01

Teaching involves strategic interactions and problem solving based on understanding of the situation, the discipline, and the population of students that one is teaching. The feedback from undergraduate students (UGs) and from faculty and other instructors coaching graduate teaching assistants (GTAs) in teaching provides outside perspectives, and…

[Intensive care medicine on medical undergraduation: student's perspective].

PubMed

Almeida, Alessandro de Moura; Albuquerque, Ligia Carvalho; Bitencourt, Almir Galvão Vieira; Rolim, Carlos Eduardo Cerqueira; Godinho, Tiana Mascarenhas; Liberato, Maurício Valverde; Oliveira Filho, Fernando Cezar Cabral; Azevedo, Ana Bárbara Galvão de; Neves, Ana Paula Soares da Silva; Martins, Marcelo de Jesus; Silva, João Paulo Maciel; Jesuíno, Paulo André; Souza Filho, Sydney Agareno de

2007-12-01

There are deficiencies on Intensive Medicine (IM) teaching in most of medical undergraduate schools. Those deficiencies may imply damages on their clinical competence. The objective of this study was to analyze current status of IM teaching and the medical undergraduate student interest in this speciality. A cross-sectional study was performed in 2005. We applied a self-reported questionnaire to enrolled students between the sixth and the last semesters of two medical schools from Salvador-Bahia. The questionnaire contained questions about students' interest and knowledge on IM, and opinion on IM teaching in their schools. We studied 570 students. Most of them (57.5%) had never realized a clerkship in intensive care unit (ICU) despite classifying its usefulness as high (mean of 4.14 ± 1.05, in a scale from 1 to 5). IM interest was high or very high in 53.7% of sample. Almost all students (97%) thought that IM topics should be more explored at their curriculum. Only 42.1% reported to be able to assess a critical care patient and this assurance was higher among students with previous clerkship in ICU (p < 0.001). Shock, cardiopulmonary resuscitation and sepsis were the most interesting topics in ICU for students' opinion. This study revealed a high interest in IM among medical undergraduate students. However, most had never practice a clerkship in ICU, demonstrating to be an important factor on undergraduate student performance faced to a critical care patient.

Teaching Note--Student-Produced Public Service Announcements: A Project to Promote Active Learning in an Undergraduate HBSE Class

ERIC Educational Resources Information Center

Quinn, Andrew; Chu, Yee Han

2017-01-01

Student-produced videos are assignments that can increase students' understanding of course content. This teaching note describes how an undergraduate Human Behavior in the Social Environment I course used student-produced public service announcement videos to develop an understanding of the different life stages in humans. The advantages and…

Assessing and Improving the Quality of Undergraduate Teaching in China: The Course Experience Questionnaire

ERIC Educational Resources Information Center

Yin, Hongbiao; Wang, Wenlan

2015-01-01

Assessing and improving the quality of undergraduate teaching is an important issue in China. Using the Course Experience Questionnaire, this study examined the quality of undergraduate teaching by investigating the relationships between students' course experience, the learning outcomes demonstrated by the students and the learning environment.…

Student Perceptions on Live-Case Projects: Undergraduate Marketing Research

ERIC Educational Resources Information Center

Gundala, Raghava Rao; Singh, Mandeep; Baldwin, Andrew

2014-01-01

This paper is an investigation into undergraduate students' perceptions on use of live projects as a teaching pedagogy in marketing research courses. Students in undergraduate marketing research courses from fall 2009 to spring 2013 completed an online questionnaire consisting of 17 items. The results suggested that student understanding of…

Undergraduates Learning to Teach Collaboratively in High School Classrooms

NASA Astrophysics Data System (ADS)

Perrodin, D.; Lommen, A.; Douglas, S.; Naylor, C.; Penfield, A.; Schmidt, D.; Zatko, P.

2011-09-01

In the spring of 2010, five undergraduates from Franklin & Marshall College conducted visits at J. P. McCaskey High School in Lancaster, Pennsylvania, under the umbrella of the Mid-Atlantic Relativistic Initiative in Education (MARIE). They introduced high school students to advanced topics in astronomy, such as dark matter, gravitational lensing, and cosmology. Not only did the outreach program benefit the high school students who were introduced to "sexy topics" in astronomy, but the undergraduates also gained teaching experience in a high school setting, learning to create lesson plans and to implement teaching techniques that engage students as active learners. They acted as role models for the high school students who were just a few years younger. They learned useful skills such as presenting information clearly and confidently, and with the use of journals they reflected on their teaching practice and shared reflections with the group throughout the semester, learning to become confident and reflective teachers.

Improving academic performance of sport and exercise science undergraduate students in gross anatomy using a near-peer teaching program.

PubMed

Viana, Ricardo Borges; Campos, Mário Hebling; Santos, Douglas de Assis Teles; Xavier, Isabela Cristina Maioni; Vancini, Rodrigo Luiz; Andrade, Marília Santos; de Lira, Claudio Andre Barbosa

2018-04-16

Peer and near-peer teaching programs are common in medical undergraduate courses. However, there are no studies that have investigated the effectiveness of a near-peer teaching program on the academic performance of undergraduate students pursuing sport and exercise science coursework. This study was conducted to analyze the effectiveness of such a program for students who participated in a course on the functional anatomy of the locomotor apparatus. A total of 39 student participants were divided into two groups: students in one group voluntarily attended at least one session of a near-peer teaching program, and students in the other group attended no sessions. The final grade (range 0-100%) was recorded and used as an indicator of academic performance. The final grade of students who attended the near-peer teaching program (69.5 ± 16.0%) was 38.7% higher (P = 0.002, d = 1.06) than those who did not (50.1 ± 20.4%). When the academic performance of the same students was evaluated in another course (exercise physiology) that did not offer a near-peer teaching program, there were no significant differences between the groups (students who attended or did not attend the near-peer teaching program). A significant positive association was found between near-peer teaching program frequency and the number of students approved and not approved in the course (P = 0.041). A significant difference (P = 0.001) was found in the attendance at regular classes between the group who participated in the near-peer teaching program (median: 62 hours; IQR [interquartile ranges]: 4.0 hours) and those who did not (median: 58 hours; IQR: 4.0 hours). Gender was not a moderating factor on academic performance or near-peer teaching program attendance. These results highlight the effectiveness of a near-peer teaching program on the academic performance of students from a sport and exercise science degree program while enrolled in an anatomy course. Anat Sci Educ. �

Teaching Motivational Interviewing to Undergraduates: Evaluation of Three Approaches

ERIC Educational Resources Information Center

Madson, Michael B.; Schumacher, Julie A.; Noble, Jeremy J.; Bonnell, Melissa A.

2013-01-01

Many undergraduate psychology students assume positions as mental health paraprofessionals during or after college. The present study was a quasi-experimental evaluation of the effectiveness of teaching motivational interviewing (MI), a counseling approach that applies to many paraprofessional occupations. Results from 83 undergraduates indicated…

Assessing a Broad Teaching Approach: The Impact of Combining Active Learning Methods on Student Performance in Undergraduate Peace and Conflict Studies

ERIC Educational Resources Information Center

Sjöstedt, Roxanna

2015-01-01

Teaching introductory International Relations (IR) and peace and conflict studies can be challenging, as undergraduate teaching frequently involves large student groups that limit student activity to listening and taking notes. According to pedagogic research, this is not the optimal structure for learning. Rather, although a teacher can pass on…

Developing students' teaching through peer observation and feedback.

PubMed

Rees, Eliot L; Davies, Benjamin; Eastwood, Michael

2015-10-01

With the increasing popularity and scale of peer teaching, it is imperative to develop methods that ensure the quality of teaching provided by undergraduate students. We used an established faculty development and quality assurance process in a novel context: peer observation of teaching for undergraduate peer tutors. We have developed a form to record observations and aid the facilitation of feedback. In addition, experienced peer tutors have been trained to observe peer-taught sessions and provide tutors with verbal and written feedback. We have found peer observation of teaching to be a feasible and acceptable process for improving quality of teaching provided by undergraduate medical students. However, feedback regarding the quality of peer observer's feedback may help to develop students' abilities further.

Students implement the Affordable Care Act: a model for undergraduate teaching and research in community health and sociology.

PubMed

Green, Brandn; Jones, Kristal; Boyd, Neil; Milofsky, Carl; Martin, Eric

2015-06-01

The implementation of the Affordable Care Act (ACA) provides an opportunity for undergraduate students to observe and experience first-hand changing social policies and their impacts for individuals and communities. This article overviews an action research and teaching project developed at an undergraduate liberal arts university and focused on providing ACA enrollment assistance as a way to support student engagement with community health. The project was oriented around education, enrollment and evaluation activities in the community, and students and faculty together reflected on and analyzed the experiences that came from the research and outreach project. Student learning centered around applying concepts of diversity and political agency to health policy and community health systems. Students reported and faculty observed an unexpected empowerment for students who were able to use their university-learned critical thinking skills to explain complex systems to a wide range of audiences. In addition, because the project was centered at a university with no health professions programs, the project provided students interested in community and public health with the opportunity to reflect on how health and access to health care is conditioned by social context. The structure and pedagogical approaches and implications of the action research and teaching project is presented here as a case study for how to engage undergraduates in questions of community and public health through the lens of health policy and community engagement.

Teaching medical ethics to undergraduate students in post‐apartheid South Africa, 2003–2006

PubMed Central

Moodley, Keymanthri

2007-01-01

The apartheid ideology in South Africa had a pervasive influence on all levels of education including medical undergraduate training. The role of the health sector in human rights abuses during the apartheid era was highlighted in 1997 during the Truth and Reconciliation Commission hearings. The Health Professions Council of South Africa (HPCSA) subsequently realised the importance of medical ethics education and encouraged the introduction of such teaching in all medical schools in the country. Curricular reform at the University of Stellenbosch in 1999 presented an unparalleled opportunity to formally introduce ethics teaching to undergraduate students. This paper outlines the introduction of a medical ethics programme at the Faculty of Health Sciences from 2003 to 2006, with special emphasis on the challenges encountered. It remains one of the most comprehensive undergraduate medical ethics programmes in South Africa. However, there is scope for expanding the curricular time allocated to medical ethics. Integrating the curriculum both horizontally and vertically is imperative. Implementing a core curriculum for all medical schools in South Africa would significantly enhance the goals of medical education in the country. PMID:17971474

Teaching Undergraduates to Think Like Scientists

ERIC Educational Resources Information Center

Caccavo, Frank, Jr.

2009-01-01

The author discusses the importance of incorporating research into undergraduate curricula. Pedagogical approaches include faculty-directed research projects, off-campus internships, and research-oriented courses (R-courses). Examples of R-courses are reviewed, and an introductory microbiology course that teaches first year students "how to do…

The Effects of Project Based Learning on Undergraduate Students' Achievement and Self-Efficacy Beliefs towards Science Teaching

ERIC Educational Resources Information Center

Bilgin, Ibrahim; Karakuyu, Yunus; Ay, Yusuf

2015-01-01

The purpose of this study is to investigate the effects of the Project-Based Learning (PBL) method on undergraduate students' achievement and its association with these students' self-efficacy beliefs about science teaching and pinions about PBL. The sample of the study consisted of two randomly chosen classes from a set of seven classes enrolled…

Teaching Ethics to Undergraduates: An Examination of Contextual Approaches

ERIC Educational Resources Information Center

Bush, H. Francis; Gutermuth, Karen; West, Clifford

2009-01-01

Our purpose was to advance the current academic discussion on how to most effectively teach managerial ethics at the undergraduate level. We argued that undergraduate ethics education should be comprehensive, multi-dimensional and woven into the fabric of each student's experience. In particular, we hypothesized that the inclusion of…

The Impact of Teaching Communication Strategies on English Speaking of Engineering Undergraduates

ERIC Educational Resources Information Center

Kongsom, Tiwaporn

2016-01-01

This study investigates the impact of teaching communication strategies on Thai engineering undergraduate students' communication strategy use and strategic competence. Fifty-seven engineering undergraduate students were taught ten communication strategies for ten weeks and responded to a self-report communication strategy questionnaire before and…

Teaching microbiology to undergraduate students in the humanities and the social sciences.

PubMed

Oren, Aharon

2015-10-01

This paper summarizes my experiences teaching a 28-hour course on the bacterial world for undergraduate students in the humanities and the social sciences at the Hebrew University of Jerusalem. This course was offered in the framework of a program in which students must obtain credit points for courses offered by other faculties to broaden their education. Most students had little biology in high school and had never been exposed to the basics of chemistry. Using a historical approach, highlighting the work of pioneers such as van Leeuwenhoek, Koch, Fleming, Pasteur, Winogradsky and Woese, I covered a broad area of general, medical, environmental and evolutionary microbiology. The lectures included basic concepts of organic and inorganic chemistry necessary to understand the principles of fermentations and chemoautotrophy, and basic molecular biology to explain biotechnology using transgenic microorganisms and molecular phylogeny. Teaching the basics of microbiology to intelligent students lacking any background in the natural sciences was a rewarding experience. Some students complained that, in spite of my efforts, basic concepts of chemistry remained beyond their understanding. But overall the students' evaluation showed that the course had achieved its goal. © FEMS 2015. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Creating a Student-centered Learning Environment: Implementation of Problem-based Learning to Teach Microbiology to Undergraduate Medical Students.

PubMed

Kandi, Venkataramana; Basireddy, Parimala Reddy

2018-01-05

Introduction Medical education involves training necessary to become a physician or a surgeon. This includes various levels of training like undergraduate, internship, and postgraduate training. Medical education can be quite complex, since it involves training in pre-clinical subjects (anatomy, physiology, biochemistry), the para-clinical subjects (microbiology, pathology, pharmacology, and forensic medicine), and a discrete group of clinical subjects that include general medicine, surgery, obstetrics and gynaecology, ear, nose and throat specialization, paediatrics, cardiology, pulmonology, dermatology, ophthalmology, and orthopaedics, and many other clinical specializations and super specialities (cardio-thoracic surgery, neurosurgery, etc.). Training medical students involves both classroom teaching and practical applications. Classroom teaching is usually confined to didactic lectures, where the teacher unilaterally disseminates the information. This kind of teaching was recently noted to be not very effective in producing better quality medical graduates. The present study aims to introduce problem-based learning (PBL) to teach microbiology to undergraduate medical students and evaluate their perception towards such type of learning. Methods A total of 159 students were included in the study. An informed and oral consent was obtained from each participant, and the study was approved by the institutional ethical committee. All the students included in the study were grouped into 14 groups of 11-13 students. Students were carefully grouped ensuring that each group had a good mix that included different levels of achievers. Students were given a detailed introduction to the exercise before they started it. A questionnaire that consisted of 11 points was given to the students and they were asked to give feedback (strongly disagree, disagree, agree to some extent, agree, strongly agree) both on the functioning of PBL and the tutor performance during PBL

Teaching Undergraduates about AIDS: An Action-Oriented Approach.

ERIC Educational Resources Information Center

Christensen, Kimberly

1991-01-01

The creator of an undergraduate course on Acquired Immune Deficiency Syndrome (AIDS) argues that one must teach both risk reduction and awareness of the deeper political and social issues. Education should help students combat powerlessness by active involvement in AIDS efforts. The techniques include risk assessment, student journals, required…

Graduate teaching assistants' perceptions of teaching competencies required for work in undergraduate science labs

NASA Astrophysics Data System (ADS)

Deacon, Christopher; Hajek, Allyson; Schulz, Henry

2017-11-01

Many post-secondary institutions provide training and resources to help GTAs fulfil their teaching roles. However, few programmes focus specifically on the teaching competencies required by GTAs who work with undergraduate students in laboratory settings where learning tends to be more active and inquiry based than in classroom settings. From a review of 8 GTA manuals, we identified 20 competencies and then surveyed faculty and lab coordinators (FIS) and GTAs from a Faculty of Science at a comprehensive Canadian university to identify which of those competencies are required of GTAs who work in undergraduate science labs. GTAs and FIS did not significantly differ in the competencies they view as required for GTAs to work effectively in undergraduate labs. But, when comparing the responses of GTAs and FIS to TA manuals, 'Clearly and effectively communicates ideas and information with students' was the only competency for which there was agreement on the level of requirement. We also examined GTAs' self-efficacy for each of the identified competencies and found no overall relationship between self-efficacy and demographic characteristics, including experience and training. Our results can be used to inform the design of training programmes specifically for GTAs who work in undergraduate science labs, for example, programmes should provide strategies for GTAs to obtain feedback which they can use to enhance their teaching skills. The goal of this study is to improve undergraduate lab instruction in faculties of science and to enhance the teaching experience of GTAs by better preparing them for their role.

Research-Teaching Linkages: Beyond the Divide in Undergraduate Medicine

ERIC Educational Resources Information Center

MacDougall, Margaret

2012-01-01

This survey-based study investigates the plausibility of the existence of a research-teaching nexus specifically within the context of supervised senior undergraduate medical student research. This particular nexus is defined in terms of benefits to teaching arising a) directly, through the supervisor designing the research environment as a…

Teaching Students to Do Interviewing.

ERIC Educational Resources Information Center

Yoder, Jan

1979-01-01

Describes a lesson in a research methods class teaching undergraduate students instrument construction and interviewing techniques, using film viewing, discussion, and interviewing exercises. Student reactions were positive. (CK)

Teaching Ecology to Undergraduates: A Practical Course Using Projects.

ERIC Educational Resources Information Center

Dangerfield, J. M.; And Others

1987-01-01

Describes how short-term laboratory projects were used to teach population and community ecology to undergraduate environmental science students. Directed students to formulate and implement their own hypotheses and experimental designs. Uses questionnaire results and written reports to assess the contribution of the course to student…

Undergraduate nursing students' perceptions of the effectiveness of clinical teaching behaviours in Malaysia: A cross-sectional, correlational survey.

PubMed

Ludin, Salizar Mohamed; Fathullah, Nik Mohamed Nik

2016-09-01

Clinical teachers are a critical determinant of the quality of nursing students' clinical learning experiences. Understanding students' perceptions of clinical teachers' behaviours can provide the basis for recommendations that will help improve the quality of clinical education in clinical settings by developing better clinical teachers. To understand clinical teaching behaviours and their influence on students' learning from the perspective of undergraduate nursing students. A cross-sectional, correlational survey. A nursing faculty in Kuantan, Pahang, Malaysia. A sample of 120/154 (78%) students from Year 2-Year 4 were recruited according to set criteria. A self-administered questionnaire was employed to collect demographic data, and students' perceptions of clinical teaching behaviours and their impact on learning using the Nursing Clinical Teaching Effectiveness Inventory (NCTEI). Year 3 and 4 students perceived faculty clinical teaching behaviours positively. There was a significant association between clinical teaching behaviours and their influence on students' clinical learning. Teachers' competence rated as the most significant influential factor, while teachers' personality rated as least influential. Participants were able to identify the attributes of good clinical teachers and which attributes had the most influence on their learning. Overall, they perceived their teachers as providing good clinical teaching resulting in good clinical learning. Novice clinical teachers and nursing students can use this positive association between teaching behaviours and quality of clinical learning as a guide to clinical teaching and learning. Copyright © 2016 Elsevier Ltd. All rights reserved.

Clinical informatics in undergraduate teaching of health informatics.

PubMed

Pantazi, Stefan V; Pantazi, Felicia; Daly, Karen

2011-01-01

We are reporting on a recent experience with Health Informatics (HI) teaching at undergraduate degree level to an audience of HI and Pharmacy students. The important insight is that effective teaching of clinical informatics must involve highly interactive, applied components in addition to the traditional theoretical material. This is in agreement with general literature underlining the importance of simulations and role playing in teaching and is well supported by our student evaluation results. However, the viability and sustainability of such approaches to teaching hinges on significant course preparation efforts. These efforts consist of time-consuming investigations of informatics technologies, applications and systems followed by the implementation of workable solutions to a wide range of technical problems. In effect, this approach to course development is an involved process that relies on a special form of applied research whose technical complexity could explain the dearth of published reports on similar approaches in HI education. Despite its difficulties, we argue that this approach can be used to set a baseline for clinical informatics training at undergraduate level and that its implications for HI education in Canada are of importance.

Curriculum gaps in teaching clinical skills to Iranian undergraduate medical students.

PubMed

Mirzazadeh, Azim; Bavarian, Behrouz; Labaf, Ali; Afshari, Ali; Nikoo, Mohammad; Meshkani, Zahra Sadat; Khashayar, Patricia

2013-04-20

The inefficacy of clinical skill education during the clerkship has been reported in several studies. The present study was conducted to evaluate the competency of medical students in performing several clinical skills through an Objective Structured Clinical Examination (OSCE), aiming to evaluate the quality of the existing curriculum in the clerkship phase. The cross sectional study was conducted at the end of the clerkship period, before the students had entered the internship. The OSCE exam was conducted in the morning (2 different tracts) and in the evening (2 similar tracts) and 86 students participated in the exam. Each tract consisted of seven stations. The students' points in the stations assessing history taking and clinical skills were compared. The students gained the highest points in the history taking stations, whereas the procedure stations accounted for the lowest points; there was a significant difference between these stations (p < 0.001). The female students achieved higher scores in the OSCE exam compared to males (p = 0.004). The OSCE exam revealed the inefficacy of the current medical curriculum in teaching the required clinical skill to undergraduate medical students during the clerkship.

Preferred Learning Styles of Professional Undergraduate and Graduate Athletic Training Students

ERIC Educational Resources Information Center

Thon, Sarah; Hansen, Pamela

2015-01-01

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

Insights into teaching quantum mechanics in secondary and lower undergraduate education

NASA Astrophysics Data System (ADS)

Krijtenburg-Lewerissa, K.; Pol, H. J.; Brinkman, A.; van Joolingen, W. R.

2017-06-01

This study presents a review of the current state of research on teaching quantum mechanics in secondary and lower undergraduate education. A conceptual approach to quantum mechanics is being implemented in more and more introductory physics courses around the world. Because of the differences between the conceptual nature of quantum mechanics and classical physics, research on misconceptions, testing, and teaching strategies for introductory quantum mechanics is needed. For this review, 74 articles were selected and analyzed for the misconceptions, research tools, teaching strategies, and multimedia applications investigated. Outcomes were categorized according to their contribution to the various subtopics of quantum mechanics. Analysis shows that students have difficulty relating quantum physics to physical reality. It also shows that the teaching of complex quantum behavior, such as time dependence, superposition, and the measurement problem, has barely been investigated for the secondary and lower undergraduate level. At the secondary school level, this article shows a need to investigate student difficulties concerning wave functions and potential wells. Investigation of research tools shows the necessity for the development of assessment tools for secondary and lower undergraduate education, which cover all major topics and are suitable for statistical analysis. Furthermore, this article shows the existence of very diverse ideas concerning teaching strategies for quantum mechanics and a lack of research into which strategies promote understanding. This article underlines the need for more empirical research into student difficulties, teaching strategies, activities, and research tools intended for a conceptual approach for quantum mechanics.

Undergraduates Achieve Learning Gains in Plant Genetics through Peer Teaching of Secondary Students

ERIC Educational Resources Information Center

Chrispeels, H. E.; Klosterman, M. L.; Martin, J. B.; Lundy, S. R.; Watkins, J. M.; Gibson, C. L.; Muday, G. K.

2014-01-01

This study tests the hypothesis that undergraduates who peer teach genetics will have greater understanding of genetic and molecular biology concepts as a result of their teaching experiences. Undergraduates enrolled in a non-majors biology course participated in a service-learning program in which they led middle school (MS) or high school (HS)…

Almost Psychiatry: The Impact of Teaching Child and Adolescent Mental Health Studies to Undergraduate College Students.

PubMed

Diamond, Ursula; Di Bartolo, Christina A; Badin, Emily; Shatkin, Jess P

2017-10-01

The Child and Adolescent Mental Health Studies (CAMS) program is housed in a Liberal Arts undergraduate college of a large research university. Psychiatrists, clinical psychologists, and social workers at the university's medical center teach the courses. The purpose of this study is to evaluate the extent to which CAMS encourages graduates of the program to pursue a career in child and adolescent mental health (CAMH). In 2015-2016, graduates of the CAMS program were invited to participate in a mixed methods study. In addition to statistical analyses, qualitative thematic analyses were performed to interpret free-text responses. Forty-five percent (314/702) of invited graduates completed the online survey. Interviews were conducted with 11% (34/314) of participants by study staff over the phone. Quantitative results suggested that 81% (149/185) of participants enrolled in educational programs after graduation due to an interest in CAMH. A significantly higher proportion of the total sample (t = 3.661, p < .001) reported that they changed their career goals while undergraduate students compared to those who did so after graduation. Results of qualitative interviews with 34 participants uncovered five key themes unique to CAMS that may explain the program's influence on graduates' career choices and career development: practitioners-as-instructors, instructor mentorship, novel course content, experiential learning opportunities, and career training and skills. Quantitative and qualitative results indicated that teaching college undergraduate students about CAMH encourages them to set career goals within the field. These findings suggest the utility of implementing similar programs at other undergraduate colleges.

Teaching hearing science to undergraduate nonscientists

NASA Astrophysics Data System (ADS)

Weiler, Ernest M.; Boyce, Suzanne; Steger, Joseph

2003-04-01

For those students interested in potential clinical careers in Speech Pathology, or Audiology, a knowledge of some of the scientific bases is important, but should not create a distaste for science. The authors have addressed themselves to these goals: (1) calculation of period, Hz, summation of two sine waves, phase and dB; (2) anticipating undergraduate Speech Science; (3) simple examples of hearing pathology; and (4) basic psycho-acoustical issues. The classic material of Harry Helson was used to elucidate issues of context in experimental science, and that of S.S. Stevens was used to exemplify psycho-acoustical formulas of common use. Four texts that have been tried on approximately 200 students were evaluated. Surprisingly, the best provided the fewest formulas, short study questions with answers, good examples, and a list of common terms. The next best was aimed at slightly more advanced students, but each chapter contained introductory material, examples, and definitions suitable for naïve undergraduates. The least satisfactory text provided excerpts of technical material with abrupt transitions, no examples, and only part of the definitions needed for the naïve student. Perhaps the most difficult teaching issue is to avoid demanding graduate-level science from those undergraduates with clinical aspirations.

Using Crickets to Introduce Neurophysiology to Early Undergraduate Students

PubMed Central

Dagda, Ruben K.; Thalhauser, Rachael M.; Dagda, Raul; Marzullo, Timothy C.; Gage, Gregory J.

2013-01-01

Anatomy and physiology instructors often face the daunting task of teaching the principles of neurophysiology as part of a laboratory course with very limited resources. Teaching neurophysiology can be a difficult undertaking as sophisticated electrophysiology and data acquisition equipment is often financially out-of-reach for two-year institutions, and for many preparations, instructors need to be highly skilled in electrophysiology techniques when teaching hands-on laboratories. In the absence of appropriate laboratory tools, many undergraduate students have difficulty understanding concepts related to neurophysiology. The cricket can serve as a reliable invertebrate model to teach the basic concepts of neurophysiology in the educational laboratory. In this manuscript, we describe a series of hands-on, demonstrative, technologically simple, and affordable laboratory activities that will help undergraduate students gain an understanding of the principles of neurophysiology. By using the cerci ganglion and leg preparation, students can quantify extracellular neural activity in response to sensory stimulation, understand the principles of rate coding and somatotopy, perform electrical microstimulation to understand the threshold of sensory stimulation, and do pharmacological manipulation of neuronal activity. We describe the utility of these laboratory activities, provide a convenient protocol for quantifying extracellular recordings, and discuss feedback provided by undergraduate students with regards to the quality of the educational experience after performing the lab activities. PMID:24319394

Teaching Chemical Equilibrium and Thermodynamics in Undergraduate General Chemistry Classes.

ERIC Educational Resources Information Center

Banerjee, Anil C.

1995-01-01

Discusses some of the conceptual difficulties encountered by undergraduate students in learning certain aspects of chemical equilibrium and thermodynamics. Discusses teaching strategies for dealing with these difficulties. (JRH)

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

PubMed

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

2017-11-01

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

Interprofessional Peer Teaching of Pharmacy and Physical Therapy Students.

PubMed

Sadowski, Cheryl A; Li, Johnson Ching-hong; Pasay, Darren; Jones, C Allyson

2015-12-25

To evaluate an interprofessional peer-teaching activity during which physical therapy students instructed undergraduate pharmacy students on 3 ambulatory devices (canes, crutches, walkers). The pre/post evaluation of 2 pharmacy undergraduate classes included 220 students, 110 per year. After pharmacy students completed a 10-point, knowledge-based pretest, they participated in a hands-on activity with physical therapy students teaching them about sizing, use, and safety of canes, crutches, and walkers. A 10-point posttest was completed immediately afterward. The mean difference of pre/post scores was 3.5 (SD 1.9) for the peer-led teaching, and 3.8 (SD 2.2) for the peer learning group. Students had positive responses regarding the learning exercise and recommended further peer teaching. The peer-learning activity involving physical therapy students teaching pharmacy students was an effective method of improving knowledge and skills regarding basic ambulatory devices.

Interprofessional Peer Teaching of Pharmacy and Physical Therapy Students

PubMed Central

Sadowski, Cheryl A.; Li, Johnson Ching-hong; Pasay, Darren

2015-01-01

Objective. To evaluate an interprofessional peer-teaching activity during which physical therapy students instructed undergraduate pharmacy students on 3 ambulatory devices (canes, crutches, walkers). Design. The pre/post evaluation of 2 pharmacy undergraduate classes included 220 students, 110 per year. After pharmacy students completed a 10-point, knowledge-based pretest, they participated in a hands-on activity with physical therapy students teaching them about sizing, use, and safety of canes, crutches, and walkers. A 10-point posttest was completed immediately afterward. Assessment. The mean difference of pre/post scores was 3.5 (SD 1.9) for the peer-led teaching, and 3.8 (SD 2.2) for the peer learning group. Students had positive responses regarding the learning exercise and recommended further peer teaching. Conclusion. The peer-learning activity involving physical therapy students teaching pharmacy students was an effective method of improving knowledge and skills regarding basic ambulatory devices. PMID:26889067

Graduate Teaching Assistants' Perceptions of Teaching Competencies Required for Work in Undergraduate Science Labs

ERIC Educational Resources Information Center

Deacon, Christopher; Hajek, Allyson; Schulz, Henry

2017-01-01

Many post-secondary institutions provide training and resources to help GTAs fulfil their teaching roles. However, few programmes focus specifically on the teaching competencies required by GTAs who work with undergraduate students in laboratory settings where learning tends to be more active and inquiry based than in classroom settings. From a…

Teaching Practice Experience for Undergraduate Student Teachers: A Case Study of the Department of Education at Sokoine University of Agriculture, Tanzania

ERIC Educational Resources Information Center

Msangya, Benedicto William; Mkoma, Stelyus L.; Yihuan, Wang

2016-01-01

Education is the key to development; however, it is impossible to think the quality of education without having academically qualified and professional responsible teachers. The main objective of this study was to examine the perspectives of undergraduate student teachers toward teaching practice experience as a tool of learning to teach. A…

Increasing Effectiveness in Teaching Ethics to Undergraduate Business Students.

