Teaching Data Base Search Strategies.

ERIC Educational Resources Information Center

Hannah, Larry

1987-01-01

Discusses database searching as a method for developing thinking skills, and describes an activity suitable for fifth grade through high school using a president's and vice president's database. Teaching methods are presented, including student team activities, and worksheets designed for the AppleWorks database are included. (LRW)

Research into the Art of Teaching in the U.S.S.R., and Ways of Applying its Findings in Practice.

ERIC Educational Resources Information Center

Skatkin, M.N.; Kraevsky, V.V.

1978-01-01

Surveys research on teaching methods in the Soviet Union and suggests how teachers can apply research findings and techniques in the classroom. Topics discussed include improving the content of education, teaching methods, organizational forms of teaching, and ways of applying the findings of research in practice. (Author/DB)

Examining Primary Pre-Service Teachers' Difficulties of Mathematics Teaching with the Micro-Teaching Method

ERIC Educational Resources Information Center

Savas Basturk; Tastepe, Mehtap

2015-01-01

The purpose of the study was to examine primary pre-service teachers' difficulties of the teaching of mathematics with micro-teaching method. The participants of the study were 15 third grade pre-service teachers from the department of primary education in the faculty of education. In this grade which includes four sections, there were…

34 CFR 669.3 - What activities may the Secretary fund?

Code of Federal Regulations, 2013 CFR

2013-07-01

... methods for teaching foreign languages, including the use of advanced educational technology; (b) The development and dissemination of new materials for teaching foreign languages, to reflect the results of... teaching and learning of foreign languages. These activities must include effective dissemination efforts...

34 CFR 669.3 - What activities may the Secretary fund?

Code of Federal Regulations, 2011 CFR

2011-07-01

... methods for teaching foreign languages, including the use of advanced educational technology; (b) The development and dissemination of new materials for teaching foreign languages, to reflect the results of... teaching and learning of foreign languages. These activities must include effective dissemination efforts...

34 CFR 669.3 - What activities may the Secretary fund?

Code of Federal Regulations, 2012 CFR

2012-07-01

... methods for teaching foreign languages, including the use of advanced educational technology; (b) The development and dissemination of new materials for teaching foreign languages, to reflect the results of... teaching and learning of foreign languages. These activities must include effective dissemination efforts...

34 CFR 669.3 - What activities may the Secretary fund?

Code of Federal Regulations, 2014 CFR

2014-07-01

... methods for teaching foreign languages, including the use of advanced educational technology; (b) The development and dissemination of new materials for teaching foreign languages, to reflect the results of... teaching and learning of foreign languages. These activities must include effective dissemination efforts...

Sugar in the Gourd: Preserving Appalachian Traditions.

ERIC Educational Resources Information Center

Brown, Tom

1983-01-01

The Appalachian Folk Music Project developed methods to teach folk music in the schools. Authentic material was identified and teaching methods appropriate to rural Appalachia were selected. Departures from the norm included teaching of instruments like the dulcimer, harmonica, and fiddle and the use of folk models whenever possible. (CS)

The Journal of Suggestive-Accelerative Learning and Teaching, Volume 5, Number 2.

ERIC Educational Resources Information Center

Journal of Suggestive-Accelerative Learning and Teaching, 1980

1980-01-01

A collection of articles concerning suggestive-accelerative learning and teaching (SALT) methods includes: "Suggestive Teaching Methods in the Soviet Union" (Eva Szalontai); "SALT Applied to Remedial Reading: A Critical Review" (Allyn Prichard and Jean Taylor); "The Waldorf Schools: An Artistic Approach to Education"…

Low-Threshold Active Teaching Methods for Mathematic Instruction

ERIC Educational Resources Information Center

Marotta, Sebastian M.; Hargis, Jace

2011-01-01

In this article, we present a large list of low-threshold active teaching methods categorized so the instructor can efficiently access and target the deployment of conceptually based lessons. The categories include teaching strategies for lecture on large and small class sizes; student action individually, in pairs, and groups; games; interaction…

Assessing Change in the Teaching Practice of Faculty in a Faculty Development Program for Primary Care Physicians: Toward a Mixed Method Evaluation Approach.

ERIC Educational Resources Information Center

Pinheiro, Sandro O.; Rohrer, Jonathan D.; Heimann, C. F. Larry

This paper describes a mixed method evaluation study that was developed to assess faculty teaching behavior change in a faculty development fellowship program for community-based hospital faculty. Principles of adult learning were taught to faculty participants over the fellowship period. These included instruction in teaching methods, group…

Walt Whitman: Five Years of Teaching in Paumanok.

ERIC Educational Resources Information Center

Maguire, John W.

1984-01-01

A review of the poet's teaching experience from 1836-1841 on Long Island, New York, includes Whitman's preparation for teaching, teaching conditions, references to teaching in a Whitman short story, comments by one of his students, a description of his teaching and disciplinary methods, and his own reflections on the experience. (MM)

Structure, Impact, and Deficiencies of Beginning Counselor Educators' Doctoral Teaching Preparation

ERIC Educational Resources Information Center

Waalkes, Phillip L.; Benshoff, James M.; Stickl, Jaimie; Swindle, Paula J.; Umstead, Lindsey K.

2018-01-01

The authors utilized the consensual qualitative research method (Hill, Thompson, & Williams, [Hill, C. E., 1997]) to explore beginning counselor educators' (N = 9) experiences of doctoral teaching preparation, including helpful and missing components. Emerging themes included a lack of intentionality in teaching-related program design and a…

An Exploration of Mathematics Graduate Teaching Assistants' Teaching Philosophies: A Case Study

ERIC Educational Resources Information Center

Nepal, Kedar Mani

2014-01-01

This multi-case study is an exploration of mathematics graduate teaching assistants' teaching philosophies. It focused on the cases of four purposefully selected beginning mathematics graduate teaching assistants (MGTAs) including two domestic and two international MGTAs. Using qualitative research methods, this dissertation study focused on the…

A Longitudinal "Teaching-to-Teach" Curriculum for Psychiatric Residents

ERIC Educational Resources Information Center

Lehmann, Susan W.

2010-01-01

Objective: Psychiatric residents' self-reported confidence levels related to teaching medical students were assessed before and after a five-part teaching seminar series. Methods: Five 1-hour seminars on teaching medical students in the psychiatry clerkship were presented to second postgraduate year (PGY-2) residents. Topics included how to teach…

Teaching about Fractals.

ERIC Educational Resources Information Center

Willson, Stephen J.

1991-01-01

Described is a course designed to teach students about fractals using various teaching methods including the computer. Discussed are why the course drew students, prerequisites, clientele, textbook, grading, computer usage, and the syllabus. (KR)

TEACHING OF INTONATION AND INFLECTIONS TO THE DEAF.

ERIC Educational Resources Information Center

DOLANDSKY, LADISLAV; AND OTHERS

RESEARCH WAS CONDUCTED IN THE DEVELOPMENT AND TESTING OF A SELF-MONITORING METHOD OF TEACHING PROPER INTONATION AND INFLECTION PATTERNS TO THE DEAF. THIS TEACHING METHOD INCLUDED USE OF A VISUAL DISPLAY WHICH IS BASED ON PITCH INFORMATION DERIVED FROM A LIVE SPEECH SIGNAL. FOUR PROFOUNDLY DEAF CHILDREN WERE THE SUBJECTS FOR THE EXPERIMENT. A…

An exploration for research-oriented teaching model in biology teaching.

PubMed

Xing, Wanjin; Mo, Morigen; Su, Huimin

2014-07-01

Training innovative talents, as one of the major aims for Chinese universities, needs to reform the traditional teaching methods. The research-oriented teaching method has been introduced and its connotation and significance for Chinese university teaching have been discussed for years. However, few practical teaching methods for routine class teaching were proposed. In this paper, a comprehensive and concrete research-oriented teaching model with contents of reference value and evaluation method for class teaching was proposed based on the current teacher-guiding teaching model in China. We proposed that the research-oriented teaching model should include at least seven aspects on: (1) telling the scientific history for the skills to find out scientific questions; (2) replaying the experiments for the skills to solve scientific problems; (3) analyzing experimental data for learning how to draw a conclusion; (4) designing virtual experiments for learning how to construct a proposal; (5) teaching the lesson as the detectives solve the crime for learning the logic in scientific exploration; (6) guiding students how to read and consult the relative references; (7) teaching students differently according to their aptitude and learning ability. In addition, we also discussed how to evaluate the effects of the research-oriented teaching model in examination.

The Teaching of Anthropology: A Comparative Study.

ERIC Educational Resources Information Center

Lombard, Jacques

1984-01-01

College-level anthropology teaching in various countries, including Belgium, France, Germany, the Netherlands, Portugal, South Africa, the United Kingdom, and Yugoslavia, is compared. Terminology is examined and historical background is provided. Also discussed are educational crises, the organization of teaching, and teaching methods. (RM)

Evaluation of medical students of teacher-based and student-based teaching methods in Infectious diseases course.

PubMed

Ghasemzadeh, I; Aghamolaei, T; Hosseini-Parandar, F

2015-01-01

Introduction: In recent years, medical education has changed dramatically and many medical schools in the world have been trying for expand modern training methods. Purpose of the research is to appraise the medical students of teacher-based and student-based teaching methods in Infectious diseases course, in the Medical School of Hormozgan Medical Sciences University. Methods: In this interventional study, a total of 52 medical scholars that used Section in this Infectious diseases course were included. About 50% of this course was presented by a teacher-based teaching method (lecture) and 50% by a student-based teaching method (problem-based learning). The satisfaction of students regarding these methods was assessed by a questionnaire and a test was used to measure their learning. information are examined with using SPSS 19 and paired t-test. Results: The satisfaction of students of student-based teaching method (problem-based learning) was more positive than their satisfaction of teacher-based teaching method (lecture).The mean score of students in teacher-based teaching method was 12.03 (SD=4.08) and in the student-based teaching method it was 15.50 (SD=4.26) and where is a considerable variation among them (p<0.001). Conclusion: The use of the student-based teaching method (problem-based learning) in comparison with the teacher-based teaching method (lecture) to present the Infectious diseases course led to the student satisfaction and provided additional learning opportunities.

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

PubMed

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

2016-09-01

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

Minimizing the Free Energy: A Computer Method for Teaching Chemical Equilibrium Concepts.

ERIC Educational Resources Information Center

Heald, Emerson F.

1978-01-01

Presents a computer method for teaching chemical equilibrium concepts using material balance conditions and the minimization of the free energy. Method for the calculation of chemical equilibrium, the computer program used to solve equilibrium problems and applications of the method are also included. (HM)

[Genomics innovative teaching pattern based upon amalgamation between modern educational technology and constructivism studying theory].

PubMed

Liang, Xu-Fang; Peng, Jing; Zhou, Tian-Hong

2007-04-01

In order to overcome various malpractices in the traditional teaching methods, and also as part of the Guangdong province molecular biology perfect course project, some reforms were carried out to the teaching pattern of genomics. The reforms include using the foreign original teaching materials, bilingual teaching, as well as taking the constructivism-directed discussion teaching method and the multimedia computer-assisted instruction. To improve the scoring way and the laboratory course of the subject, we carried on a multiplex inspection systems and a self-designing experiments. Through the teaching reform on Genomics, we have gradually consummated the construction of molecular biology curriculum system.

The effectiveness of using non-traditional teaching methods to prepare student health care professionals for the delivery of mental state examination: a systematic review.

PubMed

Xie, Huiting; Liu, Lei; Wang, Jia; Joon, Kum Eng; Parasuram, Rajni; Gunasekaran, Jamuna; Poh, Chee Lien

2015-08-14

With the evolution of education, there has been a shift from the use of traditional teaching methods, such as didactic or rote teaching, towards non-traditional teaching methods, such as viewing of role plays, simulation, live interviews and the use of virtual environments. Mental state examination is an essential competency for all student healthcare professionals. If mental state examination is not taught in the most effective manner so learners can comprehend its concepts and interpret the findings correctly, it could lead to serious repercussions and subsequently impact on clinical care provided for patients with mental health conditions, such as incorrect assessment of suicidal ideation. However, the methods for teaching mental state examination vary widely between countries, academic institutions and clinical settings. This systematic review aimed to identify and synthesize the best available evidence of effective teaching methods used to prepare student health care professionals for the delivery of mental state examination. This review considered evidence from primary quantitative studies which address the effectiveness of a chosen method used for the teaching of mental state examination published in English, including studies that measure learner outcomes, i.e. improved knowledge and skills, self-confidence and learners' satisfaction. A three-step search strategy was undertaken in this review to search for articles published in English from the inception of the database to December 2014. An initial search of MEDLINE and CINAHL was undertaken to identify keywords. Secondly, the keywords identified were used to search electronic databases, namely, CINAHL, Medline, Cochrane Central Register of Controlled Trials, Ovid, PsycINFO and, ProQuest Dissertations & Theses. Thirdly, reference lists of the articles identified in the second stage were searched for other relevant studies. Studies selected were assessed by two independent reviewers for methodological validity prior to inclusion in the review using the standardized critical appraisal instruments from the Joanna Briggs Institute's Meta-Analysis of Statistics Assessment and Review Instrument embedded within the System for the Unified Management, Assessment and Review of Information. Any disagreements that arose between the reviewers were resolved through discussion between the reviewers. Data was extracted using data extraction tools developed by the Joanna Briggs Institute Quantitative data was extracted from papers using standardized data extraction tools from the Joanna Briggs Institute's Meta-Analysis of Statistics Assessment and Review Instrument. The included studies were found to be heterogeneous in terms of participants and teaching methods. Moreover, a wide variety of instruments were used to determine impact and outcomes of the teaching methods. Hence, findings of the included articles were presented in a narrative summary. A total of 12 articles were included in this review with consensus from all reviewers. The evidence retrieved in this study suggests that non-traditional teaching methods, such as videotapes, virtual simulation, standardized patients and reflection, improve learners' understanding and skills of mental state examination as opposed to traditional teaching methods like lectures and provision of reading materials. However, studies that specifically compared the effectiveness of one method over another were limited to comparison between lectures with videotaped interviews and virtual simulations. It was shown that both videotaped interviews and virtual simulations were superior to lectures. In videotaped teaching, interactions between patients and learners performing mental state examination were shown for the learner’s discussion while virtual simulations mimicked patient symptoms in computer applications. Virtual simulation was notably a unique learning opportunity for the learners as it allowed learning to take place without the use of diminishing real life resources. However, in view of the high cost and learners’ difficulty in negotiating the virtual environment, videotaped teaching remained as the more commonly used method of teaching mental state examination. This systematic review study identified teaching strategies utilized in the teaching of mental state examination and their effectiveness. Videotapes was the most widely used and effective approach, that is, until the issue of high cost and ease of maneuver in virtual simulation could be overcome. There were also potential benefits of other teaching, such as reflection and use of standardized patients, and educators could consider these in the teaching of mental state examination. Future research could focus more on the comparison of various teaching methods to offer more evidence on the use of one teaching method over another. The Joanna Briggs Institute.

Generational diversity in associate degree nursing students: Teaching styles and preferences in Pennsylvania

NASA Astrophysics Data System (ADS)

Kitko, Jennifer V.

2011-12-01

Nursing educators face the challenge of meeting the needs of a multi-generational classroom. The reality of having members from the Veteran and Baby Boomer generations in a classroom with Generation X and Y students provides an immediate need for faculty to examine students' teaching method preferences as well as their own use of teaching methods. Most importantly, faculty must facilitate an effective multi-generational learning environment. Research has shown that the generation to which a person belongs is likely to affect the ways in which he/she learns (Hammill, 2005). Characterized by its own attitudes, behaviors, beliefs, and motivational needs, each generation also has distinct educational expectations. It is imperative, therefore, that nurse educators be aware of these differences and develop skills through which to communicate with the different generations, thereby reducing teaching/learning problems in the classroom. This is a quantitative, descriptive study that compared the teaching methods preferred by different generations of associate degree nursing students with the teaching methods that the instructors actually use. The research study included 289 participants; 244 nursing student participants and 45 nursing faculty participants from four nursing departments in colleges in Pennsylvania. Overall, the results of the study found many statistically significant findings. The results of the ANOVA test revealed eight statistically significant findings among Generation Y, Generation X and Baby boomers. The preferred teaching methods included: lecture, self-directed learning, web-based course with no class meetings, important for faculty to know my name, classroom structure, know why I am learning what I am learning, learning for the sake of learning and grade is all that matters. Lecture was found to be the most frequently used teaching method by faculty as well as the most preferred teaching methods by students. Overall, the support for a variety of teaching methods was also found in the analysis of the data.

An Assessment of the Impact of Implementing Innovative Teaching Methods on Teaching Loads at Golden West College.

ERIC Educational Resources Information Center

Parsons, Gary L.

This study examines the faculty workload policy of a community college that makes extensive use of non-traditional, innovative teaching methods. To measure workload, a mathematical equation whose sum was expressed as 100% was designed to include five factors: instructional hours, number of preparations, weekly student contact hours (WSCH), outside…

The Effect of Gender on Perception of Case Studies and Performance

ERIC Educational Resources Information Center

Murray, Marlene

2016-01-01

The case study method of teaching uses real-world narratives to teach concepts and content. This method of teaching encourages active learning, which has been shown to have a positive effect on student performance in many disciplines including science. Although more females than males pursue a postsecondary degree, more males than females pursue…

Teaching Methods and Strategies Used in a Christian High School for Students with Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Cappiello, Leslie Williams

2013-01-01

The findings from the case study research demonstrated that the high school students at the Christian academy who have emotional and behavioral disorders are successful in teaching, retaining, and graduating this population of students. Their teaching methods and strategies included a strong biblical foundation to develop emotional and behavioral…

Teaching Methods in Biology Education and Sustainability Education Including Outdoor Education for Promoting Sustainability--A Literature Review

ERIC Educational Resources Information Center

Jeronen, Eila; Palmberg, Irmeli; Yli-Panula, Eija

2017-01-01

There are very few studies concerning the importance of teaching methods in biology education and environmental education including outdoor education for promoting sustainability at the levels of primary and secondary schools and pre-service teacher education. The material was selected using special keywords from biology and sustainable education…

Confronting Barriers to Teaching Elementary Science: After-School Science Teaching Experiences for Preservice Teachers

ERIC Educational Resources Information Center

Cartwright, Tina; Smith, Suzanne; Hallar, Brittan

2014-01-01

This qualitative study examines the transition of eight elementary preservice teachers into student teaching after participating in a science methods course that included a significant amount of teaching after-school science to elementary grade students. These eight participants had a chance to practice teaching inquiry-based science and to reform…

New teaching methods in use at UC Irvine's optical engineering and instrument design programs

NASA Astrophysics Data System (ADS)

Silberman, Donn M.; Rowe, T. Scott; Jo, Joshua; Dimas, David

2012-10-01

New teaching methods reach geographically dispersed students with advances in Distance Education. Capabilities include a new "Hybrid" teaching method with an instructor in a classroom and a live WebEx simulcast for remote students. Our Distance Education Geometric and Physical Optics courses include Hands-On Optics experiments. Low cost laboratory kits have been developed and YouTube type video recordings of the instructor using these tools guide the students through their labs. A weekly "Office Hour" has been developed using WebEx and a Live Webcam the instructor uses to display his live writings from his notebook for answering students' questions.

Interactive Methods for Teaching Action Potentials, an Example of Teaching Innovation from Neuroscience Postdoctoral Fellows in the Fellowships in Research and Science Teaching (FIRST) Program.

PubMed

Keen-Rhinehart, E; Eisen, A; Eaton, D; McCormack, K

2009-01-01

Acquiring a faculty position in academia is extremely competitive and now typically requires more than just solid research skills and knowledge of one's field. Recruiting institutions currently desire new faculty that can teach effectively, but few postdoctoral positions provide any training in teaching methods. Fellowships in Research and Science Teaching (FIRST) is a successful postdoctoral training program funded by the National Institutes of Health (NIH) providing training in both research and teaching methodology. The FIRST program provides fellows with outstanding interdisciplinary biomedical research training in fields such as neuroscience. The postdoctoral research experience is integrated with a teaching program which includes a How to Teach course, instruction in classroom technology and course development and mentored teaching. During their mentored teaching experiences, fellows are encouraged to explore innovative teaching methodologies and to perform science teaching research to improve classroom learning. FIRST fellows teaching neuroscience to undergraduates have observed that many of these students have difficulty with the topic of neuroscience. Therefore, we investigated the effects of interactive teaching methods for this topic. We tested two interactive teaching methodologies to determine if they would improve learning and retention of this information when compared with standard lectures. The interactive methods for teaching action potentials increased understanding and retention. Therefore, FIRST provides excellent teaching training, partly by enhancing the ability of fellows to integrate innovative teaching methods into their instruction. This training in turn provides fellows that matriculate from this program more of the characteristics that hiring institutions desire in their new faculty.

Interactive Methods for Teaching Action Potentials, an Example of Teaching Innovation from Neuroscience Postdoctoral Fellows in the Fellowships in Research and Science Teaching (FIRST) Program

PubMed Central

Keen-Rhinehart, E.; Eisen, A.; Eaton, D.; McCormack, K.

2009-01-01

Acquiring a faculty position in academia is extremely competitive and now typically requires more than just solid research skills and knowledge of one’s field. Recruiting institutions currently desire new faculty that can teach effectively, but few postdoctoral positions provide any training in teaching methods. Fellowships in Research and Science Teaching (FIRST) is a successful postdoctoral training program funded by the National Institutes of Health (NIH) providing training in both research and teaching methodology. The FIRST program provides fellows with outstanding interdisciplinary biomedical research training in fields such as neuroscience. The postdoctoral research experience is integrated with a teaching program which includes a How to Teach course, instruction in classroom technology and course development and mentored teaching. During their mentored teaching experiences, fellows are encouraged to explore innovative teaching methodologies and to perform science teaching research to improve classroom learning. FIRST fellows teaching neuroscience to undergraduates have observed that many of these students have difficulty with the topic of neuroscience. Therefore, we investigated the effects of interactive teaching methods for this topic. We tested two interactive teaching methodologies to determine if they would improve learning and retention of this information when compared with standard lectures. The interactive methods for teaching action potentials increased understanding and retention. Therefore, FIRST provides excellent teaching training, partly by enhancing the ability of fellows to integrate innovative teaching methods into their instruction. This training in turn provides fellows that matriculate from this program more of the characteristics that hiring institutions desire in their new faculty. PMID:23493377

Triangular model integrating clinical teaching and assessment

PubMed Central

Abdelaziz, Adel; Koshak, Emad

2014-01-01

Structuring clinical teaching is a challenge facing medical education curriculum designers. A variety of instructional methods on different domains of learning are indicated to accommodate different learning styles. Conventional methods of clinical teaching, like training in ambulatory care settings, are prone to the factor of coincidence in having varieties of patient presentations. Accordingly, alternative methods of instruction are indicated to compensate for the deficiencies of these conventional methods. This paper presents an initiative that can be used to design a checklist as a blueprint to guide appropriate selection and implementation of teaching/learning and assessment methods in each of the educational courses and modules based on educational objectives. Three categories of instructional methods were identified, and within each a variety of methods were included. These categories are classroom-type settings, health services-based settings, and community service-based settings. Such categories have framed our triangular model of clinical teaching and assessment. PMID:24624002

Triangular model integrating clinical teaching and assessment.

PubMed

Abdelaziz, Adel; Koshak, Emad

2014-01-01

Structuring clinical teaching is a challenge facing medical education curriculum designers. A variety of instructional methods on different domains of learning are indicated to accommodate different learning styles. Conventional methods of clinical teaching, like training in ambulatory care settings, are prone to the factor of coincidence in having varieties of patient presentations. Accordingly, alternative methods of instruction are indicated to compensate for the deficiencies of these conventional methods. This paper presents an initiative that can be used to design a checklist as a blueprint to guide appropriate selection and implementation of teaching/learning and assessment methods in each of the educational courses and modules based on educational objectives. Three categories of instructional methods were identified, and within each a variety of methods were included. These categories are classroom-type settings, health services-based settings, and community service-based settings. Such categories have framed our triangular model of clinical teaching and assessment.

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.

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

NASA Astrophysics Data System (ADS)

Jang, Syh-Jong

2006-05-01

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

Teaching Light Compensation Point: A New Practical Approach.

ERIC Educational Resources Information Center

Aston, T. J.; Robinson, G.

1986-01-01

Describes a simple method for measuring respiration, net photosynthesis, and compensation points of plants in relation to light intensity. Outlines how the method can be used in teaching physiological adaptation. Includes a set of the experiment's results. (ML)

Using case studies to teach an engineering technology technical writing class

NASA Technical Reports Server (NTRS)

Green, M. M.

1981-01-01

The use of the case method in teaching various technical communication skills is described. Features of the method considered include: solving communication problems, identifying an audience, planning written communications, presenting written communications, and using visual aids.

A Comparison of Programed Instruction with Conventional Methods for Teaching Two Units of Eighth Grade Science.