ERIC Educational Resources Information Center

Lampe, Marc

1997-01-01

Traditional approaches to teaching business ethics (philosophical analysis, moral quandaries, executive cases) may not be effective in persuading undergraduates of the importance of ethical behavior. Better techniques include values education, ethical decision-making models, analysis of ethical conflicts, and role modeling. (SK)

Reforming Undergraduate Biology Teaching through Graduate Assistants: Identifying Bridges and Barriers to Making Change

ERIC Educational Resources Information Center

Hill, Kathleen M.; Orchinik, Miles

2016-01-01

Among policy makers, there is an ongoing discussion about the need to improve undergraduate education in science and engineering. With many undergraduate students being taught by graduate teaching assistants (GTAs), it is important to explore the development of STEM knowledge for teaching by GTAs. This study follows ten GTAs as they participated…

Good Teaching: Aligning Student and Administrator Perceptions and Expectations

ERIC Educational Resources Information Center

Nabaho, Lazarus; Oonyu, Joseph; Aguti, Jessica Norah

2017-01-01

Extant literature attests to limited systematic inquiry into students' perceptions of good teaching in higher education. Consequently, there have been calls for engaging students in construing what makes good university teaching. This interpretivist study investigated final-year undergraduate students' perceptions of good teaching at Makerere…

Undergraduate Science Coursework: Teachers' Goal Statements and How Students Experience Research

ERIC Educational Resources Information Center

Van der Rijst, Roeland M.; Visser-Wijnveen, Gerda J.; Verloop, Nico; Van Driel, Jan H.

2013-01-01

Understanding the relation between teachers' goal statements and students' experiences about the position of research in undergraduate coursework can give use insight into ways to integrate research and teaching and foster undergraduate research. In this study, we examined to what extent teachers' goal statements agreed with students' experiences…

A Biochemistry of Human Disease Course for Undergraduate and Graduate Students.

ERIC Educational Resources Information Center

Glew, Robert H.; VanderJagt, David L.

2001-01-01

Describes the experiences of a medical school faculty who have been offering for more than 10 years a two-course series in the biochemistry of human disease to undergraduate students majoring in biochemistry, biology, or chemistry. Recommends the teaching of specialized, advanced courses to undergraduate, pre-professional students. (DDR)

Teaching child and adolescent psychiatry to undergraduate medical students - A survey in German-speaking countries.

PubMed

Frank, Reiner; Frank, Florian

2010-07-24

To conduct a survey about teaching child and adolescent psychiatry to undergraduate medical students in German-speaking countries. A questionnaire was sent to the 33 academic departments of child and adolescent psychiatry in Germany, Austria, and the German-speaking part of Switzerland. All departments responded. For teaching knowledge, the methods most commonly reported were lectures and case presentations. The most important skills to be taught were thought to be how to assess psychopathology in children and how to assess families. For elective courses, the departments reported using a wide range of teaching methods, many with active involvement of the students. An average of 34 hours per semester is currently allocated by the departments for teaching child and adolescent psychiatry to medical students. Required courses are often taught in cooperation with adult psychiatry and pediatrics. Achievement of educational objectives is usually assessed with written exams or multiple-choice tests. Only a minority of the departments test the achievement of skills. Two ways of improving education in child and adolescent psychiatry are the introduction of elective courses for students interested in the field and participation of child and adolescent psychiatrists in required courses and in longitudinal courses so as to reach all students. Cooperation within and across medical schools can enable departments of child and adolescent psychiatry, despite limited resources, to become more visible and this specialty to become more attractive to medical students. Compared to the findings in earlier surveys, this survey indicates a trend towards increased involvement of academic departments of child and adolescent psychiatry in training medical students.

Student Perceptions of Their Biology Teacher's Interpersonal Teaching Behaviors and Student Achievement

NASA Astrophysics Data System (ADS)

Madike, Victor N.

Inadequate student-teacher interactions in undergraduate courses have been linked to poor student performance. Researchers have noted that students' perceptions of student-teacher relationships may be an important factor related to student performance. The administration of a Mid-Atlantic community college prioritized increasing undergraduate biology student performance. The purpose of this quantitative study was to examine the relationship between students' biology achievement and their perceptions of interpersonal teaching behaviors and student-teacher interactions in introductory biology courses. Leary's theory on interpersonal communication and the systems communication theory of Watzlawick, Beavin, and Jackson served as the theoretical foundation. The Wubbel's Likert-scale questionnaire on student-teacher interactions was administered to 318 undergraduate biology students. Non-parametric Spearman's rank correlations revealed a significant direct correlation between students' grades and their perceptions of teachers' interpersonal teaching behaviors. The relationship between student achievement and students' perceptions of student-teacher interactions prompted the recommendation for additional study on the importance of student-teacher interactions in undergraduate programs. A recommendation for local practice included faculty development on strategies for improving student-teacher interactions. The study's implications for positive social change include increased understanding for administrators and instructors on the importance of teacher-student interactions at the community college level.

Blended learning: how can we optimise undergraduate student engagement?

PubMed

Morton, Caroline E; Saleh, Sohag N; Smith, Susan F; Hemani, Ashish; Ameen, Akram; Bennie, Taylor D; Toro-Troconis, Maria

2016-08-04

Blended learning is a combination of online and face-to-face learning and is increasingly of interest for use in undergraduate medical education. It has been used to teach clinical post-graduate students pharmacology but needs evaluation for its use in teaching pharmacology to undergraduate medical students, which represent a different group of students with different learning needs. An existing BSc-level module on neuropharmacology was redesigned using the Blended Learning Design Tool (BLEnDT), a tool which uses learning domains (psychomotor, cognitive and affective) to classify learning outcomes into those taught best by self-directed learning (online) or by collaborative learning (face-to-face). Two online courses were developed, one on Neurotransmitters and the other on Neurodegenerative Conditions. These were supported with face-to-face tutorials. Undergraduate students' engagement with blended learning was explored by the means of three focus groups, the data from which were analysed thematically. Five major themes emerged from the data 1) Purpose and Acceptability 2) Structure, Focus and Consolidation 3) Preparation and workload 4) Engagement with e-learning component 5) Future Medical Education. Blended learning was acceptable and of interest to undergraduate students learning this subject. They expressed a desire for more blended learning in their courses, but only if it was highly structured, of high quality and supported by tutorials. Students identified that the 'blend' was beneficial rather than purely online learning.

Validation and Application of the Survey of Teaching Beliefs and Practices for Undergraduates (STEP-U): Identifying Factors Associated with Valuing Important Workplace Skills among Biology Students

ERIC Educational Resources Information Center

Marbach-Ad, Gili; Rietschel, Carly; Thompson, Katerina V.

2016-01-01

We present a novel assessment tool for measuring biology students' values and experiences across their undergraduate degree program. Our Survey of Teaching Beliefs and Practices for Undergraduates (STEP-U) assesses the extent to which students value skills needed for the workplace (e.g., ability to work in groups) and their experiences with…

Educational strategies for teaching evidence-based practice to undergraduate health students: systematic review.

PubMed

Kyriakoulis, Konstantinos; Patelarou, Athina; Laliotis, Aggelos; Wan, Andrew C; Matalliotakis, Michail; Tsiou, Chrysoula; Patelarou, Evridiki

2016-01-01

The aim of this systematic review was to find best teaching strategies for teaching evidence-based practice (EBP) to undergraduate health students that have been adopted over the last years in healthcare institutions worldwide. The authors carried out a systematic, comprehensive bibliographic search using Medline database for the years 2005 to March 2015 (updated in March 2016). Search terms used were chosen from the USNLM Institutes of Health list of MeSH (Medical Subject Headings) and free text key terms were used as well. Selected articles were measured based on the inclusion criteria of this study and initially compared in terms of titles or abstracts. Finally, articles relevant to the subject of this review were retrieved in full text. Critical appraisal was done to determine the effects of strategy of teaching evidence-based medicine (EBM). Twenty articles were included in the review. The majority of the studies sampled medical students (n=13) and only few conducted among nursing (n=2), pharmacy (n=2), physiotherapy/therapy (n=1), dentistry (n=1), or mixed disciplines (n=1) students. Studies evaluated a variety of educational interventions of varying duration, frequency and format (lectures, tutorials, workshops, conferences, journal clubs, and online sessions), or combination of these to teach EBP. We categorized interventions into single interventions covering a workshop, conference, lecture, journal club, or e-learning and multifaceted interventions where a combination of strategies had been assessed. Seven studies reported an overall increase to all EBP domains indicating a higher EBP competence and two studies focused on the searching databases skill. Followings were deduced from above analysis: multifaceted approach may be best suited when teaching EBM to health students; the use of technology to promote EBP through mobile devices, simulation, and the web is on the rise; and the duration of the interventions varying form some hours to even months was

Self Reflections of Undergraduate Students on Using Web-Supported Counterintuitive Science Demonstrations

NASA Astrophysics Data System (ADS)

Kumar, David Devraj; Dunn, Jessica

2018-03-01

Analysis of self-reflections of undergraduate education students in a project involving web-supported counterintuitive science demonstrations is reported in this paper. Participating students (N = 19) taught science with counterintuitive demonstrations in local elementary school classrooms and used web-based resources accessed via wireless USB adapters. Student reflections to seven questions were analyzed qualitatively using four components of reflection (meeting objectives/perception of learning, dynamics of pedagogy, special needs accommodations, improving teaching) deriving 27 initial data categories and 12 emergent themes. Overall the undergraduates reported meeting objectives, engaging students in pedagogically relevant learning tasks including, providing accommodations to students with special needs, and gaining practice and insight to improve their own teaching. Additional research is needed to arrive at generalizable findings concerning teaching with web-supported counterintuitive science demonstrations in elementary classrooms.

Use of Web-Based Student Extension Publications to Improve Undergraduate Student Writing Skills

ERIC Educational Resources Information Center

Motavalli, P. P.; Patton, M. D.; Miles, R. J.

2007-01-01

Increased opportunities for undergraduate students in agricultural and natural resource disciplines to write for diverse audiences besides their instructor may increase motivation to write and improve student writing skills. The objectives of this teaching research were to determine and compare the initial writing experience of students enrolled…

Undergraduate teaching of occupational medicine in European schools of medicine.

PubMed

Gehanno, J F; Bulat, P; Martinez-Jarreta, B; Pauncu, E A; Popescu, F; Smits, P B A; van Dijk, F J H; Braeckman, L

2014-05-01

General practitioners play or should play a role in occupational medicine (OM), either in diagnosing occupational diseases or in counseling on return to work. Nevertheless, their training has been reported to be insufficient in most single country studies. The objectives of this study were to analyze the content and extent of undergraduate teaching of OM in European medical schools. An e-mail questionnaire survey of the teaching of OM to undergraduates was undertaken from December 2010 to April 2011 in all medical schools and medical faculties listed in 27 European countries (n = 305). Among the 305 universities identified, 135 answered to the questionnaire, giving a response rate of 44%. The mean number of hours given to formal instruction in occupational medicine to medical undergraduates was 25.5 h. Nevertheless, this number of hours varied widely between countries, but also within countries. Overall, 27% of medical schools gave their students 10 h of teaching or less, 52% 20 h or less and 69% 30 h or less. Whereas occupational diseases and principles of prevention were covered in most schools, disability and return to work were very poorly represented among the topics that were taught to students. Dedicated undergraduate teaching on occupational health or OM in European medical schools is present in most medical schools, usually at a low level, but is very variable between and within countries. Medical schools across Europe are very unequal to provide qualifying doctors education on the topics they will frequently come across in their working lives.

Export Odyssey: An Exposition and Analytical Review of Literature Concerning an Undergraduate Student Project in International Marketing on Key Teaching-Learning Dimensions.

ERIC Educational Resources Information Center

Williamson, Nicholas C.

2001-01-01

Describes Export Odyssey (EO), a structured, Internet-intensive, team-based undergraduate student project in international marketing. Presents an analytical review of articles in the literature that relate to three key teaching-learning dimensions of student projects (experiential versus non-experiential active learning, team-based versus…

The Undergraduate Leadership Teaching Assistant (ULTA): A High-Impact Practice for Undergraduates Studying Leadership

ERIC Educational Resources Information Center

Odom, Summer F.; Ho, Sarah P.; Moore, Lori L.

2014-01-01

To meet the demands for effective leadership, leadership educators should integrate high-impact practices for students to develop, practice, and evaluate their leadership knowledge, skills, and abilities. The purpose of this application brief is to describe how undergraduate leadership teaching assistant (ULTA) experiences can be a high- impact…

Research and Teaching: Development of Undergraduate Teaching Assistants as Effective Instructors in STEM Courses

ERIC Educational Resources Information Center

Philipp, Stephanie B.; Tretter, Thomas; Rich, Christine V.

2016-01-01

This study examined the development of peer mentoring skills and deepening of content knowledge by trained and supported undergraduate teaching assistants working with students in entry-level STEM courses across nine departments at a large research-intensive U.S. university.

Mineral Physics Educational Modules for Advanced Undergraduates and Graduate Students

NASA Astrophysics Data System (ADS)

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

2011-12-01

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

Enhancing an Undergraduate Business Statistics Course: Linking Teaching and Learning with Assessment Issues

ERIC Educational Resources Information Center

Fairfield-Sonn, James W.; Kolluri, Bharat; Rogers, Annette; Singamsetti, Rao

2009-01-01

This paper examines several ways in which teaching effectiveness and student learning in an undergraduate Business Statistics course can be enhanced. First, we review some key concepts in Business Statistics that are often challenging to teach and show how using real data sets assist students in developing deeper understanding of the concepts.…

Teaching the Tyrants: Perspectives on Freedom of Speech and Undergraduates.

ERIC Educational Resources Information Center

Herbeck, Dale A.

Teaching freedom of speech to undergraduates is a difficult task, in part as a result of the challenging history of free expression in the United States. The difficulty is compounded by the need to teach the topic, in contrast to indoctrinating the students in an ideology of free speech. The Bill of Rights, and specifically the First Amendment,…

Teaching Economics to the Best Undergraduates: What Are the Problems?

ERIC Educational Resources Information Center

Andreopoulos, Giuliana Campanelli; Panayides, Alexandros

2009-01-01

Economics is usually perceived as a difficult subject among undergraduate students with negative repercussions on their performance. The literature suggests that the students' problems with principles of economics are mainly related to the style and method of teaching together with the course content. Particularly attacked are the chalk and talk…

Effectiveness of teaching evidence-based medicine to undergraduate medical students: a BEME systematic review.

PubMed

Ahmadi, Seyed-Foad; Baradaran, Hamid R; Ahmadi, Emad

2015-01-01

Despite the widespread teaching of evidence-based medicine (EBM) to medical students, the relevant literature has not been synthesized appropriately as to its value and effectiveness. To systematically review the literature regarding the impact of teaching EBM to medical students on their EBM knowledge, attitudes, skills and behaviors. MEDLINE, SCOPUS, Web of science, ERIC, CINAHL and Current Controlled Trials up to May 2011 were searched; backward and forward reference checking of included and relevant studies was also carried out. Two investigators independently extracted data and assessed the quality of the studies. 10,111 potential studies were initially found, of which 27 were included in the review. Six studies examined the effect of clinically integrated methods, of which five had a low quality and the other one used no validated assessment tool. Twelve studies evaluated the effects of seminars, workshops and short courses, of which 11 had a low quality and the other one lacked a validated assessment tool. Six studies examined e-learning, of which five having a high or acceptable quality reported e-learning to be as effective as traditional teaching in improving knowledge, attitudes and skills. One robust study found problem-based learning less effective compared to usual teaching. Two studies with high or moderate quality linked multicomponent interventions to improved knowledge and attitudes. No included study assessed the long-term effects of the teaching of EBM. Our findings indicated that some EBM teaching strategies have the potential to improve knowledge, attitudes and skills in undergraduate medical students, but the evidenced base does not demonstrate superiority of one method. There is no evidence demonstrating transfer to clinical practice.

Academically Gifted Undergraduate Students: Their Preferred Teaching Strategies

ERIC Educational Resources Information Center

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

2017-01-01

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

Changing Perceptions of Science in Undergraduate Students: A Mixed Methods Case Study

ERIC Educational Resources Information Center

Larson-Miller, Cindy S.

2011-01-01

The purpose of this bounded single-case study was to explore the understanding of the nature and process of science for undergraduate students at the University of Nebraska-Lincoln (UNL). The study investigated one professor's methodology to explicitly teach undergraduate students about the nature and process of science, and documented their…

Using Web-Based Key Character and Classification Instruction for Teaching Undergraduate Students Insect Identification

NASA Astrophysics Data System (ADS)

Golick, Douglas A.; Heng-Moss, Tiffany M.; Steckelberg, Allen L.; Brooks, David. W.; Higley, Leon G.; Fowler, David

2013-08-01

The purpose of the study was to determine whether undergraduate students receiving web-based instruction based on traditional, key character, or classification instruction differed in their performance of insect identification tasks. All groups showed a significant improvement in insect identifications on pre- and post-two-dimensional picture specimen quizzes. The study also determined student performance on insect identification tasks was not as good as for family-level identification as compared to broader insect orders and arthropod classification identification tasks. Finally, students erred significantly more by misidentification than misspelling specimen names on prepared specimen quizzes. Results of this study support that short web-based insect identification exercises can improve insect identification performance. Also included is a discussion of how these results can be used in teaching and future research on biological identification.

Teaching climate change in undergraduate courses

NASA Astrophysics Data System (ADS)

Sadler, Michael

2013-04-01

Although anthropogenic climate change is generally accepted in the scientific community, there is considerable skepticism among the general population and, therefore, in undergraduate students of all majors. Students are often asked by their peers, family members, and others, whether they ``believe'' climate change is occurring and what should be done about it (if anything). I will present my experiences and recommendations for teaching the physics of climate change to both physics and non-science majors. For non-science majors, the basic approach is to try to develop an appreciation for the scientific method (particularly peer-reviewed research) in a course on energy and the environment. For physics majors, the pertinent material is normally covered in their undergraduate courses in modern physics and thermodynamics. Nevertheless, it helps to review the basics, e.g. introductory quantum mechanics (discrete energy levels of atomic systems), molecular spectroscopy, and blackbody radiation. I have done this in a separate elective topics course, titled ``Physics of Climate Change,'' to help the students see how their knowledge gives them insight into a topic that is very volatile (socially and politically).

Students' perspectives of undergraduate research methods education at three public medical schools in Uganda.

PubMed

Munabi, Ian Guyton; Buwembo, William; Joseph, Ruberwa; Peter, Kawungezi; Bajunirwe, Francis; Mwaka, Erisa Sabakaki

2016-01-01

In this study we used a model of adult learning to explore undergraduate students' views on how to improve the teaching of research methods and biostatistics. This was a secondary analysis of survey data of 600 undergraduate students from three medical schools in Uganda. The analysis looked at student's responses to an open ended section of a questionnaire on their views on undergraduate teaching of research methods and biostatistics. Qualitative phenomenological data analysis was done with a bias towards principles of adult learning. Students appreciated the importance of learning research methods and biostatistics as a way of understanding research problems; appropriately interpreting statistical concepts during their training and post-qualification practice; and translating the knowledge acquired. Stressful teaching environment and inadequate educational resource materials were identified as impediments to effective learning. Suggestions for improved learning included: early and continuous exposure to the course; more active and practical approach to teaching; and a need for mentorship. The current methods of teaching research methods and biostatistics leave most of the students in the dissonance phase of learning resulting in none or poor student engagement that results in a failure to comprehend and/or appreciate the principles governing the use of different research methods.

Educational strategies for teaching evidence-based practice to undergraduate health students: systematic review

PubMed Central

2016-01-01

Purpose The aim of this systematic review was to find best teaching strategies for teaching evidence-based practice (EBP) to undergraduate health students that have been adopted over the last years in healthcare institutions worldwide. Methods The authors carried out a systematic, comprehensive bibliographic search using Medline database for the years 2005 to March 2015 (updated in March 2016). Search terms used were chosen from the USNLM Institutes of Health list of MeSH (Medical Subject Headings) and free text key terms were used as well. Selected articles were measured based on the inclusion criteria of this study and initially compared in terms of titles or abstracts. Finally, articles relevant to the subject of this review were retrieved in full text. Critical appraisal was done to determine the effects of strategy of teaching evidence-based medicine (EBM). Results Twenty articles were included in the review. The majority of the studies sampled medical students (n=13) and only few conducted among nursing (n=2), pharmacy (n=2), physiotherapy/therapy (n=1), dentistry (n=1), or mixed disciplines (n=1) students. Studies evaluated a variety of educational interventions of varying duration, frequency and format (lectures, tutorials, workshops, conferences, journal clubs, and online sessions), or combination of these to teach EBP. We categorized interventions into single interventions covering a workshop, conference, lecture, journal club, or e-learning and multifaceted interventions where a combination of strategies had been assessed. Seven studies reported an overall increase to all EBP domains indicating a higher EBP competence and two studies focused on the searching databases skill. Conclusion Followings were deduced from above analysis: multifaceted approach may be best suited when teaching EBM to health students; the use of technology to promote EBP through mobile devices, simulation, and the web is on the rise; and the duration of the interventions varying

The effect of face-to-face teaching on student knowledge and satisfaction in an undergraduate neuroanatomy course.

PubMed

Whillier, Stephney; Lystad, Reidar P

2013-01-01

The total number of anatomy teaching hours has declined in medical courses worldwide. Conversely, face-to-face teaching in undergraduate neuroanatomy at Macquarie University increased by 50% in 2011. Our aim was to investigate whether this influenced student performance and overall satisfaction with the course. One hundred eighty-one students consented to participate in this study. A questionnaire was administered to rate the course, and final grades from the old and new unit cohorts were compared. The old and new unit cohorts did not differ in their final grades (P = 0.249). However, the new unit cohort rated their knowledge of the material higher compared to the old unit cohort (P = 0.013), and reported higher levels of satisfaction with the course (P < 0.001). In an era in which teaching time for anatomy has been reduced at tertiary institutions, and there is much lamenting of the effect this will have, there is a paucity of literature on whether the decrease really influences neuroanatomical knowledge. This is the first study, to the best of our knowledge, to show that an increase in total face-to-face teaching hours does not improve student grades, but does increase student satisfaction with the course. © 2012 American Association of Anatomists.

The impacts and "best practices" of undergraduate - graduate student mentoring relationships in undergraduate research experiences

NASA Astrophysics Data System (ADS)

Campanile, Megan Faurot

With the growth of undergraduate research in the U.S., over the past two decades, faculty are more often assigning graduate students to mentor undergraduate students than providing the one-on-one mentoring themselves. A critical gap that exists in the literature is how undergraduate -- graduate student mentoring relationships in undergraduate research influences both students' academic and career paths. The research questions that framed this study were: (1) What, if any, changes occur in the academic and career paths of undergraduate and graduate students who participate in undergraduate research experiences? and (2) Are there variables that constitute "best practices" in the mentoring relationships in undergraduate research experiences and, if so, what are they? The study context was the National Science Foundation Research Experiences for Undergraduates program at Illinois Institute of Technology and the 113 undergraduate researchers and 31 graduate student mentors who participated from 2006 -- 2014. Surveys and interviews were administered to collect pre- and post-program data and follow-up data during the 2014 -- 2015 academic year. Descriptive statistics, content analysis method, and constant comparative method were used to analyze the data. Key findings on the undergraduate researchers were their actual earned graduate degree types (Ph.D. 20%, M.D. 20%, M.S. 48%, other 12%) and fields (STEM 57%, medical 35%, other 8%) and the careers they were pursuing or working in. All the graduate student mentors were pursuing or working in the STEM fields (academia 50%, industry 40%, government 10%). More than 75% of both the undergraduate and graduate students reported that their mentoring relationships had a somewhat to extremely influential impact on their academic and career paths. A set of "best practices" of mentoring were developed for both the undergraduate and graduate students and focused on the mentoring experiences related to learning and teaching about

Revisiting the Art of Undergraduate Teaching in Higher Education: One Person's Journey towards Enlightenment

ERIC Educational Resources Information Center

Douglas, Max E.

2014-01-01

The purpose of this article is to offer reflections regarding teaching undergraduate students spanning a forty-five year career in higher education. The author discusses his teaching philosophy coupled with his perspective focusing on the "best" pedagogical practices that he has used to enhance student learning. The selected methods are…

Assessment of two e-learning methods teaching undergraduate students cephalometry in orthodontics.

PubMed

Ludwig, B; Bister, D; Schott, T C; Lisson, J A; Hourfar, J

2016-02-01

Cephalometry is important for orthodontic diagnosis and treatment planning and is part of the core curriculum for training dentists. Training involves identifying anatomical landmarks. The aim of this investigation was to assess whether e-learning improves learning efficiency; a programme specifically designed for this purpose was compared to commercially available software. Thirty undergraduate students underwent traditional training of cephalometry consisting of lectures and tutorials. Tracing skills were tested immediately afterwards (T0). The students were then randomly allocated to three groups: 10 students served as control (CF); they were asked to improve their skills using the material provided so far. Ten students were given a program specifically designed for this study that was based on a power point presentation (PPT). The last group was given a commercially available program that included teaching elements (SW). The groups were tested at the end the six week training (T1). The test consisted of tracing 30 points on two radiographs and a point score improvement was calculated. The students were interviewed after the second test. Both e-learning groups improved more than the traditional group. Improvement scores were four for CF; 8.6 for PPT and 2.8 for SW. For PPT all participants improved and the student feedback was the best compared to the other groups. For the other groups some candidates worsened. Blended learning produced better learning outcomes compared to using a traditional teaching method alone. The easy to use Power Point based custom software produced better results than the commercially available software. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

The evolution of global health teaching in undergraduate medical curricula.

PubMed

Rowson, Mike; Smith, Abi; Hughes, Rob; Johnson, Oliver; Maini, Arti; Martin, Sophie; Martineau, Fred; Miranda, J Jaime; Pollit, Vicki; Wake, Rae; Willott, Chris; Yudkin, John S

2012-11-13

Since the early 1990s there has been a burgeoning interest in global health teaching in undergraduate medical curricula. In this article we trace the evolution of this teaching and present recommendations for how the discipline might develop in future years. Undergraduate global health teaching has seen a marked growth over the past ten years, partly as a response to student demand and partly due to increasing globalization, cross-border movement of pathogens and international migration of health care workers. This teaching has many different strands and types in terms of topic focus, disciplinary background, the point in medical studies in which it is taught and whether it is compulsory or optional. We carried out a survey of medical schools across the world in an effort to analyse their teaching of global health. Results indicate that this teaching is rising in prominence, particularly through global health elective/exchange programmes and increasing teaching of subjects such as globalization and health and international comparison of health systems. Our findings indicate that global health teaching is moving away from its previous focus on tropical medicine towards issues of more global relevance. We suggest that there are three types of doctor who may wish to work in global health - the 'globalised doctor', 'humanitarian doctor' and 'policy doctor' - and that each of these three types will require different teaching in order to meet the required competencies. This teaching needs to be inserted into medical curricula in different ways, notably into core curricula, a special overseas doctor track, optional student selected components, elective programmes, optional intercalated degrees and postgraduate study. We argue that teaching of global health in undergraduate medical curricula must respond to changing understandings of the term global health. In particular it must be taught from the perspective of more disciplines than just biomedicine, in order to reflect

Efficacy of teaching methods used to develop critical thinking in nursing and midwifery undergraduate students: A systematic review of the literature.

PubMed

Carter, Amanda G; Creedy, Debra K; Sidebotham, Mary

2016-05-01

The value and importance of incorporating strategies that promote critical thinking in nursing and midwifery undergraduate programmes are well documented. However, relatively little is known about the effectiveness of teaching strategies in promoting CT. Evaluating effectiveness is important to promote 'best practise' in teaching. To evaluate the efficacy of teaching methods used to develop critical thinking skills in nursing and midwifery undergraduate students. The following six databases; CINAHL, Ovid Medline, ERIC, Informit, PsycINFO and Scopus were searched and resulted in the retrieval of 1315 papers. After screening for inclusion, each paper was evaluated using the Critical Appraisal Skills Programme tool. Twenty-eight studies met the inclusion criteria and quality appraisal. Twelve different teaching interventions were tested in 8 countries. Results varied, with little consistency across studies using the same type of intervention or outcome tool. Sixteen tools were used to measure the efficacy of teaching in developing critical thinking. Seventeen studies identified a significant increase in critical thinking, while nine studies found no increases, and two found unexplained decreases in CT when using a similar educational intervention. Whilst this review aimed to identify effective teaching strategies that promote and develop critical thinking, flaws in methodology and outcome measures contributed to inconsistent findings. The continued use of generalised CT tools is unlikely to help identify appropriate teaching methods that will improve CT abilities of midwifery and nursing students and prepare them for practise. The review was limited to empirical studies published in English that used measures of critical thinking with midwifery and nursing students. Discipline specific strategies and tools that measure students' abilities to apply CT in practise are needed. Crown Copyright © 2016. Published by Elsevier Ltd. All rights reserved.

Intrinsic Factors Affecting Overseas Student Teaching

ERIC Educational Resources Information Center

Firmin, Michael W.; MacKay, Brenda B.; Firmin, Ruth L.

2007-01-01

We conducted a qualitative research study involving 13 undergraduate students who completed their student-teaching in overseas contexts. Participants completed two waves of interviews immediately after returning to campus from their multicultural experiences. Three intrinsic factors were found to have the greatest impact on students' overseas…

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

PubMed Central

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

2013-01-01

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

Patient participation in general practice based undergraduate teaching: a focus group study of patient perspectives.

PubMed

Park, Sophie E; Allfrey, Caroline; Jones, Melvyn M; Chana, Jasprit; Abbott, Ciara; Faircloth, Sofia; Higgins, Nicola; Abdullah, Laila

2017-04-01

Patients make a crucial contribution to undergraduate medical education. Although a national resource is available for patients participating in research, none is as yet available for education. This study aimed to explore what information patients would like about participation in general practice based undergraduate medical education, and how they would like to obtain this information. Two focus groups were conducted in London-based practices involved in both undergraduate and postgraduate teaching. Patients both with and without teaching experience were recruited using leaflets, posters, and patient participation groups. An open-ended topic guide explored three areas: perceived barriers that participants anticipated or had experienced; patient roles in medical education; and what help would support participation. Focus groups were audiorecorded, transcribed, and analysed thematically. Patients suggested ways of professionalising the teaching process. These were: making information available to patients about confidentiality, iterative consent, and normalising teaching in the practice. Patients highlighted the importance of relationships, making information available about their GPs' involvement in teaching, and initiating student-patient interactions. Participants emphasised educational principles to maximise exchange of information, including active participation of students, patient identification of student learner needs, and exchange of feedback. This study will inform development of patient information resources to support their participation in teaching and access to information both before and during general practice based teaching encounters. © British Journal of General Practice 2017.

Use of a journal club and letter-writing exercise to teach critical appraisal to medical undergraduates.

PubMed

Edwards, R; White, M; Gray, J; Fischbacher, C

2001-07-01

There is growing interest in methods of teaching critical appraisal skills at undergraduate and postgraduate levels. We describe an approach using a journal club and subsequent letter writing to teach critical appraisal and writing skills to medical undergraduates. The exercise occurs during a 3-week public health medicine attachment in the third year of the undergraduate curriculum. Students work in small groups to appraise a recently published research paper, present their findings to their peers in a journal club, and draft a letter to the journal editor. Evaluation took place through: informal and formal feedback from students; number of letters written, submitted and published, and a comparison of marks obtained by students submitting a literature review assignment with and without critical appraisal teaching during the public health attachment. Feedback from students was overwhelmingly positive. In the first 3(1/2) years, 26 letters have been published or accepted for publication, and 58 letters published on the Internet. There were no significant differences in overall marks or marks for the critical appraisal component of the literature review assignments between the two student groups. We believe our approach is an innovative and enjoyable method for teaching critical appraisal and writing skills to medical students. Lack of difference in marks in the literature review between the student groups may reflect its insensitivity as an outcome measure, contamination by other critical appraisal teaching, or true ineffectiveness.