ERIC Educational Resources Information Center

Eshleman, Winston Hull

Compared were programed materials and conventional methods for teaching two units of eighth grade science. Programed materials used were linear programed books requiring constructed responses. The conventional methods included textbook study, written exercises, lectures, discussions, demonstrations, experiments, chalkboard drawings, films,…

Effects of problem-based learning in Chinese radiology education

PubMed Central

Zhang, Song; Xu, Jiancheng; Wang, Hongwei; Zhang, Dong; Zhang, Qichuan; Zou, Liguang

2018-01-01

Abstract Background: In recent years, the problem-based learning (PBL) teaching method has been extensively applied as an experimental educational method in Chinese radiology education. However, the results of individual studies were inconsistent and inconclusive. A meta-analysis was performed to evaluate the effects of PBL on radiology education in China. Methods: Databases of Chinese and English languages were searched from inception up to November 2017. The standard mean difference (SMD) with its 95% confidence interval (95% CI) was used to determine the over effects of PBL compared with the traditional teaching method. Results: Seventeen studies involving 1487 participants were included in this meta-analysis. Of them, 16 studies provided sufficient data for the pooled analysis and showed that PBL teaching method had a positive effect on achieving higher theoretical scores compared with the traditional teaching method (SMD = 1.20, 95% CI [0.68, 1.71]). Thirteen studies provided sufficient data on skill scores, and a significant difference in favor of PBL was also observed (SMD = 2.10, 95% CI [1.38, 2.83]). Questionnaire surveys were applied in most of the included studies and indicated positive effects of PBL on students’ learning interest, scope of knowledge, team spirit, and oral expression. Conclusion: The result shows that PBL appears to be more effective on radiology education than traditional teaching method in China. However, the heterogeneity of the included studies cannot be neglected. Further well-designed studies about this topic are needed to confirm the above findings. PMID:29489669

Pre-service elementary science teaching self-efficacy and teaching practices: A mixed-methods, dual-phase, embedded case study

NASA Astrophysics Data System (ADS)

Sangueza, Cheryl Ramirez

This mixed-method, dual-phase, embedded-case study employed the Social Cognitive Theory and the construct of self-efficacy to examine the contributors to science teaching self-efficacy and science teaching practices across different levels of efficacy in six pre-service elementary teachers during their science methods course and student teaching experiences. Data sources included the Science Teaching Efficacy Belief Instrument (STEBI-B) for pre-service teachers, questionnaires, journals, reflections, student teaching lesson observations, and lesson debriefing notes. Results from the STEBI-B show that all participants measured an increase in efficacy throughout the study. The ANOVA analysis of the STEBI-B revealed a statistically significant increase in level of efficacy during methods course, student teaching, and from the beginning of the study to the end. Of interest in this study was the examination of the participants' science teaching practices across different levels of efficacy. Results of this analysis revealed how the pre-service elementary teachers in this study contextualized their experiences in learning to teach science and its influences on their science teaching practices. Key implications involves the value in exploring how pre-service teachers interpret their learning to teach experiences and how their interpretations influence the development of their science teaching practices.

A Comparison of Foreign Language Teaching Methods: Total Physical Response versus Song/Chants with Kindergartners.

ERIC Educational Resources Information Center

Omari, Deena Rae

Several teaching methods aid young children in learning foreign languages, all of which include continuous repetition and review of learned information. The two methods used in this study were Total Physical Response (TPR) and songs/chants. The TPR method used a gesture for each vocabulary card, and the songs/chants method incorporated Spanish…

Fostering nature of science teaching in elementary pre-service teachers through developing reflection on teaching and learning

NASA Astrophysics Data System (ADS)

Pongsanon, Khemmawadee

Although teacher educators have successfully helped K-12 teachers' develop adequate views of NOS, their views have not been transferred to their students. It is evident that K-12 students' understanding of NOS still does not align with the recommendation of the reforms document, indicating that holding an adequate view of NOS is insufficient for teaching NOS effectively. Instead, to teach NOS, teachers must develop the knowledge for translating their understanding of NOS into the forms accessible to students. The current study investigated the influence of four contexts of reflective practice on prospective elementary teachers' learning of how and intention to teach NOS. The participants were 18 pre-service teachers enrolled in a science methods course that was tied to a field experience course. To understand the development of the participants' intentions, knowledge of instructional strategies, and knowledge of assessment for teaching NOS, multiple data were collected throughout the science methods course and the field experience. Data sources included different versions of participants' lesson plans, video recordings of their teaching and teaching debriefings, online weekly teaching reflections, final semester reflection and other artifacts from the methods course. Content analysis was conducted with all data. The data revealed that the participants' knowledge of how and intentions to teach NOS were developed throughout the science methods course. Toward the conclusion of the semester, the participants showed intention to include NOS in their science instruction. With regard to strategies, participants planned to apply explicit reflective NOS instruction in the context of inquiry-based activities and stories from children's literature. They also planned to use age-appropriate language to refer to the targeted NOS aspects. In terms of assessment, by the conclusion of the semester the participants tended to use more formal assessment strategies. They reported reflections on experiences from modeled lessons and their own teaching as most influential on such development. Implications of the study include applying the four contexts of reflection to help future elementary teachers develop the components of PCK for teaching NOS.

"Almost Everything We Do Includes Inquiry": Fostering Inquiry-Based Teaching and Learning with Preschool Teachers

ERIC Educational Resources Information Center

Hollingsworth, Heidi L.; Vandermaas-Peeler, Maureen

2017-01-01

Given the increased emphasis on science in early learning standards, two studies were conducted to investigate preschool teachers' efficacy for teaching science and their inquiry-based teaching practices. Fifty-one teachers completed a survey of their efficacy for teaching science and understanding of inquiry methods. Teachers reported moderate…

Tips for Science Teachers Having Students with Disabilities.

ERIC Educational Resources Information Center

Keller, Ed C., Jr.

This document highlights strategies for teaching science students with common learning disabilities. For each learning disability listed, there are sections on courtesy and several teaching methods with mitigative teaching strategies. Highlighted disabilities include Attention Deficit Disorder (ADD), Emotional Disabilities, Epilepsy, Hearing…

Contextual Factors, Methodological Principles and Teacher Cognition

ERIC Educational Resources Information Center

Walsh, Robert; Wyatt, Mark

2014-01-01

Teachers in various contexts worldwide are sometimes unfairly criticized for not putting teaching methods developed for the well-resourced classrooms of Western countries into practice. Factors such as the teachers' "misconceptualizations" of "imported" methods, including Communicative Language Teaching (CLT), are often blamed,…

Teaching Materials and Methods.

ERIC Educational Resources Information Center

Physiologist, 1982

1982-01-01

Twelve abstracts of papers presented at the 33rd Annual Fall Meeting of the American Physiological Society are listed, focusing on teaching materials/methods. Topics, among others, include trends in physiology laboratory programs, cardiovascular system model, cardiovascular computer simulation with didactic feedback, and computer generated figures…

Beginning Reading at All Grade Levels.

ERIC Educational Resources Information Center

Naumann, Nancy

1980-01-01

A third-grade teacher's account of her struggle to determine the most appropriate methods for teaching reading skills includes grouping techniques, methods for creating interest in reading among the students, techniques for diagnosing reading levels, and a fifth dimensional approach to teaching beginning reading. (JN)

Teaching Qualitative Methods: A Face-to-Face Encounter.

ERIC Educational Resources Information Center

Keen, Mike F.

1996-01-01

Considers the complete ethnographic project as a strategy for teaching qualitative methods. Describes an undergraduate class where students chose an ethnographic setting, gathered and analyzed data, and wrote a final report. Settings included Laundromats, bingo halls, auctions, karaoke clubs, and bowling leagues. (MJP)

29 CFR Appendix V to Part 1918 - Basic Elements of a First Aid Training Program (Non-mandatory)

Code of Federal Regulations, 2014 CFR

2014-07-01

... teaching first aid, and the recipients of first aid training. General Program Elements A. Teaching Methods... services. C. Methods of Surveying the Scene and the Victim(s) The training program should include... splinting. b. dislocations, especially the methods of joint dislocations of the upper extremity. The...

29 CFR Appendix V to Part 1918 - Basic Elements of a First Aid Training Program (Non-mandatory)

Code of Federal Regulations, 2013 CFR

2013-07-01

... teaching first aid, and the recipients of first aid training. General Program Elements A. Teaching Methods... services. C. Methods of Surveying the Scene and the Victim(s) The training program should include... splinting. b. dislocations, especially the methods of joint dislocations of the upper extremity. The...

An analysis of pre-service family planning teaching in clinical and nursing education in Tanzania

PubMed Central

2014-01-01

Background Promoting family planning (FP) is a key strategy for health, economic and population growth. Sub-Saharan Africa, with one of the lowest contraceptive prevalence and highest fertility rates globally, contributes half of the global maternal deaths. Improving the quality of FP services, including enhancing pre-service FP teaching, has the potential to improve contraceptive prevalence. In efforts to improve the quality of FP services in Tanzania, including provider skills, this study sought to identify gaps in pre-service FP teaching and suggest opportunities for strengthening the training. Methods Data were collected from all medical schools and a representative sample of pre-service nursing, Assistant Medical Officer (AMO), Clinical Officer (CO) and assistant CO schools in mainland Tanzania. Teachers responsible for FP teaching at the schools were interviewed using a semi-structured questionnaire. Observations on availability of teaching resources and other evidence of FP teaching and evaluation were documented. Relevant approved teaching documents were assessed for their suitability as competency-based FP teaching tools against predefined criteria. Quantitative data were analyzed using EPI Info 6 and qualitative data were manually analyzed using content analysis. Results A total of 35 pre-service schools were evaluated for FP teaching including 30 technical education and five degree offering schools. Of the assessed 11 pre-service curricula, only one met the criteria for suitability of FP teaching. FP teaching was typically theoretical with only 22.9% of all the schools having systems in place to produce graduates who could skillfully provide FP methods. Across schools, the target skills were the same level of competence and skewed toward short acting methods of contraception. Only 23.3% (n = 7) of schools had skills laboratories, 76% (n = 22) were either physically connected or linked to FP clinics. None of the degree providing schools practiced FP at its own teaching hospital. Teachers were concerned with poor practical exposure and lack of teaching material. Conclusions Pre-service FP teaching in Tanzania is theoretical, poorly guided, and skewed toward short acting methods; a majority of the schools are unable to produce competent FP service providers. Pre-service FP training should be strengthened with more focus on practical skills. PMID:25016391

Information Technology and Academic Productivity.

ERIC Educational Resources Information Center

Massy, William F.; Zemsky, Robert

1996-01-01

Enumerates the challenges of adopting information technology (IT)-based teaching and learning strategies in higher education. Concerns addressed include whether IT should supplant rather than augment traditional teaching methods, the financing of IT acquisition, change of teaching and learning processes to increase productivity per person, and…

Cultural Consciousness in Teaching General Music.

ERIC Educational Resources Information Center

Campbell, Patricia Shehan; And Others

1992-01-01

Addresses the need to present a multiculturalist approach in elementary and secondary school general music classes. Suggests connections between particular music teaching methods and ethnic musical traditions. Includes lesson plans concerning the teaching of Native American, African-American, Filipino, and Latin American music. (SG)

Toolbox for Evaluating Residents as Teachers

ERIC Educational Resources Information Center

Coverdale, John H.; Ismail, Nadia; Mian, Ayesha; Dewey, Charlene

2010-01-01

Objective: The authors review existing assessment tools related to evaluating residents' teaching skills and teaching effectiveness. Methods: PubMed and PsycInfo databases were searched using combinations of keywords including "residents," "residents as teachers," "teaching skills," and "assessments" or "rating scales." Results: Eleven evaluation…

Cognitive Levels of Teaching and Learning.

ERIC Educational Resources Information Center

Whittington, M. Susie; And Others

1995-01-01

Includes "$20,000 Question" (Whittington); "Genius of the Agricultural Education Model for Nurturing Higher Order Thinking (HOT)" (Newcomb); "Effective Use of Discussion Method Teaching" (Cooke); "Insects in the Classroom" (Klowden); "Increasing Thinking Skill through HOT Teaching" (Torres, Cano); "WHY? Practices Used in Vocational Classrooms to…

Taking risks with a growth mindset: long-term influence of an elementary pre-service after school science practicum

NASA Astrophysics Data System (ADS)

Cartwright, T. J.; Hallar, B.

2018-02-01

In this study, we present the long-term influence of an after school science practicum associated with an elementary science methods course. The practicum or field experience could be considered a community-based service learning programme as it is situated both within and for the community. Study participants included eight third- and fifth-grade teachers who had participated in elementary science methods courses; four of these teachers participated in the after school teaching practicum while four participants experienced a more traditional observation-based elementary science practicum. All of these teachers were in their second or third year teaching which was 3-4 years after taking the methods course. Investigation methods included questionnaires, field observations and semi-structured, individual interviews. Teachers more regularly utilised reform-based teaching strategies and cited the after school teaching practicum as preparing them to use these strategies in their own classrooms. All teachers exhibited a growth mindset to some degree, but the after school practicum participants did demonstrate a wider use of reformed-based teaching strategies and a higher growth mindset. Elementary teachers perceive risk associated with these key aspects of instruction: (1) managing instruction and classroom management, (2) teaching science through guided inquiry, and (3) overcoming adoptions in other 'mandated' curriculum like math and reading.

How-to-Do-It: A Practical Method for Teaching Seed Stratification.

ERIC Educational Resources Information Center

Englert, Karen M.; Shontz, Nancy N.

1989-01-01

Described is a laboratory procedure for teaching seed stratification. Materials, methods, results, and applicability of the experiment are explained. Diagrams showing the percent of total germination as a function of stratification time and the germination rate of stratified seeds are included. (RT)

Differentiated Instruction in the Classroom

ERIC Educational Resources Information Center

Kelly, Gretchen

2013-01-01

Low achievement on standardized tests may be attributed to many factors, including teaching methods. Differentiated instruction has been identified as a teaching method using different learning modalities that appeal to varied student interests with individualized instruction. The purpose of this quantitative study was to compare whole-group…

Use Root Cause Analysis Teaching Strategy to Train Primary Pre-Service Science Teachers

ERIC Educational Resources Information Center

Lu, Chow-chin; Tsai, Chun-wei; Hong, Jon-chao

2008-01-01

This study examined the Root Cause Analysis (RCA) teaching strategy on pre-service primary science teachers and instinct pre-service teachers to apply RCA teaching strategy to science curriculums. RCA Teaching Strategy is to coordinates 5 Why Method and Fishbone Diagram. The participants included 18 pre-service primary science teachers and the…

[Exploration and practice of research-based teaching in the course of theory of Meridians and Acupoints for acupuncture and tuina specialty].

PubMed

Liu, Mai-Lan; Yuan, Yi-Qin; Chang, Xiao-Rong; Luo, Jian; Liu, Mi

2014-08-01

For the purpose of exploring the teaching reform model and method, also promoting the quality of talents in acupuncture and tuina field, the research-based teaching model is applied into the course of Theory of Meridians and Acupoints. This method includes two parts of teaching and learning. For teachers, they bring modern research focus and trend into teaching through questionnaire survey among students, aiming to integrate the education inside and outside class. For students, they are guided to resolve the opening, enlightening and scalable issues through consulting abundant resources of literature and database to achieve autonomous participation in the course of learning. By this teaching method, it is expected to train the student's ability of expanding their thinking, as well as discovering, analyzing and solving the problem.

Recognition of Teaching Excellence*

PubMed Central

Piascik, Peggy; Medina, Melissa; Pittenger, Amy; Rose, Renee; Creekmore, Freddy; Soltis, Robert; Bouldin, Alicia; Schwarz, Lindsay; Scott, Steven

2010-01-01

The 2008-2009 Task Force for the Recognition of Teaching Excellence was charged by the AACP Council of Faculties Leadership to examine teaching excellence by collecting best practices from colleges and schools of pharmacy, evaluating the literature to identify evidence-based criteria for excellent teaching, and recommending appropriate means to acknowledge and reward teaching excellence. This report defines teaching excellence and discusses a variety of ways to assess it, including student, alumni, peer, and self-assessment. The task force identifies important considerations that colleges and schools must address when establishing teaching recognition programs including the purpose, criteria, number and mix of awards, frequency, type of award, and method of nominating and determining awardees. The report concludes with recommendations for the academy to consider when establishing and revising teaching award programs. PMID:21301598

An analysis of pre-service family planning teaching in clinical and nursing education in Tanzania.

PubMed

Muganyizi, Projestine S; Ishengoma, Joyce; Kanama, Joseph; Kikumbih, Nassoro; Mwanga, Feddy; Killian, Richard; McGinn, Erin

2014-07-12

Promoting family planning (FP) is a key strategy for health, economic and population growth. Sub-Saharan Africa, with one of the lowest contraceptive prevalence and highest fertility rates globally, contributes half of the global maternal deaths. Improving the quality of FP services, including enhancing pre-service FP teaching, has the potential to improve contraceptive prevalence. In efforts to improve the quality of FP services in Tanzania, including provider skills, this study sought to identify gaps in pre-service FP teaching and suggest opportunities for strengthening the training. Data were collected from all medical schools and a representative sample of pre-service nursing, Assistant Medical Officer (AMO), Clinical Officer (CO) and assistant CO schools in mainland Tanzania. Teachers responsible for FP teaching at the schools were interviewed using a semi-structured questionnaire. Observations on availability of teaching resources and other evidence of FP teaching and evaluation were documented. Relevant approved teaching documents were assessed for their suitability as competency-based FP teaching tools against predefined criteria. Quantitative data were analyzed using EPI Info 6 and qualitative data were manually analyzed using content analysis. A total of 35 pre-service schools were evaluated for FP teaching including 30 technical education and five degree offering schools. Of the assessed 11 pre-service curricula, only one met the criteria for suitability of FP teaching. FP teaching was typically theoretical with only 22.9% of all the schools having systems in place to produce graduates who could skillfully provide FP methods. Across schools, the target skills were the same level of competence and skewed toward short acting methods of contraception. Only 23.3% (n = 7) of schools had skills laboratories, 76% (n = 22) were either physically connected or linked to FP clinics. None of the degree providing schools practiced FP at its own teaching hospital. Teachers were concerned with poor practical exposure and lack of teaching material. Pre-service FP teaching in Tanzania is theoretical, poorly guided, and skewed toward short acting methods; a majority of the schools are unable to produce competent FP service providers. Pre-service FP training should be strengthened with more focus on practical skills.

Preservice Elementary Teachers' Beliefs about Science Teaching

ERIC Educational Resources Information Center

Yilmaz-Tuzun, Ozgul

2008-01-01

In this study, a Beliefs About Teaching (BAT) scale was created to examine preservice elementary science teachers' self-reported comfort level with both traditional and reform-based teaching methods, assessment techniques, classroom management techniques, and science content. Participants included 166 preservice teachers from three different US…

Teaching about Fascism: An Interdisciplinary Approach.

ERIC Educational Resources Information Center

Hirshfield, Claire

1980-01-01

Describes a university course which teaches the history of fascism and nazism through interdisciplinary methods: philosophy, film, literature, and art. Visiting lecturers include survivors of concentration camps. (KC)

An experiment teaching method based on the Optisystem simulation platform

NASA Astrophysics Data System (ADS)

Zhu, Jihua; Xiao, Xuanlu; Luo, Yuan

2017-08-01

The experiment teaching of optical communication system is difficult to achieve because of expensive equipment. The Optisystem is optical communication system design software, being able to provide such a simulation platform. According to the characteristic of the OptiSystem, an approach of experiment teaching is put forward in this paper. It includes three gradual levels, the basics, the deeper looks and the practices. Firstly, the basics introduce a brief overview of the technology, then the deeper looks include demoes and example analyses, lastly the practices are going on through the team seminars and comments. A variety of teaching forms are implemented in class. The fact proves that this method can not only make up the laboratory but also motivate the students' learning interest and improve their practical abilities, cooperation abilities and creative spirits. On the whole, it greatly raises the teaching effect.

An Interactive Teddy Bear Clinic Tour: Teaching Veterinary Students How to Interact with Young Children.

PubMed

Dalley, Jessica S; Creary, Patricia R; Durzi, Tiffany; McMurtry, C Meghan

Although there are existing guidelines for teaching and learning skillful client communication, there remains a need to integrate a developmental focus into veterinary medical curricula to prepare students for interactions with children who accompany their companion animals. The objectives of this teaching tip are (1) to describe the use of a Teddy Bear Clinic Tour as an innovative, applied practice method for teaching veterinary students about clinical communication with children, and (2) to provide accompanying resources to enable use of this method to teach clinical communication at other facilities. This paper includes practical guidelines for organizing a Teddy Bear Clinic Tour at training clinics or colleges of veterinary medicine; an anecdotal description of a pilot study at the Ontario Veterinary College Smith Lane Animal Hospital; and printable resources, including a list of specific clinical communication skills, a sample evaluation sheet for supervisors and students, recommendations for creating a child-friendly environment, examples of child-friendly veterinary vocabulary, and a sample script for a Teddy Bear Clinic Tour. Informed by the resources provided in this teaching tip paper, the Teddy Bear Clinic Tour can be used at your facility as a unique teaching method for clinical communication with children and as a community outreach program to advertise the services at the facility.

Die sokratische Lehrstrategie und ihre Relevanz fur die heutige Didaktik (The Socratic Method and Its Relevance for Modern Teaching).

ERIC Educational Resources Information Center

Kanakis, Ioannis

1997-01-01

Examines the Socratic method through a comparative analysis of early Platonic dialogs with theories of critical rationalism and cognitive theories based on achievement motivation. Presents details of the Socratic strategy of teaching and learning, including critical reflection, conversation, and intellectual honesty; asserts that these methods are…

Teaching and the Case Method. Text, Cases, and Readings. Third Edition.

ERIC Educational Resources Information Center

Barnes, Louis B.; And Others

This volume includes text, cases, and readings for a college faculty seminar to develop the knowledge, skills, and attitudes necessary for utilization of the case method approach to instruction. It builds on a long-term clinical research effort on the dynamics of the case method of teaching and application at Harvard Business School. In addition…

The effect of concept mapping on preservice elementary teachers' knowledge of science inquiry teaching

NASA Astrophysics Data System (ADS)

Jackson, Diann Carol

This study examined the effect of concept mapping as a method of stimulating reflection on preservice elementary teachers' knowledge of science inquiry instruction methods. Three intact classes of science education preservice teachers participated in a non-randomized comparison group with a pretest and posttest design to measure the influence of mapping on participants' knowledge of inquiry science instruction. All groups followed the same course syllabus, in class activities, readings, assignments and assessment tasks. The manner in which they presented their ideas about inquiry science teaching varied. Groups constructed pre-lesson, post-lesson, and homework lists or maps across three inquiry based instruction modules (ecosystems, food chains, and electricity). Equivalent forms of the Teaching Science Inventory (TSI) were used to investigate changes in preservice teachers' propositional knowledge about how to teach using inquiry science instruction methods. Equivalent forms of the Science Lesson Planning (SLP) test were used to investigate changes in preservice teachers' application knowledge about how to teach using inquiry science instruction methods. Data analysis included intrarater reliability, ANOVAs, ANCOVAs, and correlations between lists and maps and examination responses. SLP and TSI scores improved from the pretest to the posttest in each of the three study groups. The results indicate that, in general, there were basically no relationships between the treatment and outcome measures. In addition, there were no significant differences between the three groups in their knowledge about how to teach science. Conclusions drawn from this study include, first, the learners did learn how to teach science using inquiry. Second, in this study there is little evidence to support that concept mapping was more successful than the listing strategy in improving preservice elementary teachers' knowledge of teaching science using inquiry science instruction methods.

It's Not the Moore Method, But… a Student-Driven, Textbook-Supported, Approach to Teaching Upper-Division Mathematics

ERIC Educational Resources Information Center

Shannon, Kathleen

2018-01-01

This paper describes, as an alternative to the Moore Method or a purely flipped classroom, a student-driven, textbook-supported method for teaching that allows movement through the standard course material with differing depths, but the same pace. This method, which includes a combination of board work followed by class discussion, on-demand brief…

Teaching Cases on Family Involvement

ERIC Educational Resources Information Center

Harvard Family Research Project, 2010

2010-01-01

Teaching cases are a valuable tool in preparing teachers and school administrators to engage effectively with families. Because the case method presents a story in practice, it offers students an active learning opportunity. Teaching cases involve real world situations and consider the perspectives of various stakeholders, including teachers,…

75 FR 32508 - Agency Information Collection Activities: Proposed Collection; Comment Request

Federal Register 2010, 2011, 2012, 2013, 2014

2010-06-08

... teaching. Noyce recipients may be undergraduates majoring in a science, technology, engineering, or... which Noyce recipients teach, and recipients' plans to teach in high-need schools and to pursue... teacher effectiveness. The methods of data collection will include both primary and secondary data...

Language Teaching Methodology for the Nineties. Anthology Series 24.

ERIC Educational Resources Information Center

Anivan, Sarinee, Ed.

Papers on issues in second language teaching included in this volume are: "After Methods, What?" (Theodore S. Rodgers); "An Eternal Triangle? Roles for Teacher, Learners, and Teaching Materials in a Communicative Approach" (Rod Bolitho); "Task, Group, and Task-Group Interactions" (Michael H. Long); "A System of…

Preferred Methods of Learning for Nursing Students in an On-Line Degree Program.