Enhancing Teaching and Learning Wi-Fi Networking Using Limited Resources to Undergraduates

ERIC Educational Resources Information Center

Sarkar, Nurul I.

2013-01-01

Motivating students to learn Wi-Fi (wireless fidelity) wireless networking to undergraduate students is often difficult because many students find the subject rather technical and abstract when presented in traditional lecture format. This paper focuses on the teaching and learning aspects of Wi-Fi networking using limited hardware resources. It…

A Learner-Centred Mock Conference Model for Undergraduate Teaching

ERIC Educational Resources Information Center

Kumar, Kari

2011-01-01

This essay describes a mock conference model of instruction suitable for use in undergraduate teaching, and which adheres to principles of learner-centred instruction and universal design for learning. A staged process of learner preparation for the conference is outlined, and student and instructor roles during preconference, conference, and…

Undergraduates' Perceived Gains and Ideas about Teaching and Learning Science from Participating in Science Education Outreach Programs

ERIC Educational Resources Information Center

Carpenter, Stacey L.

2015-01-01

This study examined what undergraduate students gain and the ideas about science teaching and learning they develop from participating in K-12 science education outreach programs. Eleven undergraduates from seven outreach programs were interviewed individually about their experiences with outreach and what they learned about science teaching and…

Effective teaching of communication to health professional undergraduate and postgraduate students: A Systematic Review.

PubMed

MacDonald-Wicks, Lesley; Levett-Jones, Tracy

The objective is to identify and assess the effectiveness of tools and methods of teaching communication skills to health professional students in undergraduate and postgraduate programs, to facilitate communication in hospitals, nursing homes and mental health institutions.For this review, effective communication will be defined as that which enhances patient satisfaction, safety, symptom resolution, psychological status, or reduces the impact/burden of disease and/or improved communication skills within undergraduate or postgraduate studentsThe review question is: What is the best available evidence on strategies to effectively teach communication skills to undergraduate and postgraduate medical, nursing and allied health students (nutrition and dietetics, occupational therapy, physiotherapy, speech pathology etc)? Communication is a two-way interaction where information, meanings and feelings are shared both verbally and non-verbally. Effective communication is when the message being conveyed is understood as intended. Effective communication between the health professional and patient is increasingly being recognised as a core clinical skill. Research has identified the far reaching benefits of effective communication skills including enhanced patient satisfaction, patient safety, symptom resolution and improvements in functional and psychological status. Poor communication can result in omitted or misinterpretation of information resulting in declining health of the patient. Despite the importance of effective communication in ensuring positive outcomes for both the patient and health professional, there is concern that contemporary teaching and learning approaches do not always facilitate the development of a requisite level of communication skills, both verbal and written and a difficulty for the current generation of communication skills teachers is that many have not had the experience of being taught communication skills themselves.Studies have shown that

A survey to assess family physicians' motivation to teach undergraduates in their practices.

PubMed

May, Marcus; Mand, Peter; Biertz, Frank; Hummers-Pradier, Eva; Kruschinski, Carsten

2012-01-01

In Germany, family physicians (FPs) are increasingly needed to participate in undergraduate medical education. Knowledge of FPs' motivation to teach medical students in their practices is lacking. To describe a novel questionnaire that assesses the motivation of FPs to teach undergraduates in their practices and to show the results of a subsequent survey using this instrument. The questionnaire was developed based on a review of the literature. Previously used empirical instruments assessing occupational values and motivation were included. A preliminary version was pretested in a pilot study. The resulting 68-item questionnaire was sent to 691 FPs involved in undergraduate medical education. Reliability was assessed and subgroups were analyzed with regard to differences in motivation. A total of 523 physicians in n = 458 teaching practices participated (response rate 75.7%). 'Helping others' and 'interest' were revealed as the predominant motives. Responses showed a predominantly intrinsic motivation of the participating FPs. Their main incentives were an ambition to work as a medical preceptor, to generally improve undergraduate education and to share knowledge. Material compensation was of minor importance. Time restraints were indicated as a barrier by some FPs, but were not a general concern. German FPs involved in medical education have altruistic attitudes towards teaching medical students in their practices. Motivational features give an important insight for the recruitment of FP preceptors as well as for their training in instructional methods.

Child Psychiatry: What Are We Teaching Medical Students?

ERIC Educational Resources Information Center

Dingle, Arden D.

2010-01-01

Objective: The author describes child and adolescent psychiatry (CAP) undergraduate teaching in American and Canadian medical schools. Methods: A survey asking for information on CAP teaching, student interest in CAP, and opinions about the CAP importance was sent to the medical student psychiatry director at 142 accredited medical schools in the…

Medical Students Teaching Medical Students Surgical Skills: The Benefits of Peer-Assisted Learning.

PubMed

Bennett, Samuel Robert; Morris, Simon Rhys; Mirza, Salman

2018-04-10

Teaching surgical skills is a labor intensive process, requiring a high tutor to student ratio for optimal success, and teaching for undergraduate students by consultant surgeons is not always feasible. A surgical skills course was developed, with the aim of assessing the effectiveness of undergraduate surgical peer-assisted learning. Five surgical skills courses were conducted looking at eight domains in surgery, led by foundation year doctors and senior medical students, with a tutor to student ratio of 1:4. Precourse and postcourse questionnaires (Likert scales 0-10) were completed. Mean scores were compared precourse and postcourse. Surgical skills courses took place within clinical skills rooms in the Queen Elizabeth Hospital Birmingham (UK). Seventy students (59 medical, 2 dental, and 9 physician associate students) from a range of academic institutions across the UK completed the course. There was an overall increase in mean scores across all eight domains. Mean improvement score precourse and postcourse in WHO surgical safety checklist (+3.94), scrubbing (+2.99), gowning/gloving (+3.34), knot tying (+5.53), interrupted sutures (+5.89), continuous sutures (+6.53), vertical mattress sutures (+6.46), and local anesthesia (+3.73). Peer-assisted learning is an effective and feasible method for teaching surgical skills in a controlled environment, subsequently improving confidence among healthcare undergraduates. Such teaching may provide the basis for feasibly mass-producing surgical skills courses for healthcare students. Copyright © 2018 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

[Application of PBL combined with SP method in during-course practice of endodontics for undergraduate dental students].

PubMed

Shao, Li-Na; Qiu, Li-Hong; Zhan, Fu-Liang; Xue, Ming

2016-10-01

To apply problem-based learning (PBL) combined with standardized patients(SP) in during-course practice of endodontics for undergraduate dental students, in order to improve the teaching quality. One hundred and four undergraduate dental students of China Medical University School of Stomatology were randomly divided into 2 groups, 52 students in each group. One group were taught with PBL combined with SP while the other group with lecture-based learning (LBL) alone. The teaching effect was measured with examination and questionnaire survey. The data were analyzed by Student's t test using SPSS 11.5 software package. Students in PBL combined with SP group was better than LBL group in case analysis, didactic tests, practical tests and total scores, and there was significant difference between the two groups (P<0.05). LBL group was better than PBL combined with SP group in basic theoretical knowledge scores, and there was significant difference between the two groups (P<0.05). SP and PBL combined with SP method were welcomed by undergraduate dental students. The abilities of undergraduate dental students can be improved by PBL combined with SP in different aspects. PBL combined with SP achieves satisfactory teaching effect, and can be applied in during-course practice of endodontics to undergraduate dental students.

Teaching Map Concepts in Social Science Education; an Evaluation with Undergraduate Students

NASA Astrophysics Data System (ADS)

Bugdayci, Ilkay; Zahit Selvi, H.

2017-12-01

One of the most important aim of the geography and social science courses is to gain the ability of reading, analysing and understanding maps. There are a lot of themes related with maps and map concepts in social studies education. Geographical location is one of the most important theme. Geographical location is specified by geographical coordinates called latitude and longitude. The geographical coordinate system is the primary spatial reference system of the earth. It is always used in cartography, in geography, in basic location calculations such as navigation and surveying. It’s important to support teacher candidates, to teach maps and related concepts. Cartographers also have important missions and responsibilities in this context. The purpose of this study is to evaluate the knowledge of undergraduate students, about the geographical location. For this purpose, a research has been carried out on questions and activities related to geographical location and related concepts. The details and results of the research conducted by the students in the study are explained.

Teaching nursing research to undergraduates: a text analysis of instructors' intentions.

PubMed

Porter, Eileen J; Mansour, Tamam B

2003-04-01

Reviews of teaching strategies for undergraduate nursing research have been organized according to (a) the type of learning to be achieved, such as learning by doing, or (b) the specific teaching strategy, such as a poster session. For this text analysis, a new tack was taken to reveal the intentions of undergraduate nursing research instructors for student learning. Giorgi's (1985) descriptive phenomenological method was used to analyze 77 narrative reports of instructors about research teaching strategies. Seven intentions were identified, including desensitizing negative perceptions about research and stimulating collaborative learning about research. The intentions were contrasted in scope and relevance to frameworks organized according to learning goals or teaching techniques. The relevance of the intentions was considered in relation to critical trends influencing nursing education. Copyright 2003 Wiley Periodicals, Inc. Res Nurs Health 26:128-142, 2003

Teaching and learning in undergraduate anaesthesia: a quantitative and qualitative analysis of practice at the University of Auckland.

PubMed

Sidhu, N S; Weller, J M; Mitchell, S J

2015-11-01

Anaesthesia encompasses a broad range of knowledge and skills of relevance to graduating doctors. For the majority of new doctors, an undergraduate clinical rotation is their only exposure to anaesthesia practice. However, the content and approach to undergraduate anaesthesia education varies between institutions. We explored our students' views and experiences, and teaching approaches and expectations of consultant anaesthetists during a clinical attachment in anaesthesia. Our mixed-method design included student and staff surveys, logbook analysis and student focus groups. Logbook analysis of all 202 students showed mean numbers of attempts for bag-mask ventilation, laryngeal mask insertion, tracheal intubation and IV cannulation were 6.8, 3.9, 3.3 and 4.5, respectively. Focus group responses (11 students, three groups) suggested a mismatch between students' expectations of performing clinical skills and the available opportunities, particularly for IV cannulation. Students often felt reluctant to ask anaesthetists to teach them, and appreciated clinician-led engagement in all aspects of learning patient management. Among the 78 anaesthetists (29.3%) responding to the survey, the five tasks most frequently identified as suitable for teaching to students all related to airway management. Our study found much unanticipated variability in student exposure, teaching practice and attitudes to teaching various skills or procedures between anaesthetists, and student opinion of their clinical attachment. The findings resulted in a review of many aspects of the attachment. It is likely that other institutions will have similar variability and we recommend they undertake similar exercises to optimise teaching and learning opportunities for undergraduate anaesthesia.

Does Instructor Type Matter? Undergraduate Student Perception of Graduate Teaching Assistants and Professors

ERIC Educational Resources Information Center

Kendall, K. Denise; Schussler, Elisabeth E.

2012-01-01

Graduate teaching assistants (GTAs) are used extensively as instructors in higher education, yet their status and authority as teachers may be unclear to undergraduates, to administrators, and even to the GTAs themselves. This study explored undergraduate perception of classroom instruction by GTAs and professors to identify factors unique to each…

Undergraduate Students' Mental Operations in Systems of Differential Equations

ERIC Educational Resources Information Center

Whitehead, Karen; Rasmussen, Chris

2003-01-01

This paper reports on research conducted to understand undergraduate students' ways of reasoning about systems of differential equations (SDEs). As part of a semester long classroom teaching experiment in a first course in differential equations, we conducted task-based interviews with six students after their study of first order differential…

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

PubMed

Fletcher, G; Agius, R M

1995-12-01

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

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

PubMed

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

2014-01-01

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

Perceptions of junior doctors and undergraduate medical students as anatomy teachers: Investigating distance along the near-peer teaching spectrum.

PubMed

Hall, Samuel; Stephens, Jonathan; Andrade, Teu; Davids, Joseph; Powell, Matthew; Border, Scott

2014-01-01

Near-peer teaching involves more experienced students acting as tutors and has been widely used in anatomy education. This approach has many advantages for the learner due to the social and cognitive congruence they share with the teacher, however, the influence of distance between the teacher and learner on these congruences has yet to be explored. The aim of this study was to compare the attitudes and perceptions of the student learner towards neuroanatomy review sessions taught by either a senior medical student or a junior doctor. The students were randomly assigned to an allocated tutor. All tutors used standardized material and had access to identical resources. The type of allocated tutor was swapped between the two teaching sessions and 99 student feedback forms were collected in total. The rating for the overall quality of the teaching session was not significantly different between the junior doctors and senior medical students (P = 0.11). However, criteria closely relating to social and cognitive congruence such as "enjoyment of the session," "delivery of the teaching," and "was it a good use of time" were all rated significantly higher for the senior medical students (P < 0.05). The results of this study suggest that small increases in distance along the near-peer teaching spectrum have an impact upon the student's perception of their learning experience. While all teachers were suitable role models it appears that junior doctors are too far removed from their own undergraduate experiences to share congruences with pre-clinical medical students. © 2013 American Association of Anatomists.

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

PubMed

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

2005-12-01

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

Student-Assisted Teaching: A Guide to Faculty-Student Teamwork.

ERIC Educational Resources Information Center

Miller, Judith E., Ed.; Groccia, James E., Ed.; Miller, Marilyn S., Ed.

This book provides a range of models for undergraduate student-assisted teaching partnerships to help teachers and administrators make learning more student-centered, effective, and productive. The 31 models describes a range of approaches and applications in a variety of settings and disciplines. The chapters are: (1) "Establishing a Common…

Undergraduate medical research: the student perspective

PubMed Central

Burgoyne, Louise N.; O'Flynn, Siun; Boylan, Geraldine B.

2010-01-01

Background Research training is essential in a modern undergraduate medical curriculum. Our evaluation aimed to (a) gauge students' awareness of research activities, (b) compare students' perceptions of their transferable and research-specific skills competencies, (c) determine students' motivation for research and (d) obtain students' personal views on doing research. Methods Undergraduate medical students (N=317) completed a research skills questionnaire developed by the Centre for Excellence in Teaching and Learning in Applied Undergraduate Research Skills (CETL-AURS) at Reading University. The questionnaire assessed students' transferable skills, research-specific skills (e.g., study design, data collection and data analysis), research experience and attitude and motivation towards doing research. Results The majority of students are motivated to pursue research. Graduate entrants and male students appear to be the most confident regarding their research skills competencies. Although all students recognise the role of research in medical practice, many are unaware of the medical research activities or successes within their university. Of those who report no interest in a career incorporating research, a common perception was that researchers are isolated from patients and clinical practice. Discussion Students have a narrow definition of research and what it entails. An explanation for why research competence does not align more closely with research motivation is derived from students' lack of understanding of the concept of translational research, as well as a lack of awareness of the research activity being undertaken by their teachers and mentors. We plan to address this with specific research awareness initiatives. PMID:20844608

Proceedings of the Undergraduate Mathematics Teaching Conference (Sheffield, England, September 4-7, 2000).

ERIC Educational Resources Information Center

Emery, David

The 26th Undergraduate Mathematics Teaching Conference took place in September of 2000 at Sheffield Hallam University. Major topics of the conference included what use might mathematics education research be to university mathematics teachers?, attracting students to mathematics, use of the internet in teaching mathematics, and supporting the…

Provision of medical student teaching in UK general practices: a cross-sectional questionnaire study

PubMed Central

Harding, Alex; Rosenthal, Joe; Al-Seaidy, Marwa; Gray, Denis Pereira; McKinley, Robert K

2015-01-01

Background Health care is increasingly provided in general practice. To meet this demand, the English Department of Health recommends that 50% of all medical students should train for general practice after qualification. Currently 19% of medical students express general practice as their first career choice. Undergraduate exposure to general practice positively influences future career choice. Appropriate undergraduate exposure to general practice is therefore highly relevant to workforce planning Aim This study seeks to quantify current exposure of medical students to general practice and compare it with past provision and also with postgraduate provision. Design and setting A cross-sectional questionnaire in the UK. Method A questionnaire regarding provision of undergraduate teaching was sent to the general practice teaching leads in all UK medical schools. Information was gathered on the amount of undergraduate teaching, how this was supported financially, and whether there was an integrated department of general practice. The data were then compared with results from previous studies of teaching provision. The provision of postgraduate teaching in general practice was also examined. Results General practice teaching for medical students increased from <1.0% of clinical teaching in 1968 to 13.0% by 2008; since then, the percentage has plateaued. The total amount of general practice teaching per student has fallen by 2 weeks since 2002. Medical schools providing financial data delivered 14.6% of the clinical curriculum and received 7.1% of clinical teaching funding. The number of departments of general practice has halved since 2002. Provision of postgraduate teaching has tripled since 2000. Conclusion Current levels of undergraduate teaching in general practice are too low to fulfil future workforce requirements and may be falling. Financial support for current teaching is disproportionately low and the mechanism counterproductive. Central intervention may be

Visitor or Inhabitant? Addressing the Needs of Undergraduate Transnational Medical Students

ERIC Educational Resources Information Center

Lindley, Jennifer; McCall, Louise; Abu-Arab, Adela

2013-01-01

This study was conducted to identify key issues for students in an undergraduate medical course with cross border delivery and the impact of these issues on the students' ability to learn. Data relating to the student experience and perceived student needs were collected from transnational students and teaching staff from Australia and Malaysia.…

A Survey to Assess Family Physicians’ Motivation to Teach Undergraduates in Their Practices

PubMed Central

May, Marcus; Mand, Peter; Biertz, Frank; Hummers-Pradier, Eva; Kruschinski, Carsten

2012-01-01

Background In Germany, family physicians (FPs) are increasingly needed to participate in undergraduate medical education. Knowledge of FPs’ motivation to teach medical students in their practices is lacking. Purpose To describe a novel questionnaire that assesses the motivation of FPs to teach undergraduates in their practices and to show the results of a subsequent survey using this instrument. Methods The questionnaire was developed based on a review of the literature. Previously used empirical instruments assessing occupational values and motivation were included. A preliminary version was pretested in a pilot study. The resulting 68-item questionnaire was sent to 691 FPs involved in undergraduate medical education. Reliability was assessed and subgroups were analyzed with regard to differences in motivation. Results A total of 523 physicians in n = 458 teaching practices participated (response rate 75.7%). ‘Helping others’ and ‘interest’ were revealed as the predominant motives. Responses showed a predominantly intrinsic motivation of the participating FPs. Their main incentives were an ambition to work as a medical preceptor, to generally improve undergraduate education and to share knowledge. Material compensation was of minor importance. Time restraints were indicated as a barrier by some FPs, but were not a general concern. Conclusion German FPs involved in medical education have altruistic attitudes towards teaching medical students in their practices. Motivational features give an important insight for the recruitment of FP preceptors as well as for their training in instructional methods. PMID:23029272

Students helping students: Evaluating a pilot program of peer teaching for an undergraduate course in human anatomy.

PubMed

Bruno, Paul A; Love Green, Jennifer K; Illerbrun, Sara L; Holness, Duncan A; Illerbrun, Samantha J; Haus, Kara A; Poirier, Sylvianne M; Sveinson, Katherine L

2016-01-01

The educational literature generally suggests that supplemental instruction (SI) is effective in improving academic performance in traditionally difficult courses. A pilot program of peer teaching based on the SI model was implemented for an undergraduate course in human anatomy. Students in the course were stratified into three groups based on the number of peer teaching sessions they attended: nonattendees (0 sessions), infrequently attended (1-3 sessions), and frequently attended (≥ 4 sessions). After controlling for academic preparedness [i.e., admission grade point average (AGPA)] using an analysis of covariance, the final grades of frequent attendees were significantly higher than those of nonattendees (P = 0.025) and infrequent attendees (P = 0.015). A multiple regression analysis was performed to estimate the relative independent contribution of several variables in predicting the final grade. The results suggest that frequent attendance (β = 0.245, P = 0.007) and AGPA (β = 0.555, P < 0.001) were significant positive predictors, while being a first-year student (β = -0.217, P = 0.006) was a significant negative predictor. Collectively, these results suggest that attending a certain number of sessions may be required to gain a noticeable benefit from the program, and that first-year students (particularly those with a lower level of academic preparedness) would likely stand to benefit from maximally using the program. End-of-semester surveys and reports indicate that the program had several additional benefits, both to the students taking the course and to the students who served as program leaders. Published 2015 American Association of Anatomists.

Integrating gross pathology into teaching of undergraduate medical science students using human cadavers.

PubMed

Gopalan, Vinod; Dissabandara, Lakal; Nirthanan, Selvanayagam; Forwood, Mark R; Lam, Alfred King-Yin

2016-09-01

Human cadavers offer a great opportunity for histopathology students for the learning and teaching of tissue pathology. In this study, we aimed to implement an integrated learning approach by using cadavers to enhance students' knowledge and to develop their skills in gross tissue identification, handling and dissection techniques. A total of 35 students enrolled in the undergraduate medical science program participated in this study. A 3-hour laboratory session was conducted that included an active exploration of cadaveric specimens to identify normal and pathological tissues as well as tissue dissection. The majority of the students strongly agreed that the integration of normal and morbid anatomy improved their understanding of tissue pathology. All the students either agreed or strongly agreed that this laboratory session was useful to improve their tissue dissection and instrument handling skills. Furthermore, students from both cohorts rated the session as very relevant to their learning and recommended that this approach be added to the existing histopathology curriculum. To conclude, an integrated cadaver-based practical session can be used effectively to enhance the learning experience of histopathology science students, as well as improving their manual skills of tissue treatment, instrument handling and dissection. © 2016 Japanese Society of Pathology and John Wiley & Sons Australia, Ltd.

Teaching Cognitive-Behavioral Therapy to Undergraduate Psychology Students

ERIC Educational Resources Information Center

Ryan, Tracey Ellen; Blau, Shawn; Grozeva, Dima

2011-01-01

This article describes an experimental undergraduate psychology course that ran for two semesters during the 2009 academic year at a private, urban university in the United States. Students learned the techniques and strategies of cognitive behavioral therapy (CBT) and rational emotive behavior therapy (REBT) with a focus on the practical elements…

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

PubMed

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

2017-08-01

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

A National Survey of Undergraduate Teaching in Obstetrics and Gynecology.

ERIC Educational Resources Information Center

And Others; Stenchever, Morton A.

1979-01-01

A survey of academic departments of obstetrics and gynecology was designed to assess undergraduate educational programs and the impact of efforts made to improve teaching in the specialty. It focuses on instructional patterns, the clinical clerkship, student evaluation, and program administration and evaluation. Prior surveys are noted.…

Child psychiatry: what are we teaching medical students?

PubMed

Dingle, Arden D

2010-01-01

The author describes child and adolescent psychiatry (CAP) undergraduate teaching in American and Canadian medical schools. A survey asking for information on CAP teaching, student interest in CAP, and opinions about the CAP importance was sent to the medical student psychiatry director at 142 accredited medical schools in the United States and Canada. The results were summarized and various factors considered relevant to CAP student interest were analyzed statistically. Approximately 81% of the schools returned surveys. Most teach required CAP didactics in the preclinical and clinical years. Almost 63% of the schools have CAP clinical rotations; most are not required. Twenty-three percent of all medical students have a clinical CAP experience during their psychiatry clerkship. The majority of schools have CAP electives, and approximately 4.8% of students participate. Child and adolescent psychiatry leadership, early exposure to CAP, and CAP clinical experiences were related to student CAP interest, but these relationships were not statistically significant. The time allotted to teaching CAP in the undergraduate medical curriculum is minimal, consistent with previous survey results. Most schools require didactic instruction averaging about 12 hours and offer elective clinical opportunities. The survey findings should help direct future planning to improve CAP medical student education.

Good Practices in Undergraduate Education from the Students' and Faculty's View: Consensus or Disagreement. AIR 1996 Annual Forum Paper.

ERIC Educational Resources Information Center

Negron-Morales, Patricia; And Others

This study examined teaching practices in undergraduate education by surveying 180 undergraduate students and 29 faculty, most in the school of education, at the Rio Piedras Campus of the University of Puerto Rico. Factors investigated include: (1) degree of agreement between faculty and students on good teaching practices; (2) relationship…

A dedicated undergraduate gynaecology teaching clinic: The Keele experience.

PubMed

Katali, Hamza Mahamadu; Parry-Smith, William Rhys; Eliot, Rees L; O'Mahony, Fidelma

2016-01-01

Much discussion in the literature centres on how best to teach medical students the intricacies of gynaecological assessment and the subsequent formulation of a management plan. At Keele University skills are initially developed in a simulated setting and then transferred to the workplace where students continue to develop their skills. A dedicated undergraduate gynaecology teaching clinic has been developed and comprises of 2-3 students and a tutor. All 38 students rotating through the department between January and June 2013 were invited to complete an anonymous questionnaire to evaluate this clinic and 36 (95%) of them responded. Respondents felt significantly more comfortable taking a gynaecology history, ensuring privacy during examination and formulating a management plan post-clinic (all p < 0.001), with female students feeling significantly more comfortable than their male counterparts (p = 0.04). The use of this clinic shows great promise to help students learn an unfamiliar and challenging skill.

Teaching of ophthalmology in undergraduate curricula: a survey of Australasian and Asian medical schools.

PubMed

Fan, Jennifer C; Sherwin, Trevor; McGhee, Charles N J

2007-01-01

Despite established international guidelines on preferred teaching components for ophthalmology in undergraduate curricula, with increasingly less specialty-based undergraduate teaching within curricula, teaching of core ophthalmology knowledge and skills may become marginalized. This survey aims to evaluate the current state of undergraduate ophthalmology teaching in Australasia and proximate Asian medical schools. A questionnaire was developed to determine the content and extent of ophthalmology teaching in the undergraduate medical curriculum. The questionnaire was sent to 25 medical schools throughout Australasia and Asia. Nineteen of the 25 questionnaires were returned (76% response rate). Ophthalmology teaching programmes ranged from 2 to 20 days: five (26%) medical schools having one ophthalmology attachment; six schools (32%) two attachments; and the remainder three or more. Only seven of the schools taught all 13 ophthalmology topics recommended in current curriculum guidelines. Ocular examination (100%), lens and cataract (95%) and ocular manifestations of systemic disease (95%) were the most commonly taught topics, with intraocular tumours only covered by 10 schools (53%). Students in 14 schools (74%) attended ophthalmology operating theatre, but only two schools (11%) offered attendance at optometry clinics. Ten schools (53%) required a pass in ophthalmology to complete the academic year. Ophthalmology may increasingly be a small, or even absent, component of undergraduate medical curricula. Despite established international ophthalmology curriculum guidelines, this survey highlights significant lack of uniformity in their implementation.

Plastic surgery in the undergraduate curriculum: the importance of considering students' perceptions.

PubMed

Burd, Andrew; Chiu, Tor; McNaught, Carmel

2004-12-01

As the undergraduate medical curriculum becomes increasingly crowded the competition for time inevitably increases and surgical specialties have decreasing representation. Plastic surgery is regarded with some confusion in terms of its relevance to the generic doctor. Plastic surgeons have no doubt about the relevance of the specialty to undergraduates. Others see this as a very technical specialty dealing with complex reconstructions and surgical interventions or, as a rather indulgent specialty focusing mainly on glamour and cosmesis. This study focuses on students' perceptions of an undergraduate teaching program in plastic surgery. The reality is that highly pressured undergraduates do not have the luxury of time to consider the finer details of the specialties to which they are exposed. Their priority is to pass their examinations and, having addressed that concern, further information becomes an acceptable bonus. The conclusion is that if plastic surgeons are going to gain greater involvement in the undergraduate curriculum they must start with involvement in examinations and assessments. The students will then ensure that adequate and appropriate teaching time is allocated.

Influence of undergraduate nursing student teaching methods on learning standard precautions and transmission-based precautions: Experimental research.

PubMed

Kappes Ramirez, Maria Soledad

2018-02-01

An experimental study was performed with undergraduate nursing students in order to determine, between two methodologies, which is the best for learning standard precautions and precautions based on disease transmission mechanisms. Students in the sample are stratified by performance, with the experimental group (49 students) being exposed to self-instruction and clinical simulation on the topic of standard precautions and special precautions according to disease transmission mechanisms. Conventional classes on the same topics were provided to the control group (49 students). The experimental group showed the best performance in the multiple-choice post-test of knowledge (p=0.002) and in the assessment of essay questions (p=0.043), as well as in the evaluation of a simulated scenario, in relation to the control group. This study demonstrates that it is possible to transfer some teaching subjects on the prevention of Healthcare Associated Infections (HAIs) to self-learning by means of virtual teaching strategies with good results. This allows greater efficiency in the allocation of teachers to clinical simulation or learning situations in the laboratory, where students can apply what they have learned in the self-instruction module. Copyright © 2017 Elsevier Ltd. All rights reserved.

The Management Skills of Exam Process for Undergraduate Students

ERIC Educational Resources Information Center

Cetin, Filiz; Cetin, Saban

2017-01-01

This study aims to identify to what degree undergraduate students are able to manage the exam process to be successful in exams. The study group of the research, which utilizes the survey model, consists of 350 students in total, 185 female and 165 male, attending 4 different teaching programs in Faculty of Education, Gazi University. "The…

How to Strengthen the Connection between Research and Teaching in Undergraduate University Education

ERIC Educational Resources Information Center

Elsen, Mariken (G.MF.); Visser-Wijnveen, Gerda J.; Van Der Rijst, Roeland M.; Van Driel, Jan H.

2009-01-01

This paper explores how to strengthen the research-teaching nexus in university education, in particular, how to improve the relation between policy and practice. The focus is on courses and curricula for undergraduate students. From a review of policy documents and research literature, it appeared that the research-teaching nexus can be shaped…

Validation and Application of the Survey of Teaching Beliefs and Practices for Undergraduates (STEP-U): Identifying Factors Associated with Valuing Important Workplace Skills among Biology Students

PubMed Central

Marbach-Ad, Gili; Rietschel, Carly; Thompson, Katerina V.