PubMed

Hampton, Debra; Pearce, Patricia F; Moser, Debra K

Investigators have demonstrated that on-line courses result in effective learning outcomes, but limited information has been published related to preferred teaching strategies. Delivery of on-line courses requires various teaching methods to facilitate interaction between students, content, and technology. The purposes of this study were to understand student teaching/learning preferences in on-line courses to include (a) differences in preferred teaching/learning methods for on-line nursing students across generations and (b) which teaching strategies students found to be most engaging and effective. Participants were recruited from 2 accredited, private school nursing programs (N=944) that admit students from across the United States and deliver courses on-line. Participants provided implied consent, and 217 (23%) students completed the on-line survey. Thirty-two percent of the students were from the Baby Boomer generation (1946-1964), 48% from Generation X (1965-1980), and 20% from the Millennial Generation (born after 1980). The preferred teaching/learning methods for students were videos or narrated PowerPoint presentations, followed by synchronous Adobe Connect educations sessions, assigned journal article reading, and e-mail dialog with the instructor. The top 2 methods identified by participants as the most energizing/engaging and most effective for learning were videos or narrated PowerPoint presentations and case studies. The teaching/learning method least preferred by participants and that was the least energizing/engaging was group collaborative projects with other students; the method that was the least effective for learning was wikis. Baby Boomers and Generation X participants had a significantly greater preference for discussion board (P<.0167) than millennial students. Millennial students also had a greater preference for simulation than did Baby Boomer and Generation X students and rated on-line games as significantly more energizing/engaging and more effective for learning (P<.0167) than did Baby Boomer and Generation X students. In conclusion, the results of this study demonstrate that there are distinct student preferences and generational differences in preferred teaching/learning methods for on-line students. Faculty need to incorporate various teaching methodologies within on-line courses to include both synchronous and asynchronous activities and interactive and passive methodologies. Copyright © 2016 Elsevier Inc. All rights reserved.

Transforming Elementary Science Teacher Education by Bridging Formal and Informal Science Education in an Innovative Science Methods Course

NASA Astrophysics Data System (ADS)

Riedinger, Kelly; Marbach-Ad, Gili; Randy McGinnis, J.; Hestness, Emily; Pease, Rebecca

2011-02-01

We investigated curricular and pedagogical innovations in an undergraduate science methods course for elementary education majors at the University of Maryland. The goals of the innovative elementary science methods course included: improving students' attitudes toward and views of science and science teaching, to model innovative science teaching methods and to encourage students to continue in teacher education. We redesigned the elementary science methods course to include aspects of informal science education. The informal science education course features included informal science educator guest speakers, a live animal demonstration and a virtual field trip. We compared data from a treatment course ( n = 72) and a comparison course ( n = 26). Data collection included: researchers' observations, instructors' reflections, and teacher candidates' feedback. Teacher candidate feedback involved interviews and results on a reliable and valid Attitudes and Beliefs about the Nature of and the Teaching of Science instrument. We used complementary methods to analyze the data collected. A key finding of the study was that while benefits were found in both types of courses, the difference in results underscores the need of identifying the primary purpose for innovation as a vital component of consideration.

Do I Have to Teach Math? Early Childhood Pre-Service Teachers' Fears of Teaching Mathematics

ERIC Educational Resources Information Center

Bates, Alan B.; Latham, Nancy I.; Kim, Jin-ah

2013-01-01

Eighty-nine early childhood pre-service teachers were asked to identify their specific fears towards mathematics and explain why they had those specific fears. The results showed that they possess a wide variety of fears towards mathematics including having a lack of confidence in their teaching ability, a lack of teaching methods, an inability to…

Case-based Long-term Professional Development of Science Teachers

NASA Astrophysics Data System (ADS)

Dori, Yehudit J.; Herscovitz, Orit

2005-10-01

Reform efforts are often unsuccessful because they failed to understand that teachers play a key role in making educational reforms successful. This paper describes a long-term teacher professional development (PD) program aimed at educating and training teachers to teach interdisciplinary topics using case-based method in science. The research objective was to identify, follow and document the processes that science teachers went through as they assimilated the interdisciplinary, case-based science teaching approach. The research accompanied the PD program throughout its 3-year period. About 50 teachers, who took part in the PD program, were exposed to an interdisciplinary case-based teaching method. The research instruments included teacher portfolios, which contained projects and reflection questionnaires, classroom observations, teacher interviews, and student feedback questionnaires. The portfolios contained the projects that the teachers had carried out during the PD program, which included case studies and accompanying student activities. We found that the teachers gradually moved from exposure to new teaching methods and subject matter, through active learning and preparing case-based team projects, to interdisciplinary, active classroom teaching using the case studies they developed.

Herman Method[TM]. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2010

2010-01-01

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

Authoritative and Authoritarian-Inconsistent Teachers' Preferences for Teaching Methods and Instructional Goals

ERIC Educational Resources Information Center

Uibu, Krista; Kikas, Eve

2014-01-01

Preferences for teaching methods are influenced by several factors, including instructional goals, teacher's management style, experience and education. To discover in which ways primary school teachers with different management styles vary in their preferences for students' cognitive and social development, 128 teachers of Estonia were…

Methods for Instructional Diagnosis with Limited Available Resources.

ERIC Educational Resources Information Center

Gillmore, Gerald M.; Clark, D. Joseph

College teaching should be approached with the same careful delineation of problems and systematic attempts to find solutions which characterize research. Specific methods for the diagnosis of instructional problems include audio-video taping, use of teaching assistants, colleague assistance, classroom tests, student projects in and out of class,…

Teaching in Medical Education | Center for Cancer Research

Cancer.gov

Many postdoctoral fellows are considering an academic career at a medical school. In addition to conducting research, new faculty members must learn effective teaching methodologies. This course will focus on good teaching practices, including basic strategies for developing and organizing a course. The purpose of the "Teaching in Medical Education (TIME)" course is to increase the scientist's ability to teach in medical education. The course will provide basic knowledge in teaching methods, course planning, writing a syllabus and developing examinations.

WAAVP/Pfizer award for excellence in teaching veterinary parasitology: teaching of veterinary parasitology--quo vadis?

PubMed

Eckert, J

2000-02-29

Some thoughts on training and recruitment of academic teachers and future trends in teaching veterinary parasitology are presented with emphasis on the European situation. It is underlined that research is an indispensable basis for academic teaching. Besides a broad scientific background of the teacher, motivation and teaching methods are also important. Many academic teachers do not receive formal training in teaching methods. In order to improve future education, training of staff members in teaching methods should be promoted. Quality control of teaching and research, already established in many schools, should generally be introduced. Teaching is mostly underestimated in relation to research. Therefore, more weight should be placed on the former both in selecting scientists for the career as academic teachers and in evaluating and ranking departments for their academic activities. In the future veterinary medicine will have to cope with profound changes in the society and the veterinary profession, and the progressing European unification will enhance trends for internationalizing teaching curricula. Therefore, veterinary medicine has to reconsider the teaching subjects and methods and to lay more emphasis on flexibility, skills of problem-solving and self-learning and on training for life-long learning. At present there is an ongoing discussion on the question how to teach veterinary medicine, including veterinary parasitology. There are various options, and some of them are discussed, namely, the disciplinary and the problem-based/organ-focussed approaches. It is concluded that for teaching of veterinary parasitology and related disciplines a combined disciplinary and problem-based approach offers the best chances for fulfilling the requirements of teaching for the future. In the curriculum of undergraduate teaching of veterinary medicine at least 70-90 h should be dedicated to veterinary parasitology using a disciplinary and taxonomic approach. Additional hours are required for instructions on clinical cases in approaches focussed on animal species and/or organ diseases. As there is a need for discussing teaching issues, post-graduate specialization, and continuing education in parasitology and related disciplines on national and international levels, it is recommended to WAAVP to include regular workshops on teaching in the programmes of the biannual conferences, and to establish a permanent committee which should collect information and submit proposals for improvement of teaching veterinary parasitology.

A Guide for the Improvement of Typewriting Instruction.

ERIC Educational Resources Information Center

Liles, Parker; Liles, Zenobia T.

This program guide was prepared by two business education leaders for use in teaching typewriting on the secondary level. In addition to offering suggestions on teaching techniques and methods, this 4-semester outline presents the major organizational problems facing the typewriting teacher. Specific problems given attention include teaching the…

Wag the Dog? Online Conferencing and Teaching.

ERIC Educational Resources Information Center

Ess, Charles

2000-01-01

Describes the successes, limitations, and costs of incorporating Web-accessible conferencing software and discourse ethics in a religious studies class. Suggests that electronic instruction may work for some students but not for all. States that electronic teaching should be viewed as one teaching method among many. Includes references. (CMK)

The Complete Step-by-Step Guide to Designing and Teaching Online Courses

ERIC Educational Resources Information Center

Thormann, Joan; Zimmerman, Isa Kaftal

2012-01-01

In this valuable resource, experts share deep knowledge including practical "how-to" and preventive trouble-shooting tips. Instructors will learn about course design and development, instructional methods for online teaching, and student engagement and community building techniques. The book contains successful teaching strategies, guidance for…

Teaching Sexual History-Taking Skills Using the Sexual Events Classification System

ERIC Educational Resources Information Center

Fidler, Donald C.; Petri, Justin Daniel; Chapman, Mark

2010-01-01

Objective: The authors review the literature about educational programs for teaching sexual history-taking skills and describe novel techniques for teaching these skills. Methods: Psychiatric residents enrolled in a brief sexual history-taking course that included instruction on the Sexual Events Classification System, feedback on residents'…

Mediating Factors in Literacy Instruction: How Novice Elementary Teachers Navigate New Teaching Contexts

ERIC Educational Resources Information Center

Scales, Roya Qualls; Wolsey, Thomas DeVere; Young, Janet; Smetana, Linda; Grisham, Dana L.; Lenski, Susan; Dobler, Elizabeth; Yoder, Karen Kreider; Chambers, Sandra A.

2017-01-01

This longitudinal study, framed by activity theory, examines what seven novice teachers' talk and actions reveal about their literacy teaching practices then delves into mediating influences of the teaching context. Utilizing collective, multi-case methods, data sources included interviews, observations, and artifacts. Findings indicate novices…

Strategies for Teaching Students with Learning and Behavior Problems. Fifth Edition.

ERIC Educational Resources Information Center

Bos, Candace S.; Vaughn, Sharon

This book provides information about general approaches to learning and teaching, offering descriptions of methods and procedures and focusing on classroom and behavior management, consultation, and working with parents and professionals. The 12 chapters include: (1) "The Teaching-Learning Process" (e.g., characteristics of students with…

Hello Children! A Teacher's Guide. Excerpts (Part 2).

ERIC Educational Resources Information Center

Amonashvili, Shalva Aleksandrovich

1988-01-01

Offers excerpts from Shalva Amonashvili's 1983 teaching guide, "Hello Children." Includes chapters on Amonashvili's analysis of Day No. 122 in the school year and reflections on the last day. The guide is based on Amonashvili's experiences teaching six-year olds that incorporated his love for children and humanistic teaching methods. (CH)

Teaching Methodologies for Population Education: Inquiry/Discovery Approach, Values Clarification.

ERIC Educational Resources Information Center

United Nations Educational, Scientific, and Cultural Organization, Bangkok (Thailand). Regional Office for Education in Asia and the Pacific.

Divided into two sections, this booklet demonstrates how the discovery/inquiry approach and values clarification can be used to teach population education. Each part presents a theoretical discussion of a teaching method including its definition, its relevance to population education, some outstanding characteristics that make it suitable for…

Teaching with Cases: Learning to Question.

ERIC Educational Resources Information Center

Boehrer, John; Linsky, Marty

1990-01-01

This chapter discusses the origins of the case method, looks at the question of what is a case, gives ideas about learning in case teaching, the purposes it can serve in the classroom, the ground rules for case discussion, including the role of questions, and new directions for case teaching. (MLW)

In the Midst of Their Journeys: Professors' Reports of Transitions in Teaching

ERIC Educational Resources Information Center

Langenegger, Joyce A.

2010-01-01

This descriptive study focused on the ways college and university professors described their transition process from reliance on traditional teaching strategies to the integration of nontraditional teaching methods in their classrooms. Study participants included 24 community college and university professors from 6 institutions in the…

The Language of Mathematics: The Importance of Teaching and Learning Mathematical Vocabulary

ERIC Educational Resources Information Center

Riccomini, Paul J.; Smith, Gregory W.; Hughes, Elizabeth M.; Fries, Karen M.

2015-01-01

Vocabulary understanding is a major contributor to overall comprehension in many content areas, including mathematics. Effective methods for teaching vocabulary in all content areas are diverse and long standing. Teaching and learning the language of mathematics is vital for the development of mathematical proficiency. Students' mathematical…

Teaching Computer Literacy in an Elementary School: A Comparison of Two Methods Using Microcomputers. Report No. 81:18.

ERIC Educational Resources Information Center

Nordman, R.; Parker, J.

This report compares two methods of teaching BASIC programming used to develop computer literacy among children in grades three through seven in British Columbia. Phase one of the project was designed to instruct children in grades five to seven on the arithmetic operations of writing simple BASIC programs. Instructional methods included using job…

Venereal Disease. Consumer Health Education.

ERIC Educational Resources Information Center

Arkansas Univ., Fayetteville, Cooperative Extension Service.

Designed to be used by health educators when teaching youths and their parents about the control of veneral disease (syphilis and gonorrhea), this booklet includes the following: (1) a two-page teaching plan consisting of objectives for both youths and adults along with notes on subject matter, methods (including titles of films and printed…

How Children Learn Mathematics, Teaching Implications of Piaget's Research.

ERIC Educational Resources Information Center

Copeland, Richard W.

Included are the standard topics presented in the undergraduate and/or graduate course on methods of teaching mathematics in elementary education. Chapter 1 describes the historical development of learning theories, including Piaget's. Chapter 2 contains a biographical sketch of Piaget and an explanation of his theory of cognitive development.…

Reinvigorating Introductory Biology: A Theme-based, Investigative Approach To Teaching Biology Majors.

ERIC Educational Resources Information Center

Norton, Cynthia G.; Gildensoph, Lynne H.; Phillips, Martha M.; Wygal, Deborah D.; Olson, Kurt H.; Pellegrini, John J.; Tweeten, Kathleen A.

1997-01-01

Describes the reform of an introductory biology curriculum to reverse high attrition rates. Objectives include fostering self-directed learning, emphasizing process over content, and offering laboratory experiences that model the way to acquire scientific knowledge. Teaching methods include discussion, group mentoring, laboratory sections, and…

Consumer Health Education. Breast Cancer.

ERIC Educational Resources Information Center

Arkansas Univ., Fayetteville, Cooperative Extension Service.

This short booklet is designed to be used by health educators when teaching women about breast cancer and its early detection and the procedure for breast self-examination. It includes the following: (1) A one-page teaching plan consisting of objectives, subject matter, methods (including titles of films and printed materials), target audience,…

The learner’s perspective in GP teaching practices with multi-level learners: a qualitative study

PubMed Central

2014-01-01

Background Medical students, junior hospital doctors on rotation and general practice (GP) registrars are undertaking their training in clinical general practices in increasing numbers in Australia. Some practices have four levels of learner. This study aimed to explore how multi-level teaching (also called vertical integration of GP education and training) is occurring in clinical general practice and the impact of such teaching on the learner. Methods A qualitative research methodology was used with face-to-face, semi-structured interviews of medical students, junior hospital doctors, GP registrars and GP teachers in eight training practices in the region that taught all levels of learners. Interviews were audio-recorded and transcribed. Qualitative analysis was conducted using thematic analysis techniques aided by the use of the software package N-Vivo 9. Primary themes were identified and categorised by the co-investigators. Results 52 interviews were completed and analysed. Themes were identified relating to both the practice learning environment and teaching methods used. A practice environment where there is a strong teaching culture, enjoyment of learning, and flexible learning methods, as well as learning spaces and organised teaching arrangements, all contribute to positive learning from a learners’ perspective. Learners identified a number of innovative teaching methods and viewed them as positive. These included multi-level learner group tutorials in the practice, being taught by a team of teachers, including GP registrars and other health professionals, and access to a supernumerary GP supervisor (also termed “GP consultant teacher”). Other teaching methods that were viewed positively were parallel consulting, informal learning and rural hospital context integrated learning. Conclusions Vertical integration of GP education and training generally impacted positively on all levels of learner. This research has provided further evidence about the learning culture, structures and teaching processes that have a positive impact on learners in the clinical general practice setting where there are multiple levels of learners. It has also identified some innovative teaching methods that will need further examination. The findings reinforce the importance of the environment for learning and learner centred approaches and will be important for training organisations developing vertically integrated practices and in their training of GP teachers. PMID:24645670

Teaching medical students how to teach: a national survey of students-as-teachers programs in U.S. medical schools.

PubMed

Soriano, Rainier P; Blatt, Benjamin; Coplit, Lisa; CichoskiKelly, Eileen; Kosowicz, Lynn; Newman, Linnie; Pasquale, Susan J; Pretorius, Richard; Rosen, Jonathan M; Saks, Norma S; Greenberg, Larrie

2010-11-01

A number of U.S. medical schools started offering formal students-as-teachers (SAT) training programs to assist medical students in their roles as future teachers. The authors report results of a national survey of such programs in the United States. In 2008, a 23-item survey was sent to 130 MD-granting U.S. schools. Responses to selective choice questions were quantitatively analyzed. Open-ended questions about benefits and barriers to SAT programs were given qualitative analyses. Ninety-nine U.S. schools responded. All used their medical students as teachers, but only 44% offered a formal SAT program. Most (95%) offered formal programs in the senior year. Common teaching strategies included small-group work, lectures, role-playing, and direct observation. Common learning content areas were small-group facilitation, feedback, adult learning principles, and clinical skills teaching. Assessment methods included evaluations from student-learners (72%) and direct observation/videotaping (59%). From the qualitative analysis, benefit themes included development of future physician-educators, enhancement of learning, and teaching assistance for faculty. Obstacles were competition with other educational demands, difficulty in faculty recruitment/retention, and difficulty in convincing others of program value. Formal SAT programs exist for 43 of 99 U.S. medical school respondents. Such programs should be instituted in all schools that use their students as teachers. National teaching competencies, best curriculum methods, and best methods to conduct skills reinforcement need to be determined. Finally, the SAT programs' impacts on patient care, on selection decisions of residency directors, and on residents' teaching effectiveness are areas for future research.

Sessions with Associated Abstracts by Day: Teaching Materials and Methods.

ERIC Educational Resources Information Center

Physiologist, 1984

1984-01-01

Presented are abstracts of five papers on teaching materials/methods presented at the 35th annual meeting of the American Physiological Society. Topic areas include expert system used as a teacher/consultant in hemostasis problems, computer assisted testing, and excitation/conduction properties of membranes as illustrated by the compound action…

The Use of Techniques of Sensory Evaluation as a Framework for Teaching Experimental Methods.

ERIC Educational Resources Information Center

Bennett, R.; Hamilton, M.

1981-01-01

Describes sensory assessment techniques and conditions for their satisfactory performance, including how they can provide open-ended exercises and advantages as relatively inexpensive and simple methods of teaching experimentation. Experiments described focus on diffusion of salt into potatoes after being cooked in boiled salted water. (Author/JN)

Experimental Methodology in English Teaching and Learning: Method Features, Validity Issues, and Embedded Experimental Design

ERIC Educational Resources Information Center

Lee, Jang Ho

2012-01-01

Experimental methods have played a significant role in the growth of English teaching and learning studies. The paper presented here outlines basic features of experimental design, including the manipulation of independent variables, the role and practicality of randomised controlled trials (RCTs) in educational research, and alternative methods…

Investigating the Effects of a Math-Enhanced Agricultural Teaching Methods Course

ERIC Educational Resources Information Center

Stripling, Christopher T.; Roberts, T. Grady

2013-01-01

Numerous calls have been made for agricultural education to support core academic subject matter including mathematics. Previous research has shown that the incorporation of mathematics content into a teaching methods course had a positive effect on preservice teachers' mathematics content knowledge. The purpose of this study was to investigate…

Staying Alive: Problems of Survival.

ERIC Educational Resources Information Center

Stalheim, Bill

1990-01-01

Presented is an approach to the teaching of biological diversity using the theme of survival. Teaching methods for this approach and the advantages of its use are discussed. A suggested course outline is included. (CW)

Children's Perspectives on Conceptual Games Teaching: A Value-Adding Experience

ERIC Educational Resources Information Center

Fry, Joan Marian; Tan, Clara Wee Keat; McNeill, Michael; Wright, Steven

2010-01-01

Background: Revisions of the Singaporean physical education (PE) syllabus in 1999 and 2006 included a conceptual approach to teaching games. The games concept approach (GCA), a form of constructivist pedagogy, was a distinct departure from the direct teaching methods traditionally used in the country. Following the GCA's introduction into a PE…

Has Bedside Teaching Had Its Day?

ERIC Educational Resources Information Center

Qureshi, Zeshan; Maxwell, Simon

2012-01-01

Though a diverse array of teaching methods is now available, bedside teaching is arguably the most favoured. Students like it because it is patient-centred, and it includes a high proportion of relevant skills. It is on the decline, coinciding with declining clinical skills of junior doctors. Several factors might account for this: busier…

Teaching and Learning. An Introduction to New Methods and Resources in Higher Education.

ERIC Educational Resources Information Center

MacKenzie, Norman; And Others

Proceeding at a different rate in each country, a world movement toward mass higher education is taking place. For this reason, attention should be given to the teaching-learning process in universities and to media innovations. The latter include television, language laboratories, teaching machines, electronic response systems, reprographic…

Teaching Research Methodology Using a Project-Based Three Course Sequence Critical Reflections on Practice

ERIC Educational Resources Information Center

Braguglia, Kay H.; Jackson, Kanata A.

2012-01-01

This article presents a reflective analysis of teaching research methodology through a three course sequence using a project-based approach. The authors reflect critically on their experiences in teaching research methods courses in an undergraduate business management program. The introduction of a range of specific techniques including student…

Determination of Factors Affecting Preschool Teacher Candidates' Attitudes towards Science Teaching

ERIC Educational Resources Information Center

Timur, Betul

2012-01-01

The purpose of this study was to determine preschool teacher candidates' attitudes towards science teaching and to examine the reasons behind their attitudes in depth. In this study, mixed methods were used including quantitative and qualitative data. Quantitative data gained by attitudes towards science teaching scale, qualitative data gained by…

Cross cultural training in primary mental health care consultations in Moldova - The tEACH perspective.

PubMed

Møller, Jane Ege; van Weel-Baumgarten, Evelyn

2017-09-01

This article reports experiences and challenges encountered in a cross-cultural training project in Moldova that was undertaken by tEACH, the teaching subcommittee of EACH: International Association for Communication in Healthcare, in cooperation with local and international stakeholders. As part of a major health policy reform, the aim was to equip a group of trainers with the skills to train Moldovan professionals in skills for primary mental health care, including communication skills. The project consisted of 3 weeks of training using mainly experiential teaching methods to allow participants to practice content and methods, including interactive lecturing, roleplay, feedback and video. A majority of the participants reported that they acquired key facilitation skills. They valued the opportunity to practice and receive feedback. However, some reported that there was too much focus on communication skills, which was thought to be less relevant in a Moldovan context. Furthermore our learner-centered approach was occasionally experienced as a lack of structure CONCLUSION: The tEACH expertise plays an important role in supporting trainers in cross-cultural contexts with effective communication skills methods. Teaching in a cross-cultural context is only successful through continuous dialogue with stakeholders and demands attention to cultural differences. Copyright © 2017. Published by Elsevier B.V.

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

PubMed Central

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

2013-01-01

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

Teaching to Strengths: Engaging Young Boys in Learning

ERIC Educational Resources Information Center

Johnson, Cynthia; Gooliaff, Shauna

2013-01-01

Traditional teaching methods often fail to engage male students in learning. The purpose of this research was to increase student engagement in the story writing process and increase self-confidence in boys at risk. A qualitative approach included student surveys as well as teacher journaling and portfolios (including e-portfolios). The student…

Show & Tell '88. Proceedings from the Annual Ontario Universities' Conference (Guelph, Canada, April 20-22, 1988).

ERIC Educational Resources Information Center

Herrmann, Thom, Ed.

The 35 papers included in these proceedings report on innovative approaches to teaching used by faculty members at Ontario's technical colleges and universities. Included in this collection are papers on optimum instructional methods using microcomputers, teaching French conversational classes through drama, competencies for the educational…

A study of pre-service classroom teachers' beliefs about teachers' and students' roles

NASA Astrophysics Data System (ADS)

Köğce, Davut

2017-08-01

The aim of this study is to determine pre-service classroom teachers' beliefs and thoughts about the roles of teachers and students in the classroom before taking the Mathematics Teaching I course. With this purpose, the study employed the survey method, a descriptive research technique. The study sample included 75 pre-service teachers (55 females and 20 males) who studied in Omer Halisdemir University's education faculty's primary level teaching department classroom teaching programme in the 2013-2014 academic year, and took the Mathematics Teaching I course. The study data were collected using a survey form including three open-ended structured questions. The data were analysed using the qualitative data analysis method. The study results indicated that the pre-service teachers' beliefs, in terms of both teachers' and students' roles, were between the absolute and transitional levels based on Baxter Magolda's epistemological refection model. This reveals that pre-service teachers' beliefs are in line with conventional teaching and learning approaches.

Case Study of a Coffee War: Using the "Starbucks v. Charbucks" Dispute to Teach Trademark Dilution, Business Ethics, and the Strategic Value of Legal Acumen

ERIC Educational Resources Information Center

Melvin, Sean P.

2012-01-01

A Harvard Business School-style teaching case can be a powerful pedagogical tool to teach law and ethics to business students because instructors can combine a traditional business case study with Socratic-style dialogue and legal analysis from a managerial perspective. This teaching note includes suggestions for several methods of using the case,…

Curriculum renewal in child psychiatry.

PubMed

Hanson, M; Tiberius, R; Charach, A; Ulzen, T; Sackin, D; Jain, U; Reiter, S; Shomair, G

1999-11-01

To ensure uniform design and evaluation of a clerkship curriculum for child and adolescent psychiatry teaching common disorders and problems in an efficient manner across 5 teaching sites and to include structures for continuous improvement. The curriculum committee selected for course inclusion disorders and problems of child psychiatry that were commonly encountered by primary care physicians. Instruction methods that encouraged active student learning were selected. Course coordination across sites was encouraged by several methods: involving faculty, adopting a centralized examination format, and aligning teaching methods with examination format. Quantitative and qualitative methods were used to measure students' perceptions of the course's value. These evaluative results were reviewed, and course modifications were implemented and reevaluated. The average adjusted student return rate for course evaluation questionnaires for the 3-year study period was 63%. Clerks' ratings of course learning value demonstrated that the course improved significantly and continually across all sites, according to a Scheffé post-hoc analysis. Analysis of student statements from focus-group transcripts contributed to course modifications, such as the Brief Focused Interview (BFI). Our curriculum in child psychiatry, which focused on common problems and used active learning methods, was viewed as a valuable learning experience by clinical clerks. Curriculum coordination across multiple teaching sites was accomplished by including faculty in the process and by using specific teaching and examination strategies. Structures for continuous course improvement were effective.

Chemistry Notes.

ERIC Educational Resources Information Center

School Science Review, 1983

1983-01-01

Presents chemistry experiments, laboratory procedures, demonstrations, teaching suggestions, and classroom materials/activities. These include: game for teaching ionic formulas; method for balancing equations; description of useful redox series; computer programs (with listings) for water electrolysis simulation and for determining chemical…

The learner's perspective in GP teaching practices with multi-level learners: a qualitative study.

PubMed

Thomson, Jennifer S; Anderson, Katrina; Haesler, Emily; Barnard, Amanda; Glasgow, Nicholas

2014-03-19

Medical students, junior hospital doctors on rotation and general practice (GP) registrars are undertaking their training in clinical general practices in increasing numbers in Australia. Some practices have four levels of learner. This study aimed to explore how multi-level teaching (also called vertical integration of GP education and training) is occurring in clinical general practice and the impact of such teaching on the learner. A qualitative research methodology was used with face-to-face, semi-structured interviews of medical students, junior hospital doctors, GP registrars and GP teachers in eight training practices in the region that taught all levels of learners. Interviews were audio-recorded and transcribed. Qualitative analysis was conducted using thematic analysis techniques aided by the use of the software package N-Vivo 9. Primary themes were identified and categorised by the co-investigators. 52 interviews were completed and analysed. Themes were identified relating to both the practice learning environment and teaching methods used.A practice environment where there is a strong teaching culture, enjoyment of learning, and flexible learning methods, as well as learning spaces and organised teaching arrangements, all contribute to positive learning from a learners' perspective.Learners identified a number of innovative teaching methods and viewed them as positive. These included multi-level learner group tutorials in the practice, being taught by a team of teachers, including GP registrars and other health professionals, and access to a supernumerary GP supervisor (also termed "GP consultant teacher"). Other teaching methods that were viewed positively were parallel consulting, informal learning and rural hospital context integrated learning. Vertical integration of GP education and training generally impacted positively on all levels of learner. This research has provided further evidence about the learning culture, structures and teaching processes that have a positive impact on learners in the clinical general practice setting where there are multiple levels of learners. It has also identified some innovative teaching methods that will need further examination. The findings reinforce the importance of the environment for learning and learner centred approaches and will be important for training organisations developing vertically integrated practices and in their training of GP teachers.

Pedagogies in Action: A Community Resource Linking Teaching Methods to Examples of their Use

NASA Astrophysics Data System (ADS)

Manduca, C. A.; Fox, S. P.; Iverson, E. A.; Kirk, K.; Ormand, C. J.

2009-12-01

The Pedagogies in Action portal (http://serc.carleton.edu/sp) provides access to information on more than 40 teaching methods with examples of their use in geoscience and beyond. Each method is described with pages addressing what the method is, why or when it is useful, and how it can be implemented. New methods added this year include Teaching with Google Earth, Jigsaw, Teaching the Process of Science, Guided Discovery Problems, Teaching Urban Students, and Using ConceptTests. Examples then show specifically how the method has been used to teach concepts in a variety of disciplines. The example collection now includes 775 teaching activities of which more than 550 are drawn from the geosciences. Geoscience faculty are invited to add their own examples to this collection or to test examples in the collection and provide a review. Evaluation results show that the combination of modules and activities inspires teachers at all levels to use a new pedagogy and increases their confidence that they can use it successfully. In addition, submitting activities to the collection, including writing summary information for other instructors, helps them think more carefully about the design of their activity. The activity collections are used both for ready to use activities and to find ideas for new activities. The portal provides overarching access to materials developed by a wide variety of collaborating partners each of which uses the service to create a customized pedagogic portal addressing a more specific audience. Of interest to AGU members are pedagogic portals on Starting Point: Teaching Introductory Geoscience (http://serc.carleton.edu/introgeo); On the Cutting Edge (http://serc.carleton.edu/NAGTWorkshops); Enduring Resources for Earth System Education (http://earthref.org/ERESE) Microbial Life Educational Resources (http://serc.carleton.edu/microbe_life); the National Numeracy Network (http://serc.carleton.edu/nnn/index.html); CAUSE: The Consortium for Undergraduate Statistics Education (http://causeweb.org); ComPADRE: Digital Resources for Physics and Astronomy Education (http://www.compadre.org) and Project Kaleidoscope (http://pkal.org). Pedagogies in Action is part of the National Science Digital Library (http://nsdl.org). Projects or groups interested in exploring use of the service can find information about using the service on the project website or contact the authors.

Simulation in teaching regional anesthesia: current perspectives.

PubMed

Udani, Ankeet D; Kim, T Edward; Howard, Steven K; Mariano, Edward R

2015-01-01

The emerging subspecialty of regional anesthesiology and acute pain medicine represents an opportunity to evaluate critically the current methods of teaching regional anesthesia techniques and the practice of acute pain medicine. To date, there have been a wide variety of simulation applications in this field, and efficacy has largely been assumed. However, a thorough review of the literature reveals that effective teaching strategies, including simulation, in regional anesthesiology and acute pain medicine are not established completely yet. Future research should be directed toward comparative-effectiveness of simulation versus other accepted teaching methods, exploring the combination of procedural training with realistic clinical scenarios, and the application of simulation-based teaching curricula to a wider range of learner, from the student to the practicing physician.

Simulation in teaching regional anesthesia: current perspectives

PubMed Central

Udani, Ankeet D; Kim, T Edward; Howard, Steven K; Mariano, Edward R

2015-01-01

The emerging subspecialty of regional anesthesiology and acute pain medicine represents an opportunity to evaluate critically the current methods of teaching regional anesthesia techniques and the practice of acute pain medicine. To date, there have been a wide variety of simulation applications in this field, and efficacy has largely been assumed. However, a thorough review of the literature reveals that effective teaching strategies, including simulation, in regional anesthesiology and acute pain medicine are not established completely yet. Future research should be directed toward comparative-effectiveness of simulation versus other accepted teaching methods, exploring the combination of procedural training with realistic clinical scenarios, and the application of simulation-based teaching curricula to a wider range of learner, from the student to the practicing physician. PMID:26316812

Tennis-Badminton-Squash Guide. June 1974-June 1976.

ERIC Educational Resources Information Center

Sherman, Patricia, Ed.; And Others

This guide is a collection of essays by various authors on tennis, badminton, and squash. The document is divided into three sections, one for each sport. The topics covered include general teaching methods, methods to employ for teaching specific skills such as the lob or the backhand, the use of visual aids, conditioning drills, study questions,…

Teaching Methods and Their Impact on Students' Emotions in Mathematics: An Experience-Sampling Approach

ERIC Educational Resources Information Center

Bieg, Madeleine; Goetz, Thomas; Sticca, Fabio; Brunner, Esther; Becker, Eva; Morger, Vinzenz; Hubbard, Kyle

2017-01-01

Various theoretical approaches propose that emotions in the classroom are elicited by appraisal antecedents, with subjective experiences of control playing a crucial role in this context. Perceptions of control, in turn, are expected to be influenced by the classroom social environment, which can include the teaching methods being employed (e.g.,…

Pre-Service Teachers' Science Teaching Self-Efficacy Beliefs: The Influence of a Collaborative Peer Microteaching Program

ERIC Educational Resources Information Center

Cinici, Ayhan

2016-01-01

The aim of my study was to explore the nature of changes in pre-service science teachers' (PSTs') self-efficacy beliefs toward science teaching through a mixed-methods approach. Thirty-six participants enrolled in a science methods course that included a collaborative peer microteaching ("Cope-M"). Participants' science teaching…

Teaching and Assessing Professionalism in Radiology: Resources and Scholarly Opportunities to Contribute to Required Expectations.

PubMed

Kelly, Aine Marie; Mullan, Patricia B

2018-05-01

Teaching and assessing trainees' professionalism now represents an explicit expectation for Accreditation Council Graduate Medical Education-accredited radiology programs. Challenges to meeting this expectation include variability in defining the construct of professionalism; limits of traditional teaching and assessment methods, used for competencies historically more prominent in medical education, for professionalism; and emerging expectations for credible and feasible professionalism teaching and assessment practices in the current context of health-care training and practice. This article identifies promising teaching resources and methods that can be used strategically to augment traditional teaching of the cognitive basis for professionalism, including role modeling, case-based scenarios, debriefing, simulations, narrative medicine (storytelling), guided discussions, peer-assisted learning, and reflective practice. This article also summarizes assessment practices intended to promote learning, as well as to inform how and when to assess trainees as their professional identities develop over time, settings, and autonomous practice, particularly in terms of measurable behaviors. This includes assessment tools (including mini observations, critical incident reports, and appreciative inquiry) for authentic assessment in the workplace; engaging multiple sources (self-, peer, other health professionals, and patients) in assessment; and intentional practices for trainees to take responsibility for seeking our actionable feedback and reflection. This article examines the emerging evidence of the feasibility and value added of assessment of medical competency milestones, including professionalism, coordinated by the Accreditation Council Graduate Medical Education in radiology and other medical specialties. Radiology has a strategic opportunity to contribute to scholarship and inform policies in professionalism teaching and assessment practices. Copyright © 2018 The Association of University Radiologists. Published by Elsevier Inc. All rights reserved.

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.

Using a dual safeguard web-based interactive teaching approach in an introductory physics class

NASA Astrophysics Data System (ADS)

Li, Lie-Ming; Li, Bin; Luo, Ying

2015-06-01

We modified the Just-in-Time Teaching approach and developed a dual safeguard web-based interactive (DGWI) teaching system for an introductory physics course. The system consists of four instructional components that improve student learning by including warm-up assignments and online homework. Student and instructor activities involve activities both in the classroom and on a designated web site. An experimental study with control groups evaluated the effectiveness of the DGWI teaching method. The results indicate that the DGWI method is an effective way to improve students' understanding of physics concepts, develop students' problem-solving abilities through instructor-student interactions, and identify students' misconceptions through a safeguard framework based on questions that satisfy teaching requirements and cover all of the course material. The empirical study and a follow-up survey found that the DGWI method increased student-teacher interaction and improved student learning outcomes.

Reflection and Refraction: A Reflexive Look at an Evolving Model for Methods Instruction.

ERIC Educational Resources Information Center

Pope, Carol A.

1999-01-01

Describes an English-teacher educator's teaching/learning process that honors the voices of the students and builds on their needs and questions. Describes how she combines reflection on her teaching with "refraction": finding a new view on teaching using the oblique light from students' responses from their various dialogs. Includes responses…

Teaching Directed Numbers at Secondary School Level. Series of Caribbean Volunteer Publications, No. 7.

ERIC Educational Resources Information Center

Voluntary Services Overseas, Castries (St. Lucia).

This book is a collection of teaching strategies and activities for teachers of secondary mathematics. This volume is the product of a workshop that focused on student understanding of directed numbers. Suggested teaching methods include introducing the number concept, using a number line, number strips, monograms, bottle top addition and…

What Workshop or Inservice Activity Has Been Most Valuable to You in Your Teaching?

ERIC Educational Resources Information Center

Johnson, Laurel Eury; Quatroke, Rosanne; Simpson, Amy J.; Easterling, Victoria J.; Felps, Maryann; McAloon, Noreen Watson; Danforth, Kathleen M.

2001-01-01

Offers brief descriptions from seven secondary school teachers describing a workshop or inservice activity that has been particularly valuable for their teaching, including a Shakespeare seminar, a Socratic teaching seminar, English-as-a-second language courses, a new teacher induction program, a program on the "Brody paragraph" method, and the…

Methods and Materials in Teaching Secondary School Mathematics - Syllabus. Revised Edition.

ERIC Educational Resources Information Center

Gallia, Thomas J.

This syllabus describes a course designed for the student interested in teaching mathematics at the secondary level and includes both campus centered activities and a field experience. The professor teaching this class is expected to "bridge the gap" between theory in the college classroom and practice as viewed in the secondary school. The…

Curriculum and Program Operation for Optometric Preceptorships.

ERIC Educational Resources Information Center

Dunsky, Irving L.

1994-01-01

Considerations in planning optometric clinical experiences are discussed, including guidelines for curriculum design, typical teaching strategies, teaching methods and materials, support services and resources, student orientation and debriefing, logistics, costs, personnel, funding sources, and legal liability issues. (MSE)

An Investigation of the Communicative Approach Teaching in Primary English Textbooks in Hong Kong and Malaysia: A Search into Communicative Language Teaching (CLT) Textbooks, and How CLT Is Applied in Textbooks

ERIC Educational Resources Information Center

Ko, Charles

2014-01-01

In the present research, it will be shown how grammar activities in textbooks still retain the structural method of teaching grammar. The results found by previous scholars' research will be covered, and illustrated by excerpts of textbooks, including comparison of Hong Kong and Malaysian textbooks. Communicative Language Teaching (CLT)…

A Survey of tooth morphology teaching methods employed in the United Kingdom and Ireland.

PubMed

Lone, M; McKenna, J P; Cryan, J F; Downer, E J; Toulouse, A

2018-01-15

Tooth morphology is a central component of the dental curriculum and is applicable to all dental specialities. Traditional teaching methods are being supplemented with innovative strategies to tailor teaching and accommodate the learning styles of the recent generation of students. An online survey was compiled and distributed to the staff involved in teaching tooth morphology in the United Kingdom and Ireland to assess the importance of tooth morphology in the dentistry curriculum and the methodologies employed in teaching. The results of the survey show that tooth morphology constitutes a small module in the dental curriculum. It is taught in the first 2 years of the dental curriculum but is applicable in the clinical years and throughout the dental career. Traditional teaching methods, lecture and practical, are being augmented with innovative teaching including e-learning via virtual learning environment, tooth atlas and e-books leading to blended learning. The majority of the schools teach both normal dental anatomy and morphologic variations of dental anatomy and utilise plastic teeth for practical and examination purposes. Learning the 3D aspects of tooth morphology was deemed important by most of the respondents who also agreed that tooth morphology is a difficult topic for the students. Despite being core to the dental curriculum, overall minimal time is dedicated to the delivery of tooth morphology, creating a reliance on the student to learn the material. New forms of delivery including computer-assisted learning tools should help sustain learning and previously acquired knowledge. © 2018 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

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.

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.

Implementation of small group discussion as a teaching method in earth and space science subject

NASA Astrophysics Data System (ADS)

Aryani, N. P.; Supriyadi

2018-03-01

In Physics Department Universitas Negeri Semarang, Earth and Space Science subject is included in the curriculum of the third year of physics education students. There are various models of teaching earth and space science subject such as textbook method, lecturer, demonstrations, study tours, problem-solving method, etc. Lectures method is the most commonly used of teaching earth and space science subject. The disadvantage of this method is the lack of two ways interaction between lecturers and students. This research used small group discussion as a teaching method in Earth and Space science. The purpose of this study is to identify the conditions under which an efficient discussion may be initiated and maintained while students are investigating properties of earth and space science subjects. The results of this research show that there is an increase in student’s understanding of earth and space science subject proven through the evaluation results. In addition, during the learning process, student’s activeness also increase.

Teaching the foundational principles of rehabilitation psychology.

PubMed

Stiers, William

2016-02-01

Wright (1983) described 20 "value-laden beliefs and principles" that form the foundational principles of rehabilitation psychology, and the education and training of rehabilitation psychologists necessitates that they acquire the specialty-specific knowledge and attitudes/values related to these principles. This article addresses 2 questions about how these principles can be taught in rehabilitation psychology training: (a) What are the core theories and evidence supporting these foundational principles, and what should be the content of a "core curriculum" for teaching these?; and (b) What is known about the most effective methods for teaching these foundational principles, including questions of how to teach values? The foundational principles were grouped into 3 categories: individual psychological processes, social psychological processes, and values related to social integration. A literature review was conducted in these 3 categories, and the results are summarized and discussed. A core curriculum is discussed for teaching about disability-specific individual psychological processes, social psychological processes, and values related to social integration, including methods to reduce group prejudice and promote values relevant to the foundational principles. Specific suggestions for training program content and methods are provided. It is hoped that effective teaching of Wright's (1983) value-laden beliefs and principles will help rehabilitation psychology trainers and trainees focus on the key knowledge and attitude-value competencies that are to be acquired in training. (c) 2016 APA, all rights reserved).

Methods of Teaching and Class Participation in Relation to Perceived Social Support and Stress: Modifiable Factors for Improving Health and Wellbeing among Students.

ERIC Educational Resources Information Center

Natvig, Gerd Karin; Albrektsen, Grethe; Qvarnstrom, Ulla

2003-01-01

Investigates whether teaching methods and class participation are related to social support and stress. Presents the results of a questionnaire given to Norwegian adolescents (n=947), ages 13 to 15 years old. States that participatory activities may promote health because these activities prevent stress. Includes references. (CMK)

Predicting Acquisition of Learning Outcomes: A Comparison of Traditional and Activity-Based Instruction in an Introductory Statistics Course.

ERIC Educational Resources Information Center

Geske, Jenenne A.; Mickelson, William T.; Bandalos, Deborah L.; Jonson, Jessica; Smith, Russell W.

The bulk of experimental research related to reforms in the teaching of statistics concentrates on the effects of alternative teaching methods on statistics achievement. This study expands on that research by including an examination of the effects of instructor and the interaction between instructor and method on achievement as well as attitudes,…

Impacts of an Inquiry Teaching Method on Earth Science Students' Learning Outcomes and Attitudes at the Secondary School Level.

ERIC Educational Resources Information Center

Mao, Song-Ling; Chang, Chun-Yen

This paper summarizes two companion studies that were designed to investigate the impacts of an inquiry teaching method on Earth science students' achievement and attitudes towards Earth science in secondary schools. Subjects were 557 students (9th grade) enrolled in 14 Earth science classes. Two Earth science units, including topics of astronomy…

The Teaching of General Solution Methods to Pattern Finding Problems through Focusing on an Evaluation and Improvement Process.

ERIC Educational Resources Information Center

Ishida, Junichi

1997-01-01

Examines the effects of a teaching strategy in which fifth-grade students evaluated the strengths or weaknesses of solution methods to pattern finding problems, including an experimental and control group each consisting of 34 elementary students, in Japan. The experimental group showed a significantly better performance on the retention test…

Educating Instructional Designers: Different Methods for Different Outcomes.

ERIC Educational Resources Information Center

Rowland, Gordon; And Others

1994-01-01

Suggests new methods of teaching instructional design based on literature reviews of other design fields including engineering, architecture, interior design, media design, and medicine. Methods discussed include public presentations, visiting experts, competitions, artifacts, case studies, design studios, and internships and apprenticeships.…

The Influence of Field Teaching Practice on Pre-service Teachers’ Professional Identity: A Mixed Methods Study

PubMed Central

Zhao, Hongyu; Zhang, Xiaohui

2017-01-01

The current study used mixed methods to research pre-service teachers’ professional identity. Ninety-eight pre-service teachers were investigated and twelve teachers were interviewed in China. The results were as follows: (1) The results of quantitative data showed that compared with before the field teaching practice, pre-service teachers’ professional identity increased after the field teaching practice—specifically, intrinsic value identity increased, and extrinsic value identity did not significantly change; (2) The results of qualitative data validated and elaborated the results of quantitative data in more detail with regard to changes in professional identity. Specifically, compared with before the field teaching practice, intrinsic value identity including work content, work pattern, etc., increased and extrinsic value identity including work environment, income, and social status, etc., did not significantly change after experiencing teaching practice; (3) The results of qualitative data also showed that mentor support at field school promoted the development of pre-service teachers’ professional identity. Moreover, the development of pre-service teachers’ professional identity during field teaching practice further promoted their professional commitment; that is, it promoted their emotional evaluation and belief in the teaching profession. The study discussed these results and proposed solutions and suggestions for future studies. PMID:28790956

The Influence of Field Teaching Practice on Pre-service Teachers' Professional Identity: A Mixed Methods Study.

PubMed

Zhao, Hongyu; Zhang, Xiaohui

2017-01-01

The current study used mixed methods to research pre-service teachers' professional identity. Ninety-eight pre-service teachers were investigated and twelve teachers were interviewed in China. The results were as follows: (1) The results of quantitative data showed that compared with before the field teaching practice, pre-service teachers' professional identity increased after the field teaching practice-specifically, intrinsic value identity increased, and extrinsic value identity did not significantly change; (2) The results of qualitative data validated and elaborated the results of quantitative data in more detail with regard to changes in professional identity. Specifically, compared with before the field teaching practice, intrinsic value identity including work content, work pattern, etc., increased and extrinsic value identity including work environment, income, and social status, etc., did not significantly change after experiencing teaching practice; (3) The results of qualitative data also showed that mentor support at field school promoted the development of pre-service teachers' professional identity. Moreover, the development of pre-service teachers' professional identity during field teaching practice further promoted their professional commitment; that is, it promoted their emotional evaluation and belief in the teaching profession. The study discussed these results and proposed solutions and suggestions for future studies.

Everything that New and Adjunct Business Faculty Members Should Ask about Teaching, but Don't Know Enough to Ask

ERIC Educational Resources Information Center

Berschback, Rick

2010-01-01

This paper is a user-friendly manual designed to minimize the growing pains associated with college-level teaching. Specific topics include syllabus development, classroom teaching methods, proper use of the initial class session, and advice related to answering student questions. Many new and adjunct instructors are met with unexpected challenges…

The Teaching of Writing: Illinois Teachers Report on Research & Practices. Sentence Combining as a Composition Technique.

ERIC Educational Resources Information Center

Matthews, Dorothy, Ed.

1978-01-01

The ten articles in this journal report on research and practice in the teaching of writing. Topics covered include sentence combining as a composition technique, peer evaluation in a technical writing class, a plan for teaching paragraph construction, the use of literary humor in a writing class, methods for setting the scene, how students view…

Blended E-learning in a Web-based virtual hospital: a useful tool for undergraduate education in urology.

PubMed

Horstmann, M; Renninger, M; Hennenlotter, J; Horstmann, C C; Stenzl, A

2009-08-01

E-learning is a teaching tool used successfully in many medical subspecialties. Experience with its use in urology, however, is scarce. We present our teaching experience with the INMEDEA simulator to teach urological care to medical students. The INMEDEA simulator is an interactive e-learning system built around a virtual hospital which includes a department of urology. It allows students to solve virtual patient cases online. In this study, students were asked to prepare two urological cases prior to discussion of the cases in small groups. This blended teaching approach was evaluated by students through anonymous questionnaires. Of 70 4th year medical students 76% judged this teaching method as good or very good. Eighty-seven percent felt that it offered a good way to understand urological diseases better and 72% felt that learning with this method was fun. Nevertheless, 30 out of 70 free text statements revealed that further improvements of the program, including an easier and more comfortable navigation and a faster supply of information are necessary. Virtual patient cases offer a practicable solution for teaching based on problem solving in urology with a high acceptance rate by students.

Making the Most of Five Minutes: The Clinical Teaching Moment.

PubMed

Smith, Jo R; Lane, India F

2015-01-01

Clinical educators face the challenge of simultaneously caring for patients and teaching learners, often with an unpredictable caseload and learners of varied abilities. They also often have little control over the organization of their time. Effective clinical teaching must encourage student participation, problem solving, integration of basic and clinical knowledge, and deliberate practice. Close supervision and timely feedback are also essential. Just as one develops an effective lecture through training and practice, clinical teaching effectiveness may also be improved by using specific skills to teach in small increments. The purpose of this paper is to identify potential teachable moments and to describe efficient instructional methods to use in the clinical setting under time constraints. These techniques include asking better questions, performing focused observations, thinking aloud, and modeling reflection. Different frameworks for teaching encounters during case presentations can be selected according to learner ability and available time. These methods include modeling and deconstructing the concrete experience; guiding the thinking and reflecting process; and providing the setting and opportunity for active practice. Use of these educational strategies encourages the learner to acquire knowledge, clinical reasoning, and technical skills, and also values, attitudes, and professional judgment.

Developing Elementary Science PCK for Teacher Education: Lessons Learned from a Second Grade Partnership

NASA Astrophysics Data System (ADS)

Bradbury, Leslie U.; Wilson, Rachel E.; Brookshire, Laura E.