2016-01-01

We present a novel assessment tool for measuring biology students’ values and experiences across their undergraduate degree program. Our Survey of Teaching Beliefs and Practices for Undergraduates (STEP-U) assesses the extent to which students value skills needed for the workplace (e.g., ability to work in groups) and their experiences with teaching practices purported to promote such skills (e.g., group work). The survey was validated through factor analyses in a large sample of biology seniors (n = 1389) and through response process analyses (five interviewees). The STEP-U skills items were characterized by two underlying factors: retention (e.g., memorization) and transfer (e.g., knowledge application). Multiple linear regression models were used to examine relationships between classroom experiences, values, and student characteristics (e.g., gender, cumulative grade point average [GPA], and research experience). Student demographic and experiential factors predicted the extent to which students valued particular skills. Students with lower GPAs valued retention skills more than those with higher GPAs. Students with research experience placed greater value on scientific writing and interdisciplinary understanding. Greater experience with specific teaching practices was associated with valuing the corresponding skills more highly. The STEP-U can provide feedback vital for designing curricula that better prepare students for their intended postgraduate careers. PMID:27856547

Challenging Ideals of Reciprocity in Undergraduate Teaching: The Unexpected Benefits of Unpredictable Cross-Cultural Fieldwork

ERIC Educational Resources Information Center

Hammersley, Laura A.; Bilous, Rebecca H.; James, Sarah W.; Trau, Adam M.; Suchet-Pearson, Sandie

2014-01-01

Geographers are increasingly grappling with the theoretical and practical implications of integrating an ethics of reciprocity into undergraduate learning and teaching. This paper draws on the unexpected experiences of a third-year human geography research methods fieldtrip to examine the process of balancing undergraduate student learning and…

Patient participation in general practice based undergraduate teaching: a focus group study of patient perspectives

PubMed Central

Park, Sophie E; Allfrey, Caroline; Jones, Melvyn M; Chana, Jasprit; Abbott, Ciara; Faircloth, Sofia; Higgins, Nicola; Abdullah, Laila

2017-01-01

Background Patients make a crucial contribution to undergraduate medical education. Although a national resource is available for patients participating in research, none is as yet available for education. Aim This study aimed to explore what information patients would like about participation in general practice based undergraduate medical education, and how they would like to obtain this information. Design and setting Two focus groups were conducted in London-based practices involved in both undergraduate and postgraduate teaching. Method Patients both with and without teaching experience were recruited using leaflets, posters, and patient participation groups. An open-ended topic guide explored three areas: perceived barriers that participants anticipated or had experienced; patient roles in medical education; and what help would support participation. Focus groups were audiorecorded, transcribed, and analysed thematically. Results Patients suggested ways of professionalising the teaching process. These were: making information available to patients about confidentiality, iterative consent, and normalising teaching in the practice. Patients highlighted the importance of relationships, making information available about their GPs’ involvement in teaching, and initiating student–patient interactions. Participants emphasised educational principles to maximise exchange of information, including active participation of students, patient identification of student learner needs, and exchange of feedback. Conclusion This study will inform development of patient information resources to support their participation in teaching and access to information both before and during general practice based teaching encounters. PMID:28360073

Teaching Research through Field Studies: A Cumulative Opportunity for Teaching Methodology to Human Geography Undergraduates

ERIC Educational Resources Information Center

Panelli, Ruth; Welch, Richard V.

2005-01-01

Notwithstanding its iconic status within geography, the debate continues about how fieldwork should be taught to undergraduate students. The authors engage with this debate and argue that field studies should follow the teaching of research methodology. In this paper they review relevant literature on the place of fieldwork in geography training,…

Teaching introductory undergraduate physics using commercial video games

NASA Astrophysics Data System (ADS)

Mohanty, Soumya D.; Cantu, Sergio

2011-09-01

Commercial video games are increasingly using sophisticated physics simulations to create a more immersive experience for players. This also makes them a powerful tool for engaging students in learning physics. We provide some examples to show how commercial off-the-shelf games can be used to teach specific topics in introductory undergraduate physics. The examples are selected from a course taught predominantly through the medium of commercial video games.

[Nursing as an option: profile of undergraduate of two teaching institutions].

PubMed

Spíndola, Thelma; Martins, Elizabeth Rose da Costa; Francisco, Márcio Tadeu Ribeiro

2008-01-01

This is a descriptive-exploratory study, aiming at comparing socioeconomic profile of students of two teaching institutions of the municipality of Rio de Janeiro and factors that interfere in their option to choose Nursing. The study was composed by 152 students of Institution (A) and 120 of (B) who were admitted to the undergraduate course in 2004 and 2005. The analysis evidenced that the majority belongs to middle and lower middle class and are young adults, single women. An expanding labor market and an opportunity of a better salary are the main factors that attract students of private schools to nursing career. It is important to the profession to be known in society and, especially, among students who search for a professional option, considering the lack of information of students who are admitted to the Nursing undergraduate course.

Increasing Research Productivity in Undergraduate Research Experiences: Exploring Predictors of Collaborative Faculty–Student Publications

PubMed Central

Morales, Danielle X.; Grineski, Sara E.; Collins, Timothy W.

2017-01-01

Little attention has been paid to understanding faculty–student productivity via undergraduate research from the faculty member’s perspective. This study examines predictors of faculty–student publications resulting from mentored undergraduate research, including measures of faculty–student collaboration, faculty commitment to undergraduate students, and faculty characteristics. Generalized estimating equations were used to analyze data from 468 faculty members across 13 research-intensive institutions, collected by a cross-sectional survey in 2013/2014. Results show that biomedical faculty mentors were more productive in publishing collaboratively with undergraduate students when they worked with students for more than 1 year on average, enjoyed teaching students about research, had mentored Black students, had received more funding from the National Institutes of Health, had a higher H-index scores, and had more years of experience working in higher education. This study suggests that college administrators and research program directors should strive to create incentives for faculty members to collaborate with undergraduate students and promote faculty awareness that undergraduates can contribute to their research. PMID:28747352

Experiences from Cross-Institutional Exchanges of Undergraduate Business Student Written Cases

ERIC Educational Resources Information Center

Ross, Douglas N.; Zufan, Pavel; Rosenbloom, Al

2008-01-01

This article describes an undergraduate course assignment that required 134 students in 52 student teams from three universities, two in the United States and one in the Czech Republic, to write, exchange, and give constructive feedback on a student-written strategic management or international business case and its accompanying teaching note. The…

Quality clinical placements for undergraduate nursing students: a cross-sectional survey of undergraduates and supervising nurses.

PubMed

Courtney-Pratt, Helen; FitzGerald, Mary; Ford, Karen; Marsden, Kathryn; Marlow, Annette

2012-06-01

  This article is a report of a mixed method study of the quality of clinical placements for second year undergraduate nursing students in an acute care hospital.   In response to the current and predicted workforce shortages, greater numbers of nursing undergraduate places are being offered at tertiary institutions. This means that requests for clinical places in hospitals to support undergraduate students has risen. Little is known about the impact of increased numbers on the quality of clinical placement as a learning experience and this is of concern as demand grows and the means of assessing capacity is still unknown.   A 5-point Likert Scale questionnaire, including free text fields, was administered to undergraduates (n = 178), clinical facilitators (n = 22) and supervising ward nurses (n = 163) at two time points in 2009. The survey targeted the quality of the clinical placement in four domains: welcoming and belongingness; teaching and learning; feedback; confidence and competence. Findings.  The findings demonstrated consistently high scoring of the clinical placement experience by both undergraduates and registered nurses. There were higher ratings of levels of support from clinical facilitators compared to supervising ward nurses evident in data associated with the items on the questionnaire relating to teaching and learning.   The results are indicative of the professional commitment of nursing staff to support the next generation of nurses. The findings also give a mechanism to communicate outcomes of undergraduate support to nurses in practice, and highlight steps which can be taken to ensure high quality clinical placement continues. © 2011 Blackwell Publishing Ltd.

A Graphical Approach to Teaching Amplifier Design at the Undergraduate Level

ERIC Educational Resources Information Center

Assaad, R. S.; Silva-Martinez, J.

2009-01-01

Current methods of teaching basic amplifier design at the undergraduate level need further development to match today's technological advances. The general class approach to amplifier design is analytical and heavily based on mathematical manipulations. However, the students mathematical abilities are generally modest, creating a void in which…

A comparison of online versus face-to-face teaching delivery in statistics instruction for undergraduate health science students.

PubMed

Lu, Fletcher; Lemonde, Manon

2013-12-01

The objective of this study was to assess if online teaching delivery produces comparable student test performance as the traditional face-to-face approach irrespective of academic aptitude. This study involves a quasi-experimental comparison of student performance in an undergraduate health science statistics course partitioned in two ways. The first partition involves one group of students taught with a traditional face-to-face classroom approach and the other through a completely online instructional approach. The second partition of the subjects categorized the academic aptitude of the students into groups of higher and lower academically performing based on their assignment grades during the course. Controls that were placed on the study to reduce the possibility of confounding variables were: the same instructor taught both groups covering the same subject information, using the same assessment methods and delivered over the same period of time. The results of this study indicate that online teaching delivery is as effective as a traditional face-to-face approach in terms of producing comparable student test performance but only if the student is academically higher performing. For academically lower performing students, the online delivery method produced significantly poorer student test results compared to those lower performing students taught in a traditional face-to-face environment.

The Effects of Case-Based Instruction on Undergraduate Biology Students' Understanding of the Nature of Science

NASA Astrophysics Data System (ADS)

Burniston, Amy Lucinda

Undergraduate science education is currently seeing a dramatic pedagogical push towards teaching the philosophies underpinning science as well as an increase in strategies that employ active learning. Many active learning strategies stem from constructivist ideals and have been shown to affect a student's understanding of how science operates and its impact on society- commonly referred to as the nature of science (NOS). One particular constructivist teaching strategy, case-based instruction (CBI), has been recommended by researchers and science education reformists as an effective instructional strategy for teaching NOS. Furthermore, when coupled with explicit-reflective instruction, CBI has been found to significantly increasing understanding of NOS in elementary and secondary students. However, few studies aimed their research on CBI and NOS towards higher education. Thus, this study uses a quasi-experimental, nonequivalent group design to study the effects of CBI on undergraduate science students understandings of NOS. Undergraduate biology student's understanding of NOS were assessed using the Views of Science Education (VOSE) instrument pre and post CBI intervention in Cellular and Molecular Biology and Human Anatomy and Physiology II. Data analysis indicated statistically significant differences between students NOS scores in experimental versus control sections for both courses, with experimental groups obtaining higher posttest scores. The results of this study indicate that undergraduate male and female students have similarly poor understandings of NOS and the use of historical case based instruction can be used as a means to increase undergraduate understanding of NOS.

When Theory Meets Practice: A New Approach for Teaching Undergraduate Sales Management Courses

ERIC Educational Resources Information Center

O'Reilly, Kelley A.

2015-01-01

Most sales management undergraduate courses teach students about sales management rather than how to successfully manage a sales team. A desire to change this paradigm resulted in a newly designed hands-on, skill-based sales management course that uses business case studies in combination with students developing, practicing, and performing the…

European survey on principles of prudent antibiotic prescribing teaching in undergraduate students.

PubMed

Pulcini, C; Wencker, F; Frimodt-Møller, N; Kern, W V; Nathwani, D; Rodríguez-Baño, J; Simonsen, G S; Vlahović-Palčevski, V; Gyssens, I C

2015-04-01

We surveyed European medical schools regarding teaching of prudent antibiotic prescribing in the undergraduate curriculum. We performed a cross-sectional survey in 13 European countries (Belgium, Croatia, Denmark, France, Germany, Italy, Netherlands, Norway, Serbia, Slovenia, Spain, Switzerland, United Kingdom) in 2013. Proportional sampling was used, resulting in the selection of two to four medical schools per country. A standardized questionnaire based on literature review and validated by a panel of experts was sent to lecturers in infectious diseases, medical microbiology and clinical pharmacology. In-depth interviews were conducted with four lecturers. Thirty-five of 37 medical schools were included in the study. Prudent antibiotic use principles were taught in all but one medical school, but only four of 13 countries had a national programme. Interactive teaching formats were used less frequently than passive formats. The teaching was mandatory for 53% of the courses and started before clinical training in 71%. We observed wide variations in exposure of students to important principles of prudent antibiotic use among countries and within the same country. Some major principles were poorly covered (e.g. reassessment and duration of antibiotic therapy, communication skills). Whereas 77% of the respondents fully agreed that the teaching of these principles should be prioritized, lack of time, mainly due to rigid curriculum policies, was the main reported barrier to implementation. Given the study design, these are probably optimistic results. Teaching of prudent antibiotic prescribing principles should be improved. National and European programmes for development of specific learning outcomes or competencies are urgently needed. Copyright © 2014 European Society of Clinical Microbiology and Infectious Diseases. Published by Elsevier Ltd. All rights reserved.

Student Participation and Grade Performance in an Undergraduate Online Learning Environment

ERIC Educational Resources Information Center

V. KunhiMohamed, Balkeese Binti

2012-01-01

This study explored learning and teaching of online classes. Examining the relationship between undergraduate students' participation and their final grades in five selected courses in an online learning environment and exploring differences between the demographics characteristics of age, race, and gender to students' participation (total number…

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

PubMed

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

2016-11-01

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

The effect of using an audience response system on learning, motivation and information retention in the orthodontic teaching of undergraduate dental students: a cross-over trial.

PubMed

Dhaliwal, Harmeet Kaur; Allen, Mark; Kang, Jing; Bates, Claire; Hodge, Trevor

2015-06-01

New methods of teaching and learning are constantly being sought in the adult learning environment. Audience Response Systems (ARS) have been used in many different learning environments, especially in the field of medical education. The objective of this investigation was to ascertain the effect of ARS use in undergraduate teaching in a UK dental school. A cross-over clustered randomized educational trial. Leeds Dental Institute. Year 4 undergraduate dental students in orthodontics. Students at Leeds Dental Institute were taught two different topics within the curriculum to test the use of ARS in a cross-over trial. A questionnaire was delivered to the test (ARS) and control (non-ARS) groups. The response rate to the questionnaires was 89·5% (test group) and 82·9% (control group). The ARS enabled students to perform better as shown by knowledge retention (P = 0·013). Students found the seminar more interesting (P = 0·013), easier to concentrate (P = 0·025) and easier to participate in (P = 0·020) when ARS was used. When ARS was used, students were more able to answer questions (P<0·0001), were more likely to prepare for the seminar (P<0·0001) and significantly preferred using ARS (P<0·0001). ARS was found to significantly improve student concentration and participation in small group seminar teaching and significantly improved knowledge retention. ARS may be useful in facilitating orthodontic teaching in the future.

Making Microscopy Motivating, Memorable, & Manageable for Undergraduate Students with Digital Imaging Laboratories

ERIC Educational Resources Information Center

Weeks, Andrea; Bachman. Beverly; Josway, Sarah; North, Brittany; Tsuchiya, Mirian T.N.

2013-01-01

Microscopy and precise observation are essential skills that are challenging to teach effectively to large numbers of undergraduate biology students. We implemented student-driven digital imaging assignments for microscopy in a large enrollment laboratory for organismal biology. We detail how we promoted student engagement with the material and…

Student Perceptions to Teaching Undergraduate Anatomy in Health Sciences

ERIC Educational Resources Information Center

Anderton, Ryan S.; Chiu, Li Shan; Aulfrey, Susan

2016-01-01

Anatomy and physiology teaching has undergone significant changes to keep up with advances in technology and to cater for a wide array of student specific learning approaches. This paper examines perceptions towards a variety of teaching instruments, techniques, and innovations used in the delivery and teaching of anatomy and physiology for health…

Teachers and Students' Stereotypes about the Teaching and Learning of English

ERIC Educational Resources Information Center

Roberto Flórez, Eliana Edith; Arias Rodríguez, Gladis Leonor

2016-01-01

This article is the result of a research study that examined teachers and undergraduate students' stereotypes about English teaching and learning processes at a private university in Tunja, Colombia. The research was carried out with six English teachers and twenty undergraduate students from first and second semesters. The instruments used to…

How Golden Is Silence? Teaching Undergraduates the Power and Limits of RNA Interference

ERIC Educational Resources Information Center

Kuldell, Natalie H.

2006-01-01

It is hard and getting harder to strike a satisfying balance in teaching. Time dedicated to student-generated models or ideas is often sacrificed in an effort to "get through the syllabus." I describe a series of RNA interference (RNAi) experiments for undergraduate students that simultaneously explores fundamental concepts in gene regulation,…

The experience of educational quality in undergraduate nursing students: a phenomenological study.

PubMed

Macale, Loreana; Vellone, Ercole; Scialò, Gennaro; Iossa, Mauro; Cristofori, Elena; Alvaro, Rosaria

2016-01-01

The evaluation of academic education has become crucial in the European Union since the Bologna Process encouraged all European universities to reach high quality standards in education. Although several studies have been conducted on the quality of undergraduate nursing education, few studies have explored this topic from the students' perspective. The purpose of this study was to describe the experience of educational quality in undergraduate nursing students. The phenomenological method was used to study 55 students (mean age 24 years; 73% female) pursuing a baccalaureate degree in nursing in three universities in central Italy. The following five themes emerged from the phenomenological analysis: 1) quality of faculties: teaching skills, preparation, sensitivity to students, self-discipline; 2) theory-practice integration and communication between teaching and clinical area; 3) general management and organization of the programme; 4) quality of infrastructures: libraries, classrooms, information technology, services, administration, and communication; and 5) clinical tutorship: humanity, relationships and ability of the clinical tutor to guide and support. This study's novel finding was a deeper understanding of the educational quality's meanings among undergraduate nursing students. Students thought educational quality consisted of the faculty members' sensitivity towards their problems and the clinical tutors' humanity, interpersonal skills, guidance and support.

The Teaching Evaluation Process: Segmentation of Marketing Students.

ERIC Educational Resources Information Center

Yau, Oliver H. M.; Kwan, Wayne

1993-01-01

A study applied the concept of market segmentation to student evaluation of college teaching, by assessing whether there exist several segments of students and how this relates to their evaluation of faculty. Subjects were 156 Australian undergraduate business administration students. Results suggest segments do exist, with different expectations…

Teaching undergraduate mathematics in interactive groups: how does it fit with students' learning?

NASA Astrophysics Data System (ADS)

Sheryn, Louise; Ell, Fiona

2014-08-01

Debates about how undergraduate mathematics should be taught are informed by different views of what it is to learn and to do mathematics. In this qualitative study 10 students enrolled in an advanced undergraduate course in mathematics shared their views about how they best learn mathematics. After participating in a semester-long course in combinatorics, taught using a non-traditional, formal group work approach, the 10 students shared their views about how such an approach fitted in with their experience of learning mathematics. A descriptive thematic analysis of the students' responses revealed that despite being very comfortable with the traditional approach to learning new mathematics, most students were open to a formal group work approach and could see benefits from it after their participation. The students' prior conceptions of the goal of undergraduate mathematics learning and their view of themselves as 'mathematicians' framed their experience of learning mathematics in a non-traditional class.

Students helping students: Evaluating a pilot program of peer teaching for an undergraduate course in human anatomy

PubMed Central

Love Green, Jennifer K.; Illerbrun, Sara L.; Holness, Duncan A.; Illerbrun, Samantha J.; Haus, Kara A.; Poirier, Sylvianne M.; Sveinson, Katherine L.

2015-01-01

The educational literature generally suggests that supplemental instruction (SI) is effective in improving academic performance in traditionally difficult courses. A pilot program of peer teaching based on the SI model was implemented for an undergraduate course in human anatomy. Students in the course were stratified into three groups based on the number of peer teaching sessions they attended: nonattendees (0 sessions), infrequently attended (1‐3 sessions), and frequently attended (≥ 4 sessions). After controlling for academic preparedness [i.e., admission grade point average (AGPA)] using an analysis of covariance, the final grades of frequent attendees were significantly higher than those of nonattendees (P = 0.025) and infrequent attendees (P = 0.015). A multiple regression analysis was performed to estimate the relative independent contribution of several variables in predicting the final grade. The results suggest that frequent attendance (β = 0.245, P = 0.007) and AGPA (β = 0.555, P < 0.001) were significant positive predictors, while being a first‐year student (β = −0.217, P = 0.006) was a significant negative predictor. Collectively, these results suggest that attending a certain number of sessions may be required to gain a noticeable benefit from the program, and that first‐year students (particularly those with a lower level of academic preparedness) would likely stand to benefit from maximally using the program. End‐of‐semester surveys and reports indicate that the program had several additional benefits, both to the students taking the course and to the students who served as program leaders. Anat Sci Educ 9: 132–142. © 2015 The Authors. Anatomical Sciences Education published by Wiley Periodicals Inc. on behalf of the American Association of Anatomists. PMID:26060978

The ERAU Undergraduate Meteorology Program, Students' Learning, and Measures of Success

NASA Astrophysics Data System (ADS)

Ivanova, D.

2008-12-01

The goal of this paper is to introduce the relationship, teaching techniques, research experience, and critical thinking interactions between Embry-Riddle Aeronautical University(ERAU) McNair mentors and their meteorology students to ensure the students' continued academic success and path to graduate school. The primary goal of the McNair Scholars Program is to provide experiences that prepare selected undergraduate students for doctoral study. The overriding goal of the McNair programs is to increase the number of underrepresented students who will obtain doctoral degrees and go on to teach and do research in institutions of higher learning. The underrepresented students are often those with limited resources, however encouraging critical thinking and undergraduate research experience is an effective tool for engaging them in applied meteorology. How do we help underrepresented meteorology students become aware of their strong and weak sides, help their learning, improve their learning strategies, and guide them toward a successful graduate school path? What skills are particularly important in developing a solid undergraduate expertise in meteorology? How can these skills be taught effectively? What are the obstacles the McNair scholars have to overcome? Some students are under prepared in math or have math phobias, others are learning English as they are learning the complex vocabulary of meteorology, or arrive in the classroom with communication skills that are not fully developed. We discuss our experiences as part of the ERAU McNair Scholars Program and Department of meteorology faculty body.

Undergraduate nursing students integrating health literacy in clinical settings.

PubMed

Zanchetta, Margareth; Taher, Yasmin; Fredericks, Suzanne; Waddell, Janice; Fine, Carol; Sales, Rona

2013-09-01

Analyzing students' performance and self-criticism of their roles in promoting health literacy can inform nursing education in a social environment that expects new graduates to be health promoters. The pilot study reported here aimed to a) analyze students' understanding of and sensitivity to issues of health literacy, (b) identify students' perceptions of structural, organizational, and political barriers to the promotion of health literacy in social and health care organizations, and (c) document students' suggestions for curriculum changes that would develop their skills and competencies as health-literacy promoters. A qualitative pilot study. A collaborative undergraduate nursing degree program in the metropolitan area of Toronto, Canada. Sixteen undergraduate, Year 4 nursing students. Signed informed consent was obtained from the participants. Participation was unpaid and voluntary. Recruitment was through an email invitation sent by the School of Nursing Student Affairs Coordinator. Three, one-time individual interviews and three focus groups were conducted. All were audio-recorded. Recordings were transcribed, and the transcriptions were coded using the qualitative software ATLAS ti 6.0. The interview data were submitted to thematic analysis. Additional data were gathered from the two-page self-assessments in students' academic portfolios. Sensitivity to health literacy was documented. Students performed best as health promoters in supportive teaching hospitals. Their performance was hindered by clinical settings unsupportive of health education, absence of role models, and insufficient theoretical preparation for health teaching. Students' sensitivity to their clients' diversity reportedly reinforced the interconnection, in multicultural healthcare settings, between health literacy and other social determinants of health and a growing demand for educating future nurses in expanding their role also as health promoters. Students recommended more socially

Teaching Psychological and Social Gerontology to Millennial Undergraduates

ERIC Educational Resources Information Center

Siegal, Brittany; Kagan, Sarah H.

2012-01-01

Matters of development and generation may create barriers in teaching millennial undergraduates psychological and social gerontology. We introduce strategy to mitigate these barriers by teaching psychological and social gerontology as undergraduate honors courses, augmented with the use of social networking tools. We detail honors programming,…

Missing the mark: Current practices in teaching the male urogenital examination to Canadian undergraduate medical students.

PubMed

McAlpine, Kristen; Steele, Stephen

2016-08-01

The urogenital physical examination is an important aspect of patient encounters in various clinical settings. Introductory clinical skills sessions are intended to provide support and alleviate students' anxiety when learning this sensitive exam. The techniques each Canadian medical school uses to guide their students through the initial urogenital examination has not been previously reported. This study surveyed pre-clerkship clinical skills program directors at the main campus of English-speaking Canadian medical schools regarding the curriculum they use to teach the urogenital examination. A response rate of 100% was achieved, providing information on resources and faculty available to students, as well as the manner in which students were evaluated. Surprisingly, over one-third of the Canadian medical schools surveyed failed to provide a setting in which students perform a urogenital examination on a patient in their pre-clinical years. Additionally, there was no formal evaluation of this skill set reported by almost 50% of Canadian medical schools prior to clinical training years. To ensure medical students are confident and accurate in performing a urogenital examination, it is vital they be provided the proper resources, teaching, and training. As we progress towards a competency-based curriculum, it is essential that increased focus be placed on patient encounters in undergraduate training. Further research to quantify students' exposure to the urogenital examination during clinical years would be of interest. Without this commitment by Canadian medical schools, we are doing a disservice not only to the medical students, but also to our patient population.

The Use of a Serious Game and Academic Performance of Undergraduate Accounting Students: An Empirical Analysis

ERIC Educational Resources Information Center

Malaquias, Rodrigo Fernandes; Malaquias, Fernanda Francielle de Oliveira; Borges, Dermeval M., Jr.; Zambra, Pablo

2018-01-01

The literature on serious games (SGs) indicates that they are very useful tools to improve the teaching/learning process. In this paper, we analyze some potential benefits of a SG on academic performance of undergraduate accounting students. The database is comprised of scores obtained by students during an undergraduate discipline related with…

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

ERIC Educational Resources Information Center

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

2007-01-01

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

Can Medical Students Teach? A Near-Peer-Led Teaching Program for "Year 1" Students

ERIC Educational Resources Information Center

Jackson, T. A.; Evans, D. J. R.

2012-01-01

The General Medical Council states that United Kingdom graduates must function effectively as educators. There is a growing body of evidence showing that medical students can be included as teachers within a medical curriculum. Our aim was to design and implement a near-peer-led teaching program in an undergraduate medical curriculum and assess…

Teaching Bayesian Statistics to Undergraduate Students through Debates

ERIC Educational Resources Information Center

Stewart, Sepideh; Stewart, Wayne

2014-01-01

This paper describes a lecturer's approach to teaching Bayesian statistics to students who were only exposed to the classical paradigm. The study shows how the lecturer extended himself by making use of ventriloquist dolls to grab hold of students' attention and embed important ideas in revealing the differences between the Bayesian and classical…

Assessing the Comparative Effectiveness of Teaching Undergraduate Intermediate Accounting in the Online Classroom Format

ERIC Educational Resources Information Center

Rich, Anne J.; Dereshiwsky, Mary I.

2011-01-01

This paper presents the results of a study assessing the comparative effectiveness of teaching an undergraduate intermediate accounting course in the online classroom format. Students in a large state university were offered an opportunity to complete the first course in intermediate accounting either online or on-campus. Students were required to…

Teaching about genetic testing issues in the undergraduate classroom: a case study.

PubMed

Rogers, Jill Cellars; Taylor, Ann T S

2011-06-01

Educating undergraduates about current genetic testing and genomics can involve novel and creative teaching practices. The higher education literature describes numerous pedagogical approaches in the laboratory designed to engage science and liberal arts students. Often these experiences involve students analyzing their own genes for various polymorphisms, some of which are associated with disease states such as an increased risk for developing cancer. While the literature acknowledges possible ethical ramifications of such laboratory exercises, authors do not present recommendations or rubrics for evaluating whether or not the testing is, in fact, ethical. In response, we developed a laboratory investigation and discussion which allowed undergraduate science students to explore current DNA manipulation techniques to isolate their p53 gene, followed by a dialogue probing the ethical implications of examining their sample for various polymorphisms. Students never conducted genotyping on their samples because of ethical concerns, so the discussion served to replace actual genetic testing in the class. A basic scientist led the laboratory portion of the assignment. A genetic counselor facilitated the discussion, which centered around existing ethical guidelines for clinical genetic testing and possible challenges of human genotyping outside the medical setting. In their final papers, students demonstrated an understanding of the practice guidelines established by the genetics community and acknowledged the ethical considerations inherent in p53 genotyping. Given the burgeoning market for personalized medicine, teaching undergraduates about the psychosocial and ethical dimensions of human gene testing seems important and timely, and introduces an additional role genetic counselors can play in educating consumers about genomics.

Applying team-based learning of diagnostics for undergraduate students: assessing teaching effectiveness by a randomized controlled trial study

PubMed Central

Zeng, Rui; Xiang, Lian-rui; Zeng, Jing; Zuo, Chuan

2017-01-01

Background We aimed to introduce team-based learning (TBL) as one of the teaching methods for diagnostics and to compare its teaching effectiveness with that of the traditional teaching methods. Methods We conducted a randomized controlled trial on diagnostics teaching involving 111 third-year medical undergraduates, using TBL as the experimental intervention, compared with lecture-based learning as the control, for teaching the two topics of symptomatology. Individual Readiness Assurance Test (IRAT)-baseline and Group Readiness Assurance Test (GRAT) were performed in members of each TBL subgroup. The scores in Individual Terminal Test 1 (ITT1) immediately after class and Individual Terminal Test 2 (ITT2) 1 week later were compared between the two groups. The questionnaire and interview were also implemented to survey the attitude of students and teachers toward TBL. Results There was no significant difference between the two groups in ITT1 (19.85±4.20 vs 19.70±4.61), while the score of the TBL group was significantly higher than that of the control group in ITT2 (19.15±3.93 vs 17.46±4.65). In the TBL group, the scores of the two terminal tests after the teaching intervention were significantly higher than the baseline test score of individuals. IRAT-baseline, ITT1, and ITT2 scores of students at different academic levels in the TBL teaching exhibited significant differences, but the ITT1-IRAT-baseline and ITT2-IRAT-baseline indicated no significant differences among the three subgroups. Conclusion Our TBL in symptomatology approach was highly accepted by students in the improvement of interest and self-directed learning and resulted in an increase in knowledge acquirements, which significantly improved short-term test scores compared with lecture-based learning. TBL is regarded as an effective teaching method worthy of promoting. PMID:28331383

Applying team-based learning of diagnostics for undergraduate students: assessing teaching effectiveness by a randomized controlled trial study.

PubMed

Zeng, Rui; Xiang, Lian-Rui; Zeng, Jing; Zuo, Chuan

2017-01-01

We aimed to introduce team-based learning (TBL) as one of the teaching methods for diagnostics and to compare its teaching effectiveness with that of the traditional teaching methods. We conducted a randomized controlled trial on diagnostics teaching involving 111 third-year medical undergraduates, using TBL as the experimental intervention, compared with lecture-based learning as the control, for teaching the two topics of symptomatology. Individual Readiness Assurance Test (IRAT)-baseline and Group Readiness Assurance Test (GRAT) were performed in members of each TBL subgroup. The scores in Individual Terminal Test 1 (ITT1) immediately after class and Individual Terminal Test 2 (ITT2) 1 week later were compared between the two groups. The questionnaire and interview were also implemented to survey the attitude of students and teachers toward TBL. There was no significant difference between the two groups in ITT1 (19.85±4.20 vs 19.70±4.61), while the score of the TBL group was significantly higher than that of the control group in ITT2 (19.15±3.93 vs 17.46±4.65). In the TBL group, the scores of the two terminal tests after the teaching intervention were significantly higher than the baseline test score of individuals. IRAT-baseline, ITT1, and ITT2 scores of students at different academic levels in the TBL teaching exhibited significant differences, but the ITT1-IRAT-baseline and ITT2-IRAT-baseline indicated no significant differences among the three subgroups. Our TBL in symptomatology approach was highly accepted by students in the improvement of interest and self-directed learning and resulted in an increase in knowledge acquirements, which significantly improved short-term test scores compared with lecture-based learning. TBL is regarded as an effective teaching method worthy of promoting.

Strengthening STEM performance and persistence: Influence of undergraduate teaching assistants on entry-level STEM students

NASA Astrophysics Data System (ADS)

Philipp, Stephanie B.