2017-06-01

In this self-study, two science educators partnered with two elementary teachers to plan, implement, and reflect on a unit taught in second grade classrooms that integrated science and language arts. The researchers hoped to increase their pedagogical content knowledge (PCK) for elementary science teaching so that they might use their experiences working in an elementary context to modify their practices in their elementary science method instruction. The research question guiding the study was: What aspects of our PCK for elementary science teaching do we as science educators develop by co-planning, co-teaching, and reflecting with second grade teachers? Data include transcripts of planning meetings, oral reflections about the experience, and videos of the unit being enacted. Findings indicate that managing resources for science teaching, organizing students for science learning, and reflecting on science teaching were themes prevalent in the data. These themes were linked to the model of PCK developed by Park and Oliver (Research in Science Education, 38, 261-284, 2008) and demonstrate that we developed PCK for elementary science teaching in several areas. In our discussion, we include several proposed changes for our elementary science methods course based on the outcomes of the study.

Teaching history-taking: where are we?

PubMed Central

Nardone, D. A.; Reuler, J. B.; Girard, D. E.

1980-01-01

Knowledge in history-taking has increased rapidly over the last twenty years. Currently the principles to be taught include "conduct," "content," and "diagnostic reasoning." However, inattentiveness of medical schools, reluctance of busy faculty to be involved, and increasing enrollments have resulted in difficulties in teaching these skills. Studies have shown a beneficial short-term effect of teaching these materials on interview performance but it is unknown whether this effect is long-lasting. The methods for instruction include the bedside and videotape models utilizing the concept of the fifteen-minute interview technique, programmed instruction, patient instructors, and direct student feedback. Future research should focus on identifying strategies in diagnostic reasoning, developing graduated competency criteria for trainees at different levels of their education, refining methods to evaluate large numbers of students, measuring outcomes of effective training such as compliance, and comparing costs and effectiveness of various methods. In addition, there remains the need to establish an association of course directors. PMID:7405275

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

PubMed

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

2015-01-01

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

Insights.

ERIC Educational Resources Information Center

Bogner, Donna, Ed.

1988-01-01

Describes two methods to teach radioactive decay to secondary students with wide ranging abilities. Activities are designed to follow classroom discussions of atomic structure, transmutation, half life, and nuclear decay. Includes "The Tasmanian Empire: A Radioactive Dating Activity" and an exercise to teach concepts of half life without…

Bibliography. Citations Obtained through the National Library of Medicine's MEDLARS Program.

ERIC Educational Resources Information Center

Journal of Medical Education, 1980

1980-01-01

Approximately 250 citations on medical education are presented. Topics include professional continuing education, student evaluation, graduate medical education, medical schools, specialization, teaching hospitals, teaching methods and materials, educational history, medical students, faculty, computers, curriculum, accreditation, and medical…

Teaching the Double Layer.

ERIC Educational Resources Information Center

Bockris, J. O'M.

1983-01-01

Suggests various methods for teaching the double layer in electrochemistry courses. Topics addressed include measuring change in absolute potential difference (PD) at interphase, conventional electrode potential scale, analyzing absolute PD, metal-metal and overlap electron PDs, accumulation of material at interphase, thermodynamics of electrified…

Studies in Teaching: 2006 Research Digest. Research Projects Presented at Annual Research Forum (Winston-Salem, North Carolina, December 6, 2006)

ERIC Educational Resources Information Center

McCoy, Leah P., Ed.

2006-01-01

These Proceedings document an educational research forum held at Wake Forest University (Winston-Salem, North Carolina) on December 6, 2006. Table of contents and 27 research studies of high school teaching are included. Studies include: (1) A Study of Teachers' Perceptions of High School Mathematics Instructional Methods (Caroline Adkisson); (2)…

Perceptions of the use of critical thinking teaching methods.

PubMed

Kowalczyk, Nina; Hackworth, Ruth; Case-Smith, Jane

2012-01-01

To identify the perceived level of competence in teaching and assessing critical thinking skills and the difficulties facing radiologic science program directors in implementing student-centered teaching methods. A total of 692 program directors received an invitation to complete an electronic survey soliciting information regarding the importance of critical thinking skills, their confidence in applying teaching methods and assessing student performance, and perceived obstacles. Statistical analysis included descriptive data, correlation coefficients, and ANOVA. Responses were received from 317 participants indicating program directors perceive critical thinking to be an essential element in the education of the student; however, they identified several areas for improvement. A high correlation was identified between the program directors' perceived level of skill and their confidence in critical thinking, and between their perceived level of skill and ability to assess the students' critical thinking. Key barriers to implementing critical thinking teaching strategies were identified. Program directors value the importance of implementing critical thinking teaching methods and perceive a need for professional development in critical thinking educational methods. Regardless of the type of educational institution in which the academic program is located, the level of education held by the program director was a significant factor regarding perceived confidence in the ability to model critical thinking skills and the ability to assess student critical thinking skills.

Leadership and management in UK medical school curricula.

PubMed

Jefferies, Richard; Sheriff, Ibrahim H N; Matthews, Jacob H; Jagger, Olivia; Curtis, Sarah; Lees, Peter; Spurgeon, Peter C; Fountain, Daniel Mark; Oldman, Alex; Habib, Ali; Saied, Azam; Court, Jessica; Giannoudi, Marilena; Sayma, Meelad; Ward, Nicholas; Cork, Nick; Olatokun, Olamide; Devine, Oliver; O'Connell, Paul; Carr, Phoebe; Kotronias, Rafail Angelos; Gardiner, Rebecca; Buckle, Rory T; Thomson, Ross J; Williams, Sarah; Nicholson, Simon J; Goga, Usman

2016-10-10

Purpose Although medical leadership and management (MLM) is increasingly being recognised as important to improving healthcare outcomes, little is understood about current training of medical students in MLM skills and behaviours in the UK. The paper aims to discuss these issues. Design/methodology/approach This qualitative study used validated structured interviews with expert faculty members from medical schools across the UK to ascertain MLM framework integration, teaching methods employed, evaluation methods and barriers to improvement. Findings Data were collected from 25 of the 33 UK medical schools (76 per cent response rate), with 23/25 reporting that MLM content is included in their curriculum. More medical schools assessed MLM competencies on admission than at any other time of the curriculum. Only 12 schools had evaluated MLM teaching at the time of data collection. The majority of medical schools reported barriers, including overfilled curricula and reluctance of staff to teach. Whilst 88 per cent of schools planned to increase MLM content over the next two years, there was a lack of consensus on proposed teaching content and methods. Research limitations/implications There is widespread inclusion of MLM in UK medical schools' curricula, despite the existence of barriers. This study identified substantial heterogeneity in MLM teaching and assessment methods which does not meet students' desired modes of delivery. Examples of national undergraduate MLM teaching exist worldwide, and lessons can be taken from these. Originality/value This is the first national evaluation of MLM in undergraduate medical school curricula in the UK, highlighting continuing challenges with executing MLM content despite numerous frameworks and international examples of successful execution.

TECHNIQUES FOR TEACHING CONSERVATION EDUCATION.

ERIC Educational Resources Information Center

BROWN, ROBERT E.; MOUSER, G.W.

CONSERVATION PRINCIPLES, FIELD METHODS AND TECHNIQUES, AND SPECIFIC FIELD LEARNING ACTIVITIES ARE INCLUDED IN THIS REFERENCE VOLUME FOR TEACHERS. CONSERVATION PRINCIPLES INCLUDE STATEMENTS PERTAINING TO (1) SOIL, (2) WATER, (3) FOREST, AND (4) WILDLIFE. FIELD METHODS AND TECHNIQUES INCLUDE (1) PREPARING FOR A FIELD TRIP, (2) GETTING STUDENT…

Developing Distinct Mathematical and Scientific Pedagogical Content Knowledge in an Early Childhood Dual-Content Methods Course: An Alternative to Integration

ERIC Educational Resources Information Center

Kalchman, Mindy; Kozoll, Richard H.

2017-01-01

Methods for teaching early childhood mathematics and science are often addressed in a single, dual-content course. Approaches to teaching this type of course include integrating the content and the pedagogy of both subjects, or keeping the subject areas distinct. In this article, the authors discuss and illustrate their approach to such a combined…

Use of ecological momentary assessment to determine which structural factors impact perceived teaching quality of attending rounds.

PubMed

Willett, Lisa; Houston, Thomas K; Heudebert, Gustavo R; Estrada, Carlos

2012-09-01

Providing high-quality teaching to residents during attending rounds is challenging. Reasons include structural factors that affect rounds, which are beyond the attending's teaching style and control. To develop a new evaluation tool to identify the structural components of ward rounds that most affect teaching quality in an internal medicine (IM) residency program. The authors developed a 10-item Ecological Momentary Assessment (EMA) tool and collected daily evaluations for 18 months from IM residents rotating on inpatient services. Residents ranked the quality of teaching on rounds that day, and questions related to their service (general medicine, medical intensive care unit, and subspecialty services), patient census, absenteeism of team members, call status, and number of teaching methods used by the attending. Residents completed 488 evaluation cards over 18 months. This found no association between perceived teaching quality and training level, team absenteeism, and call status. We observed differences by service (P < .001) and patient census (P  =  .009). After adjusting for type of service, census was no longer significant. Use of a larger variety of teaching methods was associated with higher perceived teaching quality, regardless of service or census (P for trend < .001). The EMA tool successfully identified that higher patient census was associated with lower perceived teaching quality, but the results were also influenced by the type of teaching service. We found that, regardless of census or teaching service, attendings can improve their teaching by diversifying the number of methods used in daily rounds.

Technology-based vs. traditional instruction. A comparison of two methods for teaching the skill of performing a 12-lead ECG.

PubMed

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

2003-01-01

The purpose of this study was to compare the effectiveness of an interactive, multimedia CD-ROM with traditional methods of teaching the skill of performing a 12-lead ECG. A randomized pre/posttest experimental design was used. Seventy-seven baccalaureate nursing students in a required, senior-level critical-care course at a large midwestern university were recruited for the study. Two teaching methods were compared. The traditional method included a self-study module, a brief lecture and demonstration by an instructor, and hands-on experience using a plastic manikin and a real 12-lead ECG machine in the learning laboratory. The second method covered the same content using an interactive, multimedia CD-ROM embedded with virtual reality and supplemented with a self-study module. There were no significant (p < .05) baseline differences in pretest scores between the two groups and no significant differences by group in cognitive gains, student satisfaction with their learning method, or perception of self-efficacy in performing the skill. Overall results indicated that both groups were satisfied with their instructional method and were similar in their ability to demonstrate the skill correctly on a live, simulated patient. This evaluation study is a beginning step to assess new and potentially more cost-effective teaching methods and their effects on student learning outcomes and behaviors, including the transfer of skill acquisition via a computer simulation to a real patient.

Atlanta Public Schools French Guide.

ERIC Educational Resources Information Center

Atlanta Public Schools, GA.

This teacher's guide specifies language skills and related areas of knowledge needed for communicating in the target language. Discussion of the philosophy governing the Atlanta language program includes an examination of student eligibility, program articulation, teaching methods, testing, teaching materials, resources, and equipment for use in…

Walking a Radian

ERIC Educational Resources Information Center

Touval, Ayana

2009-01-01

The kinematics teaching strategy is a teaching method that stimulates kinesthetic intelligence and thus offers students an unconventional approach for exploring mathematical ideas through movement. This article describes how to use the kinesthetic approach to introduce radian measure. The article includes detailed descriptions of easy-to-use…

Higher Social-Science Education in the U.S.S.R.

ERIC Educational Resources Information Center

Volkov, F. M.

1979-01-01

Examines social science teaching in the Soviet Union and explains how it is related to technological advancement. Topics discussed include social progress, developments within the social sciences, political influences, teaching methods, and teacher characteristics. Journal availability: see SO 507 303. (DB)

Ideas for Office Occupations Education.

ERIC Educational Resources Information Center

Alverson, Ruby; And Others

Prepared by South Carolina office occupations teachers, this booklet contains ideas for effective and motivating teaching methods in office occupations courses on the secondary school level. Besides ideas generally applicable, suggestions are included for teaching the following specific subjects: (1) accounting, (2) recordkeeping, (3) cooperative…

Teaching Tips.

ERIC Educational Resources Information Center

Journalism Educator, 1985

1985-01-01

Presents a variety of journalism classroom techniques, including an editing scavenger hunt, a discovery method for compiling news sources, intense instruction in news technology, criteria for evaluating ad copy, a course combining print and broadcast journalism, use of the Teletext, and teaching ad forms for the new media. (HTH)

How Do Pre-Service Science Teachers' Views on Science, Scientists, and Science Teaching Change over Time in a Science Teacher Training Program?

ERIC Educational Resources Information Center

Ucar, Sedat

2012-01-01

Every aspect of teaching, including the instructional method, the course content, and the types of assessments, is influenced by teachers' attitudes and beliefs. Teacher education programs play an important role in the development of beliefs regarding teaching and learning. The purpose of the study was to document pre-service teachers' views on…

INSIGHT: An Annual Collection of Articles on Teaching and Learning by Faculty of the Community Colleges of the State University of New York, 1977.

ERIC Educational Resources Information Center

Burns, Charles A., Ed.

Twenty articles describing innovative courses and teaching methods are included in this first annual collection. Techniques for English courses are described in four articles covering the uses of media, the tutorial approach, teaching the art of questioning, and using the steps of film production as analogy in writing instruction. Two articles…

Faculty Perceptions of the Need to Include Training in Pedagogy in Non-Teaching Degree Programs in Florida

ERIC Educational Resources Information Center

Robinson, Terrell Emon

2012-01-01

Just as PK-12 teachers are taught how to teach, college and university professors should also receive instruction in how to teach. They should acquire pedagogical skills and understand methods for planning and content delivery prior to entering the classroom. The knowledge base of the discipline and a focus on research are emphasized in the…

Relationship between Students' Perception toward the Teaching and Learning Methods of Mathematics' Lecturer and Their Achievement in Pre-University Studies

ERIC Educational Resources Information Center

Ahmad, Nor Amalina; Azizan, Farah Liyana; Rahim, Nur Fazliana; Jaya, Nor Hayati; Shaipullah, Norhunaini Mohd; Siaw, Emmerline Shelda

2017-01-01

The academic performance of students is affected by many factors, including effectiveness in teaching, the subjects taught and the environment as well as the facilities provided. The purpose of this study is to determine the relationship between students' perceptions of the teaching and learning towards the lecturers with their achievements in…

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

PubMed Central

2014-01-01

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

A Mind of Their Own: Using Inquiry-based Teaching to Build Critical Thinking Skills and Intellectual Engagement in an Undergraduate Neuroanatomy Course

PubMed Central

Greenwald, Ralf R.; Quitadamo, Ian J.

2014-01-01

A changing undergraduate demographic and the need to help students develop advanced critical thinking skills in neuroanatomy courses has prompted many faculty to consider new teaching methods including clinical case studies. This study compared primarily conventional and inquiry-based clinical case (IBCC) teaching methods to determine which would produce greater gains in critical thinking and content knowledge. Results showed students in the conventional neuroanatomy course gained less than 3 national percentile ranks while IBCC students gained over 7.5 within one academic term using the valid and reliable California Critical Thinking Skills Test. In addition to 2.5 times greater gains in critical thinking, IBCC teaching methods also produced 12% greater final exam performance and 11% higher grades using common grade performance benchmarks. Classroom observations also indicated that IBCC students were more intellectually engaged and participated to a greater extent in classroom discussions. Through the results of this study, it is hoped that faculty who teach neuroanatomy and desire greater critical thinking and content student learning outcomes will consider using the IBCC method. PMID:24693256

A Mind of Their Own: Using Inquiry-based Teaching to Build Critical Thinking Skills and Intellectual Engagement in an Undergraduate Neuroanatomy Course.

PubMed

Greenwald, Ralf R; Quitadamo, Ian J

2014-01-01

A changing undergraduate demographic and the need to help students develop advanced critical thinking skills in neuroanatomy courses has prompted many faculty to consider new teaching methods including clinical case studies. This study compared primarily conventional and inquiry-based clinical case (IBCC) teaching methods to determine which would produce greater gains in critical thinking and content knowledge. Results showed students in the conventional neuroanatomy course gained less than 3 national percentile ranks while IBCC students gained over 7.5 within one academic term using the valid and reliable California Critical Thinking Skills Test. In addition to 2.5 times greater gains in critical thinking, IBCC teaching methods also produced 12% greater final exam performance and 11% higher grades using common grade performance benchmarks. Classroom observations also indicated that IBCC students were more intellectually engaged and participated to a greater extent in classroom discussions. Through the results of this study, it is hoped that faculty who teach neuroanatomy and desire greater critical thinking and content student learning outcomes will consider using the IBCC method.

Teaching communication skills: using action methods to enhance role-play in problem-based learning.

PubMed

Baile, Walter F; Blatner, Adam

2014-08-01

Role-play is a method of simulation used commonly to teach communication skills. Role-play methods can be enhanced by techniques that are not widely used in medical teaching, including warm-ups, role-creation, doubling, and role reversal. The purposes of these techniques are to prepare learners to take on the role of others in a role-play; to develop an insight into unspoken attitudes, thoughts, and feelings, which often determine the behavior of others; and to enhance communication skills through the participation of learners in enactments of communication challenges generated by them. In this article, we describe a hypothetical teaching session in which an instructor applies each of these techniques in teaching medical students how to break bad news using a method called SPIKES [Setting, Perception, Invitation, Knowledge, Emotions, Strategy, and Summary]. We illustrate how these techniques track contemporary adult learning theory through a learner-centered, case-based, experiential approach to selecting challenging scenarios in giving bad news, by attending to underlying emotion and by using reflection to anchor new learning.

An Investigation of Teaching and Learning Programs in Pharmacy Education

PubMed Central

Baia, Patricia

2016-01-01

Objective. To investigate published, peer-reviewed literature on pharmacy teaching and learning development programs and to synthesize existing data, examine reported efficacy and identify future areas for research. Methods. Medline and ERIC databases were searched for studies on teaching development programs published between 2001 and 2015. Results. Nineteen publications were included, representing 21 programs. Twenty programs were resident teaching programs, one program described faculty development. The majority of programs spanned one year and delivered instruction on teaching methodologies and assessment measures. All except one program included experiential components. Thirteen publications presented outcomes data; most measured satisfaction and self-perceived improvement. Conclusion. Published literature on teacher development in pharmacy is focused more on training residents than on developing faculty members. Although programs are considered important and highly valued by program directors and participants, little data substantiates that these programs improve teaching. Future research could focus on measurement of program outcomes and documentation of teaching development for existing faculty members. PMID:27293226

An Investigation of Teaching and Learning Programs in Pharmacy Education.

PubMed

Strang, Aimee F; Baia, Patricia

2016-05-25

Objective. To investigate published, peer-reviewed literature on pharmacy teaching and learning development programs and to synthesize existing data, examine reported efficacy and identify future areas for research. Methods. Medline and ERIC databases were searched for studies on teaching development programs published between 2001 and 2015. Results. Nineteen publications were included, representing 21 programs. Twenty programs were resident teaching programs, one program described faculty development. The majority of programs spanned one year and delivered instruction on teaching methodologies and assessment measures. All except one program included experiential components. Thirteen publications presented outcomes data; most measured satisfaction and self-perceived improvement. Conclusion. Published literature on teacher development in pharmacy is focused more on training residents than on developing faculty members. Although programs are considered important and highly valued by program directors and participants, little data substantiates that these programs improve teaching. Future research could focus on measurement of program outcomes and documentation of teaching development for existing faculty members.

Teaching learning methods of an entrepreneurship curriculum.

PubMed

Esmi, Keramat; Marzoughi, Rahmatallah; Torkzadeh, Jafar

2015-10-01

One of the most significant elements of entrepreneurship curriculum design is teaching-learning methods, which plays a key role in studies and researches related to such a curriculum. It is the teaching method, and systematic, organized and logical ways of providing lessons that should be consistent with entrepreneurship goals and contents, and should also be developed according to the learners' needs. Therefore, the current study aimed to introduce appropriate, modern, and effective methods of teaching entrepreneurship and their validation. This is a mixed method research of a sequential exploratory kind conducted through two stages: a) developing teaching methods of entrepreneurship curriculum, and b) validating developed framework. Data were collected through "triangulation" (study of documents, investigating theoretical basics and the literature, and semi-structured interviews with key experts). Since the literature on this topic is very rich, and views of the key experts are vast, directed and summative content analysis was used. In the second stage, qualitative credibility of research findings was obtained using qualitative validation criteria (credibility, confirmability, and transferability), and applying various techniques. Moreover, in order to make sure that the qualitative part is reliable, reliability test was used. Moreover, quantitative validation of the developed framework was conducted utilizing exploratory and confirmatory factor analysis methods and Cronbach's alpha. The data were gathered through distributing a three-aspect questionnaire (direct presentation teaching methods, interactive, and practical-operational aspects) with 29 items among 90 curriculum scholars. Target population was selected by means of purposive sampling and representative sample. Results obtained from exploratory factor analysis showed that a three factor structure is an appropriate method for describing elements of teaching-learning methods of entrepreneurship curriculum. Moreover, the value for Kaiser Meyer Olkin measure of sampling adequacy equaled 0.72 and the value for Bartlett's test of variances homogeneity was significant at the 0.0001 level. Except for internship element, the rest had a factor load of higher than 0.3. Also, the results of confirmatory factor analysis showed the model appropriateness, and the criteria for qualitative accreditation were acceptable. Developed model can help instructors in selecting an appropriate method of entrepreneurship teaching, and it can also make sure that the teaching is on the right path. Moreover, the model is comprehensive and includes all the effective teaching methods in entrepreneurship education. It is also based on qualities, conditions, and requirements of Higher Education Institutions in Iranian cultural environment.

Carry On-with Excellence.

ERIC Educational Resources Information Center

Thompson, Helen

2002-01-01

Discussion of the expanded role of teacher for library media specialists focuses on characteristics of teaching excellence based on a story about the life of Nathaniel Bowditch. Highlights include lifelong learning; caring about learners; believing everyone can learn; reflecting on teaching methods; understanding human nature; and contributing to…

Little Mito: The Story of the Origins of a Cell.

ERIC Educational Resources Information Center

Vail, Stephanie; Herreid, Clyde Freeman

2002-01-01

Uses the case study method approach to teach about cell structure, organelle functions, the origin of eukaryotic cells, and evolution. Presents a story in which each structure of the cell is characterized with a personality. Includes teaching notes and classroom management strategies. (YDS)

The Efficiency and Effectiveness of Teaching in Higher Education.

ERIC Educational Resources Information Center

Piper, David Warren, Ed.

Twenty papers originally presented at a conference organized by London University on "Efficiency in Teaching Methods in Higher Education" are presented. After an introduction by David Warren Piper, the following papers are included: "Old Prejudices and New Management Tools" (Gerald Fowler); "Efficiency in Higher…

Teaching Intracultural and Intercultural Communication: A Critique and Suggested Method.

ERIC Educational Resources Information Center

DeVoss, Danielle; Jasken, Julia; Hayden, Dawn

2002-01-01

Summarizes recent literature about the importance of paying attention to intercultural communication. Analyzes the productive approaches in popular business and technical communication textbooks. Presents five challenges for business and technical communication teachers to consider. Includes teaching modules that address these challenges. Notes…

Cooperative Learning as a Tool To Teach Vertebrate Anatomy.

ERIC Educational Resources Information Center

Koprowski, John L.; Perigo, Nan

2000-01-01

Describes a method for teaching biology that includes more investigative exercises that foster an environment for cooperative learning in introductory laboratories that focus on vertebrates. Fosters collaborative learning by facilitating interaction between students as they become experts on their representative vertebrate structures. (SAH)

Applying problem-based learning to otolaryngology teaching.

PubMed

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

2011-02-01

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

Integrating evidence-based teaching into to clinical practice should improve outcomes.

PubMed

Richards, Derek

2005-01-01

Sources used were Medline, Embase, the Education Resources Information Centre , Cochrane Controlled Trials Register, Cochrane Database of Systematic Reviews, the Database of Abstracts of Reviews of Effects, Health Technology Assessment database, Best Evidence, Best Evidence Medical Education and Science Citation Index, along with reference lists of known systematic reviews. Studies were chosen for inclusion if they evaluated the effects of postgraduate evidence-based medicine (EBM) or critical appraisal teaching in comparison with a control group or baseline before teaching, using a measure of participants' learning achievements or patients' health gains as outcomes. Articles were graded as either level 1 (randomised controlled trials (RCT)) or level 2 (non-randomised studies that either had a comparison with a control group), or a before and after comparison without a control group. Learning achievement was assessed separately for knowledge, critical appraisal skills, attitudes and behaviour. Because of obvious heterogeneity in the features of individual studies, their quality and assessment tools used, a meta-analysis could not be carried out. Conclusions were weighted by methodological quality. Twenty-three relevant studies were identified, comprising four RCT, seven non-RCT, and 12 before and after comparison studies. Eighteen studies (including two RCT) evaluated a standalone teaching method and five studies (including two RCT) evaluated a clinically integrated teaching method. Standalone teaching improved knowledge but not skills, attitudes or behaviour. Clinically integrated teaching improved knowledge, skills, attitudes and behaviour. Teaching of EBM should be moved from classrooms to clinical practice to achieve improvements in substantial outcomes.