Increasing retention of students in science, technology, engineering, or mathematics (STEM) programs of study is a priority for many colleges and universities. This study examines an undergraduate teaching assistant (UTA) program implemented in a general chemistry course for STEM majors to provide peer learning assistance to entrylevel students. This study measured the content knowledge growth of UTAs compared to traditional graduate teaching assistants (GTAs) over the semester, and described the development of peer learning assistance skills of the UTAs as an outcome of semesterlong training and support from both science education and STEM faculty. Impact of the UTA program on final exam grades, persistence of students to enroll in the next chemistry course required by their intended major, and STEM identity of students were estimated. The study sample comprised 284 students in 14 general chemistry recitation sections led by six UTAs and 310 students in 15 general chemistry recitation sections led by three traditional GTAs for comparison. Results suggested that both UTAs and GTAs made significant learning gains in general chemistry content knowledge, and there was no significant difference in content knowledge between UTA and GTA groups. Student evaluations, researcher observations, and chemistry faculty comments confirm UTAs were using the learning strategies discussed in the semester-long training program. UTA-led students rated their TAs significantly higher in teaching quality and student care and encouragement, which correlated with stronger STEM recognition by those students. The results of hierarchical linear model (HLM) analysis showed little variance in final exam grades explained by section-level variables; most variance was explained by student-level variables: mathematics ACT score, college GPA, and intention to enroll in the next general chemistry course. Students having higher college GPAs were helped more by having a UTA. Results from logistic

A Study of Faculty Approaches to Teaching Undergraduate Physical Chemistry Courses

NASA Astrophysics Data System (ADS)

Mack, Michael Ryan

Chemistry education researchers have not adequately studied teaching and learning experiences at all levels in the undergraduate chemistry curriculum leaving gaps in discipline-based STEM education communities understanding about how the upper- division curricula works (National Research Council, 2012b; Towns, 2013). This study explored faculty approaches to teaching in upper-division physical chemistry course settings using an interview-based methodology. Two conceptualizations of approaches to teaching emerged from a phenomenographic analysis of interview transcripts: (1) faculty beliefs about the purposes for teaching physical chemistry and (2) their conceptions of their role as an instructor in these course settings. Faculty who reported beliefs predominantly centered on helping students develop conceptual knowledge and problem-solving skills in physical chemistry often worked with didactic models of teaching, which emphasized the transfer of expert knowledge to students. When faculty expressed beliefs that were more inclusive of conceptual, epistemic, and social learning goals in science education they often described more student-centered models of teaching and learning, which put more responsibilities on them to facilitate students' interactive engagement with the material and peers during regularly scheduled class time. Knowledge of faculty thinking, as evinced in a rich description of their accounts of their experience, provides researchers and professional developers with useful information about the potential opportunities or barriers that exist for helping faculty align their beliefs and goals for teaching with research-based instructional strategies.

Aging Research with Students in a University with a Strong Teaching Mission

ERIC Educational Resources Information Center

Szuchman, Lenore T.

2006-01-01

A National Institute on Aging-funded pilot project to study advice-giving by older adult mothers to their middle-aged daughters was undertaken in a medium-sized teaching-intensive university. The student body and community are highly diverse, and many undergraduates are first-generation college students. In this context, undergraduate psychology…

Undergraduate quantum mechanics: lost opportunities for engaging motivated students?

NASA Astrophysics Data System (ADS)

Johansson, Anders

2018-03-01

Quantum mechanics is widely recognised as an important and difficult subject, and many studies have been published focusing on students’ conceptual difficulties. However, the sociocultural aspects of studying such an emblematic subject have not been researched to any large extent. This study explores students’ experiences of undergraduate quantum mechanics using qualitative analysis of semi-structured interview data. The results inform discussions about the teaching of quantum mechanics by adding a sociocultural dimension. Students pictured quantum mechanics as an intriguing subject that inspired them to study physics. The study environment they encountered when taking their first quantum mechanics course was however not always as inspiring as expected. Quantum mechanics instruction has commonly focused on the mathematical framework of quantum mechanics, and this kind of teaching was also what the interviewees had experienced. Two ways of handling the encounter with a traditional quantum mechanics course were identified in the interviews; either students accept the practice of studying quantum mechanics in a mathematical, exercise-centred way or they distance themselves from these practices and the subject. The students who responded by distancing themselves experienced a crisis and disappointment, where their experiences did not match the way they imagined themselves engaging with quantum mechanics. The implications of these findings are discussed in relation to efforts to reform the teaching of undergraduate quantum mechanics.

Guided university debate: Effect of a new teaching-learning strategy for undergraduate nursing students.

PubMed

Arrue, Marta; Unanue, Saloa; Merida, David

2017-12-01

A number of studies have shown that the traditional lecture suffers from limitations in the development of many important competencies such as reasoning ability for nursing professionals. In view of this issue, the authors present a promising alternative to the traditional lecture: the Guided University Debate (GUD). With regard to this aim a teaching-learning sequence of schizophrenia is described based on the GUD. Next, the improvement in the argumentative and declarative knowledge of the students who have participated in the said methodology is demonstrated. Quasi-experimental study with pre-test and post-test design to measure differences in the improvement of declarative and argumentative knowledge. To determine if there is a statistically significant difference in the score obtained in the pre-test and in the post-test score a parametric t-tests was carried. 64 students participated in the study. Implementation of the study took place during the 2015-2016 academic year in the third year of the Nursing undergraduate degree course in the University of the Basque Country (UPV/EHU) as part of the Mental Health class. The results showed a statistically-significant improvement in the students' scores for all learning outcomes analysed: Identifies symptoms of schizophrenia (p≤0.001), identifies the nursing interventions (p≤0.001), provides a rationale for nursing interventions (p≤0.001) and provides evidence of nursing interventions (p≤0.001). That is, the declarative and argumentative capacity of the group improved significantly with the Guided University Debate methodology. Although the teaching design feasibility and outcomes may vary in different contexts, based on this studies' positive outcome, the authors call today's educators to be able to use GUD as a teaching method. Copyright © 2017 Elsevier Ltd. All rights reserved.

Using Case Studies as a Semester-Long Tool to Teach Neuroanatomy and Structure-Function Relationships to Undergraduates

PubMed Central

Kennedy, Susan

2013-01-01

In addition to being inherently interesting to students, case studies can serve as useful tools to teach neuroanatomy and demonstrate important relationships between brain structure and function. In most undergraduate courses, however, neuroanatomy is presented to students as a “unit” or chapter, much like other topics (e.g., receptors, pharmacology) covered in the course, over a period of a week or two. In this article, a relatively simple model of teaching neuroanatomy is described in which students are actively engaged in the presentation and discussion of case studies throughout the semester, following a general introduction to the structure of the nervous system. In this way, the teaching of neuroanatomy is “distributed” throughout the semester and put into a more user-friendly context for students as additional topics are introduced. Generally, students report enjoying learning brain structure using this method, and commented positively on the class activities associated with learning brain anatomy. Advantages and disadvantages of such a model are presented, as are suggestions for implementing similar models of undergraduate neuroanatomy education. PMID:24319386

Satisfaction of undergraduate students at University of Jordan after root canal treatment of posterior teeth using rotary or hand preparation.

PubMed

Abu-Tahun, Ibrahim; El-Ma'aita, Ahmad; Khraisat, Ameen

2016-08-01

The aim of this study was to report the satisfaction of fifth year undergraduate students on the clinical use of rotary endodontic preparation compared with stainless steel standard technique and to evaluate the impact of rotary nickel-titanium instruments on undergraduate teaching. This study was carried out by the fifth year undergraduate students attending peer review sessions as a part of their training program using a questionnaire to assess their satisfaction with these two techniques. The overall results indicated a statistically significant satisfaction of the undergraduate students with the use of the nickel-titanium system (P < 0.001) compared to stainless steel standard technique. Under the conditions of this study, the results showed a positive acceptance and consensus among novice dental students regarding the use of ProTaper rotary files and the need for undergraduate teaching of rotary nickel-titanium systems in Jordan. © 2015 Australian Society of Endodontology Inc.

Promoting Active Learning: Student-Led Data Gathering in Undergraduate Statistics

ERIC Educational Resources Information Center

Strangfeld, Jennifer A.

2013-01-01

Scholarship on teaching undergraduates increasingly emphasizes the benefits of providing students with an active role in their education whereby instructors are more aptly described as facilitators of knowledge rather than merely providers of it. Additionally, recommendations from the American Sociological Association aimed specifically at the…

Reaching Students: What Research Says about Effective Instruction in Undergraduate Science and Engineering

ERIC Educational Resources Information Center

Kober, Nancy

2015-01-01

The undergraduate years are a turning point in producing scientifically literate citizens and future scientists and engineers. Evidence from research about how students learn science and engineering shows that teaching strategies that motivate and engage students will improve their learning. So how do students best learn science and engineering?…

[The effects of a new model of hospital management on undergraduate teaching of urology].

PubMed

Bogado S, Justo; Bogado C, Mariana; López C, Ilse; Rosselot J, Eduardo

2010-04-01

Since January 2005, a new model for hospital coordinated assistance was implanted in Chile, denominated Self Managed Hospitals in net, to improve resource use effectiveness and efficiency. This new design changed health care and teaching models. To analyze, understand and to reflect on how teachers and students of the Urology Unit of the Eastern Campus of the Faculty of Medicine in the University of Chile, perceive learning in this new hospital scenario. A qualitative methodology was used, including semi-structured interviews to chief teachers and focal groups of teachers and students. Also, a written structured questionnaire was answered by a group of 5th year students and interns. University teachers perceive that undergraduate learning is affected in the new hospital scenario. Students think that they have less opportunities to directly interact with patients, and therefore have fewer possibilities to take medical histories, perform physical examinations, and fewer occasions to discuss cases with their tutors. The new health system that runs hospitals under a network could jeopardize undergraduate teaching. This is the case for the Urology Service at Hospital and the corresponding Department of Specialties, where the dominant perception of teachers and a number of students is that their clinical learning is endangered by these innovations. To obtain the learning objectives of the undergraduate program in this subject, reorientation of their ambulatory practice and derivation skills must be rationally elaborated to improve students accomplishment.

Valued experiences of graduate students in their role as educators in undergraduate training in Ugandan medical schools.

PubMed

Rukundo, Godfrey Zari; Kasozi, Jannat; Burani, Aluonzi; Byona, Wycliff; Kirimuhuzya, Claude; Kiguli, Sarah

2017-11-25

In most medical schools, graduate students, sometimes referred to as graduate teaching assistants, often participate in the training of undergraduate students. In developing countries like Uganda, are typically involved in undergraduate training. However, prior to this study there were no standard guidelines for this involvement. At the same time, the views and experiences of the graduate students in their role as educators had not been documented. Therefore, the aim of this study was to explore the views and experiences of graduate students about their involvement in undergraduate training in three Ugandan medical schools. The findings of this study will contribute to the development of policies for training in Ugandan medical schools. This was a qualitative study in which thirty in-depth-interviews were conducted among second and third year graduate students in three Ugandan medical schools in the MESAU consortium (Medical Education Services to all Ugandans) including Mbarara University of Science and Technology, Makerere College of Health Sciences and Kampala International University, Western Campus. All graduate students from all the three medical schools viewed their involvement in undergraduate training as important. The study also revealed that graduate students increase available human resources and often compensate for the teaching missed when senior educators were absent. The graduate students expressed important views that need to be considered in the design of educational programs where they are to be involved. The respondents also reported a number of challenges in this undertaking that included lack of motivation, lack of orientation and having heavy workloads. The presence and commitment of senior educators to guide and support the graduate students in teaching activities was viewed as one significant intervention that would increase the effectiveness of their educational contributions. Graduate students enjoy their involvement in the training of

The effectiveness of gynaecology teaching associates in teaching pelvic examination to medical students: a randomised controlled trial.

PubMed

Janjua, Aisha; Smith, P; Chu, J; Raut, N; Malick, S; Gallos, I; Singh, R; Irani, S; Gupta, J K; Parle, J; Clark, T J

2017-03-01

To assess whether teaching female pelvic examinations using gynaecological teaching associates (GTAs); women who are trained to give instruction and feedback on gynaecological examination technique, improves the competence, confidence and communication skills of medical students compared to conventional teaching. Randomised controlled trial. Ten University of Birmingham (UoB) affiliated teaching hospitals in the UK. 492 final year medical students. GTA teaching of gynaecological examination compared with conventional pelvic manikin based teaching at the start of a five week clinical placement in obstetrics and gynaecology (O&G). Student's perception of their confidence was measured on a 10cm visual analogue scale (VAS). Domains of competence were measured by a senior clinical examiner using a standardised assessment tool which utilised 10cm VAS and by a GTA using a four point Likert scale. Assessors were blinded to the allocated teaching intervention. 407/492 (83%) students completed both the intervention and outcome assessment. Self-reported confidence was higher in students taught by GTAs compared with those taught on manikins (median score GTA 6.3; vs. conventional 5.8; p=0.03). Competence was also higher in those taught by GTAs when assessed by an examiner (median global score GTA 7.1 vs. conventional 6.0; p<0.001) and by a GTA (p<0.001). GTA teaching of female pelvic examination at the start of undergraduate medical student O&G clinical placements improves their confidence and competence compared with conventional pelvic manikin based teaching. GTAs should be introduced into undergraduate medical curricula to teach pelvic examination. Crown Copyright © 2016. Published by Elsevier B.V. All rights reserved.

Using Ultrasound to Teach Medical Students Cardiac Physiology

ERIC Educational Resources Information Center

Bell, Floyd E., III; Wilson, L. Britt; Hoppmann, Richard A.

2015-01-01

Ultrasound is being incorporated more into undergraduate medical education. Studies have shown that medical students have positive perceptions about the value of ultrasound in teaching courses like anatomy and physiology. The purpose of the present study was to provide objective evidence of whether ultrasound helps students learn cardiac…

Evaluation of interactive teaching for undergraduate medical students using a classroom interactive response system in India.

PubMed

Datta, Rakesh; Datta, Karuna; Venkatesh, M D

2015-07-01

The classical didactic lecture has been the cornerstone of the theoretical undergraduate medical education. Their efficacy however reduces due to reduced interaction and short attention span of the students. It is hypothesized that the interactive response pad obviates some of these drawbacks. The aim of this study was to evaluate the effectiveness of an interactive response system by comparing it with conventional classroom teaching. A prospective comparative longitudinal study was conducted on 192 students who were exposed to either conventional or interactive teaching over 20 classes. Pre-test, Post-test and retentions test (post 8-12 weeks) scores were collated and statistically analysed. An independent observer measured number of student interactions in each class. Pre-test scores from both groups were similar (p = 0.71). There was significant improvement in both post test scores when compared to pre-test scores in either method (p < 0.001). The interactive post-test score was better than conventional post test score (p < 0.001) by 8-10% (95% CI-difference of means - 8.2%-9.24%-10.3%). The interactive retention test score was better than conventional retention test score (p < 0.001) by 15-18% (95% CI-difference of means - 15.0%-16.64%-18.2%). There were 51 participative events in the interactive group vs 25 in the conventional group. The Interactive Response Pad method was efficacious in teaching. Students taught with the interactive method were likely to score 8-10% higher (statistically significant) in the immediate post class time and 15-18% higher (statistically significant) after 8-12 weeks. The number of student-teacher interactions increases when using the interactive response pads.

Students' Satisfaction with an Undergraduate Primary Education Teaching Practicum Design on Developing Technological, Pedagogical and Mathematical Knowledge

NASA Astrophysics Data System (ADS)

Doukakis, Spyros; Koilias, Christos; Chionidou-Moskofoglou, Maria

During the 2008-2009 spring semester, 25 fourth-year undergraduate primary teachers attended the compulsory course "Teaching Mathematics-Practicum Phase". The course was organised so as to incorporate ICT and special mathematical scenarios in the teaching approaches of undergraduate primary teachers. This article presents course satisfaction of participants as found in the research study. A set of powerful ordinal regression methods has been applied on a survey database. The most important results focus on the determination of the course's weak and strong points, according to the MUSA methodology. The results show a high satisfaction level from the course. The global satisfaction level reaches 98% whereas partial (per criterion) satisfaction levels range from 90% to 97%, the lowest rate corresponding to the theoretical component of the course. The findings raise a number of research questions regarding ICT integration in undergraduate primary teachers' teaching practice.

Using Experiential Learning to Teach Entrepreneurship: A Study with Brazilian Undergraduate Students

ERIC Educational Resources Information Center

Krakauer, Patricia Viveiros de Castro; Serra, Fernando Antonio Ribeiro; de Almeida, Martinho Isnard Ribeiro

2017-01-01

Purpose: The purpose of this paper is to provide further understanding of entrepreneurship education, seeking to comprehend the use of experience in this context. Based on the theory of experiential learning, the authors sought to develop and test a conceptual model for teaching entrepreneurship at the undergraduate degree level.…

Provision of undergraduate otorhinolaryngology teaching within General Medical Council approved UK medical schools: what is current practice?

PubMed

Khan, M M; Saeed, S R

2012-04-01

Despite longstanding concern, provision of undergraduate ENT teaching has not improved in response to the aims of the UK General Medical Council's initiative Tomorrow's Doctors. Previous studies have demonstrated poor representation of ENT within the undergraduate curriculum. We aimed to identify current practice in order to establish undergraduate ENT experience across UK medical schools, a timely endeavour in light of the General Medical Council's new 2011-2013 education strategy. Questionnaires were sent to ENT consultants, medical school deans and students. All schools with a clinical curriculum were anonymously represented. Our outcome measures were the provision of mandatory or optional ENT placements, and their duration and content. A compulsory ENT placement was available to over half (53 per cent) of the students. Ten of the 26 participating schools did not offer an ENT attachment. The mean mandatory placement was 8 days. Overall, 38 per cent of students reported a satisfactory compulsory ENT placement. Most ENT consultants questioned considered that newly qualified doctors were not proficient in managing common ENT problems that did not require specialist referral. Little improvement in the provision of undergraduate ENT teaching was demonstrated. An increase in the proportion of students undertaking ENT training is necessary. Time and curriculum constraints on medical schools mean that optimisation of available resources is required.

A Teaching Strategy with a Focus on Argumentation to Improve Undergraduate Students’ Ability to Read Research Articles

PubMed Central

Lacum, Edwin B. Van; Goedhart, Martin J.

2014-01-01

The aim of this study is to evaluate a teaching strategy designed to teach first-year undergraduate life sciences students at a research university how to learn to read authentic research articles. Our approach—based on the work done in the field of genre analysis and argumentation theory—means that we teach students to read research articles by teaching them which rhetorical moves occur in research articles and how they can identify these. Because research articles are persuasive by their very nature, we focused on the rhetorical moves that play an important role in authors’ arguments. We designed a teaching strategy using cognitive apprenticeship as the pedagogical approach. It was implemented in a first-year compulsory course in the life sciences undergraduate program. Comparison of the results of a pretest with those of the posttest showed that students’ ability to identify these moves had improved. Moreover, students themselves had also perceived that their ability to read and understand a research article had increased. The students’ evaluations demonstrated that they appreciated the pedagogical approach used and experienced the assignments as useful. On the basis of our results, we concluded that students had taken a first step toward becoming expert readers. PMID:26086657

Preparation and participation of undergraduate students to inform culturally sensitive research.

PubMed

Wells, Jo Nell; Cagle, Carolyn Spence

2009-07-01

Most student work as research assistants occurs at the graduate level of nursing education, and little is known about the role of undergraduate students as research assistants (RAs) in major research projects. Based on our desire to study Mexican American (MA) cancer caregivers, we needed bilingual and bicultural RAs to serve as data collectors with women who spoke Spanish and possessed cultural beliefs that influenced their caregiving. Following successful recruitment, orientation, and mentoring based on Bandura's social learning theory [Bandura, A., 2001. Social learning theory: an agentic perspective. Annual Review of Psychology 52, 1-26] and accepted teaching-learning principles, RAs engaged in various behaviors that facilitated study outcomes. Faculty researchers, RAs, and study participants benefitted greatly from the undergraduate student involvement in this project. This article describes successful student inclusion approaches, ongoing faculty-RA interactions, and lessons learned from the research team experience. Guidelines discussed support the potential for making the undergraduate RA role a useful and unique learning experience.

Missing the mark: Current practices in teaching the male urogenital examination to Canadian undergraduate medical students

PubMed Central

McAlpine, Kristen; Steele, Stephen

2016-01-01

Introduction: The urogenital physical examination is an important aspect of patient encounters in various clinical settings. Introductory clinical skills sessions are intended to provide support and alleviate students’ anxiety when learning this sensitive exam. The techniques each Canadian medical school uses to guide their students through the initial urogenital examination has not been previously reported. Methods: This study surveyed pre-clerkship clinical skills program directors at the main campus of English-speaking Canadian medical schools regarding the curriculum they use to teach the urogenital examination. Results: A response rate of 100% was achieved, providing information on resources and faculty available to students, as well as the manner in which students were evaluated. Surprisingly, over one-third of the Canadian medical schools surveyed failed to provide a setting in which students perform a urogenital examination on a patient in their pre-clinical years. Additionally, there was no formal evaluation of this skill set reported by almost 50% of Canadian medical schools prior to clinical training years. Conclusions: To ensure medical students are confident and accurate in performing a urogenital examination, it is vital they be provided the proper resources, teaching, and training. As we progress towards a competency-based curriculum, it is essential that increased focus be placed on patient encounters in undergraduate training. Further research to quantify students’ exposure to the urogenital examination during clinical years would be of interest. Without this commitment by Canadian medical schools, we are doing a disservice not only to the medical students, but also to our patient population. PMID:27878052

Undergraduate teaching in UK general practice: a geographical snapshot.

PubMed

Derbyshire, Helen; Rees, Eliot; Gay, Simon P; McKinley, Robert K

2014-06-01

Learning in general practice is an essential component of undergraduate medical education; currently, on average, 13% of clinical placements in the UK are in general practice. However, whether general practice can sustainably deliver more undergraduate placements is uncertain. To identify the geographical distribution of undergraduate teaching practices and their distance from the host medical school. National survey of all medical schools in the UK. All 33 UK medical schools were invited to provide the postcodes of their undergraduate teaching practices. These were collated, de-duplicated, and mapped. The distance in kilometres and journey times by car and public transport between each medical school and its teaching practices was estimated using Transport Direct (www.transportdirect.info). The postcodes of every practice in the UK were obtained from the UK's health departments. All 33 UK medical schools responded; 4392 practices contributed to teaching, with a median (minimum-maximum) of 142 (17-385) practices per school. The median (minimum-maximum) distance between a school and a teaching practice was 28 km (0-1421 km), 41 (0:00-23:26) minutes' travel by car and 1 hour 12 (0:00-17:29) minutes' travel by public transport. All teaching practices were accessible by public transport in one school and 90-99% were in a further four schools; 24 schools had >20% of practices that were inaccessible by public transport. The 4392 undergraduate teaching general practices are widely distributed and potentially any practice, no matter how isolated, could contribute to undergraduate education. However, this is, at the price of a considerable travel burden. © British Journal of General Practice 2014.

Undergraduate teaching in UK general practice: a geographical snapshot

PubMed Central

Derbyshire, Helen; Rees, Eliot; Gay, Simon P; McKinley, Robert K

2014-01-01

Background Learning in general practice is an essential component of undergraduate medical education; currently, on average, 13% of clinical placements in the UK are in general practice. However, whether general practice can sustainably deliver more undergraduate placements is uncertain. Aim To identify the geographical distribution of undergraduate teaching practices and their distance from the host medical school. Design and setting National survey of all medical schools in the UK. Method All 33 UK medical schools were invited to provide the postcodes of their undergraduate teaching practices. These were collated, de-duplicated, and mapped. The distance in kilometres and journey times by car and public transport between each medical school and its teaching practices was estimated using Transport Direct (www.transportdirect.info). The postcodes of every practice in the UK were obtained from the UK’s health departments. Results All 33 UK medical schools responded; 4392 practices contributed to teaching, with a median (minimum–maximum) of 142 (17–385) practices per school. The median (minimum–maximum) distance between a school and a teaching practice was 28 km (0–1421 km), 41 (0:00–23:26) minutes’ travel by car and 1 hour 12 (0:00–17:29) minutes’ travel by public transport. All teaching practices were accessible by public transport in one school and 90–99% were in a further four schools; 24 schools had >20% of practices that were inaccessible by public transport. Conclusion The 4392 undergraduate teaching general practices are widely distributed and potentially any practice, no matter how isolated, could contribute to undergraduate education. However, this is, at the price of a considerable travel burden. PMID:24868071

Student-Faculty Team Teaching--A Collaborative Learning Approach

ERIC Educational Resources Information Center

Gucciardi, Enza; Mach, Calvin; Mo, Stephanie

2016-01-01

In this study, we aim to gage students' satisfaction, learning outcomes, and experiences with student-faculty team-teaching in an undergraduate quantitative-research-methods course. Three peer tutors co-taught with a faculty instructor each year, receiving pedagogical-placement credits. Data were collected via bi-weekly journals, a focus group,…

Continuous Flow Science in an Undergraduate Teaching Laboratory: Photocatalytic Thiol-Ene Reaction Using Visible Light

ERIC Educational Resources Information Center

Santandrea, Jeffrey; Kairouz, Vanessa; Collins, Shawn K.

2018-01-01

An undergraduate teaching laboratory experiment involving a continuous flow, photocatalytic thiol-ene reaction using visible-light irradiation is described that allows students to explore concepts of green chemistry, photochemistry, photocatalysis, and continuous flow chemistry.

Effects of cooperative learning strategy on undergraduate kinesiology students' learning styles.

PubMed

Meeuwsen, Harry J; King, George A; Pederson, Rockie

2005-10-01

A growing body of research supports cooperative learning as an effective teaching strategy. A specific cooperative learning strategy, Team-based Learning, was applied to a convenience sample of four undergraduate sophomore-level motor behavior courses over four semesters from Fall 2002 to Spring 2004 to examine whether this strategy would affect students' learning styles. The data from the Grasha-Reichmann Student Learning Style Scales indicated that this teaching strategy was associated with a significant decrease in the negative Avoidant and Dependent learning styles and an improvement in the positive Participant learning style.

Teaching Communication/Interviewing Skills to Urban Undergraduate Social Work Students.

ERIC Educational Resources Information Center

Mayo, Marjorie Hinton

1979-01-01

The use of the Interpersonal Communication Inventory (ICI) with urban undergraduate social work students is described. ICI measures the patterns, characteristics, and styles of communication along the dimensions of: self-concept, listening, clarity of expression, coping with angry feelings, and self-disclosure. (Author/MLW)

Developing New Pedagogy to Teach Planet Formation to Undergraduate Non-Science Majors

NASA Astrophysics Data System (ADS)

Simon, Molly; Impey, Chris David; Buxner, Sanlyn

2016-06-01

A first order understanding of planet formation and the scientific concepts therein is critical in order for undergraduate students to understand our place in the Universe. Furthermore, planet formation integrates the topics of gravity, angular momentum, migration, and condensation in a “story-book” fashion where students can apply these concepts to a specific event. We collected syllabi and course topics from over 30 undergraduate general-education astrobiology courses from around the globe in order to determine the extent to which professors address planet formation. Additionally, we were looking to see if faculty had developed specific or original pedagogy to teach this topic. We find on average, instructors spend ½ of a lecture discussing planet formation or they leave it out all together. In the classes where planet formation is taught more extensively, instructors use PowerPoint slides or occasional videos to teach the topic. We aim to develop new pedagogy that will allow us to better determine learning gains and student understanding of this critical topic. If students in an astrobiology class are unable to understand how our own Solar System forms, it is significantly more challenging to make parallels (or find differences) between our home in the Universe and extrasolar planetary systems.

Comparison of Effects of Teaching English to Thai Undergraduate Teacher-Students through Cross-Curricular Thematic Instruction Program Based on Multiple Intelligence Theory and Conventional Instruction

ERIC Educational Resources Information Center

Rattanavich, Saowalak

2013-01-01

This study is aimed at comparing the effects of teaching English to Thai undergraduate teacher-students through cross-curricular thematic instruction program based on multiple intelligence theory and through conventional instruction. Two experimental groups, which utilized Randomized True Control Group-Pretest-posttest Time Series Design and…

Comparing Student Perceptions of the Classroom Climate Created by U.S. American and International Teaching Assistants

ERIC Educational Resources Information Center

Meyer, Kevin R.; Mao, Yuping

2014-01-01

Previous studies have revealed that American undergraduate students complain about International Teaching Assistants' (ITAs) lack of English proficiency and rate ITAs lower than American Teaching Assistants (ATAs) on teaching evaluations. This study investigates student perceptions of classroom climate to discover how ITAs might overcome students'…

Combining research-enhanced and technology-enhanced teaching approaches in module design: A case study of an undergraduate course in Solar Physics

NASA Astrophysics Data System (ADS)

Tong, V.

2011-12-01

There is a growing emphasis on the research-teaching nexus, and there are many innovative ways to incorporate research materials and methods in undergraduate teaching. Solar Physics is a cross-disciplinary subject and offers the ideal opportunity for research-enhanced teaching (1). In this presentation, I outline i) how student-led teaching of research content and methods is introduced in an undergraduate module in Solar Physics, and ii) how electronic learning and teaching can be used to improve students' learning of mathematical concepts in Solar Physics. More specifically, I discuss how research literature reviewing and reporting methods can be embedded and developed systematically throughout the module with aligned assessments. Electronic feedback and feedforward (2) are given to the students in order to enhance their understanding of the subject and improve their research skills. Other technology-enhanced teaching approaches (3) are used to support students' learning of the more quantitative components of the module. This case study is particularly relevant to a wide range of pedagogical contexts (4) as the Solar Physics module is taught to students following undergraduate programs in Geology, Earth Sciences, Environmental Geology as well as Planetary Science with Astronomy in the host Department. Related references: (1) Tong, C. H., Let interdisciplinary research begin in undergraduate years, Nature (2010) v. 463, p. 157. (2) Tong, V. C. H., Linking summative assessments? Electronic feedback and feedforward in module design, British Journal of Educational Technology (2011), accepted for publication. (3) Tong, V. C. H., Using asynchronous electronic surveys to help in-class revision: A case study, British Journal of Educational Technology (2011), doi:10.1111/j.1467-8535.2011.01207.x (4) Tong, V. C. H. (ed.), Geoscience Research and Education, Springer, Dordrecht (2012)

An Anatomy of Feedback: A Phenomenographic Investigation of Undergraduate Students' Conceptions of Feedback

ERIC Educational Resources Information Center

McLean, Angela J.; Bond, Carol H.; Nicholson, Helen D.

2015-01-01

The aim of this research was to investigate how undergraduate students conceptualise feedback, and compare this with research into conceptions of teaching and learning related phenomena in higher education. Using a phenomenographic approach, 28 physiotherapy students in New Zealand were interviewed about their experiences. Data analysis resulted…

Methodological quality of teaching communication skills to undergraduate medical students: a mapping review.