THE MEASUREMENT OF THE EFFECTIVENESS OF THE DOCUMENTARY SOUND-FILM AS A SUPPLEMENT IN THE TEACHING OF METHODS TO COLLEGE STUDENTS BEING PREPARED TO TEACH IN THE SECONDARY SCHOOLS.

ERIC Educational Resources Information Center

PATRICK, ROBERT B.

THE PREPARATION AND ASSESSMENT OF DOCUMENTARY FILMS FOR USE IN METHODS INSTRUCTION OF COLLEGE STUDENTS WAS REPORTED. FOUR GENERAL SOURCES WERE USED FOR GUIDANCE IN THE SELECTION OF TOPICS FOR THE DOCUMENTARIES. THESE SOURCES INCLUDED COLLEGE TEXTBOOKS, COLLEGE CATALOGS, INTERVIEWS WITH SPECIALISTS, AND STUDENT INTERVIEWS. POSSIBLE TITLES, FILMS,…

An Evaluation Model Applied to a Mathematics-Methods Program Involving Three Characteristics of Teaching Style and Their Relationship to Pupil Achievement. Teacher Education Forum; Volume 3, Number 4.

ERIC Educational Resources Information Center

Dodd, Carol Ann

This study explores a technique for evaluating teacher education programs in terms of teaching competencies, as applied to the Indiana University Mathematics Methods Program (MMP). The evaluation procedures formulated for the study include a process product design in combination with a modification of Pophan's performance test paradigm and Gage's…

AHA Moments of Science and Mathematics Pre-Service Teachers

ERIC Educational Resources Information Center

Caniglia, Joanne C.; Borgerding, Lisa; Courtney, Scott

2017-01-01

This research study explored pre-service teachers' (PST) reflections of their student teaching experiences through AHA moments. Participants included 37 pre-service teachers enrolled in mathematics and science student teaching seminars. Qualitative methods were used to analyze PSTs' written and verbal responses to questions regarding AHA…

The Use of Monte Carlo Techniques to Teach Probability.

ERIC Educational Resources Information Center

Newell, G. J.; MacFarlane, J. D.

1985-01-01

Presents sports-oriented examples (cricket and football) in which Monte Carlo methods are used on microcomputers to teach probability concepts. Both examples include computer programs (with listings) which utilize the microcomputer's random number generator. Instructional strategies, with further challenges to help students understand the role of…

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

ERIC Educational Resources Information Center

Ayers, James M.; Ayers, Kathleen M.

2007-01-01

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

Review of teaching methods and critical thinking skills.

PubMed

Kowalczyk, Nina

2011-01-01

Critical information is needed to inform radiation science educators regarding successful critical thinking educational strategies. From an evidence-based research perspective, systematic reviews are identified as the most current and highest level of evidence. Analysis at this high level is crucial in analyzing those teaching methods most appropriate to the development of critical thinking skills. To conduct a systematic literature review to identify teaching methods that demonstrate a positive effect on the development of students' critical thinking skills and to identify how these teaching strategies can best translate to radiologic science educational programs. A comprehensive literature search was conducted resulting in an assessment of 59 full reports. Nineteen of the 59 reports met inclusion criteria and were reviewed based on the level of evidence presented. Inclusion criteria included studies conducted in the past 10 years on sample sizes of 20 or more individuals demonstrating use of specific teaching interventions for 5 to 36 months in postsecondary health-related educational programs. The majority of the research focused on problem-based learning (PBL) requiring standardized small-group activities. Six of the 19 studies focused on PBL and demonstrated significant differences in student critical thinking scores. PBL, as described in the nursing literature, is an effective teaching method that should be used in radiation science education. ©2011 by the American Society of Radiologic Technologists.

Trends of communication skills education in medical schools.

PubMed

Han, Hong Hee; Kim, Sun

2009-03-01

To investigate the past and current status of teaching communication skills in undergraduate medical education and to review how medical education is progressing. A selective search was conducted of the literature that was published from 1960 to Jun 2008 in the MEDLINE, EMBASE, ERIC, Psychlnfo, and KMbase databases using "communication." All articles in 13 medical journals (including Academic Medicine, Medical Education, Teaching and Learning in Medicine, Medical Teacher, and Korean Journal of Medical Education) were reviewed. Each article was categorized according to 5 subjects (curriculum, methods, assessment, student factors, and research type). A total of 306 studies met the inclusion criteria for this study. Curriculum was the most frequent subject (n=85), followed by assessment (n=71), student factors (n=48), and methods (n=23). According to this research, the current trends of teaching communication skills in medical school are characterized by curriculum development,' 'blended-methods,' 'multisource assessment,' 'student attitudes,' and 'comparative studies' of education. It is time to figure it out optimistic ways to design a formal course. Now, 4 current trends in teaching and learning are emerging in communication skills. Curriculum development is stabilizing a variety of teaching methods are being adopted; a method of multisource assessment is being identified and the need to consider student attitudesis being recognized. In the near future, objective, comprehensive, and sophisticated evaluation is going to be the top priority in teaching communication skills with a variety of research types.

Applying effective teaching and learning techniques to nephrology education.

PubMed

Rondon-Berrios, Helbert; Johnston, James R

2016-10-01

The interest in nephrology as a career has declined over the last several years. Some of the reasons cited for this decline include the complexity of the specialty, poor mentoring and inadequate teaching of nephrology from medical school through residency. The purpose of this article is to introduce the reader to advances in the science of adult learning, illustrate best teaching practices in medical education that can be extrapolated to nephrology and introduce the basic teaching methods that can be used on the wards, in clinics and in the classroom.

The Journal of Suggestive-Accelerative Learning and Teaching.

ERIC Educational Resources Information Center

Schuster, Donald, Ed.

1978-01-01

The following articles are included in these proceedings: (1) "Teaching Remedial Reading with SALT," by Jean Taylor; (2) "Commentary to the 'Cinematographic Report,'" by Joseph Goldin; (3) "Interpretations of the Lozanov Method," by W. Jane Bancroft; (4) "Is a Little SALT a Dangerous Thing?" by Owen L.…

Special Education for Mentally Handicapped Pupils--A Teaching Manual. Revised Edition.

ERIC Educational Resources Information Center

Miles, Christine

This book describes the state of special education for students with mental disabilities in Pakistan and attempts to introduce beginning teachers to special education practice. The general nature and causes of mental disabilities are discussed, including emotional problems, genetic factors, and brain damage. Teaching methods are described,…

CD-ROM Integration Peaks Student Interest in Inquiry.

ERIC Educational Resources Information Center

O'Bannon, Blanche

1997-01-01

Discussion of learning processes examines past educational practices and considers how CD-ROM technology can impact teaching and learning. A lesson plan for elementary school science that uses a CD-ROM encyclopedia is presented that includes instructional goals, performance objectives, teaching and learning activities, and assessment methods.…

Teaching Academic Vocabulary to Adolescents with Learning Disabilities

ERIC Educational Resources Information Center

Beach, Kristen D.; Sanchez, Victoria; Flynn, Lindsay J.; O'Connor, Rollanda E.

2015-01-01

This article describes the efforts of a U.S. History teacher to directly teach word meanings using the "robust vocabulary instruction" (RVI) approach, because research supports this method as a way to improve vocabulary knowledge for a range of students, including adolescents reading below grade level (i.e., struggling readers) and…

Tips, Tropes, and Trivia: Ideas for Teaching Educational Research.

ERIC Educational Resources Information Center

Stallings, William M.; And Others

The collective experience of more than 50 years has led to the development of approaches that have enhanced student comprehension in the teaching of educational research methods, statistics, and measurement. Tips for teachers include using illustrative problems with one-digit numbers, using common situations and everyday objects to illustrate…

A Dialogic Construction of Ethical Standards for the Teaching Profession

ERIC Educational Resources Information Center

Smith, Deirdre Mary

2013-01-01

In Ontario, Canada, both the educational community and the public, which is understood to include parents, students and citizens of the province, participated in a multi-phased, longitudinal, dialogic inquiry to develop a set of ethical standards for the teaching profession. Collective discovery methods, syntheses, and validation of ethical…

American Indians: Hands-On Lessons

ERIC Educational Resources Information Center

Rethlefsen, Ann Lyle

2006-01-01

In this article, the author describes some of the teaching methods she uses to teach how different American Indian groups lived in different regions of the North American continent. Her lessons include a number of projects: (1) Practicing symbolic writing; (2) Creating a personal timeline; (3) Studying winter counts and creating a personalized…

Effective Learner-Centered Approach for Teaching an Introductory Digital Systems Course

ERIC Educational Resources Information Center

Debiec, Piotr

2018-01-01

In the Internet era, students have increasingly lost interest in traditional lectures; as a consequence, their learning motivation and exam performance have decreased. The widespread adoption of learner-centered teaching methods that address this issue faces certain barriers, including: 1) the significant faculty effort necessary to prepare…

The Journal of the Society for Accelerative Learning and Teaching, Volume 10, 1985.

ERIC Educational Resources Information Center

Schuster, Don H., Ed.

1985-01-01

Four numbers of the journal contain a variety of articles on methods and programs of accelerative learning and teaching, including: "Music Therapy and Education"; "The Effects of Background Music on Vocabulary Learning"; "Terminating the Tyranny of Time from 21st Century Education"; "An Example of Limbic…

5 CFR 8301.102 - Prior approval for outside employment.

Code of Federal Regulations, 2013 CFR

2013-01-01

... employee is to be employed, including the location where the services will be performed; (5) The method or..., cooperative agreement, or other funding relationship; and (8) For employment involving teaching, speaking... consistent with 5 CFR part 2635 and this part. With respect to employment involving teaching, speaking or...

5 CFR 8301.102 - Prior approval for outside employment.

Code of Federal Regulations, 2014 CFR

2014-01-01

... employee is to be employed, including the location where the services will be performed; (5) The method or..., cooperative agreement, or other funding relationship; and (8) For employment involving teaching, speaking... consistent with 5 CFR part 2635 and this part. With respect to employment involving teaching, speaking or...

5 CFR 8301.102 - Prior approval for outside employment.

Code of Federal Regulations, 2011 CFR

2011-01-01

... employee is to be employed, including the location where the services will be performed; (5) The method or..., cooperative agreement, or other funding relationship; and (8) For employment involving teaching, speaking... consistent with 5 CFR part 2635 and this part. With respect to employment involving teaching, speaking or...

5 CFR 8301.102 - Prior approval for outside employment.

Code of Federal Regulations, 2012 CFR

2012-01-01

... employee is to be employed, including the location where the services will be performed; (5) The method or..., cooperative agreement, or other funding relationship; and (8) For employment involving teaching, speaking... consistent with 5 CFR part 2635 and this part. With respect to employment involving teaching, speaking or...

5 CFR 8301.102 - Prior approval for outside employment.

Code of Federal Regulations, 2010 CFR

2010-01-01

... employee is to be employed, including the location where the services will be performed; (5) The method or..., cooperative agreement, or other funding relationship; and (8) For employment involving teaching, speaking... consistent with 5 CFR part 2635 and this part. With respect to employment involving teaching, speaking or...

LIBRARY FACILITIES FOR ELEMENTARY AND SECONDARY SCHOOLS.

ERIC Educational Resources Information Center

Office of Education (DHEW), Washington, DC.

MODERN METHODS OF TEACHING REQUIRE INCREASED RESEARCH, INDEPENDENT STUDY, READING, LISTENING, AND VIEWING. NEW DESIGNS FOR LIBRARY FACILITIES ARE NECESSARY. SOME OF THE INNOVATIONS IN LIBRARY SERVICE AND DESIGN INCLUDE--THE USE OF CARRELS FOR INDIVIDUAL STUDY, PROVISION OF A LIBRARY CLASSROOM FOR USE IN TEACHING LIBRARY RESEARCH TECHNIQUES, A…

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

ERIC Educational Resources Information Center

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

2015-01-01

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

Why Teach the Electron Configuration of the Elements as We Do?

ERIC Educational Resources Information Center

Millikan, Roger C.

1982-01-01

Discusses pros and cons of current methods of teaching electron configurations of elements. Offers alternative instructional strategies, suggesting that although tables of electron configurations are useful and in conjunction with periodic tables may help solve many problems, they should be included as reference material. (Author/JN)

Putting Life into Computer-Based Training: The Creation of an Epidemiologic Case Study.

ERIC Educational Resources Information Center

Gathany, Nancy C.; Stehr-Green, Jeanette K.

1994-01-01

Describes the design of "Pharyngitis in Louisiana," a computer-based epidemiologic case study that was created to teach students how to conduct disease outbreak investigations. Topics discussed include realistic content portrayals; graphics; interactive teaching methods; interaction between the instructional designer and the medical…

A Practical Guide for Teaching the Mentally Retarded to Swim.

ERIC Educational Resources Information Center

American Association for Health, Physical Education, and Recreation, Washington, DC.

A guide for teaching the retarded to swim begins with a general discussion of retardation, the need for individualization, and staff qualifications. Factors discussed in program organization and administration include community agencies, staff training, examples of records and forms, and first aid procedures. Suggested methods consider perceptual…

Space-Policy Education: Contexts and Constraints, Content and Methodology

DTIC Science & Technology

2016-04-20

universities, asked, “How do you teach space policy?” Her question made me think about the various teaching methodologies we use at the National Security Space...Do we teach the right things effectively? I’ve attended a number of forums regarding education and space-related topics but have never participated...likely to use? The agenda also included a survey of different types of instructional methods and their relative pros and cons. Unsurprisingly, we

Teaching learning methods of an entrepreneurship curriculum

PubMed Central

ESMI, KERAMAT; MARZOUGHI, RAHMATALLAH; TORKZADEH, JAFAR

2015-01-01

Introduction One of the most significant elements of entrepreneurship curriculum design is teaching-learning methods, which plays a key role in studies and researches related to such a curriculum. It is the teaching method, and systematic, organized and logical ways of providing lessons that should be consistent with entrepreneurship goals and contents, and should also be developed according to the learners’ needs. Therefore, the current study aimed to introduce appropriate, modern, and effective methods of teaching entrepreneurship and their validation Methods This is a mixed method research of a sequential exploratory kind conducted through two stages: a) developing teaching methods of entrepreneurship curriculum, and b) validating developed framework. Data were collected through “triangulation” (study of documents, investigating theoretical basics and the literature, and semi-structured interviews with key experts). Since the literature on this topic is very rich, and views of the key experts are vast, directed and summative content analysis was used. In the second stage, qualitative credibility of research findings was obtained using qualitative validation criteria (credibility, confirmability, and transferability), and applying various techniques. Moreover, in order to make sure that the qualitative part is reliable, reliability test was used. Moreover, quantitative validation of the developed framework was conducted utilizing exploratory and confirmatory factor analysis methods and Cronbach’s alpha. The data were gathered through distributing a three-aspect questionnaire (direct presentation teaching methods, interactive, and practical-operational aspects) with 29 items among 90 curriculum scholars. Target population was selected by means of purposive sampling and representative sample. Results Results obtained from exploratory factor analysis showed that a three factor structure is an appropriate method for describing elements of teaching-learning methods of entrepreneurship curriculum. Moreover, the value for Kaiser Meyer Olkin measure of sampling adequacy equaled 0.72 and the value for Bartlett’s test of variances homogeneity was significant at the 0.0001 level. Except for internship element, the rest had a factor load of higher than 0.3. Also, the results of confirmatory factor analysis showed the model appropriateness, and the criteria for qualitative accreditation were acceptable. Conclusion Developed model can help instructors in selecting an appropriate method of entrepreneurship teaching, and it can also make sure that the teaching is on the right path. Moreover, the model is comprehensive and includes all the effective teaching methods in entrepreneurship education. It is also based on qualities, conditions, and requirements of Higher Education Institutions in Iranian cultural environment. PMID:26457314

A national assessment of colleges and university school health education methods courses.

PubMed

Fisher, Christine M; Price, James H; Telljohann, Susan K; Dake, Joseph A

2015-04-01

Across the United States, school health education programs provide a wide variety of knowledge and skills to their students. There are currently no guidelines for school health methods courses. Using a 2-wave mailing followed by a third wave e-mail reminder, a final population of 226 university school health methods instructors at school health preparation programs were surveyed. A total of 138 completed surveys (61%) were returned. The topics taught in school health education methods courses emphasized the most included aligning objectives, instruction, and assessment (79%); development of lesson plans (73%); teaching methods that engage learners (72%); and application of the National Health Education Standards and performance indicators (69%). The content taught and how the instructors assessed their students differed statistically by 1 or more of the following: whether they had a health education degree, had experience teaching in the public schools, and if their program was accredited. This study provides information regarding what school health methods instructors across the United States are teaching in their classes. Using this information as a baseline can serve as a guide for preservice faculty teaching a school health methods course. © 2015, American School Health Association.

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.

Domestic violence teaching in UK medical schools: a cross-sectional study.

PubMed

Potter, Lucy C; Feder, Gene

2017-10-06

Domestic violence and abuse (DVA) is a leading contributor to the physical and mental ill health of women. Recent international guidance recommends that undergraduate medical curricula should include DVA. We do not know what is currently taught about DVA to medical students in the UK. Recent international guidance recommends that undergraduate medical curricula should include DVA METHOD: Teaching leads from all UK medical schools (n = 34) were invited to participate in an 18-item online survey about what DVA education is provided, their views of this provision and any feedback provided by students. Descriptive statistics were used to analyse the data. A total of 25 out of 34 medical schools participated in the survey (74%). All respondents felt that there should be formal teaching on DVA in the medical curriculum. Eighty-four per cent of respondents reported that there was some formal teaching in their medical school, and 90% of these reported that it was mandatory. Of those who delivered some teaching, 52% reported that the provision was 0-2 hours in total. Most commonly content was delivered in year 4. DVA teaching was delivered in different modules, by different methods and delivered by a range of different providers. Seventy-five per cent of respondents reported that they felt the provision at their medical school was inadequate or not enough. Barriers to providing DVA education identified included time constraints, failure to perceive it as a medical problem and the assumption that it will be covered elsewhere. Most medical students in the UK receive a small amount of teaching on DVA towards the end of the curriculum. This is perceived as inadequate. © 2017 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

Understanding Graduate Teaching Assistants as Tutorial Instructors

NASA Astrophysics Data System (ADS)

Scherr, Rachel E.; Elby, A.

2006-12-01

Physics graduate teaching assistants are essential to the implementation of many collaborative active-learning environments, including tutorials. However, many TAs have trouble teaching effectively in these formats. Anecdotal evidence suggests that the problems may include inappropriate models of physics students, unproductive theories of learning, lack of experience with modern pedagogical methods, and weaknesses in understanding basic physics topics. A new research project at the University of Maryland is investigating the specific nature of TAs' experience with reform instruction using in-depth studies of TAs in course preparation sessions, in the tutorial classroom, in a weekly teaching seminar, and in reflective interviews. We find that all TAs studied recognize the insufficiency of traditional instruction to at least some extent, citing as evidence their own learning experiences, prior teaching experiences, and exposure to FCI-type data. We also observe great variability in views of the nature of physics knowledge and learning (both professed and enacted). These results are informing the development of the professional development program for physics teaching assistants at the University of Maryland.

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

PubMed Central

Vogel, Daniela; Harendza, Sigrid

2016-01-01

Objective: 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. Methods: 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. Results: 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. Conclusion: 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. PMID:27579364

The effect of guided inquiry-based instruction in secondary science for students with learning disabilities

NASA Astrophysics Data System (ADS)

Eliot, Michael H.

Students with learning disabilities (SWLDs) need to attain academic rigor to graduate from high school and college, as well as achieve success in life. Constructivist theories suggest that guided inquiry may provide the impetus for their success, yet little research has been done to support this premise. This study was designed to fill that gap. This quasi-experimental study compared didactic and guided inquiry-based teaching of science concepts to secondary SWLDs in SDC science classes. The study examined 38 students in four classes at two diverse, urban high schools. Participants were taught two science concepts using both teaching methods and posttested after each using paper-and-pencil tests and performance tasks. Data were compared to determine increases in conceptual understanding by teaching method, order of teaching method, and exposure one or both teaching methods. A survey examined participants' perceived self-efficacy under each method. Also, qualitative comparison of the two test formats examined appropriate use with SWLDs. Results showed significantly higher scores after the guided inquiry method on concept of volume, suggesting that guided inquiry does improve conceptual understanding over didactic instruction in some cases. Didactic teaching followed by guided inquiry resulted in higher scores than the reverse order, indicating that SWLDs may require direct instruction in basic facts and procedures related to a topic prior to engaging in guided inquiry. Also application of both teaching methods resulted in significantly higher scores than a single method on the concept of density, suggesting that SWLDs may require more in depth instruction found using both methods. No differences in perceived self-efficacy were shown. Qualitative analysis both assessments and participants' behaviors during testing support the use of performance tasks over paper-and-pencil tests with SWLDs. Implications for education include the use of guided inquiry to increase SWLDs conceptual understanding and process skills, while improving motivation and participation through hands-on learning. In addition, teachers may use performance tasks to better assess students' thought process, problem solving skills, and conceptual understanding. However, constructivist teaching methods require extra training, pedagogical skills, subject matter knowledge, physical resources, and support from all stakeholders.

The effectiveness of humane teaching methods in veterinary education.

PubMed

Knight, Andrew

2007-01-01

Animal use resulting in harm or death has historically played an integral role in veterinary education, in disciplines such as surgery, physiology, biochemistry, anatomy, pharmacology, and parasitology. However, many non-harmful alternatives now exist, including computer simulations, high quality videos, ''ethically-sourced cadavers'' such as from animals euthanased for medical reasons, preserved specimens, models and surgical simulators, non-invasive self-experimentation, and supervised clinical experiences. Veterinary students seeking to use such methods often face strong opposition from faculty members, who usually cite concerns about their teaching efficacy. Consequently, studies of veterinary students were reviewed comparing learning outcomes generated by non-harmful teaching methods with those achieved by harmful animal use. Of eleven published from 1989 to 2006, nine assessed surgical training--historically the discipline involving greatest harmful animal use. 45.5% (5/11) demonstrated superior learning outcomes using more humane alternatives. Another 45.5% (5/11) demonstrated equivalent learning outcomes, and 9.1% (1/11) demonstrated inferior learning outcomes. Twenty one studies of non-veterinary students in related academic disciplines were also published from 1968 to 2004. 38.1% (8/21) demonstrated superior, 52.4% (11/21) demonstrated equivalent, and 9.5% (2/21) demonstrated inferior learning outcomes using humane alternatives. Twenty nine papers in which comparison with harmful animal use did not occur illustrated additional benefits of humane teaching methods in veterinary education, including: time and cost savings, enhanced potential for customisation and repeatability of the learning exercise, increased student confidence and satisfaction, increased compliance with animal use legislation, elimination of objections to the use of purpose-killed animals, and integration of clinical perspectives and ethics early in the curriculum. The evidence demonstrates that veterinary educators can best serve their students and animals, while minimising financial and time burdens, by introducing well-designed teaching methods not reliant on harmful animal use.

Effect of a Biopsychosocial Approach on Patient Satisfaction and Patterns of Care

PubMed Central

Margalit, Alon P A; Glick, Shimon M; Benbassat, Jochanan; Cohen, Ayala

2004-01-01

BACKGROUND There is a growing tendency to include in medical curricula teaching programs that promote a biopsychosocial (BPS) approach to patient care. However, we know of no attempts to assess their effect on patterns of care and health care expenditures. OBJECTIVE To determine whether 1) a teaching intervention aiming to promote a BPS approach to care affects the duration of the doctor-patient encounter, health expenditures, and patient satisfaction with care, and 2) the teaching method employed affects these outcomes. METHODS We compared two teaching methods. The first one (didactic) consisted of reading assignments, lectures, and group discussions. The second (interactive) consisted of reading assignments, small group discussions, Balint groups, and role-playing exercises. We videotaped patient encounters 1 month before and 6 months after the teaching interventions, and recorded the duration of the videotaped encounters and whether the doctor had prescribed medications, ordered tests, and referred the patient to consultants. Patient satisfaction was measured by a structured questionnaire. RESULTS Both teaching interventions were followed by a reduction in medications prescribed and by improved patient satisfaction. Compared to the didactic group, the interactive group prescribed even fewer medications, ordered fewer laboratory examinations, and elicited higher scores of patient satisfaction. The average duration of the encounters after the didactic and interactive teaching interventions was longer than that before by 36 and 42 seconds, respectively. CONCLUSIONS A BPS teaching intervention may reduce health care expenditures and enhance patients' satisfaction, without changing markedly the duration of the encounter. An interactive method of instruction was more effective in achieving these objectives than a didactic one. PMID:15109309

Supervision--growing and building a sustainable general practice supervisor system.

PubMed

Thomson, Jennifer S; Anderson, Katrina J; Mara, Paul R; Stevenson, Alexander D

2011-06-06

This article explores various models and ideas for future sustainable general practice vocational training supervision in Australia. The general practitioner supervisor in the clinical practice setting is currently central to training the future general practice workforce. Finding ways to recruit, retain and motivate both new and experienced GP teachers is discussed, as is the creation of career paths for such teachers. Some of the newer methods of practice-based teaching are considered for further development, including vertically integrated teaching, e-learning, wave consulting and teaching on the run, teaching teams and remote teaching. Approaches to supporting and resourcing teaching and the required infrastructure are also considered. Further research into sustaining the practice-based general practice supervision model will be required.

Teaching the science of safety in US colleges and schools of pharmacy.

PubMed

Holdford, David A; Warholak, Terri L; West-Strum, Donna; Bentley, John P; Malone, Daniel C; Murphy, John E

2011-05-10

This paper provides baseline information on integrating the science of safety into the professional degree curriculum at colleges and schools of pharmacy. A multi-method examination was conducted that included a literature review, key informant interviews of 30 individuals, and in-depth case studies of 5 colleges and schools of pharmacy. Educators believe that they are devoting adequate time to science of safety topics and doing a good job teaching students to identify, understand, report, manage, and communicate medication risk. Areas perceived to be in need of improvement include educating pharmacy students about the Food and Drug Administration's (FDA's) role in product safety, how to work with the FDA in post-marketing surveillance and other FDA safety initiatives, teaching students methods to improve safety, and educating students to practice in interprofessional teams. The report makes 10 recommendations to help pharmacy school graduates be more effective in protecting patients from preventable drug-related problems.

Development of interest in science and interest in teaching elementary science: Influence of informal, school, and inquiry methods course experiences

NASA Astrophysics Data System (ADS)

Bulunuz, Mizrap

Inquiry-based science instruction is a major goal of science education reform. However, there is little research examining how preservice elementary teachers might be motivated to teach through inquiry. This quantitative study was designed to examine the role of background experiences and an inquiry science methods course on interest in science and interest in teaching science. The course included many activities and assignments at varying levels of inquiry, designed to teach content and inquiry methods and to model effective teaching. The study involved analyses of surveys completed by students in the course on their experiences with science before, during, and at the end of the course. The following questions guided the design of this study and analysis of the data: (1) What science background experiences (school, home, and informal education) do participants have and how do those experiences affect initial interest in science? (2) Among the hands-on activities in the methods course, is there a relationship between level of inquiry of the activity and the motivational quality (interesting, fun, and learning) of the activity? (3) Does the course affect participants' interest and attitude toward science? (4) What aspects of the course contribute to participants' interest in teaching science and choice to teach science? Descriptive and inferential analysis of a background survey revealed that participants with high and low initial interest in science differed significantly on remembering about elementary school science and involvement in science related activities in childhood/youth. Analysis of daily ratings of each hands-on activity on motivational qualities (fun, interest, and learning) indicated that there were significant differences in motivational quality of the activities by level of inquiry with higher levels of inquiry rated more positively. Pre/post surveys indicated that participants increased in interest in science and a number of variables reflecting more positive feelings about science and science teaching. Regression analysis found that the best predictors for interest in teaching science were experiencing fun activities in the science methods course followed by the interest participants brought to the course. This study highlights the motivational aspects of the methods course in developing interest in science and interest in teaching science.

The effects of two secondary science teacher education program structures on teachers' habits of mind and action

NASA Astrophysics Data System (ADS)

Bergman, Daniel Jay

2007-12-01

This study investigated the effects of the Iowa State University Secondary Science Teacher Education Program (ISU SSTEP) on the educational goals and habits of mind exhibited by its graduates. Ten teachers from ISU SSTEP participated in the study---five from the former program featuring one semester of science teaching methods, five from the current program featuring three semesters of science teaching methods (four for the graduate certification consortium). A naturalistic inquiry research approach included the following methods used with each teacher: three classroom observations, classroom artifact analysis, teacher questionnaires and semi-structured interviews, and questionnaires for students about perceived emphasis of educational goals. Evidence exists that graduates from the current ISU SSTEP format exhibited a closer match to the educational goals promoted, modeled, and advocated by the science teaching methods faculty. Graduates from the current ISU SSTEP also exhibited a closer match to the habits of mind---understanding, action, reflection, action plan for improvement---promoted and modeled by the program. This study has implications for other secondary science teacher education programs, particularly increasing the number of science teaching methods courses; teaching meaningful content of both concepts and skills through a research-based framework; modeling the appropriate teacher behaviors, strategies, habits, and goal promotion by methods instructors; and addressing issues of institutional constraints experienced by future teachers.

34 CFR 669.3 - What activities may the Secretary fund?

Code of Federal Regulations, 2010 CFR

2010-07-01

... methods for teaching foreign languages, including the use of advanced educational technology; (b) The... performance testing that is appropriate for use in an educational setting to be used as a standard and..., and the use of new technologies; (e) A significant focus on the teaching and learning needs of the...

Distance Learning 2000: Proceedings of the Annual Conference on Distance Teaching & Learning (16th, Madison, Wisconsin, August 2-4, 2000).

ERIC Educational Resources Information Center

Wisconsin Univ. System, Madison.

These proceedings contain 75 papers from information sessions that address important human factors in distance education from several perspectives, including implementation planning, management and policy, instructional design, teaching methods, faculty development, learning environments, learner supports, and evaluation. Among the papers are:…

Hospitable Kinship in Theological Education: Cross-Cultural Perspectives on Teaching and Learning as Gift Exchange

ERIC Educational Resources Information Center

Wimberly, Anne E. Streaty

2004-01-01

Using an autobiographical approach for pedagogical reflection, the author raises questions about how to include "hospitable kinship" and "gift exchange" in teaching and learning. Her experience with a Zimbabwean community circle of hospitable kinship has prompted her to consider how this method of community formation might be…

Parent-Implemented Enhanced Milieu Teaching with Preschool Children Who Have Intellectual Disabilities

ERIC Educational Resources Information Center

Kaiser, Ann P.; Roberts, Megan Y.

2013-01-01

Purpose: The purpose of this study was to compare the effects of enhanced milieu teaching (EMT) implemented by parents and therapists versus therapists only on the language skills of preschool children with intellectual disabilities (IDs), including children with Down syndrome and children with autism spectrum disorders. Method: Seventy-seven…

A Survey of EFL Instructors' Mediative Knowledge across Contexts of Teaching

ERIC Educational Resources Information Center

Rezaee-Manesh, Najafquli; Tahriri, Abdorreza

2014-01-01

The current mixed-method study probed EFL instructors' mediative knowledge across four different contexts of teaching including language institutes, universities, and senior and junior high schools in Iran. To this end, 181 EFL instructors, 80 males and 101 females, completed mediative closed-questionnaire which composed of twelve items to measure…

Design and Drawing for Production. Syllabus. Field Test Edition II.

ERIC Educational Resources Information Center

New York State Education Dept., Albany.

This syllabus, which replaces the New York State Education Department publication "Mechanical Drawing and Design," is intended for use in teaching a high school course in design and drawing for production. The materials included in the guide reflect a shift away from the conventional methods of teaching design and drawing to a greater…

Return to Our Roots: Raising Radishes to Teach Experimental Design. Methods and Techniques.

ERIC Educational Resources Information Center

Stallings, William M.

1993-01-01

Reviews research in teaching applied statistics. Concludes that students should analyze data from studies they have designed and conducted. Describes an activity in which students study germination and growth of radish seeds. Includes a table providing student instructions for both the experimental procedure and data analysis. (CFR)

Tobacco Education Curriculum: Kindergarten. Health Education: Substance Abuse Prevention.

ERIC Educational Resources Information Center

Mitchell, Christine K.; And Others

This teaching guide for a tobacco education curriculum at the kindergarten level is part of a coordinated K-12 educational support program for reducing smoking. It includes a tobacco curriculum matrix for grades K-12, sample teaching methods, concepts and objectives for grades K-3, and a resource materials list. The basic instructional concepts…

The Journal of the Society for Accelerative Learning and Teaching, Volume 7.

ERIC Educational Resources Information Center

Journal of the Society for Accelerative Learning and Teaching, 1982

1982-01-01

The four 1982 numbers of the Journal of the Society for Accelerative Learning and Teaching (SALT) include articles on: a comparison of the Tomatis Method and Suggestopedia; the CLC system of accelerated learning; Suggestopedia in the English-as-a-second-language classroom; experiments with SALT techniques; accelerative learning techniques for…

Far Out: Some Approaches to Teaching the Speculative Literature of Science Fiction and the Supernatural.

ERIC Educational Resources Information Center

Los Angeles City Schools, CA. Div. of Instructional Planning and Services.

This curriculum guide contains course descriptions (for minicourses and semester-long courses), outlines, and class projects for teaching science fiction and the supernatural in junior and senior high schools. The eight course descriptions include objectives, methods, activities, and resources and materials. Lists of science fiction books and…

A Methodology for Teaching Afro-American Literature.

ERIC Educational Resources Information Center

Kittrell, Jean

This paper outlines a system of methods for teaching Afro-American Literature at the secondary and college level. Seven goals of the methodology are presented for the course, including making the students familiar with various definitions of black literature, helping the students use the tools of literary analysis in the discussion of black…

Thinking in English: A New Perspective on Teaching ESL

ERIC Educational Resources Information Center

Muciaccia, John B.

2011-01-01

"Thinking in English" represents Dr. Muciaccia's unique method of teaching English to non-native English speakers. Unlike any other English as a Second Language (ESL) book, Muciaccia's book features the "cultural immersion" approach that he has developed and practiced to a fine degree. In addition to his methodology, Muciaccia includes words of…

Tips for Teachers: Lesson Plans and Ideas from around the World.

ERIC Educational Resources Information Center

Mathieson, Murray; And Others

1990-01-01

The following ideas are presented: (1) working together in calculus, including a handout for a jigsaw lesson; (2) a lesson on water and ecology from the USSR using the collective teaching technique; (3) the Israeli Havruta "Companionship" method for peer teaching; and (4) an origami lesson outlined and illustrated. (JD)

Teaching Health Literacy Using Popular Television Programming: A Qualitative Pilot Study

ERIC Educational Resources Information Center

Primack, Brian A.; Wickett, Dustin J.; Kraemer, Kevin L.; Zickmund, Susan

2010-01-01

Background: Teaching of health and medical concepts in the K-12 curriculum may help improve health literacy. Purpose: The purpose of this project was to determine acceptability and preliminary efficacy of pilot implementation of a health literacy curriculum using brief clips from a popular television program. Methods: Participants included 55…

Preparing Coaches for the Changing Game of Science: Teaching in Multiple Domains.

ERIC Educational Resources Information Center

Dass, Pradeep M.

2000-01-01

Argues that traditional methods of science instruction are being supplanted by a broader approach that enhances understanding of the nature of science and teaches students to critically analyze scientific information. Discusses six domains of science to be included in good science instruction. Discusses ways new teachers can put those domains into…

The Impact of OER on Teaching and Learning Practice

ERIC Educational Resources Information Center

Weller, Martin; de los Arcos, Bea; Farrow, Rob; Pitt, Beck; McAndrew, Patrick

2015-01-01

The OER Research Hub has been investigating the impact of OER, using eleven hypotheses, and a mixed methods approach to establish an evidence base. This paper explores the findings relating to teaching and learning. The findings reveal a set of direct impacts, including an increase in factors relating to student performance, increased reflection…

The Client-Centered Approach as a Foundation for Teaching the Introductory Course in Public Relations.

ERIC Educational Resources Information Center

Najor, Michele A.; Motschall, Melissa

2001-01-01

Describes how the authors use a broad-based, client-centered model to teach an introductory course in public relations, integrating writing assignments for "clients" into course topics, which include history, ethics, theory, research, program planning, publicity, crisis management, and evaluation methods. Discusses course objectives, and notes…

Adapting to the Online Teaching Environment: Using Literature To Develop Experiential Exercises for International Management.

ERIC Educational Resources Information Center

Rusinko, Cathy A.

2003-01-01

Proposes that literature may be a valuable tool in adapting teaching methods to the online environment, particularly developing experiential exercises, and in helping students become better international managers by building communication skills, team building skills, and contextual understanding of cultural diversity issues. Includes an example…

On Seeing Red with the "Silent Way".

ERIC Educational Resources Information Center

Seely, Jonathan

As a learner-oriented approach, Gattegno's "Silent Way" has recently been receiving much attention in the teaching of English as a second language. Whereas the cognitive approach to the teaching of language deserves praise, an integral aspect of Gattegno's method includes the introduction of a 37-color alphabet, used in a one-to-one…

Problem-Based Learning and Use of Higher-Order Thinking by Emergency Medical Technicians

ERIC Educational Resources Information Center

Rosenberger, Paul

2013-01-01

Emergency Medical Technicians (EMTs) often handle chaotic life-and-death situations that require higher-order thinking skills. Improving the pass rate of EMT students depends on many factors, including the use of proven and effective teaching methods. Results from recent research about effective teaching have suggested that the instructional…

Annotated Bibliography of Computer Software for Teaching Early Reading and Spelling. Project RIMES 2000.

ERIC Educational Resources Information Center

Rhein, Deborah; Alibrandi, Mary; Lyons, Mary; Sammons, Janice; Doyle, Luther

This bibliography, developed by Project RIMES (Reading Instructional Methods of Efficacy with Students) lists 80 software packages for teaching early reading and spelling to students at risk for reading and spelling failure. The software packages are presented alphabetically by title. Entries usually include a grade level indicator, a brief…

Undergraduate Teaching in the Animal Sciences, Proceedings of a Conference.

ERIC Educational Resources Information Center

Commission on Education in Agriculture and Natural Resources, Washington, DC.

The proceedings of a conference which reviewed the content of undergraduate animal science curricula, content of courses in the animal sciences, and methods and materials used in undergraduate teaching in the animal sciences are presented in this bulletin. These individual papers are included: Trends in Animal Agriculture and the Future of…

Integrating E-Books into Science Teaching by Preservice Elementary School Teachers

ERIC Educational Resources Information Center

Lai, Ching-San

2016-01-01

This study aims to discuss the issues of integrating e-books into science teaching by preservice elementary school teachers. The study adopts both qualitative and quantitative research methods. In total, 24 preservice elementary school teachers participated in this study. The main sources of research data included e-books produced by preservice…

Space Frontiers for New Pedagogies: A Tale of Constraints and Possibilities

ERIC Educational Resources Information Center

Jessop, Tansy; Gubby, Laura; Smith, Angela

2012-01-01

This article draws together two linked studies on formal teaching spaces within one university. The first consisted of a multi-method analysis, including observations of four teaching events, interviews with academics and estates staff, analysis of architectural plans, and a talking campus tour. The second study surveyed 166 students about their…

Analysis of Risk Management in Adapted Physical Education Textbooks

ERIC Educational Resources Information Center

Murphy, Kelle L.; Donovan, Jacqueline B.; Berg, Dominck A.

2016-01-01

Physical education teacher education (PETE) programs vary on how the topics of safe teaching and risk management are addressed. Common practices to cover such issues include requiring textbooks, lesson planning, peer teaching, videotaping, reflecting, and reading case law analyses. We used a mixed methods design to examine how risk management is…

Understanding primary school science teachers' pedagogical content knowledge: The case of teaching global warming

NASA Astrophysics Data System (ADS)

Chordnork, Boonliang; Yuenyong, Chokchai

2018-01-01

This aim of this research was to investigate primary school science teachers understanding and teaching practice as well as the influence on teaching and learning a topic like global warming. The participants were four primary science teachers, who were not graduated in science education. Methodology was the case study method, which was under the qualitative research regarded from interpretive paradigm. Data were collected by openended questionnaire, semi-structure interview, and document colleting. The questionnaire examined teachers' background, teachers' understanding of problems and threats of science teaching, desiring of development their PCK, sharing the teaching approaches, and their ideas of strength and weakness. a semi-structured interview was conducted based on the approach for capturing PCK of Loughran [23] content representation (CoRe). And, the document was collected to clarify what evidence which was invented to effect on students' learning. These document included lesson plan, students' task, and painting about global warming, science projects, the picture of activities of science learning, the exercise and test. Data analysis employed multiple approach of evidence looking an issue from each primary science teachers and used triangulation method to analyze the data with aiming to make meaning of teachers' representation of teaching practice. These included descriptive statistics, CoRe interpretation, and document analysis. The results show that teachers had misunderstanding of science teaching practice and they has articulated the pedagogical content knowledge in terms of assessment, goal of teaching and linking to the context of socio cultural. In contrast, knowledge and belief of curriculum, students' understanding of content global warming, and strategies of teaching were articulated indistinct by non-graduate science teacher. Constructing opportunities for personal development, the curiosity of the student learning center, and linking context of socio-culture were the creative factor in the teaching global warming. On the other hand, the teachers had an idea that lack of technology and the defect of child's intelligence were hinder factors teaching global warming.

Implementation of Inquiry-Based Tutorials in AN Introductory Physics Course: the Role of the Graduate Teaching Assistant.

NASA Astrophysics Data System (ADS)

Thoresen, Carol Wiggins

1994-01-01

This study determined if the training provided physics teaching assistants was sufficient to accomplish the objectives of inquiry-based tutorials for an introductory physics course. Qualitative research methods were used: (1) to determine if the Physics by Inquiry method was modeled; (2) to describe the process from the teaching assistant perspective; (3) to determine TA opinions on training methods; (4) to develop a frame of reference to better understand the role of TA's as instructional support staff. The study determined that the teaching assistants verbalized appropriate instructional actions, but were observed to use a predominantly didactic teaching style. TA's held a variety of perceptions and beliefs about inquiry -based learning and how science is learned. They felt comfortable in the role of tutorial instructor. They were satisfied with the training methods provided and had few suggestions to change or improve training for future tutorial instructors. A concurrent theme of teacher action dependent on teacher beliefs was sustained throughout the study. The TA's actions, as tutorial instructors, reflected their educational beliefs, student background and learning experiences. TA's performance as tutorial instructors depended on what they think and believe about learning science. Practical implications exist for training teaching assistants to be tutorial instructors. Some recommendations may be appropriate for TA's required to use instructional methods that they have not experienced as students. Interview prospective teaching assistants to determine educational experience and beliefs. Employ inexperienced teaching assistants whose perspectives match the proposed instructional role and who might be more receptive to modeling. Incorporate training into staff meetings. Provide time for TA's to experience the instructional model with simulation or role play as students and as instructors, accompanied by conference discussion. Use strategies known to enhance adult learning and that are sensitive to the variability of adult learners. Educate for critical reflection; incorporate a system of peer coaching. Include a teaching assistant training component in group process and group management.

The effects of a professional development program for physics teachers on their teaching and the learning of their students

NASA Astrophysics Data System (ADS)

Lee, Mee-Kyeong

The purposes of the study were (1) to investigate the effects of the 2000 Iowa Professional Development Program on classroom teaching and student learning and (2) to examine the effectiveness of Constructivist/STS approaches in terms of student perceptions regarding their science classrooms, student attitudes toward science, and student creativity. The 2000 Iowa Professional Development Program which focused on Constructivist/STS approaches was carried out at the University of Iowa for visiting Korean physics teachers. Several methods of data collection were used, including observations by means of classroom videotapes, teacher perception surveys, teacher interviews, and student surveys. The data collected was analyzed using both quantitative and qualitative methods. Major findings include: (1) The 2000 Iowa Professional Development Program did not significantly influence teacher perceptions concerning their teaching in terms of Constructivist/STS approaches in their classrooms. (2) The 2000 Iowa Professional Development Program significantly influenced improvement in teaching practices regarding Constructivist/STS approaches. (3) Students taught with Constructivist/STS approaches perceived their learning environments as more constructivist than did those taught with traditional methods. (4) Students taught with Constructivist/STS approaches improved significantly in the development of more positive attitudes toward science, while such positive attitudes decreased among students taught with traditional methods. (5) Students taught with Constructivist/STS approaches improved significantly in their use of creativity skills over those taught in traditional classrooms. (6) Most teachers favored the implementation of Constructivist/STS approaches. They perceived that students became more interested in lessons utilizing such approaches over time. The major difficulties which the teachers experienced with regard to the implementation of Constructivist/STS teaching include: inability to cover required curriculum content; getting away from textbooks; acceptance by parents, community, and supervisors; motivating students to be involved in classroom activities; and lack of materials for Constructivist/STS teaching. The results imply that efforts to improve educational conditions, in tandem with more consistent and ongoing professional development programs, are necessary to encourage teachers to use what they learned, to keep their initial interest and ideas alive, and to contribute specifically to the reform of science education.

How does peer teaching compare to faculty teaching? A systematic review and meta-analysis (.).

PubMed

Rees, Eliot L; Quinn, Patrick J; Davies, Benjamin; Fotheringham, Victoria

2016-08-01

In undergraduate medical education, peer-teaching has become an established and common method to enhance student learning. Evidence suggests that peer-teaching provides learning benefits for both learners and tutors. We aimed to describe the outcomes for medical students taught by peers through systematic review and meta-analysis of existing literature. Seven databases were searched through 21 terms and their Boolean combinations. Studies reporting knowledge or skills outcomes of students taught by peers compared to those taught by faculty or qualified clinicians were included. Extracted data on students' knowledge and skills outcomes were synthesised through a random effects model meta-analysis. The search yielded 2292 studies. Five hundred and fifty-three duplicates and 1611 irrelevant articles were removed during title-screening. The abstracts of 128 papers were screened against the inclusion and exclusion criteria. Ten studies have been included in the review. Meta-analyses showed no significant difference in peer-teaching compared to faculty teaching for knowledge or skills outcomes, standardised mean differences were 0.07 (95% CI: -0.07, 0.21) and 0.11 (95% CI: -0.07, 1.29), respectively. Students taught by peers do not have significantly different outcomes to those taught by faculty. As the process of teaching helps to develop both tutor knowledge and teaching skills, peer-teaching should be supported.

An advanced teaching scheme for integrating problem-based learning in control education

NASA Astrophysics Data System (ADS)

Juuso, Esko K.

2018-03-01

Engineering education needs to provide both theoretical knowledge and problem-solving skills. Many topics can be presented in lectures and computer exercises are good tools in teaching the skills. Learning by doing is combined with lectures to provide additional material and perspectives. The teaching scheme includes lectures, computer exercises, case studies, seminars and reports organized as a problem-based learning process. In the gradually refining learning material, each teaching method has its own role. The scheme, which has been used in teaching two 4th year courses, is beneficial for overall learning progress, especially in bilingual courses. The students become familiar with new perspectives and are ready to use the course material in application projects.

The Experience of Teaching Online in Nursing Education.

PubMed

Gazza, Elizabeth A

2017-06-01

Online education has become a key instructional delivery method in nursing education; however, limited understanding exists about what it is like to teach online. The aim of this study was to uncover the experience of teaching online in nursing education. The sample for this phenomenological study included 14 nursing faculty who completed at least 50% of their teaching workload assignment in fully online courses in baccalaureate, master's, or doctoral nursing programs. Data were collected through the use of a demographic questionnaire and personal interviews. Four themes emerged from the data: (a) Looking at a Lot of Moving Parts, (b) Always Learning New Things, (c) Going Back and Forth, and (d) Time Is a Blessing and a Curse. Online teaching in nursing education differs from traditional classroom teaching in a variety of ways. Policies and guidelines that govern faculty teaching should encompass the identified intricacies of online teaching. [J Nurs Educ. 2017;56(6):343-349.]. Copyright 2017, SLACK Incorporated.

Science Methods by Learning Contract

ERIC Educational Resources Information Center

Heimler, Charles H.; Cunningham, James

1972-01-01

Describes a program employed for teaching a science methods course. The goal of individualized instruction may be achieved by adopting a learning contract system. The appendix includes examples of contracts used in this program. (PS)

Medical academia clinical experiences of Ward Round Teaching curriculum

PubMed Central

Haghani, Fariba; Arabshahi, Seyed Kamran Soltani; Bigdeli, Shoaleh; Alavi, Mousa; Omid, Athar

2014-01-01

Background: Medical students spend most of their time in hospital wards and it is necessary to study clinical educational opportunities. This study was aimed to explore faculty members’ experience on Ward Round Teaching content. Methods and Materials: This qualitative study was conducted by purposive sampling with the maximum variation of major clinical departments faculty members in Isfahan University of Medical Sciences (n = 9). Data gathering was based on deep and semi-structured interviews. Data gathering continued till data saturation. Data was analyzed through the Collaizzi method and validated. Strategies to ensure trustworthiness of data (credibility, dependability, conformability, transferability) were employed (Guba and Lincoln). Results: Basic codes extracted from the analyzed data were categorized into two main themes and related subthemes, including (1) tangible teachings (analytic intelligence, technical intelligence, legal duties) and (2) implied teachings (professionalism, professional discipline, professional difficulties). Conclusion: Ward round teaching is a valuable opportunity for learners to learn not only patient care aspects but also ethical values. By appropriate planning, opportunities can be used to teach capabilities that are expected of general practitioners. PMID:24627858

Teaching Medical Ethics in Graduate and Undergraduate Medical Education: A Systematic Review of Effectiveness.

PubMed

de la Garza, Santiago; Phuoc, Vania; Throneberry, Steven; Blumenthal-Barby, Jennifer; McCullough, Laurence; Coverdale, John

2017-08-01

One objective was to identify and review studies on teaching medical ethics to psychiatry residents. In order to gain insights from other disciplines that have published research in this area, a second objective was to identify and review studies on teaching medical ethics to residents across all other specialties of training and on teaching medical students. PubMed, EMBASE, and PsycINFO were searched for controlled trials on teaching medical ethics with quantitative outcomes. Search terms included ethics, bioethics, medical ethics, medical students, residents/registrars, teaching, education, outcomes, and controlled trials. Nine studies were found that met inclusion criteria, including five randomized controlled trails and four controlled non-randomized trials. Subjects included medical students (5 studies), surgical residents (2 studies), internal medicine house officers (1 study), and family medicine preceptors and their medical students (1 study). Teaching methods, course content, and outcome measures varied considerably across studies. Common methodological issues included a lack of concealment of allocation, a lack of blinding, and generally low numbers of subjects as learners. One randomized controlled trial which taught surgical residents using a standardized patient was judged to be especially methodologically rigorous. None of the trials incorporated psychiatry residents. Ethics educators should undertake additional rigorously controlled trials in order to secure a strong evidence base for the design of medical ethics curricula. Psychiatry ethics educators can also benefit from the findings of trials in other disciplines and in undergraduate medical education.