PubMed

Sanson-Fisher, Rob; Hobden, Breanne; Waller, Amy; Dodd, Natalie; Boyd, Lucy

2018-06-27

Patient-clinician communication training is a core component of the undergraduate medical program. As with all areas of medicine, the best available evidence for teaching these skills should be incorporated into training programs. Examining the volume, type and design-quality of publications in this field can help to determine whether research is following a natural scientific progression to inform interactional skills training. This study aimed to review: (i) whether the proportion of publications examining teaching interactional skills to undergraduate medical students by study type, across three time-periods (2007-2008, 2011-2012, 2015-2016), changed over time (i.e. measurement, descriptive or interventions studies); and (ii) the proportion of intervention studies meeting Cochrane Effective Practice and Organisation of Care (EPOC) research design criteria. Medline, PubMed, PsycInfo and the Cochrane Database were searched for studies published in English from 2007 to 2016. Title and abstract reviews were performed for the included years. Articles were examined against the inclusion/exclusion criteria and those included were coded into descriptive, measurement or intervention categories. A total of 243 relevant publications were identified. Fifty-two were published from 2007 to 2008, 75 from 2011 to 2012 and 116 from 2015 to 2016. Most identified studies were descriptive (63%), followed by measurement studies (22%) and intervention studies (15%). The proportion of descriptive studies increased significantly over time. However, the proportion of intervention studies did not change and the proportion of measures studies significantly decreased. Of the 37 intervention studies identified within the three time-periods, only 16 (43%) met EPOC study design criteria. The largest proportion of identified studies were descriptive, however, descriptive research is not sufficient to ensure communication skills training can effectively improve interactions between clinicians

Undergraduate Psychology Students' Experiences with Creative Drama: A Multi-Case Study

ERIC Educational Resources Information Center

Wilcox, Ruth A.

2015-01-01

This qualitative multi-case study explored undergraduate psychology students' experiences participating in creative drama activities the instructor/researcher developed to teach psychological concepts. The study was conducted in three introductory and developmental courses in a mid-western community college setting. Participants (cases) included…

Student Perceptions of Communication Skills in Undergraduate Science at an Australian Research-Intensive University

ERIC Educational Resources Information Center

Mercer-Mapstone, Lucy D.; Matthews, Kelly E.

2017-01-01

Higher education institutions globally are acknowledging the need to teach communication skills. This study used the Science Student Skills Inventory to gain insight into how science students perceive the development of communication skills across the degree programme. Responses were obtained from 635 undergraduate students enrolled in a Bachelor…

Teaching About the Brain and Reaching the Community: Undergraduates in the Pipeline Neuroscience Program at the University of Pennsylvania

PubMed Central

Edlow, Brian L.; Hamilton, Karen; Hamilton, Roy H.

2007-01-01

This article provides an overview of the University of Pennsylvania School of Medicine’s Pipeline Neuroscience Program, a multi-tiered mentorship and education program for Philadelphia high school students in which University of Pennsylvania undergraduates are integrally involved. The Pipeline Neuroscience Program provides mentorship and education for students at all levels. High school students are taught by undergraduates, who learn from medical students who, in turn, are guided by neurology residents and fellows. Throughout a semester-long course, undergraduates receive instruction in neuroanatomy, neuroscience, and clinical neurology as part of the Pipeline’s case-based curriculum. During weekly classes, undergraduates make the transition from students to community educators by integrating their new knowledge into lesson plans that they teach to small groups of medically and academically underrepresented Philadelphia high school students. The Pipeline program thus achieves the dual goals of educating undergraduates about neuroscience and providing them with an opportunity to perform community service. PMID:23493190

Human Anatomy: Let the Students Tell Us How to Teach

ERIC Educational Resources Information Center

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

2014-01-01

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

A Broadly Implementable Research Course in Phage Discovery and Genomics for First-Year Undergraduate Students

PubMed Central

Jordan, Tuajuanda C.; Burnett, Sandra H.; Carson, Susan; Caruso, Steven M.; Clase, Kari; DeJong, Randall J.; Dennehy, John J.; Denver, Dee R.; Dunbar, David; Elgin, Sarah C. R.; Findley, Ann M.; Gissendanner, Chris R.; Golebiewska, Urszula P.; Guild, Nancy; Hartzog, Grant A.; Grillo, Wendy H.; Hollowell, Gail P.; Hughes, Lee E.; Johnson, Allison; King, Rodney A.; Lewis, Lynn O.; Li, Wei; Rosenzweig, Frank; Rubin, Michael R.; Saha, Margaret S.; Sandoz, James; Shaffer, Christopher D.; Taylor, Barbara; Temple, Louise; Vazquez, Edwin; Ware, Vassie C.; Barker, Lucia P.; Bradley, Kevin W.; Jacobs-Sera, Deborah; Pope, Welkin H.; Russell, Daniel A.; Cresawn, Steven G.; Lopatto, David; Bailey, Cheryl P.; Hatfull, Graham F.

2014-01-01

ABSTRACT Engaging large numbers of undergraduates in authentic scientific discovery is desirable but difficult to achieve. We have developed a general model in which faculty and teaching assistants from diverse academic institutions are trained to teach a research course for first-year undergraduate students focused on bacteriophage discovery and genomics. The course is situated within a broader scientific context aimed at understanding viral diversity, such that faculty and students are collaborators with established researchers in the field. The Howard Hughes Medical Institute (HHMI) Science Education Alliance Phage Hunters Advancing Genomics and Evolutionary Science (SEA-PHAGES) course has been widely implemented and has been taken by over 4,800 students at 73 institutions. We show here that this alliance-sourced model not only substantially advances the field of phage genomics but also stimulates students’ interest in science, positively influences academic achievement, and enhances persistence in science, technology, engineering, and mathematics (STEM) disciplines. Broad application of this model by integrating other research areas with large numbers of early-career undergraduate students has the potential to be transformative in science education and research training. PMID:24496795

[Evaluation of a teaching ambulatory module of respiratory diseases in the undergraduate medical curriculum].

PubMed

Leiva R, Isabel; Bitran C, Marcela; Saldías P, Fernando

2012-05-01

As the focus of healthcare provision shifts towards ambulatory care, increasing attention must now be given to develop opportunities for clinical teaching in this setting. To assess teacher and students' views about the strengths and weaknesses of real and simulated patient interactions for teaching undergraduate students clinical skills in the ambulatory setting. Fourth-year medical students were exposed in a systematic way, during two weeks, to real and simulated patients in an outpatient clinic, who presented common respiratory problems, such as asthma, chronic obstructive pulmonary disease, smoking and sleep apnea syndrome. After the clinical interview, students received feedback from the tutor and their peers. The module was assessed interviewing the teachers and evaluating the results qualitatively. Students evaluated the contents and quality of teaching at the end of the rotation. Tutors identified the factors that facilitate ambulatory teaching. These depended on the module design, resources and patient care, of characteristics of students and their participation, leadership and interaction with professors. They also identified factors that hamper teaching activities such as availability of resources, student motivation and academic recognition. Most students evaluated favorably the interaction with real and simulated patients in the ambulatory setting. Teaching in the ambulatory setting was well evaluated by students and teachers. The use of qualitative methodology allowed contrasting the opinions of teachers and students.

Thinking as a Student: Stimulating Peer Education with an Undergraduate Teaching Assistant in the Humanities Classroom

ERIC Educational Resources Information Center

Karpenko, Lara; Schauz, Steven

2017-01-01

In this article, I argue that peer educational experiences should be incorporated into the undergraduate humanities classroom by providing a case study of a successful Undergraduate Teaching Assistant (UTA) pilot. In keeping with Topping & Ehly's (2001) criteria for successful peer education, I assigned the UTA a significant role in direct…

Increasing Research Productivity in Undergraduate Research Experiences: Exploring Predictors of Collaborative Faculty-Student Publications.

PubMed

Morales, Danielle X; Grineski, Sara E; Collins, Timothy W

2017-01-01

Little attention has been paid to understanding faculty-student productivity via undergraduate research from the faculty member's perspective. This study examines predictors of faculty-student publications resulting from mentored undergraduate research, including measures of faculty-student collaboration, faculty commitment to undergraduate students, and faculty characteristics. Generalized estimating equations were used to analyze data from 468 faculty members across 13 research-intensive institutions, collected by a cross-sectional survey in 2013/2014. Results show that biomedical faculty mentors were more productive in publishing collaboratively with undergraduate students when they worked with students for more than 1 year on average, enjoyed teaching students about research, had mentored Black students, had received more funding from the National Institutes of Health, had a higher H-index scores, and had more years of experience working in higher education. This study suggests that college administrators and research program directors should strive to create incentives for faculty members to collaborate with undergraduate students and promote faculty awareness that undergraduates can contribute to their research. © 2017 D. X. Morales 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).

Undergraduate Teaching and Learning Evaluation: Focus on the Mechanism

ERIC Educational Resources Information Center

Dongmei, Zeng; Jiangbo, Chen

2009-01-01

It is obvious to all that the National Undergraduate Teaching and Learning Evaluation plan for higher education institutions launched in 2003 has promoted undergraduate teaching at universities and colleges. At the same time, however, the authors have also witnessed problems with the evaluation work itself, for example, unified evaluation…

Leveraging Online Learning Resources to Teach Core Research Skills to Undergraduates at a Diverse Research University.

PubMed

McFARLIN, Brian K; Breslin, Whitney L; Carpenter, Katie C; Strohacker, Kelley; Weintraub, Randi J

2010-01-01

Today's students have unique learning needs and lack knowledge of core research skills. In this program report, we describe an online approach that we developed to teach core research skills to freshman and sophomore undergraduates. Specifically, we used two undergraduate kinesiology (KIN) courses designed to target students throughout campus (KIN1304: Public Health Issues in Physical Activity and Obesity) and specifically kinesiology majors (KIN1252: Foundations of Kinesiology). Our program was developed and validated at the 2 nd largest ethnically diverse research university in the United States, thus we believe that it would be effective in a variety of student populations.

Teaching Note--Keeping It Real: Program Evaluation Projects for an Undergraduate Research Class

ERIC Educational Resources Information Center

John, Aesha; Bang, Eun-Jun

2017-01-01

This article describes a teaching innovation that focused on the redesign of an undergraduate social work research class. Students enrolled in the redesigned class had an opportunity to conduct program evaluation projects in community agencies. The projects included (a) pretest and posttest evaluation of reminiscence approach in improving the…

Undergraduate experience of surgical teaching and its influence and its influence on career choice.

PubMed

Ek, Edmund W; Ek, Eugene T; Mackay, Sean D

2005-08-01

The purpose of this survey was to determine the views of final year medical students in Melbourne regarding both undergraduate surgical teaching and the students' career aspirations. A structured questionnaire was given to all final year medical students at Monash and Melbourne Universities in 2003. The questions dealt with the factors influencing graduating medical students, including theatre experience, encouragement/support from surgeons, presence of mentors, lifestyle factors and gender issues. The response rate was 61.2% (251/410). Of these, 50.6% were male, 32.3% declared an interest in surgical training with the remainder either uncertain (24%) or uninterested (44%). Male students were more likely to be interested in surgery. General surgery was the most popular field (69%), followed by plastic surgery (37%) and orthopaedic surgery (35%). Of respondents, 78% reported positive influences towards pursuing a surgical career during their undergraduate years, while 63% reported a negative experience. A total of 67% believed that the current curriculum is adequate and 43% that there is enough support/encouragement towards a surgical career. Only 44% of respondents reported that surgeons are approachable. Lifestyle and family factors were the most important career influence. In particular, 57% of female respondents felt discouraged from pursuing a surgical career and 99% of these women reported lifestyle/family factors as the main source of discouragement, with a further 72% identifying a lack of female role models. This survey highlights important issues in current undergraduate perception of surgical teaching and higher training. Issues that may encourage or discourage a graduating student to pursue a surgical career are identified.

A New Model for Transitioning Students from the Undergraduate Teaching Laboratory to the Research Laboratory

ERIC Educational Resources Information Center

Hollenbeck, Jessica J.; Wixson, Emily N.; Geske, Grant D.; Dodge, Matthew W.; Tseng, T. Andrew; Clauss, Allen D.; Blackwell, Helen E.

2006-01-01

The transformation of 346 chemistry courses into a training experience that could provide undergraduate students with a skill set essential for a research-based chemistry career is presented. The course has an innovative structure that connects undergraduate students with graduate research labs at the semester midpoint and also includes new,…

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

PubMed

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

2018-02-01

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

A broadly implementable research course in phage discovery and genomics for first-year undergraduate students.

PubMed

Jordan, Tuajuanda C; Burnett, Sandra H; Carson, Susan; Caruso, Steven M; Clase, Kari; DeJong, Randall J; Dennehy, John J; Denver, Dee R; Dunbar, David; Elgin, Sarah C R; Findley, Ann M; Gissendanner, Chris R; Golebiewska, Urszula P; Guild, Nancy; Hartzog, Grant A; Grillo, Wendy H; Hollowell, Gail P; Hughes, Lee E; Johnson, Allison; King, Rodney A; Lewis, Lynn O; Li, Wei; Rosenzweig, Frank; Rubin, Michael R; Saha, Margaret S; Sandoz, James; Shaffer, Christopher D; Taylor, Barbara; Temple, Louise; Vazquez, Edwin; Ware, Vassie C; Barker, Lucia P; Bradley, Kevin W; Jacobs-Sera, Deborah; Pope, Welkin H; Russell, Daniel A; Cresawn, Steven G; Lopatto, David; Bailey, Cheryl P; Hatfull, Graham F

2014-02-04

Engaging large numbers of undergraduates in authentic scientific discovery is desirable but difficult to achieve. We have developed a general model in which faculty and teaching assistants from diverse academic institutions are trained to teach a research course for first-year undergraduate students focused on bacteriophage discovery and genomics. The course is situated within a broader scientific context aimed at understanding viral diversity, such that faculty and students are collaborators with established researchers in the field. The Howard Hughes Medical Institute (HHMI) Science Education Alliance Phage Hunters Advancing Genomics and Evolutionary Science (SEA-PHAGES) course has been widely implemented and has been taken by over 4,800 students at 73 institutions. We show here that this alliance-sourced model not only substantially advances the field of phage genomics but also stimulates students' interest in science, positively influences academic achievement, and enhances persistence in science, technology, engineering, and mathematics (STEM) disciplines. Broad application of this model by integrating other research areas with large numbers of early-career undergraduate students has the potential to be transformative in science education and research training. Engagement of undergraduate students in scientific research at early stages in their careers presents an opportunity to excite students about science, technology, engineering, and mathematics (STEM) disciplines and promote continued interests in these areas. Many excellent course-based undergraduate research experiences have been developed, but scaling these to a broader impact with larger numbers of students is challenging. The Howard Hughes Medical Institute (HHMI) Science Education Alliance Phage Hunting Advancing Genomics and Evolutionary Science (SEA-PHAGES) program takes advantage of the huge size and diversity of the bacteriophage population to engage students in discovery of new viruses, genome

Team-Taught versus Individually Taught Undergraduate Education: A Qualitative Study of Student Experiences and Preferences

ERIC Educational Resources Information Center

Money, Arthur; Coughlan, Jane

2016-01-01

Team teaching is becoming more common in undergraduate programmes of study although the relative merits to the more traditional individually taught courses have not been determined for best practice. For this study, 15 final-year undergraduate computer science students were interviewed to gain insight into their learning experiences. A thematic…

Hypothetical biotechnology companies: A role-playing student centered activity for undergraduate science students.

PubMed

Chuck, Jo-Anne

2011-01-01

Science students leaving undergraduate programs are entering the biotechnology industry where they are presented with issues which require integration of science content. Students find this difficult as through-out their studies, most content is limited to a single subdiscipline (e.g., biochemistry, immunology). In addition, students need knowledge of the ethical, economic, and legal frame work in which the industry operates. This article presents an approach to deliver these outcomes in a collaborative and active learning modality which promotes deep learning. In the model, groups of final year undergraduate students form hypothetical biotechnology companies and identify real issues of interest to industry, make integrative team decisions, use professional level technology, and develop appropriate communication skills. The final successful teaching paradigm was based on self reflection, observation, and student feedback to ensure appropriate attainment of content, group work skills and increased confidence in professional decision-making. It is these outcomes which will facilitate life long learning skills, a major outcome applicable for all tertiary education. Copyright © 2011 Wiley Periodicals, Inc.

Validation and Application of the Survey of Teaching Beliefs and Practices for Undergraduates (STEP-U): Identifying Factors Associated with Valuing Important Workplace Skills among Biology Students.

PubMed

Marbach-Ad, Gili; Rietschel, Carly; Thompson, Katerina V

2016-01-01

We present a novel assessment tool for measuring biology students' values and experiences across their undergraduate degree program. Our Survey of Teaching Beliefs and Practices for Undergraduates (STEP-U) assesses the extent to which students value skills needed for the workplace (e.g., ability to work in groups) and their experiences with teaching practices purported to promote such skills (e.g., group work). The survey was validated through factor analyses in a large sample of biology seniors (n = 1389) and through response process analyses (five interviewees). The STEP-U skills items were characterized by two underlying factors: retention (e.g., memorization) and transfer (e.g., knowledge application). Multiple linear regression models were used to examine relationships between classroom experiences, values, and student characteristics (e.g., gender, cumulative grade point average [GPA], and research experience). Student demographic and experiential factors predicted the extent to which students valued particular skills. Students with lower GPAs valued retention skills more than those with higher GPAs. Students with research experience placed greater value on scientific writing and interdisciplinary understanding. Greater experience with specific teaching practices was associated with valuing the corresponding skills more highly. The STEP-U can provide feedback vital for designing curricula that better prepare students for their intended postgraduate careers. © 2016 G. Marbach-Ad et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Research and Teaching: Undergraduate Science Learners Show Comparable Outcomes Whether Taught by Undergraduate or Graduate Teaching Assistants

ERIC Educational Resources Information Center

Chapin, Hannah C.; Wiggins, Benjamin L.; Martin-Morris, Linda E.

2014-01-01

Peer educators can be a powerful addition to classroom learning environments. Traditionally, the university science teaching model relies on graduate teaching assistants (GTAs) to provide instruction in laboratory class sessions, but there is increasing evidence that undergraduate TAs (UTAs) can fill an equivalent role. A comparison of student…

Effective pedagogies for teaching math to nursing students: a literature review.

PubMed

Hunter Revell, Susan M; McCurry, Mary K

2013-11-01

Improving mathematical competency and problem-solving skills in undergraduate nursing students has been an enduring challenge for nurse educators. A number of teaching strategies have been used to address this problem with varying degrees of success. This paper discusses a literature review which examined undergraduate nursing student challenges to learning math, methods used to teach math and problem-solving skills, and the use of innovative pedagogies for teaching. The literature was searched using the Cumulative Index of Nursing and Allied Health Literature and Education Resource Information Center databases. Key search terms included: math*, nurs*, nursing student, calculation, technology, medication administration, challenges, problem-solving, personal response system, clickers, computer and multi-media. Studies included in the review were published in English from 1990 to 2011. Results support four major themes which include: student challenges to learning, traditional pedagogies, curriculum strategies, and technology and integrative methods as pedagogy. The review concludes that there is a need for more innovative pedagogical strategies for teaching math to student nurses. Nurse educators in particular play a central role in helping students learn the conceptual basis, as well as practical hands-on methods, to problem solving and math competency. It is recommended that an integrated approach inclusive of technology will benefit students through better performance, increased understanding, and improved student satisfaction. Copyright © 2012 Elsevier Ltd. All rights reserved.

Getting to the core of medicine: Developing undergraduate forensic medicine and pathology teaching.

PubMed

Jones, Richard Martin

2017-11-01

Teaching and learning of forensic medicine and pathology in the undergraduate medical curriculum has been in decline for decades in the UK, and yet graduates are expected to be able to recognise, and protect, those who are most vulnerable in society - i.e. at risk of abuse or neglect - a matter highly relevant to the role of the forensic medical practitioner. When Cardiff University School of Medicine created a new 'learner-centred' undergraduate curriculum, championing case-based discussion in small groups, and earlier clinical contact, residual teaching on 'the pathology of trauma' disappeared. An opportunity to create a new course for the year 3 core curriculum, however, led to re-emergence of forensic medicine and pathology, with a focus on identification, and protection, of the 'vulnerable patient'. This paper describes the development process of the first two iterations of that course, and the influence of 'listening to the student voice'. Forensic medicine and pathology remain relevant in undergraduate medical education; effective, and ethical, safeguarding of the vulnerable is an essential 'core' skill of the modern medical graduate, and forensic medical practitioners can play an integral role in the preparation of medical students for their future clinical practice. Copyright © 2017 Elsevier Ltd and Faculty of Forensic and Legal Medicine. All rights reserved.

Exploring perceptions of the educational environment among undergraduate physiotherapy students.

PubMed

Palmgren, Per J; Lindquist, Ingrid; Sundberg, Tobias; Nilsson, Gunnar H; Laksov, Klara B

2014-07-19

The aim of this study was to explore areas of strength and weakness in the educational environment as perceived by undergraduate physiotherapy students and to investigate these areas in relation to the respondents' demographic characteristics. This study utilized a cross-sectional study design and employed the Dundee Ready Education Environment Measure, a 50-item, self-administered inventory relating to a variety of topics directly pertinent to educational environments. Convenience sampling was used, and the scores were compared across demographic variables. All undergraduate physiotherapy students in their first five terms of the programme in a major Swedish university were invited to participate in the study. A total of 222 students (80%) completed the inventory. With an overall score of 150/200 (75%), the students rated the educational environment in this institution as "more positive than negative". Two items consistently received deprived scores - authoritarian teachers and teaching with an overemphasis on factual learning. Students in term 4 differed significantly from others, and students with earlier university education experience perceived the atmosphere more negatively than their counterparts. There were no significant differences with regards to other demographic variables. This study provides valuable insight into how undergraduate physiotherapy students perceive their educational environment. In general, students perceived that their educational programme fostered a sound educational environment. However, some areas require remedial measures in order to enhance the educational experience.

Teaching Undergraduate Mathematics in Interactive Groups: How Does It Fit with Students' Learning?

ERIC Educational Resources Information Center

Sheryn, Louise; Ell, Fiona

2014-01-01

Debates about how undergraduate mathematics should be taught are informed by different views of what it is to learn and to do mathematics. In this qualitative study 10 students enrolled in an advanced undergraduate course in mathematics shared their views about how they best learn mathematics. After participating in a semester-long course in…

'TeamUP': An approach to developing teamwork skills in undergraduate midwifery students.

PubMed

Hastie, Carolyn Ruth

2018-03-01

to develop an effective model to enable educators to teach, develop and assess the development of midwifery students' teamwork skills DESIGN: an action research project involving participant interviews and academic feedback. a regional university PARTICIPANTS: midwifery students (n = 21) and new graduate midwives (n = 20) INTERVENTIONS: a whole of course program using a rubric, with five teamwork domains and behavioural descriptors, to provide a framework for teaching and assessment. Students self and peer assess. Lectures, tutorials and eight different groupwork assignments of increasing difficulty, spread over the three years of the undergraduate degree are incorporated into the TeamUP model. the assignments provide students with the opportunity to practice and develop their teamwork skills in a safe, supported environment. the social, emotional and practical behaviours required for effective teamwork can be taught and developed in undergraduate health students. students require a clear overview of the TeamUP model at the beginning of the degree. They need to be informed of the skills and behaviours that the TeamUP model is designed to help develop and why they are important. The success of the model depends upon the educator's commitment to supporting students to learn teamwork skills. Crown Copyright © 2018. Published by Elsevier Ltd. All rights reserved.

Continuous Flow Science in an Undergraduate Teaching Laboratory: Bleach-Mediated Oxidation in a Biphasic System

ERIC Educational Resources Information Center

Kairouz, Vanessa; Collins, Shawn K.

2018-01-01

An undergraduate teaching laboratory experiment involving a continuous flow, bleach-mediated oxidation of aldehydes under biphasic conditions was developed that allowed students to explore concepts of mixing or mass transport, solvent sustainability, biphasic reactions, phase transfer catalysis, and continuous flow chemistry.

Dazed and Confused: Learning to Engage Non-Science Undergraduates in the Geosciences

NASA Astrophysics Data System (ADS)

Price, J.

2014-12-01

Teaching science courses to non-science undergraduate is often times difficult and frustrating for instructors because of the lack of interest and knowledge from students. Additionally, students find it difficult to learn from instructors that are not engaging or are unable to simplify concepts, methods, and analyses. These complications multiple when graduate students try to teach non-science undergraduates. Graduate instructional/teaching assistants have less teaching experience, often do not care about teaching, and frequently get frustrated with non-science undergraduates more easily. This presentation will focus on teaching non-science undergraduates in marine science and geology classes by engaging students, simplifying concepts, working in groups, and making the material fun and interesting. Instructional/teaching assistants teach undergraduate courses as a way to pay for their graduate education and in doing so, often forget to express their passion and interest in the subject. Graduate instructional/teaching assistants will be asked not give up on undergraduates because of their lack of interest and experience but rather challenge them to remember what it is like to feel lost and disinterested. While we may not be able to turn them into scientists, we can share our passion, teach them scientific concepts, and hope they leave feeling more knowledgeable, comfortable, and with more appreciation for the geosciences.

[Development and evaluation of a vital signs e-book for undergraduate student nurses].

PubMed

Ko, Il-Sun; Kang, Kyu-Sook; Shim, Joung-Ohn; Park, Jin-Hee; Yook, Shin-Young; Yun, So-Young

2005-10-01

The purpose of this study was to develop a vital signs e-book for undergraduate student nurses and evaluate the content, system and student satisfaction. This study was done in three stages, the development of a vital signs e-book, implementation and evaluation. The subjects were 73 undergraduate student nurses in Y university. Thirty one learning objectives were used to create the contents. A set of 5 chapters and 18 subsections were defined after validation from nurse educators. The e-book is available at http://123.134.207.23/ebook/vitalsigns. Analysis of the questionnaires showed a mean score for content, system and students satisfaction of 3.17 +/- .73, 3.11 +/-.79, and 2.96 +/-.74 respectively out of a possible 4 points. Nurse educators should provide quality and effective web-based courses that meet undergraduate student nurses' learning needs and they should incorporate web-based learning into traditional teaching to meet the demands of nursing education.

Imitation in Undergraduate Teaching and Learning

ERIC Educational Resources Information Center

Zhou, Jiangyuan; Guo, Wei

2016-01-01

Research in developmental psychology and neuroscience has demonstrated the critical role of imitation in human learning. Self-report questionnaires collected from 456 undergraduate students in two U.S. institutions and one Chinese institution demonstrated that undergraduate students from both U.S. and Chinese cultures used various imitations in…

Using debate to teach pharmacy students about ethical issues.

PubMed

Hanna, Lezley-Anne; Barry, Johanne; Donnelly, Ryan; Hughes, Fiona; Jones, David; Laverty, Garry; Parsons, Carole; Ryan, Cristin

2014-04-17

To create, implement, and evaluate debate as a method of teaching pharmacy undergraduate students about ethical issues. Debate workshops with 5 hours of contact with student peers and facilitators and 5 hours of self-study were developed for second-year pharmacy students. Student development of various skills and understanding of the topic were assessed by staff members and student peers. One hundred fifty students completed the workshops. The mean score for debating was 25.9 out of 30, with scores ranging from 23.2 to 28.7. Seventy percent of students agreed that the debates were a useful teaching method in the degree program. A series of workshops using debates effectively delivered course content on ethical issues and resulted in pharmacy students developing skills such as teamwork, peer assessment, communication, and critical evaluation. These findings suggest that pharmacy students respond favorably to a program using debates as a teaching tool.

Enhancing Student Teachers' Teaching Skills through a Blended Learning Approach

ERIC Educational Resources Information Center

Albhnsawy, Abeer Abdalhalim; Aliweh, Ahmed Mahmoud

2016-01-01

This study investigated the effect of a blended learning program on student teachers' teaching skills in an undergraduate microteaching course. The blended learning program lasted for nine weeks. This program aimed at integrating social network tasks and face-to-face teaching activities. Pre- and post-tests were administered to assess student…

Teaching pediatric communication skills to medical students.

PubMed

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

2015-01-01

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

Partners in Research: Developing a Model for Undergraduate Faculty-Student Collaboration.

PubMed

Reitmaier Koehler, Amy; Reveling Smith, Linda; Davies, Susan; Mangan-Danckwart, Deborah

2015-10-09

Maintaining scholarship while delivering an undergraduate nursing program is a challenge for nursing faculty. In this paper, we describe an approach that involves undergraduate nursing students in a program of faculty research, which evaluates new approaches to teaching and learning. Students work with faculty to develop a research proposal, identifying specific questions and exploring relevant literature. Projects may include original data collection with faculty supervision, or secondary analysis of existing datasets. Foci have included partnership learning between nursing students and older adults, models of sustainability for a traveling health clinic, and experiences of aging. Findings and recommendations feed into the broader faculty research agenda, provide a foundation for subsequent projects, and inform further development of educational programs. Students have presented at local and national conferences and developed papers for publication based on this joint work. We describe the benefits and challenges of these partnerships, drawing upon student and faculty reflections.

Teaching Students the Persuasive Message through Small Group Activity

ERIC Educational Resources Information Center

Creelman, Valerie

2008-01-01

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

Undergraduate Students as Co-Producers in the Creation of First-Year Practical Class Resources

ERIC Educational Resources Information Center

Hubbard, Katharine E.; Brown, Rachel; Deans, Sam; García, María Paz; Pruna, Mihai-Grigore; Mason, Matthew J.

2017-01-01

Undergraduate students are increasingly working with academic staff to evaluate and design teaching materials in Higher Education, thereby moving from being passive consumers of knowledge to genuine partners in their education. Here we describe a student partnership project run at the University of Cambridge, which aimed to improve undergraduate…

Promoting Visual Literacy among Undergraduate Students in Geography: Teaching a Visualized Latin America

ERIC Educational Resources Information Center

Hollman, Verónica

2014-01-01

This study offers a discussion of the role of the visual in the professional training of geographers arguing that visual literacy is not necessarily promoted during geography undergraduate studies. It then analyzes an experience of teaching a visualized Latin America developed in Argentina, as an illustrative example: on the one hand, it reveals…

Investigation on the learning interest of senior undergraduate students in optoelectronics specialty

NASA Astrophysics Data System (ADS)

Wu, Shenjiang; Wang, Na; Li, Dangjuan; Liu, Chanlao

2017-08-01

With the increasing number of the graduate students, many of them have some troubles in job finding. This situation make a huge pressure on the senior students and loss them the interesting in study. This work investigate the reasons by questionnaire survey, panel discussion, interview, etc. to achieve the factors influence their learning interesting. The main reason of students do not have the motivation on study is that they do not understand the development and competition of photoelectric specialty, lack of innovation and entrepreneurship training, hysteresis of the learning knowledge and practical application. Finally, the paper gives some suggestions through teaching reform on how to improve students' learning enthusiasm. This work will contribute to the teaching and training of senior undergraduate students of optoelectronics specialty.

A proposal for teaching undergraduate chemistry students carbohydrate biochemistry by problem-based learning activities.

PubMed

Figueira, Angela C M; Rocha, Joao B T

2014-01-01

This article presents a problem-based learning (PBL) approach to teaching elementary biochemistry to undergraduate students. The activity was based on "the foods we eat." It was used to engage students' curiosity and to initiate learning about a subject that could be used by the future teachers in the high school. The experimental activities (8-12 hours) were related to the questions: (i) what does the Benedict's Reagent detect? and (ii) What is determined by glucose oxidase (GOD)? We also ask the students to compare the results with those obtained with the Lugol reagent, which detects starch. Usually, students inferred that the Benedict reagent detects reducing sugars, while GOD could be used to detect glucose. However, in GOD assay, an open question was left, because the results could be due to contamination of the sugars (particularly galactose) with glucose. Though not stressed, GOD does not oxidize the carbohydrates tested and all the positive results are due to contamination. The activities presented here can be easily done in the high school, because they are simple and non-expensive. Furthermore, in the case of Benedict reaction, it is possible to follow the reduction of Cu (II) "macroscopically" by following the formation of the brick-orange precipitate. The concrete observation of a chemical reaction can motivate and facilitate students understanding about chemistry of life. Copyright © 2013 by The International Union of Biochemistry and Molecular Biology.

Teaching Introductory Programming to IS Students: The Impact of Teaching Approaches on Learning Performance

ERIC Educational Resources Information Center

Zhang, Xihui; Zhang, Chi; Stafford, Thomas F.; Zhang, Ping

2013-01-01

Introductory programming courses are typically required for undergraduate students majoring in Information Systems. Instructors use different approaches to teaching this course: some lecturing and assigning programming exercises, others only assigning programming exercises without lectures. This research compares the effects of these two teaching…

Integrating professionalism teaching into undergraduate medical education in the UK setting.

PubMed

Goldie, John

2008-06-01

This paper examines how professionalism teaching might be integrated into undergraduate medical education in the United Kingdom setting. It advocates adopting an outcome-based approach to curriculum planning, using the Scottish Deans' Medical Curriculum Group's (SDMCG) outcomes as a starting point. In discussing the curricular content, potential learning methods and strategies, theoretical considerations are explored. Student selection, assessment and strategies for optimising the educational environment are also considered.

The Relationship between Subject Matter Knowledge and Teaching Effectiveness of Undergraduate Chemistry Peer Facilitators

ERIC Educational Resources Information Center

Boothe, J. R.; Barnard, R. A.; Peterson, L. J.; Coppola, B. P.

2018-01-01

Use of peer instruction and facilitation has surged in undergraduate education at large colleges and universities in recent years. Studies on peer instruction have been directed primarily at student learning gains and affective outcomes among the facilitators. For peer instructors, the relationship between their teaching effectiveness and their…

Evolving Impressions: Undergraduate Perceptions of Graduate Teaching Assistants and Faculty Members over a Semester

ERIC Educational Resources Information Center

Kendall, K. Denise; Schussler, Elisabeth E.

2013-01-01

Undergraduate experiences in lower-division science courses are important factors in student retention in science majors. These courses often include a lecture taught by faculty, supplemented by smaller sections, such as discussions and laboratories, taught by graduate teaching assistants (GTAs). Given that portions of these courses are taught by…

Evolving Impressions: Undergraduate Perceptions of Graduate Teaching Assistants and Faculty Members over a Semester

PubMed Central

Kendall, K. Denise; Schussler, Elisabeth E.

2013-01-01

Undergraduate experiences in lower-division science courses are important factors in student retention in science majors. These courses often include a lecture taught by faculty, supplemented by smaller sections, such as discussions and laboratories, taught by graduate teaching assistants (GTAs). Given that portions of these courses are taught by different instructor types, this study explored student ratings of instruction by GTAs and faculty members to see whether perceptions differed by instructor type, whether they changed over a semester, and whether certain instructor traits were associated with student perceptions of their instructors’ teaching effectiveness or how much students learned from their instructors. Students rated their faculty instructors and GTAs for 13 instructor descriptors at the beginning and near the end of the semester in eight biology classes. Analyses of these data identified differences between instructor types; moreover, student perception changed over the semester. Specifically, GTA ratings increased in perception of positive instructional descriptors, while faculty ratings declined for positive instructional descriptors. The relationship of these perception changes with student experience and retention should be further explored, but the findings also suggest the need to differentiate professional development by the different instructor types teaching lower-division science courses to optimize teaching effectiveness and student learning in these important gateway courses. PMID:23463232

Overcoming the Grammar Deficit: The Role of Information Technology in Teaching German Grammar to Undergraduates.

ERIC Educational Resources Information Center

Hall, Christopher

1998-01-01

Examines how application of computer-assisted language learning (CALL) and information technology can be used to overcome "grammar deficit" seen in many British undergraduate German students. A combination of explicit, implicit, and exploratory grammar teaching approaches uses diverse resources, including word processing packages,…

Using Debate to Teach Pharmacy Students About Ethical Issues

PubMed Central

Hanna, Lezley-Anne; Barry, Johanne; Donnelly, Ryan; Hughes, Fiona; Jones, David; Laverty, Garry; Parsons, Carole; Ryan, Cristin

2014-01-01

Objective. To create, implement, and evaluate debate as a method of teaching pharmacy undergraduate students about ethical issues. Design. Debate workshops with 5 hours of contact with student peers and facilitators and 5 hours of self-study were developed for second-year pharmacy students. Student development of various skills and understanding of the topic were assessed by staff members and student peers. Assessment. One hundred fifty students completed the workshops. The mean score for debating was 25.9 out of 30, with scores ranging from 23.2 to 28.7. Seventy percent of students agreed that the debates were a useful teaching method in the degree program. Conclusion. A series of workshops using debates effectively delivered course content on ethical issues and resulted in pharmacy students developing skills such as teamwork, peer assessment, communication, and critical evaluation. These findings suggest that pharmacy students respond favorably to a program using debates as a teaching tool. PMID:24761018

Crossing Pedagogical Oceans: International Teaching Assistants in U.S. Undergraduate Education. ASHE-ERIC Higher Education Report No. 8, 1992.

ERIC Educational Resources Information Center

Smith, Rosslyn M.; And Others

Despite complaints from undergraduate students concerning language and pedagogical skills of international teaching assistants (ITAs), institutions of higher education continue to appoint ITAs to teach. Legislative mandates have appeared to assess and improve language and pedagogical skills of ITAs, and the academies have likewise responded with…

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

PubMed

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

2016-11-01

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

Multimedia as a Means to Enhance Teaching Technical Vocabulary to Physics Undergraduates in Rwanda

ERIC Educational Resources Information Center

Rusanganwa, Joseph

2013-01-01

This study investigates whether the integration of ICT in education can facilitate teaching and learning. An example of such integration is computer assisted language learning (CALL) of English technical vocabulary by undergraduate physics students in Rwanda. The study draws on theories of cognitive load and multimedia learning to explore learning…

Providing Culturally Responsive Teaching in Field-Based and Student Teaching Experiences: A Case Study

ERIC Educational Resources Information Center

Kea, Cathy D.; Trent, Stanley C.

2013-01-01

This mixed design study chronicles the yearlong outcomes of 27 undergraduate preservice teacher candidates' ability to design and deliver culturally responsive lesson plans during field-based experience lesson observations and student teaching settings after receiving instruction in a special education methods course. While components of…

Undergraduate Students' Preference for Procedural to Conceptual Solutions to Mathematical Problems

ERIC Educational Resources Information Center

Engelbrecht, Johann; Bergsten, Christer; Kagesten, Owe

2009-01-01

This article reports on a collaboration project between South Africa and Sweden, in which we want to investigate whether the emphasis in undergraduate mathematics courses for engineering students should be more conceptual than the current traditional way of teaching. On the basis of a review of the distinction between conceptual and procedural…

Assessment of a Group Activity Based Educational Method to Teach Research Methodology to Undergraduate Medical Students of a Rural Medical College in Gujarat, India.

PubMed

Kumar, Dinesh; Singh, Uday Shankar; Solanki, Rajanikant

2015-07-01

Early undergraduate exposure to research helps in producing physicians who are better equipped to meet their professional needs especially the analytical skills. To assess the effectiveness and acceptability of small group method in teaching research methodology. Sixth semester medical undergraduates (III MBBS-part1) of a self-financed rural medical college. The workshop was of two full days duration consisting of daily two sessions by faculty for 30 minutes, followed by group activity of about four hours and presentation by students at the end of the day. A simple 8 steps approach was used. These steps are Identify a Problem, Refine the Problem, Determine a Solution, Frame the Question, Develop a Protocol, Take Action, Write the Report and Share your Experience. A Pre-test and post-test assessment was carried out using a questionnaire followed by anonymous feedback at the end of the workshop. The responses were evaluated by blinded evaluator. There were 95 (94.8%) valid responses out of the 99 students, who attended the workshop. The mean Pre-test and post-test scores were 4.21 and 10.37 respectively and the differences were found to be significant using Wilcoxon Sign Rank test (p<0.001). The median feedback score regarding relevance, skill learning, quality of facilitation, gain in knowledge was four and that of experience of group learning was 5 on a Likert scale of 1-5.There were no significant differences between male and female students in terms of Pre-test, post-test scores and overall gain in scores. Participatory research methodology workshop can play a significant role in teaching research to undergraduate students in an interesting manner. However, the long term effect of such workshops needs to be evaluated.

Exploring perceptions of the educational environment among undergraduate physiotherapy students

PubMed Central

Lindquist, Ingrid; Sundberg, Tobias; Nilsson, Gunnar H.; Laksov, Klara B.

2014-01-01

Objectives The aim of this study was to explore areas of strength and weakness in the educational environment as perceived by undergraduate physiotherapy students and to investigate these areas in relation to the respondents’ demographic characteristics. Methods This study utilized a cross-sectional study design and employed the Dundee Ready Education Environment Measure, a 50-item, self-administered inventory relating to a variety of topics directly pertinent to educational environments. Convenience sampling was used, and the scores were compared across demographic variables. All undergraduate physiotherapy students in their first five terms of the programme in a major Swedish university were invited to participate in the study. Results A total of 222 students (80%) completed the inventory. With an overall score of 150/200 (75%), the students rated the educational environment in this institution as “more positive than negative”. Two items consistently received deprived scores - authoritarian teachers and teaching with an overemphasis on factual learning. Students in term 4 differed significantly from others, and students with earlier university education experience perceived the atmosphere more negatively than their counterparts. There were no significant differences with regards to other demographic variables. Conclusions This study provides valuable insight into how undergraduate physiotherapy students perceive their educational environment. In general, students perceived that their educational programme fostered a sound educational environment. However, some areas require remedial measures in order to enhance the educational experience. PMID:25341223

Optical versus Virtual: Teaching Assistant Perceptions of the Use of Virtual Microscopy in an Undergraduate Human Anatomy Course

ERIC Educational Resources Information Center

Collier, Larissa; Dunham, Stacey; Braun, Mark W.; O'Loughlin, Valerie Dean

2012-01-01

Many studies that evaluate the introduction of technology in the classroom focus on student performance and student evaluations. This study focuses on instructor evaluation of the introduction of virtual microscopy into an undergraduate anatomy class. Semi-structured interviews were conducted with graduate teaching assistants (TA) and analyzed…

Chinese University EFL Undergraduate Students' Perceptions towards EGAP Reading and Writing Courses

ERIC Educational Resources Information Center

Du, Ning; Chen, Jianhua; Liu, Meihua

2016-01-01

The present study examined how undergraduate students from a prestigious Chinese university perceived the teaching and learning of English for general academic purposes (EGAP) reading and writing courses. Analyses of 951 questionnaires revealed that most participants generally (strongly) believed that learning general academic English was closely…

Use of research in undergraduate nursing students' theses: A mixed methods study.

PubMed

Nordsteien, Anita; Horntvedt, May-Elin T; Syse, Jonn

2017-09-01

Health care personnel are expected to be familiar with evidence-based practice (EBP). Asking clinical questions, conducting systematic literature searches and conducting critical appraisal of research findings have been some of the barriers to EBP. To improve undergraduate nurses' research skills, a collaborative library-faculty teaching intervention was established in 2012. The aim of this study was to evaluate how the collaborative library-faculty teaching intervention affected the nursing students' research skills when writing their final theses. Both quantitative and qualitative data collection and analysis were used. The study focused on a final year undergraduate nurse training programme in Norway. 194 theses submitted between 2013 and 2015 were collected and assessed. The students were exposed to the intervention for respectively one, two and three years during this period. Descriptive statistics were used to compare each year's output over the three-year period and to examine the frequency of the use of various databases, types of information and EBP-tools. Qualitative data was used to capture the students' reasoning behind their selection processes in their research. The research skills with regard to EBP have clearly improved over the three years. There was an increase in employing most EBP-tools and the justifications were connected to important EBP principles. The grades in the upper half of the grading scale increased from 66.7 to 82.1% over the period 2013 to 2015, and a correlation was found between grades and critical appraisal skills. The collaborative library-faculty teaching intervention employed has been successful in the promotion of nursing student research skills as far as the EBP principles are concerned. Writing a thesis in the undergraduate nursing programme is important to develop and practice these research skills. Copyright © 2017 Elsevier Ltd. All rights reserved.

Effect of a Problem Based Simulation on the Conceptual Understanding of Undergraduate Science Education Students

ERIC Educational Resources Information Center

Kumar, David Devraj; Sherwood, Robert D.

2007-01-01

A study of the effect of science teaching with a multimedia simulation on water quality, the "River of Life," on the science conceptual understanding of students (N = 83) in an undergraduate science education (K-9) course is reported. Teaching reality-based meaningful science is strongly recommended by the National Science Education Standards…

Adding Another Dimension to Learning: Application of Real World Globes to Undergraduate Geoscience Teaching

NASA Astrophysics Data System (ADS)

McLeod, C. L.; Kugler, A.

2016-12-01

The Geological Globe of the World (www.realworldglobes.com) promotes hands-on, in-class activities and allows students to engage with a physical 3-D model of Earth's characteristic, planet-forming geological features. The effectiveness of this concept in student learning has been demonstrated by two pilot studies presented as posters by Weeraratne et al. (2011) and Stoddard and Rogers (2013) at previous AGU meetings. The impact of the Geological Globe of the World on undergraduate teaching at Miami University, OH during Fall semester 2016 will be presented. It is anticipated that this teaching tool will have the biggest impact on the teaching of our 100-level lab course, GLG 155L, which engages 900 students per academic year. A Learning Assessment based on the learning objectives of GLG 115L has been written in order to demonstrate and evaluate the role of the Geological Globe in student learning. This Learning Assessment will be issued through www.salgsite.org (SALG: Student Assessment of Learning Gains) and will ask students to assess their own knowledge and understanding of key concepts before and after specific lab exercises which implement the globe. From research discussed in Bamford (2013), it has been demonstrated that "students learning with 3D teaching aids had better ordering of concepts and had enhanced skills in describing their learning, including writing more, saying more and being more likely to use models to demonstrate their (own) learning". It is anticipated that through use of the Geological Globe of the World students will be able to interpret Earth's geological features on a 3-D projection including topography, active volcanism, crustal movements and the location of seismic events. The incorporation of the Geological Globe of the World in undergraduate geoscience teaching in GLG 115L, and other departmental courses, aims to encourage students to make observations and collect data in order to interpret and evaluate relevant geological

Does Special Care Dentistry undergraduate teaching improve dental student attitudes towards people with disabilities?

PubMed

Mac Giolla Phadraig, C; Nunn, J H; Tornsey, O; Timms, M

2015-05-01

Undergraduate dental curricula increasingly aim to address student attitudes towards people with disabilities. This study reports the effectiveness of a comprehensive, blended learning Special Care Dentistry undergraduate programme to change attitudes towards people with disabilities. A validated psychometric instrument (ATDP-Form 0) was given as a course evaluation to third-year dental students in the Dublin Dental University Hospital over 3 years from 2010 to 2013, immediately before and after the delivery of a brief comprehensive curriculum in Special Care Dentistry. From a population of 109 students, 100 (91.7%) pre-test and 83 (76.1%) retest responses were analysed. Mean score before the course, for all years, was 74.8 (SD = 14.7), compared with 76.8 (SD = 14.0) for all years after the course. Dental students in our study had neither particularly positive, or negative attitudes towards people with disabilities. There was no statistically significant difference in student attitudes before and after the educational intervention. This study, therefore, shows that a comprehensive undergraduate blended learning module, which aimed to improve attitudes towards people with disabilities, did not do so, using the described measures within the selected timeframe. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Basic practical skills teaching and learning in undergraduate medical education - a review on methodological evidence.

PubMed

Vogel, Daniela; Harendza, Sigrid

2016-01-01

Practical skills are an essential part of physicians' daily routine. Nevertheless, medical graduates' performance of basic skills is often below the expected level. This review aims to identify and summarize teaching approaches of basic practical skills in undergraduate medical education which provide evidence with respect to effective students' learning of these skills. Basic practical skills were defined as basic physical examination skills, routine skills which get better with practice, and skills which are also performed by nurses. We searched PubMed with different terms describing these basic practical skills. In total, 3467 identified publications were screened and 205 articles were eventually reviewed for eligibility. 43 studies that included at least one basic practical skill, a comparison of two groups of undergraduate medical students and effects on students' performance were analyzed. Seven basic practical skills and 15 different teaching methods could be identified. The most consistent results with respect to effective teaching and acquisition of basic practical skills were found for structured skills training, feedback, and self-directed learning. Simulation was effective with specific teaching methods and in several studies no differences in teaching effects were detected between expert or peer instructors. Multimedia instruction, when used in the right setting, also showed beneficial effects for basic practical skills learning. A combination of voluntary or obligatory self-study with multimedia applications like video clips in combination with a structured program including the possibility for individual exercise with personal feedback by peers or teachers might provide a good learning opportunity for basic practical skills.

Undergraduate research in medical education: a descriptive study of students' views.

PubMed

Oliveira, Cristiano C; de Souza, Renata C; Abe, Erika H Sassaki; Silva Móz, Luís E; de Carvalho, Lidia R; Domingues, Maria A C

2014-03-17

Medical students engage in curricular and extracurricular activities, including undergraduate research (UR). The advantages, difficulties and motivations for medical students pursuing research activities during their studies have rarely been addressed. In Brazil, some medical schools have included undergraduate research into their curriculum. The present study aimed to understand the reality of scientific practice among medical students at a well-established Brazilian medical school, analyzing this context from the students' viewpoint. A cross-sectional survey based on a questionnaire applied to students from years one to six enrolled in an established Brazilian medical school that currently has no curricular UR program. The questionnaire was answered by 415 students, 47.2% of whom were involved in research activities, with greater participation in UR in the second half of the course. Independent of student involvement in research activities, time constraints were cited as the main obstacle to participation. Among students not involved in UR, 91.1% said they favored its inclusion in the curriculum, since this would facilitate the development of such activity. This approach could signify an approximation between the axes of teaching and research. Among students who had completed at least one UR project, 87.7% said they would recommend the activity to students entering the course. Even without an undergraduate research program, students of this medical school report strong involvement in research activities, but discussion of the difficulties inherent in its practice is important to future developments.

Can a tablet device alter undergraduate science students' study behavior and use of technology?

PubMed

Morris, Neil P; Ramsay, Luke; Chauhan, Vikesh

2012-06-01

This article reports findings from a study investigating undergraduate biological sciences students' use of technology and computer devices for learning and the effect of providing students with a tablet device. A controlled study was conducted to collect quantitative and qualitative data on the impact of a tablet device on students' use of devices and technology for learning. Overall, we found that students made extensive use of the tablet device for learning, using it in preference to laptop computers to retrieve information, record lectures, and access learning resources. In line with other studies, we found that undergraduate students only use familiar Web 2.0 technologies and that the tablet device did not alter this behavior for the majority of tools. We conclude that undergraduate science students can make extensive use of a tablet device to enhance their learning opportunities without institutions changing their teaching methods or computer systems, but that institutional intervention may be needed to drive changes in student behavior toward the use of novel Web 2.0 technologies.

Teaching Gender: Australian First-Year University Student Views of "Ms."

ERIC Educational Resources Information Center

Burns, Edgar; Tulloch, Ian; Shamsullah, Ardel

2016-01-01

Negative "push-back" from a group of first-year undergraduate sociology students during a class discussion of gender and feminism included rejecting personal use of the title Ms. Teaching team members asked themselves: how general is this response among other student groups in the same one-semester subject? A short in-class survey…

Does Student Quality Matter in the Teaching of Economic Principles?

ERIC Educational Resources Information Center

Andreopoulos, Giuliana Campanelli; Panayides, Alexandros

2010-01-01

Economics is usually perceived as a difficult subject among undergraduate students and the literature suggests that the student's problems with principles of economics are mainly related to the chalk and talk type of teaching, the simplicity of economic models, limited discussions on current economic issues, and on race, gender, and other types of…

Positioning Theory: Kinesiology Students' Experiences Teaching in an Adapted Aquatics Practicum

ERIC Educational Resources Information Center

Sato, Takahiro; Haegele, Justin

2017-01-01

The purpose of this study was to describe and explain undergraduate students' positions of teaching and assisting students with disabilities during adapted aquatics practicum experiences. The participants were eight kinesiology students who enrolled in an introductory adapted physical education (APE) course at a public university in the Midwest…

Using storytelling as an approach to teaching and learning with diverse students.

PubMed

Koenig, Jill M; Zorn, CeCelia R

2002-09-01

Storytelling is an approach to teaching and learning that develops from the lived experiences ofteachers, clinicians, and students. This article examines thestorytelling process used to help students explore personal roles and make sense of their lives, and as an approach to help diverse undergraduate students with various learning styles.

Evaluation of a task-based community oriented teaching model in family medicine for undergraduate medical students in Iraq.

PubMed

Al-Dabbagh, Samim A; Al-Taee, Waleed G

2005-08-22

The inclusion of family medicine in medical school curricula is essential for producing competent general practitioners. The aim of this study is to evaluate a task-based, community oriented teaching model of family medicine for undergraduate students in Iraqi medical schools. An innovative training model in family medicine was developed based upon tasks regularly performed by family physicians providing health care services at the Primary Health Care Centre (PHCC) in Mosul, Iraq. Participants were medical students enrolled in their final clinical year. Students were assigned to one of two groups. The implementation group (28 students) was exposed to the experimental model and the control group (56 students) received the standard teaching curriculum. The study took place at the Mosul College of Medicine and at the Al-Hadba PHCC in Mosul, Iraq, during the academic year 1999-2000. Pre- and post-exposure evaluations comparing the intervention group with the control group were conducted using a variety of assessment tools. The primary endpoints were improvement in knowledge of family medicine and development of essential performance skills. Results showed that the implementation group experienced a significant increase in knowledge and performance skills after exposure to the model and in comparison with the control group. Assessment of the model by participating students revealed a high degree of satisfaction with the planning, organization, and implementation of the intervention activities. Students also highly rated the relevancy of the intervention for future work. A model on PHCC training in family medicine is essential for all Iraqi medical schools. The model is to be implemented by various relevant departments until Departments of Family medicine are established.

Feasibility and Outcomes of Oncology Teaching for 5th Year Medical Students.

PubMed

Al Suwayri, Saad Mohammed

2018-02-01

This study explored medical students' opinions of undergraduate oncology teaching, aiming to define optimal strategies for nonspecialist oncology teaching. A cross-sectional study was conducted at Al Imam Muhammed Ibn Saud Islamic University, Riyadh, Saudi Arabia. Between August 2014 and June 2015, 124 medical students completing the oncology course in the fifth year at the College of Medicine, Al Imam Muhammed Ibn Saud Islamic University, were given a 47-item questionnaire. One hundred and five students completed the questionnaire. Students reported that the oncology teaching fitted well with the course and that they gained knowledge and clinical skills, including understanding of how to break bad news. There was no consensus regarding whether physicians had an ongoing responsibility of care if patients were unable to embrace the treatment offered and whether pain was adequately controlled in patients with cancer. There was good understanding of the ethics of analgesia use and the need to involve patients in the decision-making process. There was a wide spread of opinion when asked if the physician should "decide for themselves how much information to give." Forty-four percent of students stated that they would attend an oncology summer school. This study shows the undergraduate oncology course to be effective in teaching knowledge, ethics, and skills and to be well received by fifth year medical students. Inclusion of appropriate teaching in medical school curricula may be the most effective way to ensure all clinicians acquire appropriate training in oncology.

Teaching pediatric communication skills to medical students

PubMed Central

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

2015-01-01

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

The Annotated Bibliography and Citation Behavior: Enhancing Student Scholarship in an Undergraduate Biology Course

PubMed Central

Rux, Erika M.; Flaspohler, John A.

2007-01-01

Contemporary undergraduates in the biological sciences have unprecedented access to scientific information. Although many of these students may be savvy technologists, studies from the field of library and information science consistently show that undergraduates often struggle to locate, evaluate, and use high-quality, reputable sources of information. This study demonstrates the efficacy and pedagogical value of a collaborative teaching approach designed to enhance information literacy competencies among undergraduate biology majors who must write a formal scientific research paper. We rely on the triangulation of assessment data to determine the effectiveness of a substantial research paper project completed by students enrolled in an upper-level biology course. After enhancing library-based instruction, adding an annotated bibliography requirement, and using multiple assessment techniques, we show fundamental improvements in students' library research abilities. Ultimately, these improvements make it possible for students to more independently and effectively complete this challenging science-based writing assignment. We document critical information literacy advances in several key areas: student source-type use, annotated bibliography enhancement, plagiarism reduction, as well as student and faculty/librarian satisfaction. PMID:18056306

Attitude and confidence of undergraduate medical programme educators to practice and teach evidence-based healthcare: a cross-sectional survey.

PubMed

Young, Taryn; Esterhuizen, Tonya M; Volmink, Jimmy; Clarke, Mike

2016-06-01

Medical student educators play critical roles in evidence-based healthcare (EBHC) teaching and learning and as role models practicing EBHC. This study assessed their confidence to practice and teach EBHC, their attitude to EBHC and barriers to practicing and teaching EBHC. We conducted a cross-sectional online survey of educators of undergraduate medical students at a South African academic institution. STATA 12 was used for quantitative data analysis. Responses to open-ended questions were coded, and further interpretation done using thematic content analysis. Forty two (19%) educators from various departments responded to the invitation sent to everyone formally involved in teaching undergraduate medical students. They had high levels of knowledge and understanding of EBHC. Many had received training in teaching and learning approaches, although EBHC training received was mainly on enabling competencies. Limitations to practicing EBHC included lack of time, clinical workload, limited access to Internet and resources, knowledge and skills. One quarter of the respondents indicated that they teach EBHC. Perceived barriers to teaching EBHC reported related to students (e.g. lack of interest), context (e.g. access to databases) and educators (e.g. competing priorities). Respondents' suggestions for support included reliable Internet access, easy point-of-care access to databases and resources, increasing awareness of EBHC, building capacity to practice and facilitate learning of EBHC and a supportive community of practice. Educators play a critical role in facilitating EBHC learning not just in the classroom, but also in practice. Without adequate support, training and development, they are ill equipped to be the role models future healthcare professionals need.

"Take Back Your Time": Facilitating a Student Led Teach-In

ERIC Educational Resources Information Center

Heyne, Linda A.

2008-01-01

"Take Back Your Time" (TBYT) is a movement founded by John De Graaf (2003) that exposes the issues of time poverty and overwork in the United States and Canada. This article features the process whereby undergraduate students study De Graaf's TBYT handbook, discuss its concepts, and organize a student-led TBYT "teach-in" for…

Learning styles and academic achievement among undergraduate medical students in Thailand.

PubMed

Jiraporncharoen, Wichuda; Angkurawaranon, Chaisiri; Chockjamsai, Manoch; Deesomchok, Athavudh; Euathrongchit, Juntima

2015-01-01

This study aimed to explore the associations between learning styles and high academic achievement and to ascertain whether the factors associated with high academic achievement differed between preclinical and clinical students. A survey was conducted among undergraduate medical students in Chiang Mai University, Thailand. The Index of Learning Styles questionnaire was used to assess each student's learning style across four domains. High academic achievement was defined as a grade point average of at least 3.0. Of the 1,248 eligible medical students, 1,014 (81.3%) participated. Learning styles differed between the preclinical and clinical students in the active/reflective domain. A sequential learning style was associated with high academic achievement in both preclinical and clinical students. A reflective learning style was only associated with high academic achievement among preclinical students. The association between learning styles and academic achievement may have differed between preclinical and clinical students due to different learning content and teaching methods. Students should be encouraged to be flexible in their own learning styles in order to engage successfully with various and changing teaching methods across the curriculum. Instructors should be also encouraged to provide a variety of teaching materials and resources to suit different learning styles.

Teaching Undergraduate Research: The One-Room Schoolhouse Model

ERIC Educational Resources Information Center

Henderson, LaRhee; Buising, Charisse; Wall, Piper

2008-01-01

Undergraduate research in the biochemistry, cell, and molecular biology program at Drake University uses apprenticeship, cooperative-style learning, and peer mentoring in a cross-disciplinary and cross-community educational program. We call it the one-room schoolhouse approach to teaching undergraduate research. This approach is cost effective,…

[Level of teaching competence at the Undergraduate Medical Internship of UNAM's Faculty of Medicine].

PubMed

Martínez-González, Adrián; Lifshitz-Guinzberg, Alberto; González-Quintanilla, Eduardo; Monterrosas-Rojas, Ana María; Flores-Hernández, Fernando; Gatica-Lara, Florina; Martínez-Franco, Adrián Israel; Sánchez-Mendiola, Melchor

2017-01-01

There is no systematic evaluation of teaching performance in the clinical area at UNAM Faculty of Medicine. The study purpose is to assess the teaching competence level in the Undergraduate Medical Internship (UMI). The paper describes the process of psychometric validity for the instrument designed to evaluate teaching competence in the UMI. This instrument was constructed from two previously developed instruments. The final version with 54 items in a Likert scale was studied with exploratory factorial analysis. Four dimensions were obtained: Solution of clinical problems, Psychopedagogy, Mentoring, and Evaluation. The instrument had a reliability of 0.994, with an explained variance of 77.75%. To evaluate the teaching competence level, we administered 844 questionnaires to a sample of students with a response rate of 89%. We obtained an overall global score of 89.4 ± 9.6 (mean ± SD). The dimension Solution of clinical problems was the one with a greater value, in contrast with the dimension of Evaluation, which had a lower score. The teachers of the UMI are considered educators with high level of teaching competence, according to the perceptions of the undergraduate internal doctors. The evaluation of teaching competence level is very important for institutions that look for the continuous professional development of its faculty.

The attitudes of undergraduate nursing students towards mental health nursing: a systematic review.

PubMed

Happell, Brenda; Gaskin, Cadeyrn J

2013-01-01

To present the findings of a systematic review on (1) the attitudes of undergraduate nursing students towards mental health nursing and (2) the influence of undergraduate nursing education on the attitudes of undergraduate nursing students towards mental health nursing. Recruitment and retention of mental health nurses is challenging. Undergraduate nursing students' attitudes towards mental health nursing may influence whether they choose to practice in this specialty upon graduation. A systematic review. Searches of the CINAHL, MEDLINE and PsycINFO electronic databases returned 1400 records, of which 17 met the inclusion criteria for this review. A further four papers were obtained through scanning the reference lists of those articles included from the initial literature search. Research on the attitudes of undergraduate nursing students towards mental health nursing has consistently shown that mental health is one of the least preferred areas of nursing for a potential career. With respect to the influence of undergraduate nursing education on the attitudes of students towards mental health nursing, quasi-experimental studies have generally demonstrated that students tended to have more favourable attitudes towards mental health nursing when they had received more hours of theoretical preparation and undertaken longer clinical placements. Many nursing students regard mental health nursing as the least preferred career option. Education, via classroom teaching and clinical placements, seems to engender more positive attitudes towards mental health nursing. There is no evidence, however, that changing student attitudes results in more graduates beginning careers in mental health nursing. REFERENCE TO CLINICAL PRACTICE: The constancy of negative attitudes to mental health nursing over time suggests the focus of research should shift. Clinicians have the capacity to promote a more positive view of mental health nursing. This requires further exploration. © 2012

Undergraduate Research or Research-Based Courses: Which Is Most Beneficial for Science Students?

NASA Astrophysics Data System (ADS)

Olivares-Donoso, Ruby; González, Carlos

2017-06-01

Over the last 25 years, both research literature and practice-oriented reports have claimed the need for improving the quality of undergraduate science education through linking research and teaching. Two manners of doing this are reported: undergraduate research and research-based courses. Although there are studies reporting benefits of participating in these experiences, few synthesize their findings. In this article, we present a literature review aimed at synthesizing and comparing results of the impact of participating in these research experiences to establish which approach is most beneficial for students to develop as scientists. Twenty studies on student participation in undergraduate research and research-based courses were reviewed. Results show that both types of experiences have positive effects on students. These results have implications for both practice and research. Regarding practice, we propose ideas for designing and implementing experiences that combine both types of experiences. Concerning research, we identify some methodological limitations that should be addressed in further studies.

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

ERIC Educational Resources Information Center

Moran, Dominique; Round, John

2010-01-01

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

Faculty Perceptions of the National Undergraduate Teaching and Learning Evaluation at Regular Higher Education Institutions from 2003 to 2008 in China

ERIC Educational Resources Information Center

An, Jumei

2012-01-01

This study explored how faculty members at regular higher education institutions in China perceived the National Undergraduate Teaching and Learning Evaluation (NUTLE). Specifically, this study examined how the NUTLE influenced faculty teaching and research and how the NUTLE influenced student learning outcomes. Primarily descriptive and…

Teaching science and ethics to undergraduates: a multidisciplinary approach.

PubMed

McGowan, Alan H

2013-06-01

The teaching of the ethical implications of scientific advances in science courses for undergraduates has significant advantages for both science and non-science majors. The article describes three courses taught by the author as examples of the concept, and examines the disadvantages as well as the advantages. A significant advantage of this approach is that many students take the courses primarily because of the ethical component who would not otherwise take science. A disadvantage is less time in the course for the science; arguably, this is outweighed by the greater retention of the science when it is put into context.

Development of Research Professionalism in Advanced Undergraduate and Beginning Graduate Students. Working Papers.

ERIC Educational Resources Information Center

Mitchell, John J.

The paper describes an individualized approach to teaching social science research methodology. The approach is intended to make psychology research in college level courses an exciting and rewarding experience for advanced undergraduate and graduate students. Advantages of this approach over more traditional approaches include that it requires…

Developing critical thinking, creativity and innovation skills of undergraduate students

NASA Astrophysics Data System (ADS)

Shoop, Barry L.

2014-07-01

A desirable goal of engineering education is to teach students how to be creative and innovative. However, the speed of technological innovation and the continual expansion of disciplinary knowledge leave little time in the curriculum for students to formally study innovation. At West Point we have developed a novel upper-division undergraduate course that develops the critical thinking, creativity and innovation of undergraduate science and engineering students. This course is structured as a deliberate interactive engagement between students and faculty that employs the Socratic method to develop an understanding of disruptive and innovative technologies and a historical context of how social, cultural, and religious factors impact the acceptance or rejection of technological innovation. The course begins by developing the background understanding of what disruptive technology is and a historical context about successes and failures of social, cultural, and religious acceptance of technological innovation. To develop this framework, students read The Innovator's Dilemma by Clayton M. Christensen, The Structure of Scientific Revolutions by Thomas S. Kuhn, The Discoverers by Daniel J. Boorstin, and The Two Cultures by C.P. Snow. For each class meeting, students survey current scientific and technical literature and come prepared to discuss current events related to technological innovation. Each student researches potential disruptive technologies and prepares a compelling argument of why the specific technologies are disruptive so they can defend their choice and rationale. During course meetings students discuss the readings and specific technologies found during their independent research. As part of this research, each student has the opportunity to interview forward thinking technology leaders in their respective fields of interest. In this paper we will describe the course and highlight the results from teaching this course over the past five years.

Teaching an engine-driven preparation technique to undergraduates: initial observations.

PubMed

Hänni, S; Schönenberger, K; Peters, O A; Barbakow, F

2003-07-01

This paper describes the initial experiences following the introduction of a rotary engine-driven preparation technique into the undergraduate endodontic programme at the Zurich University Dental Centre. Forty third-year students practised the ProFile.04 (PF.04) technique between January and July 2001 in a preclinical course. Between November 2001 and February 2002, 20 of these students (Group A) root-treated 51 teeth in their clinical course using either PF.04, the balanced force technique (BFT) or a combination of both. The second group of 20 students (Group B) similarly treated another 36 randomly selected teeth between April and July 2002. Types of teeth treated by the students and the canal preparation techniques were recorded. The students also completed a short questionnaire, evaluating their opinions of the new course. Of the 87 teeth endodontically treated during the clinical course, 34, 14 and 39 were shaped using PF.04 alone, a combination of PF.04 and BFT and BFT alone, respectively. No rotary instruments were fractured during the 1-year clinical course, although some instruments were fractured during the preclinical laboratory course. Overall, the students rated the rotary technique as positive. A rotary technique was successfully introduced into an undergraduate endodontic programme (this will be continued in the foreseeable future). However, the continuity between the preclinical and the clinical courses was poor as a result of the constraints of the general teaching programme.

Inquiry-based training improves teaching effectiveness of biology teaching assistants

PubMed Central

Hughes, P. William; Ellefson, Michelle R.

2013-01-01

Graduate teaching assistants (GTAs) are used extensively as undergraduate science lab instructors at universities, yet they often have having minimal instructional training and little is known about effective training methods. This blind randomized control trial study assessed the impact of two training regimens on GTA teaching effectiveness. GTAs teaching undergraduate biology labs (n = 52) completed five hours of training in either inquiry-based learning pedagogy or general instructional “best practices”. GTA teaching effectiveness was evaluated using: (1) a nine-factor student evaluation of educational quality; (2) a six-factor questionnaire for student learning; and (3) course grades. Ratings from both GTAs and undergraduates indicated that indicated that the inquiry-based learning pedagogy training has a positive effect on GTA teaching effectiveness. PMID:24147138

An Inquiry-Based Approach to Teaching Space Weather to Undergraduate Non-Science Majors

NASA Astrophysics Data System (ADS)

Cade, W. B., III

2016-12-01

Undergraduate Space Weather education is an important component of creating a society that is knowledgeable about space weather and its societal impacts. The space physics community has made great strides in providing academic education for students, typically physics and engineering majors, who are interested in pursuing a career in the space sciences or space weather. What is rarely addressed, however, is providing a broader space weather education to undergraduate students as a whole. To help address this gap, I have created an introductory space weather course for non-science majors, with the idea of expanding exposure to space weather beyond the typical physics and engineering students. The philosophy and methodologies used in this course will be presented, as well as the results of the first attempts to teach it. Using an approach more tailored to the non-scientist, courses such as this can be an effective means of broadening space weather education and outreach.

Learning styles and academic achievement among undergraduate medical students in Thailand

PubMed Central

Jiraporncharoen, Wichuda; Angkurawaranon, Chaisiri; Chockjamsai, Manoch; Deesomchok, Athavudh; Euathrongchit, Juntima

2015-01-01

Purpose: This study aimed to explore the associations between learning styles and high academic achievement and to ascertain whether the factors associated with high academic achievement differed between preclinical and clinical students. Methods: A survey was conducted among undergraduate medical students in Chiang Mai University, Thailand. The Index of Learning Styles questionnaire was used to assess each student’s learning style across four domains. High academic achievement was defined as a grade point average of at least 3.0. Results: Of the 1,248 eligible medical students, 1,014 (81.3%) participated. Learning styles differed between the preclinical and clinical students in the active/reflective domain. A sequential learning style was associated with high academic achievement in both preclinical and clinical students. A reflective learning style was only associated with high academic achievement among preclinical students. Conclusion: The association between learning styles and academic achievement may have differed between preclinical and clinical students due to different learning content and teaching methods. Students should be encouraged to be flexible in their own learning styles in order to engage successfully with various and changing teaching methods across the curriculum. Instructors should be also encouraged to provide a variety of teaching materials and resources to suit different learning styles. PMID:26165948

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

PubMed

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

2011-06-01

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

Defining the structure of undergraduate medical leadership and management teaching and assessment in the UK.

PubMed

Stringfellow, Thomas D; Rohrer, Rebecca M; Loewenthal, Lola; Gorrard-Smith, Connor; Sheriff, Ibrahim H N; Armit, Kirsten; Lees, Peter D; Spurgeon, Peter C

2014-10-10

Abstract Medical leadership and management (MLM) skills are essential in preventing failings of healthcare; it is unknown how these attitudes can be developed during undergraduate medical education. This paper aims to quantify interest in MLM and recommends preferred methods of teaching and assessment at UK medical schools. Two questionnaires were developed, one sent to all UK medical school faculties, to assess executed and planned curriculum changes, and the other sent to medical students nationally to assess their preferences for teaching and assessment. Forty-eight percent of UK medical schools and 260 individual student responses were recorded. Student responses represented 60% of UK medical schools. 65% of schools valued or highly valued the importance of teaching MLM topics, compared with 93.2% of students. Students' favoured teaching methods were seminars or lectures (89.4%) and audit and quality improvement (QI) projects (77.8%). Medical schools preferred portfolio entries (55%) and presentations (35%) as assessment methods, whilst simulation exercises (76%) and audit reports (61%) were preferred by students. Preferred methods encompass experiential learning or simulation and a greater emphasis should be placed on encouraging student audit and QI projects. The curriculum changes necessary could be achieved via further integration into future editions of Tomorrow's Doctors.

The Use of Contextual Learning to Teach Biochemistry to Dietetic Students

ERIC Educational Resources Information Center

Macaulay, J. O.; Van Damme, M. -P.; Walker, K. Z.

2009-01-01

This article describes the use of contextualized and "blended" learning to teach biochemistry to dietetic students during the second year of their professional training in a 4-year undergraduate degree (Bachelor of Nutrition and Dietetics). Contextualized content was used to engage students and motivate them to learn biochemistry, which many…

Teaching post-mortem external examination in undergraduate medical education--the formal and the informal curriculum.

PubMed

Anders, Sven; Fischer-Bruegge, Dorothee; Fabian, Merle; Raupach, Tobias; Petersen-Ewert, Corinna; Harendza, Sigrid

2011-07-15

In undergraduate medical education, the training of post-mortem external examination on dead bodies might evoke strong emotional reactions in medical students that could counteract the intended learning goals. We evaluated student perception of a forensic medicine course, their perceived learning outcome (via self-assessment) and possible tutor-dependent influences on the overall evaluation of the course by a questionnaire-based survey among 150 medical students in Hamburg, Germany. The majority of students identified post-mortem external examination as an important learning objective in undergraduate medical education and did not feel that the dignity of the deceased was offended by the course procedures. After the course, more than 70% of the students felt able to perform an external examination and to fill in a death certificate. Respectful behavior of course tutors towards the deceased entailed better overall course ratings by students (p<0.001). Our findings highlight the importance of factors such as clearly defined learning goals and course standardization (formal curriculum) as well as tutor behavior (informal curriculum) in undergraduate education in forensic medicine. Furthermore, we suggest embedding teaching in forensic medicine in longitudinal curricula on death and dying and on the health consequences of interpersonal violence. Copyright © 2011 Elsevier Ireland Ltd. All rights reserved.

Methods of teaching the physics of climate change in undergraduate physics courses

NASA Astrophysics Data System (ADS)

Sadler, Michael

2015-04-01

Although anthropogenic climate change is generally accepted in the scientific community, there is considerable skepticism among the general population and, therefore, in undergraduate students of all majors. Students are often asked by their peers, family members, and others, whether they ``believe'' climate change is occurring and what should be done about it (if anything). I will present my experiences and recommendations for teaching the physics of climate change to both physics and non-science majors. For non-science majors, the basic approach is to try to develop an appreciation for the scientific method (particularly peer-reviewed research) in a course on energy and the environment. For physics majors, the pertinent material is normally covered in their undergraduate courses in modern physics and thermodynamics. Nevertheless, it helps to review the basics, e.g. introductory quantum mechanics (discrete energy levels of atomic systems), molecular spectroscopy, and blackbody radiation. I have done this in a separate elective topics course, titled ``Physics of Climate Change,'' to help the students see how their knowledge gives them insight into a topic that is very volatile (socially and politically).

Effect of an Interactive Web-Based Instruction in the Performance of Undergraduate Anatomy and Physiology Lab Students

ERIC Educational Resources Information Center

Gopal, Tamilselvi; Herron, Sherry S.; Mohn, Richard S.; Hartsell, Taralynn; Jawor, Jodie M.; Blickenstaff, Jacob C.

2010-01-01

This study provides an understanding of how different interactive technology tools that are integrated into a Website can be used for teaching undergraduate human anatomy and physiology laboratory students. Technology tools refer to a Website that the authors created to teach the Cardiovascular System that includes dynamic tools such as the…

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

PubMed

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

2014-08-14

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

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.

What does an innovative teaching assignment strategy mean to nursing students?

PubMed

Neuman, Lois H; Pardue, Karen T; Grady, Janet L; Gray, Mary Tod; Hobbins, Bonnie; Edelstein, Jan; Herrman, Judith W

2009-01-01

The concept of innovation in nursing education has been addressed in published literature on faculty-defined and faculty-created teaching strategies and instructional methods. In this project, innovation is defined as "using knowledge to create ways and services that are new (or perceived as new) in order to transform systems" (Pardue, Tagliareni, Valiga, Davison-Price, & Orchowsky, 2005). Studies on nursing student perceptions of innovation are limited, and it is unclear how undergraduate and graduate students conceptualize innovative learning experiences. This project explored students' perceptions of their experiences with instructor-defined, innovative teaching/learning strategies in four types of nursing education programs. Issues nurse educators should consider as they apply new techniques to their teaching are discussed.

The teaching of fixed partial dentures in undergraduate dental schools in Ireland and the United Kingdom.

PubMed

Lynch, C D; Singhrao, H; Addy, L D; Gilmour, A S M

2010-12-01

All areas of the practice of dentistry are evolving at a considerable pace. One area in particular which has seen a rapid revolution is the oral rehabilitation of partially dentate adults. The aim of this study was to describe the contemporary teaching of fixed partial dentures (FPDs) in dental schools in Ireland and the United Kingdom. An online questionnaire which sought information in relation to the current teaching of FPDs was developed and distributed to 15 Irish and UK dental schools with undergraduate teaching programmes in Spring 2009. Responses were received from 12 schools (response rate=80%). All schools offer teaching programmes in relation to FPDs. The number of hours devoted to pre-clinical/phantom head teaching of FPDs ranged from 3 to 42h (mean: 16h). The staff/student ratio for pre-clinical teaching courses in FPDs ranged from 1:6 to 1:18 (mode: 1:12). Cantilever resin-retained FPDs were the most popular type of FPD provided clinically (average=0·83 per school; range=1-2). Five schools (42%) report that they have requirements (e.g. targets, quotas, competencies) which students must complete prior to graduation in relation to FPDs. Fixed partial dentures form an important part of the undergraduate teaching programme in UK and Irish dental schools. While this teaching is subjected to contemporary pressures such as lack of curriculum time and a lack of available clinical facilities and teachers, there is evidence that teaching programmes in this area are evolving and are sensitive to current clinical practice trends and evidence-based practice. © 2010 Blackwell Publishing Ltd.

Evaluation of undergraduate nursing students' attitudes towards statistics courses, before and after a course in applied statistics.

PubMed

Hagen, Brad; Awosoga, Olu; Kellett, Peter; Dei, Samuel Ofori

2013-09-01

Undergraduate nursing students must often take a course in statistics, yet there is scant research to inform teaching pedagogy. The objectives of this study were to assess nursing students' overall attitudes towards statistics courses - including (among other things) overall fear and anxiety, preferred learning and teaching styles, and the perceived utility and benefit of taking a statistics course - before and after taking a mandatory course in applied statistics. The authors used a pre-experimental research design (a one-group pre-test/post-test research design), by administering a survey to nursing students at the beginning and end of the course. The study was conducted at a University in Western Canada that offers an undergraduate Bachelor of Nursing degree. Participants included 104 nursing students, in the third year of a four-year nursing program, taking a course in statistics. Although students only reported moderate anxiety towards statistics, student anxiety about statistics had dropped by approximately 40% by the end of the course. Students also reported a considerable and positive change in their attitudes towards learning in groups by the end of the course, a potential reflection of the team-based learning that was used. Students identified preferred learning and teaching approaches, including the use of real-life examples, visual teaching aids, clear explanations, timely feedback, and a well-paced course. Students also identified preferred instructor characteristics, such as patience, approachability, in-depth knowledge of statistics, and a sense of humor. Unfortunately, students only indicated moderate agreement with the idea that statistics would be useful and relevant to their careers, even by the end of the course. Our findings validate anecdotal reports on statistics teaching pedagogy, although more research is clearly needed, particularly on how to increase students' perceptions of the benefit and utility of statistics courses for their nursing

What Lies at the Heart of Good Undergraduate Teaching? A Case Study in Organic Chemistry

ERIC Educational Resources Information Center

Davidowitz, Bette; Rollnick, Marissa

2011-01-01

Teaching organic chemistry at the undergraduate level has long been regarded as challenging and students are often alienated by the mass of detail which seems to characterise the subject. In this paper we investigate the practice of an accomplished lecturer by trying to capture and portray his pedagogical content knowledge, PCK, in order to reveal…

In Pursuit of a "Whole-Brain" Approach to Undergraduate Teaching: Implications of the Herrmann Brain Dominance Model

ERIC Educational Resources Information Center

Hughes, Mathew; Hughes, Paul; Hodgkinson, Ian R.

2017-01-01

The question of "how we learn" continues to direct scholarly debate, yet undergraduate teaching is typically designed to homogenise the learning environment. This is despite heterogeneous learning outcomes ensuing for students, owing to their different learning styles. Accordingly, we examine the relationship between teaching…

Attitude and confidence of undergraduate medical programme educators to practice and teach evidence-based healthcare: a cross-sectional survey

PubMed Central

Young, Taryn; Esterhuizen, Tonya M.; Volmink, Jimmy; Clarke, Mike

2016-01-01

ABSTRACT Aim: Medical student educators play critical roles in evidence-based healthcare (EBHC) teaching and learning and as role models practicing EBHC. This study assessed their confidence to practice and teach EBHC, their attitude to EBHC and barriers to practicing and teaching EBHC. Methods: We conducted a cross-sectional online survey of educators of undergraduate medical students at a South African academic institution. STATA 12 was used for quantitative data analysis. Responses to open-ended questions were coded, and further interpretation done using thematic content analysis. Results: Forty two (19%) educators from various departments responded to the invitation sent to everyone formally involved in teaching undergraduate medical students. They had high levels of knowledge and understanding of EBHC. Many had received training in teaching and learning approaches, although EBHC training received was mainly on enabling competencies. Limitations to practicing EBHC included lack of time, clinical workload, limited access to Internet and resources, knowledge and skills. One quarter of the respondents indicated that they teach EBHC. Perceived barriers to teaching EBHC reported related to students (e.g. lack of interest), context (e.g. access to databases) and educators (e.g. competing priorities). Respondents’ suggestions for support included reliable Internet access, easy point-of-care access to databases and resources, increasing awareness of EBHC, building capacity to practice and facilitate learning of EBHC and a supportive community of practice. Conclusion: Educators play a critical role in facilitating EBHC learning not just in the classroom, but also in practice. Without adequate support, training and development, they are ill equipped to be the role models future healthcare professionals need. PMID:26626283

Effect of Simulation on Undergraduate Nursing Students' Knowledge of Nursing Ethics Principles.

PubMed

Donnelly, Mary Broderick; Horsley, Trisha Leann; Adams, William H; Gallagher, Peggy; Zibricky, C Dawn

2017-12-01

Background Undergraduate nursing education standards include acquisition of knowledge of ethics principles and the prevalence of health-care ethical dilemmas mandates that nursing students study ethics. However, little research has been published to support best practices for teaching/learning ethics principles. Purpose This study sought to determine if participation in an ethics consultation simulation increased nursing students' knowledge of nursing ethics principles compared to students who were taught ethics principles in the traditional didactic format. Methods This quasi-experimental study utilized a pre-test/post-test design with randomized assignment of students at three universities into both control and experimental groups. Results Nursing students' knowledge of nursing ethics principles significantly improved from pre-test to post-test ( p = .002); however, there was no significant difference between the experimental and control groups knowledge scores ( p = .13). Conclusion Further research into use of simulation to teach ethics principles is indicated.

Change over a service learning experience in science undergraduates' beliefs expressed about elementary school students' ability to learn science

NASA Astrophysics Data System (ADS)

Goebel, Camille A.

This longitudinal investigation explores the change in four (3 female, 1 male) science undergraduates' beliefs expressed about low-income elementary school students' ability to learn science. The study sought to identify how the undergraduates in year-long public school science-teaching partnerships perceived the social, cultural, and economic factors affecting student learning. Previous service-learning research infrequently focused on science undergraduates relative to science and society or detailed expressions of their beliefs and field practices over the experience. Qualitative methodology was used to guide the implementation and analysis of this study. A sample of an additional 20 science undergraduates likewise involved in intensive reflection in the service learning in science teaching (SLST) course called Elementary Science Education Partners (ESEP) was used to examine the typicality of the case participants. The findings show two major changes in science undergraduates' belief expressions: (1) a reduction in statements of beliefs from a deficit thinking perspective about the elementary school students' ability to learn science, and (2) a shift in the attribution of students, underlying problems in science learning from individual-oriented to systemic-oriented influences. Additional findings reveal that the science undergraduates perceived they had personally and profoundly changed as a result of the SLST experience. Changes include: (1) the gain of a new understanding of others' situations different from their own; (2) the realization of and appreciation for their relative positions of privilege due to their educational background and family support; (3) the gain in ability to communicate, teach, and work with others; (4) the idea that they were more socially and culturally connected to their community outside the university and their college classrooms; and (5) a broadening of the way they understood or thought about science. Women participants stated

An evaluation of methods used to teach quality improvement to undergraduate healthcare students to inform curriculum development within preregistration nurse education: a protocol for systematic review and narrative synthesis.

PubMed

Armstrong, Lorraine; Lauder, William; Shepherd, Ashley

2015-01-14

Despite criticism, quality improvement (QI) continues to drive political and educational priorities within health care. Until recently, QI educational interventions have varied, targeting mainly postgraduates, middle management and the medical profession. However, there is now consensus within the UK, USA and beyond to integrate QI explicitly into nurse education, and faculties may require redesign of their QI curriculum to achieve this. Whilst growth in QI preregistration nurse education is emerging, little empirical evidence exists to determine such effects. Furthermore, previous healthcare studies evaluating QI educational interventions lend little in the way of support and have instead been subject to criticism. They reveal methodological weakness such as no reporting of theoretical underpinnings, insufficient intervention description, poor evaluation methods, little clinical or patient impact and lack of sustainability. This study aims therefore to identify, evaluate and synthesise teaching methods used within the undergraduate population to aid development of QI curriculum within preregistration nurse education. A systematic review of the literature will be conducted. Electronic databases, Cumulative Index to Nursing and Allied Health Literature (CINAHL), Psychological Information (PsychINFO), Education Resources Information Centre (ERIC), Medical Literature Analysis and Retrieval System Online (MEDLINE) and Applied Social Sciences Index and Abstracts (ASSIA), will be searched alongside reference list scanning and a grey literature search. Peer-reviewed studies from 2000-2014 will be identified using key terms quality improvement, education, curriculum, training, undergraduate, teaching methods, students and evaluation. Studies describing a QI themed educational intervention aimed at undergraduate healthcare students will be included and data extracted using a modified version of the Reporting of Primary Studies in Education (REPOSE) Guidelines. Studies will

The Benefits of Teaching Self-Management Skills to Students of Psychology

ERIC Educational Resources Information Center

Kazemi, Ellie; Rice, Brian; Rylander, Alyssa; Morgan, Shannon F.

2011-01-01

The various student gains and reported satisfaction with self-management projects have been well documented. However, we found that few psychology programs explicitly teach these skills. In this paper we demonstrate how self-management projects can meet nine out of the ten undergraduate student learning goals outlined by the APA Task Force (2002).…

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

ERIC Educational Resources Information Center

Vasko, Elisabeth T.

2017-01-01

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

Discipline-Related Differences in Teaching and Grading Philosophies among Undergraduate Teaching Faculty.

ERIC Educational Resources Information Center

Barnes, Laura L. B.; Bull, Kay S.; Campbell, N. Jo; Perry, Katye M.

This study examined the relationship among beliefs about grades and teaching goals of college faculty, along with the extent to which there exist systematic differences among the academic disciplines with respect to these beliefs and goals. A national sample of 442 undergraduate teaching faculty responded to a survey asking them to rate the…

Students' ideas about prismatic images: teaching experiments for an image-based approach

NASA Astrophysics Data System (ADS)

Grusche, Sascha

2017-05-01

Prismatic refraction is a classic topic in science education. To investigate how undergraduate students think about prismatic dispersion, and to see how they change their thinking when observing dispersed images, five teaching experiments were done and analysed according to the Model of Educational Reconstruction. For projection through a prism, the students used a 'split image projection' conceptualisation. For the view through a prism, this conceptualisation was not fruitful. Based on the observed images, six of seven students changed to a 'diverted image projection' conceptualisation. From a comparison between students' and scientists' ideas, teaching implications are derived for an image-based approach.

Effectiveness of E-Content Package on Teaching IUPAC Nomenclature of Organic Chemistry at Undergraduate Level

ERIC Educational Resources Information Center

Devendiran, G.; Vakkil, M.

2017-01-01

This study attempts to discover the effectiveness of an e-content package when teaching IUPAC nomenclature of organic chemistry at the undergraduate level. The study consisted of a Pre-test-Post-test Non Equivalent Groups Design, and the sample of 71 (n = 71) students were drawn from two colleges. The overall study was divided into two groups, an…

Medical students' perceptions of their ethics teaching

PubMed Central

Johnston, Carolyn; Haughton, Peter

2007-01-01

The teaching of ethics in UK medical schools has recently been reviewed, from the perspective of the teachers themselves. A questionnaire survey of medical undergraduates at King's College London School of Medicine provides useful insight into the students' perception of ethics education, what they consider to be the value of learning ethics and law, and how engaged they feel with the subject. PMID:17601871

Teaching Culture Perception: Documenting and Transforming Institutional Teaching Cultures

ERIC Educational Resources Information Center

Kustra, Erika; Doci, Florida; Gillard, Kaitlyn; Hondzel, Catharine Dishke; Goff, Lori; Gabay, Danielle; Meadows, Ken N.; Borin, Paola; Wolf, Peter; Ellis, Donna; Eiliat, Hoda; Grose, Jill; Dawson, Debra L.; Hughes, Sandy

2015-01-01

An institutional culture that values teaching is likely to lead to improved student learning. The main focus of this study was to determine faculty, graduate and undergraduate students' perception of the teaching culture at their institution and identify indicators of that teaching culture. Themes included support for teaching development; support…

Leveraging Student Feedback To Improve Teaching in Web-Based Courses.

ERIC Educational Resources Information Center

Schnorr, Donna; Hazari, Sunil

1999-01-01

Explores cognitive aspects of learning and demonstrates how student feedback can be applied to improve Web-based teaching drawing on experiences with undergraduate courses at California State University, San Bernardino. Highlights include Web interactivity; HTML forms; and Web resources with forms for informal assessment. (LRW)

[Awareness and education regarding sexually transmitted diseases among undergraduate students].

PubMed

Castro, Eneida Lazzarini de; Caldas, Tânia Alencar de; Morcillo, André Moreno; Pereira, Elisabete Monteiro de Aguiar; Velho, Paulo Eduardo Neves Ferreira

2016-06-01

Sexually transmitted diseases (STDs) are the main global cause of acute illness and death and represent a high socioeconomic cost. Undergraduate students are highly exposed to STDs. The research developed at UNICAMP sought to quantify and generate self-perception of knowledge(or lack thereof) about STDs, as well as evaluate the interest of the students in a course on the topic. The data collection instrument was a questionnaire sent electronically to students about to graduate at the end of 2011 and to freshmen in 2012. The questionnaire was answered by 1,448 seniors and 371 freshmen. Twenty percent of seniors and 38% of freshmen had no sexual activity. Among sexually active students, 26.9% had no regular partner and 28.2% more than two partners per year. The condom was used by 99% of students, but less than 20% used them appropriately. About 80% were unaware that condoms do not provide protection outside the barrier area; they intended to read more about STDs and learnt something about the subject. Nearly half of the students considered that a course should be offered to all undergraduates. These findings will be of use in defining strategies for prevention and the teaching tool could be used in other learning environments.

Student Perspectives on the Teaching of Geographical Information Systems (GIS) in Geography Degrees

ERIC Educational Resources Information Center

Seremet, Mehmet; Chalkley, Brian

2015-01-01

In an era when graduate employability is a key concern, the teaching of geographical information systems (GIS) has become a subject of considerable interest. This paper reports on a study of the GIS student learning experience using student survey data from six UK geography undergraduate programmes. The findings show that although students'…

What motivates surgeons to teach dissection anatomy to medical students and surgical trainees?

PubMed Central

Burgess, Annette; Ramsey-Stewart, George

2015-01-01

Introduction Although a fading tradition in some institutions, having clinicians teach anatomy by whole-body dissection provides a clinical context to undergraduate and postgraduate medical students, increasing their depth of learning. The reasons for a clinician’s motivation to teach may be articulated in accordance with self-determination theory (SDT). SDT proposes that for individuals to be intrinsically motivated, three key elements are needed: 1) autonomy, 2) competence, and 3) relatedness. Materials and methods Data were collected through semistructured interviews with eight surgeons who were supervisors/facilitators in the anatomy by whole-body dissection course for undergraduate students in the Bachelor of Medicine, Bachelor of Surgery program and postgraduate students in the Master of Surgery program at the University of Sydney. Qualitative analysis methods were used to code and categorize data into themes. Results Our study used SDT as a conceptual framework to explore surgeons’ motivation to supervise students in the anatomy by whole-body dissection courses. Elements that facilitated their desire to teach included satisfaction derived from teaching, a sense of achievement in providing students with a clinical context, a strong sense of community within the dissection courses, and a sense of duty to the medical/surgical profession and to patient welfare. Conclusion The surgeons’ motivation for teaching was largely related to their desire to contribute to the training of the next generation of doctors and surgeons, and ultimately to future patient welfare. PMID:25565913

Developing Effective Undergraduate Research Experience

NASA Astrophysics Data System (ADS)

Evans, Michael; Ilie, Carolina C.

2011-03-01

Undergraduate research is a valuable educational tool for students pursuing a degree in physics, but these experiences can become problematic and ineffective if not handled properly. Undergraduate research should be planned as an immersive learning experience in which the student has the opportunity to develop his/her skills in accordance with their interests. Effective undergraduate research experiences are marked by clear, measurable objectives and frequent student-professor collaboration. These objectives should reflect the long and short-term goals of the individual undergraduates, with a heightened focus on developing research skills for future use. 1. Seymour, E., Hunter, A.-B., Laursen, S. L. and DeAntoni, T. (2004), ``Establishing the benefits of research experiences for undergraduates in the sciences: First findings from a three-year study''. Science Education, 88: 493--534. 2. Behar-Horenstein, Linda S., Johnson, Melissa L. ``Enticing Students to Enter Into Undergraduate Research: The Instrumentality of an Undergraduate Course.'' Journal of College Science Teaching 39.3 (2010): 62-70.