Teaching students about informatics and astronomy using real data for detection of asteroids

NASA Astrophysics Data System (ADS)

Boldea, A. L.; Vaduvescu, O.

2017-09-01

In this paper we approach the astronomy teaching process for students in computer sciences through a controlled investigation method using real astronomical data, including data reduction and quality control of the astrometry of near-Earth asteroids. The method used data collected on the Isaac Newton Telescope located at the ORM observatory on the island of La Palma in the Spanish Canary Islands and was successfully tested with a group of students in their second year of study.

A trial of patient-oriented problem-solving system for immunology teaching in China: a comparison with dialectic lectures

PubMed Central

2013-01-01

Background The most common teaching method used in China is lecturing, but recently, efforts have been widely undertaken to promote the transition from teacher-centered to student-centered education. The patient-oriented problem-solving (POPS) system is an innovative teaching-learning method that permits students to work in small groups to solve clinical problems, promotes self-learning, encourages clinical reasoning and develops long-lasting memory. To our best knowledge, however, POPS has never been applied in teaching immunology in China. The aim of this study was to develop POPS in teaching immunology and assess students’ and teachers’ perception to POPS. Methods 321 second-year medical students were divided into two groups: I and II. Group I, comprising 110 students, was taught by POPS, and 16 immunology teachers witnessed the whole teaching process. Group II including the remaining 211 students was taught through traditional lectures. The results of the pre- and post-test of both groups were compared. Group I students and teachers then completed a self-structured feedback questionnaire for analysis before a discussion meeting attended only by the teachers was held. Results Significant improvement in the mean difference between the pre- and post-test scores of those in Groups I and II was seen, demonstrating the effectiveness of POPS teaching. Most students responded that POPS facilitates self-learning, helps them to understand topics and creates interest, and 88.12% of students favored POPS over simple lectures. Moreover, while they responded that POPS facilitated student learning better than lectures, teachers pointed out that limited teaching resources would make it difficult for wide POPS application in China. Conclusions While POPS can break up the monotony of dialectic lectures and serve as a better teaching method, it may not be feasible for the current educational environment in China. The main reason for this is the relative shortage of teaching resources such as space, library facilities and well-trained teachers. PMID:23356717

Barriers in adopting blended learning in a private university of Pakistan and East Africa: faculty members’ perspective

PubMed Central

Gulzar, Saleema; Nicholas, Wachira; Nkoroi, Beatrice

2017-01-01

Background Education methods have undergone transformation over the centuries. Use of technology is the cornerstone for innovation in teaching methods. Hence, blended learning which includes face to face and online modalities is being increasingly explored as effective method for learning. This pilot study determines the perceptions of faculty members in a private international university on barriers influencing adoption of technology for teaching and learning. Methods A cross-sectional survey was conducted through a self-reported questionnaire using ‘survey monkey’. The data was entered and analyzed using Statistical Package for the Social Sciences (SPSS version 20). Frequencies and proportions are reported. Results Findings indicated that 51.6% faculty members perceived the importance of integration of technology in their teaching. Around 54% of the participants recognized that they do possess the ability and accessibility to integrate information communication technology (ICT) in teaching and learning, but there is a need to hone the basic information technology (IT) skills to initiate technology driven teaching. Findings revealed that 55% faculty members acknowledged the constraint of not getting protective time to develop and deliver technology driven courses. Further, results showed that 45% faculty members perceived that their innovation efforts in terms of teaching as blended learning do not count towards their professional promotion or recognition, as usually priority is given to research over teaching innovation. The findings also indicated that 54.5% participants asserted that university lack mentorship in the field of blended learning. Conclusions Therefore, study suggests that universities should provide adequate mentorship programmes for the faculty members in enhancing their skills of integrating technology in their teaching. PMID:28567414

Influence of Clinical Experience and Productivity on Emergency Medicine Faculty Teaching Scores

PubMed Central

Clyne, Brian; Smith, Jessica L.; Napoli, Anthony M.

2012-01-01

Background Commonly cited barriers to effective teaching in emergency medicine include lack of time, competing demands for patient care, and a lack of formal teaching experience. Teaching may be negatively affected by demands for increased clinical productivity, or positively influenced by clinical experience. Objective To examine the association between faculty teaching scores and clinical productivity, years of clinical experience, and amount of clinical contact with resident physicians. Methods We conducted a retrospective, observational study with existing data on full-time faculty at a high-volume, urban emergency medicine residency training program for academic year 2008–2009. Residents rated faculty on 9 domains of teaching, including willingness to teach, enthusiasm for teaching, medical knowledge, preparation, and communication. Clinical productivity data for relative value units per hour and number of patients per hour, years of clinical experience, and annual clinical hours were obtained from existing databases. Results For the 25 core faculty members included in the study, there was no relationship between faculty teaching scores and clinical productivity measures (relative value units per hour: r2  =  0.01, P  =  .96, patients per hour: r2  =  0.00, P  =  .76), or between teaching scores and total clinical hours with residents (r2  =  0.07, P  =  .19). There was a significant negative relationship between years of experience and teaching scores (r2  =  0.27, P < .01). Conclusions Our study demonstrated that teaching scores for core emergency medicine faculty did not correlate with clinical productivity or amount of clinical contact with residents. Teaching scores were inversely related to number of years of clinical experience, with more experienced faculty earning the lowest teaching scores. Further study is necessary to determine if there are clinical measures that identify good educators. PMID:24294418

The status of bedside teaching in the United Kingdom: the student perspective

PubMed Central

Jones, Patrick; Rai, Bhavan Prasad

2015-01-01

Purpose Bedside teaching holds a strong tradition as a key-learning platform for clinical examination in the basic medical clerkship. There is a growing body of literature expressing concern for its witnessed decline in medical school curricula. However, the views of students toward this patient-centered cornerstone in surgical education remain under-reported. The purpose of this study was to gain a nationwide perspective on bedside teaching according to medical students in the United Kingdom. Materials and methods An adapted Delphi method was employed to formulate the question series as part of a multi-step process including a pilot study, which was used to construct this survey. The target population was medical undergraduates in the United Kingdom and participants were recruited via social media. Outcomes assessed included exposure to bedside teaching, perceived benefits of clinical simulation, and junior doctors as clinical teachers. Barriers to clinical examination were also evaluated. Results Overall, 368 completed surveys were received (completion rate 98.9%). Final year students were significantly more likely to report receiving insufficient bedside teaching (P<0.01). Seventy-eight percent of the study group agreed that clinical simulation is a good learning tool for clinical examination. Seventy percent of students felt junior doctors were as able as senior doctors to teach. Lack of confidence was identified as the commonest barrier to overcome when examining patients and two-thirds of students felt they burdened patients during bedside teaching. Conclusion This prospective study confirms the exposure deficit, which medical students experience in bedside teaching. The junior doctor represents a dynamic clinical teacher in the face of working time directives. Peer learning is a novel solution to such pressures. Work is needed to re-establish the hospital wards as a supportive environment for student learning. PMID:26082672

Becoming Informed Citizens: Lessons on the Constitution for Junior High School Students.

ERIC Educational Resources Information Center

Wagner, Kenneth A.; And Others

This document consists of lesson plans for teaching junior high school students about the U.S. Constitution. Lessons are derived from teaching methods that instructors have found useful and appropriate for the actual condition of the ordinary classroom, and account for the characteristics and needs of the early adolescent. The document includes a…

Law Enforcement Officer Training, Basic Course. A Unit of the Ohio Law Enforcement Officers' Training Program. Instructor's Manual.

ERIC Educational Resources Information Center

Ohio State Dept. of Education, Columbus. Trade and Industrial Education Service.

Developed by the State Division of Vocational Education with the help of qualified consultants, this instructor's manual is for use in teaching the fundamental law enforcement procedures. Suggested time allotment, teaching guides, and presentation methods are included for each of the training procedures. Line drawings and photographs supplement…

Tobacco Education Curriculum: Grade 3. Health Education: Substance Abuse Prevention.

ERIC Educational Resources Information Center

Mitchell, Christine K.; And Others

This teaching guide for a tobacco education curriculum at the third-grade level is a part of a coordinated K-12 educational support program for reducing smoking. It includes a tobacco curriculum matrix for grades K-12, sample teaching methods, concepts and objectives for grades K-3, and a resource materials list. The basic instructional concepts…

Tobacco Education Curriculum: Grade 1. Health Education: Substance Abuse Prevention.

ERIC Educational Resources Information Center

Mitchell, Christine K.; And Others

This teaching guide for a tobacco education curriculum at the first-grade level is a part of a coordinated K-12 educational support program for reducing smoking. It includes a tobacco curriculum matrix for grades K-12, sample teaching methods, concepts and objectives for grades K-3, and a resource materials list. The basic instructional concepts…

Tobacco Education Curriculum: Grade 5. Health Education: Substance Abuse Prevention.

ERIC Educational Resources Information Center

Mitchell, Christine K.; And Others

This teaching guide for a tobacco education curriculum at the fifth-grade level is a part of a coordinated K-12 educational support program for reducing smoking. It includes a tobacco curriculum matrix for grades K-12, sample teaching methods, concepts and objectives for grades 4-6, and a resource list. The basic instructional concepts for the…

Tobacco Education Curriculum: Grade 6. Health Education: Substance Abuse Prevention.

ERIC Educational Resources Information Center

Mitchell, Christine K.; And Others

This teaching guide for a tobacco education curriculum at the sixth-grade level is a part of a coordinated K-12 educational support program for reducing smoking. It includes a tobacco curriculum matrix for grades K-12, sample teaching methods, concepts and objectives for grades 4-6, and a resource materials list. The basic instructional concepts…

Tobacco Education Curriculum: Grade 4. Health Education: Substance Abuse Prevention.

ERIC Educational Resources Information Center

Mitchell, Christine K.; And Others

This teaching guide for a tobacco education curriculum at the fourth grade level is part of a coordinated K-12 educational support program for reducing smoking. It includes a tobacco curriculum matrix for grades K-12, sample teaching methods, concepts and objectives for grades 4-6, and a resource materials list. The basic instructional concepts…

Multimedia Environments in Mathematics Teacher Education: Preparing Regular and Special Educators for Inclusive Classrooms

ERIC Educational Resources Information Center

De La Paz, Susan; Hernandez-Ramos, Pedro; Barron, Linda

2004-01-01

A multimedia CD-ROM program, Mathematics Teaching and Learning in Inclusive Classrooms, was produced to help preservice teachers learn mathematics teaching methods in the context of inclusive classrooms. The contents include text resources, video segments of experts and of classroom lessons, images of student work, an electronic notebook, and a…

Darwin versus Intelligent Design in US Courts: Does Teaching Intelligent Design in Biology Classes Violate the US Constitution?

ERIC Educational Resources Information Center

Bradt, Patricia T.

2006-01-01

Darwinian evolution is accepted by the great majority of scientists as the method by which the diversity of earth's organisms, including humans, evolved. Current research continues to expand our knowledge of evolutionary mechanisms. However, certain religious groups, supporting teaching the creation of earth's species as outlined in Genesis…

The Development of Mediated Training Programs for Workers with the Handicapped. Final Report.

ERIC Educational Resources Information Center

Henderson, Hyrum S.

The effectiveness of two courses designed to train 96 regular classroom teachers in rural areas to teach mildly handicapped children in their classrooms was examined. The courses covered teaching methods and materials and included self instructional materials. A posttest only control group design was employed. Data were collected on four measures:…

Cross-Cultural Communications in the Classroom: An Annotated Bibliography of Films and Videos, 1985.

ERIC Educational Resources Information Center

Zanger, Virginia Vogel, Comp.

This list of 19 films and videotape recordings was developed in response to teacher requests for practical methods and materials for teaching about cultural similarities and differences. An introductory section briefly discusses classroom teaching about cross-cultural issues and the potential uses of the films included in the list. Indexes list…

The Influence of Informal Science Education Experiences on the Development of Two Beginning Teachers' Science Classroom Teaching Identity

ERIC Educational Resources Information Center

Katz, Phyllis; McGinnis, J. Randy; Riedinger, Kelly; Marbach-Ad, Gili; Dai, Amy

2013-01-01

In case studies of two first-year elementary classroom teachers, we explored the influence of informal science education (ISE) they experienced in their teacher education program. Our theoretical lens was identity development, delimited to classroom science teaching. We used complementary data collection methods and analysis, including interviews,…

Do Master's in Social Work Programs Teach Empirically Supported Interventions? A Survey of Deans and Directors

ERIC Educational Resources Information Center

Woody, Jane D.; D'Souza, Henry J.; Dartman, Rebecca

2006-01-01

Objective: A questionnaire to examine efforts toward the teaching of empirically supported interventions (ESI) was mailed to the 165 deans and directors of Council on Social Work Education-accredited Master's in social work (MSW) programs; 66 (40%) responded. Method: Questions included program characteristics and items assessing both faculty and…

Perspectives on Failure in the Classroom by Elementary Teachers New to Teaching Engineering

ERIC Educational Resources Information Center

Lottero-Perdue, Pamela S.; Parry, Elizabeth A.

2017-01-01

This mixed methods study examines perspectives on failure in the classroom by elementary teachers new to teaching engineering. The study participants included 254 teachers in third, fourth, and fifth grade who responded to survey questions about failure, as well as a subset of 38 of those teachers who participated in interviews about failure. The…

On-Line Role-Play as a Teaching Method in Engineering Studies

ERIC Educational Resources Information Center

Cobo, Adolfo; Conde, Olga Ma.; Quintela, Ma. Ángeles; Mirapéix, Jesús Ma.; López-Higuera, José Miguel

2011-01-01

In this paper we propose adapting role-play teaching methodology to engineering studies. The role of a maintenance technician, a relevant job profile for engineering graduates is has chosen. The interaction is based on email exchange, with the instructor included in the simulation to help guide the activity and achieve learning objectives. In this…

Bridging the Gap: Cognitive and Social Approaches to Research in Second Language Learning and Teaching

ERIC Educational Resources Information Center

Hulstijn, Jan H.; Young, Richard F.; Ortega, Lourdes; Bigelow, Martha; DeKeyser, Robert; Ellis, Nick C.; Lantolf, James P.; Mackey, Alison; Talmy, Steven

2014-01-01

For some, research in learning and teaching of a second language (L2) runs the risk of disintegrating into irreconcilable approaches to L2 learning and use. On the one side, we find researchers investigating linguistic-cognitive issues, often using quantitative research methods including inferential statistics; on the other side, we find…

Methods and Strategies: Teaching about Animals

ERIC Educational Resources Information Center

Palmeri, Amy

2007-01-01

When asking about animals, it is hard to find a person who doesn't recall a beloved pet or share that they've always loved dolphins, snakes, or ladybugs. A study of animals in an early childhood classroom, then, would seem an easy entry into science explorations with children. The article includes reflections on teaching to address the gaps…

www.teld.net: Online Courseware Engine for Teaching by Examples and Learning by Doing.

ERIC Educational Resources Information Center

Huang, G. Q.; Shen, B.; Mak, K. L.

2001-01-01

Describes TELD (Teaching by Examples and Learning by Doing), a Web-based online courseware engine for higher education. Topics include problem-based learning; project-based learning; case methods; TELD as a Web server; course materials; TELD as a search engine; and TELD as an online virtual classroom for electronic delivery of electronic…

Strategies for Hydrology Teaching for a Changing World

NASA Astrophysics Data System (ADS)

Sivapalan, Murugesu

2010-05-01

Hydrology as a science has undergone dramatic changes in the past 80 years. However, as evidenced by the text books that are being used and conversations with many educators, it appears that hydrologic education has not kept pace. The legacy of the past growth of hydrology is reflected in the materials and methods used in hydrology teaching as practiced now. Current teaching methods tend to present a mix of empirical approaches (e.g., data analysis, multiple regressions), systems approaches (e.g., unit hydrograph methods, bucket models), and process theories (e.g., infiltration, runoff generation, evaporation, channel flow), often in the form of recipes or skill sets. However, they represent an old paradigm where hydrology was seen as dealing with the movement of water through and over a static earth, aimed at solving one or a combination of separate boundary value problems. However at least since the 1990s there is a new research paradigm operating, which treats hydrology as a distinct geoscience, which does not just deal with the movement of water, but with an interacting holistic earth system that includes not just hydrological but also biogeochemical, ecological and human subsystems. Global change increasingly dictates that this geoscience paradigm be further extended to include highly non-stationary, evolutionary behaviors strongly governed by human-nature interactions. Shouldn't this be recognized in our teaching, and if so how can we achieve it? In this talk I will outline broad strategies we can adopt that could pave the way for a paradigm shift also in the way we teach hydrology. Beyond the essential skills that we have always taught, some of the new skill sets we need to impart are, amongst many others: learning to read the landscape, learning from patterns in the data, including patterns in the landscape and in the atmosphere (e.g., channel morphology, vegetation patterns, climatic patterns), comparative studies as opposed to place-based studies, learning from case studies of nature's experiments with respect to climate change and land cover changes, predictions using space for time substitution, models of interacting processes as opposed to models of individual processes, and models of human-nature interactions and feedbacks. Instead of, or in addition to, pooling together collections of hydrologic recipes or tool sets, as we do now, there is a need for consensus building on a clear vision or philosophy of hydrology teaching that is cognizant of where hydrology presently is and where it is headed. This will enable experimentation of different methods of teaching to different audiences (e.g., engineers, earth scientists, even social scientists) while remaining within an agreed vision. In this way we can be satisfied that teaching methods will improve so that future practitioners carry forward a coherent philosophy of the science and possess the necessary skill sets.

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

PubMed

Blake, Tim

2014-03-28

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

What Is the Efficacy of Teaching Psychotherapy to Psychiatry Residents and Medical Students?

PubMed

Truong, Anh; Wu, Peter; Diez-Barroso, Ramon; Coverdale, John

2015-10-01

Because there are no formal reviews, the authors set out to identify and evaluate studies on teaching psychotherapy to psychiatry residents and medical students. PubMed, Embase, and PsycINFO were searched for papers with outcomes on teaching psychotherapy. Search terms included psychotherapy, teaching, residents, medical students, supportive, psychodynamic, cognitive, behavioral, learning, training, skills, competency, and mentalization. Nine studies were found that met inclusion criteria. There were seven studies of psychiatry residents and two of medical students. Only two of the research designs had comparison groups, and these were both randomized controlled trials, while seven of the other designs were pretest and posttest. Teaching methods, course content, and outcome measures varied widely across studies. Common methodological problems included a lack of control, low numbers of subjects as learners, and a lack of validity of the outcome measures. Only one of the studies was judged to be methodologically rigorous. These findings establish a priority for undertaking additional rigorously designed studies in evaluating the teaching of psychotherapy to psychiatry residents and medical students.

Residents-as-teachers programs in psychiatry: a systematic review.

PubMed

Dewey, Charlene M; Coverdale, John H; Ismail, Nadia J; Culberson, John W; Thompson, Britta M; Patton, Cynthia S; Friedland, Joan A

2008-02-01

Because psychiatry residents have important roles as teachers and significant opportunities to contribute to medical student education, we set out to: identify all randomized control trials (RCT) for residents' teaching skills programs in psychiatry and to identify the efficacy of those interventions for improving teaching skills; identify the strengths and weaknesses of the available studies across medical disciplines; and identify currently available methods for enhancing residents' teaching skills for residents training in psychiatry. The published English-language literature was searched using PubMed, Social Sciences Index, and PsycINFO databases, with key search words including: residents, teaching skills, residents as teachers, psychiatry, and assessments. Both RCT and controlled, nonrandomized trials of residents' teaching programs directed to enhance residents' teaching skills were selected and critically appraised. Of 13 trials identified and reviewed, most included residents in internal medicine. Only one included psychiatry residents and assessed their ability to teach interviewing skills to medical students. Along with other studies, this study demonstrated improvement in residents' teaching skills. Overall, interventions and outcome measures were heterogeneous while the quality of methodologies varied. Five studies were of higher quality, representing examples of quality educational research. Several described group differences, blinding, good follow-up, and use of valid, reliable tools. Only one trial exists that incorporated psychiatry residents. Significant opportunity to advance educational research in this field exists. Psychiatry residency program directors should incorporate high-quality methodologies and can benefit from the findings of trials in other disciplines.

Comparative Effectiveness of Dental Anatomy Carving Pedagogy: A Systematic Review.

PubMed

de Azevedo, Renato de A; da Rosa, Wellington Luiz de O; da Silva, Adriana F; Correa, Marcos B; Torriani, Marcos A; Lund, Rafael G

2015-08-01

The aim of this study was to review the effectiveness of methods used for teaching dental anatomy carving to dental students in operative dentistry as evaluated in published studies. This systematic review is described in accordance with the PRISMA statement. Two independent reviewers performed a systematic literature search of research published from January 1945 until May 2014. Seven databases were screened: MedLine (PubMed), Lilacs, IBECS, Web of Science, Scopus, SciELO, and The Cochrane Library. After removing duplicates, only studies using dental carving to assess the practical knowledge of anatomy were selected. The tabulated data were organized by title of article, names of authors, number of students assessed, assessment method, material used, groups tested, main results, and conclusions. The methodology quality was assessed according to the Cochrane Handbook for Systematic Reviews of Interventions. Initially, 2,258 studies were identified in all databases. Five articles met the eligibility criteria and were included in this review. According to these studies, the geometric method, teaching step-by-step along with the teacher, and adjuvant methods such as the use of tutors and teaching through digital media with DVDs proved to be effective in improving learning. There is no standard technique that is widely accepted for the teaching of dental carving, nor is there an appropriately validated method of evaluation to verify whether the teaching methods used are effective for the acquisition of skills and expertise in dental anatomy by students.

[Introduction of active learning and student readership in teaching by the pharmaceutical faculty].

PubMed

Sekiguchi, Masaki; Yamato, Ippei; Kato, Tetsuta; Torigoe, Kojyun

2005-07-01

We have introduced improvements and new approaches into our teaching methods by exploiting 4 active learning methods for pharmacy students of first year. The 4 teaching methods for each lesson or take home assignment are follows: 1) problem-based learning (clinical case) including a student presentation of the clinical case, 2) schematic drawings of the human organs, one drawing done in 15-20 min during the week following a lecture and a second drawing done with reference to a professional textbook, 3) learning of professional themes in take home assignments, and 4) short test in order to confirm the understanding of technical terms by using paper or computer. These improvements and new methods provide active approaches for pharmacy students (as opposed to passive memorization of words and image study). In combination, they have proven to be useful as a learning method to acquire expert knowledge and to convert from passive learning approach to active learning approach of pharmacy students in the classroom.

Opinion of stakeholders on existing curriculum for postgraduate (MD) course in Pharmacology: A survey.

PubMed

Badyal, Dinesh K; Daniel, Sujit R

2016-10-01

To survey the opinion about various curricular components of Doctor of Medicine (MD) pharmacology curriculum in India by stakeholders, including faculty and students. An online survey was done to evaluate the various curricular components of MD pharmacology curriculum being used in India. A total of 393 respondents including faculty, MD students, and other stakeholders completed the survey. The survey was developed using SurveyMonkey platform and link to survey was E-mailed to stakeholders. The results were expressed as percentages. There was a balanced representation of respondents from various designations, teaching experience, regions, and age groups. Most of the respondents (83%) were aware of the MD pharmacology curriculum. However, they reported that it is more inclined to knowledge domain. About half of respondents (53%) said that animal experiments are being used. The most common teaching methods mentioned are seminars (98.5%), journal clubs (95%), and practical exercises by postgraduates (73%), but there is less use of newer methods (25%) in theory and less of clinical pharmacology exercise (39%) in practical classes. The log books are maintained but not assessed regularly. Internal assessment is sparingly used. The MD pharmacology curriculum needs to be made uniform at the national level and updated to include the newer methods in teaching-learning and assessment. There should be sharing of newer methods at a common platform implemented at the national level.

Evaluation of the Grammar Teaching Process by Using the Methods Used in Turkish Language Teaching as a Foreign Language: A Case Study

ERIC Educational Resources Information Center

Öztürk, Basak Karakoç

2018-01-01

The preferred methods for the success of foreign language teaching and the reflection of these methods on the teaching process are very important. Since approaches and methods in language teaching enable the teacher to use different techniques in his/her lectures, they provide a more effective teaching process. The methodology in teaching the…

A Teacher's Guide to Memory Techniques.

ERIC Educational Resources Information Center

Hodges, Daniel L.

1982-01-01

To aid instructors in teaching their students to use effective methods of memorization, this article outlines major memory methods, provides examples of their use, evaluates the methods, and discusses ways students can be taught to apply them. First, common, but less effective, memory methods are presented, including reading and re-reading…

Developing Teaching Material Software Assisted for Numerical Methods

NASA Astrophysics Data System (ADS)

Handayani, A. D.; Herman, T.; Fatimah, S.

2017-09-01

The NCTM vision shows the importance of two things in school mathematics, which is knowing the mathematics of the 21st century and the need to continue to improve mathematics education to answer the challenges of a changing world. One of the competencies associated with the great challenges of the 21st century is the use of help and tools (including IT), such as: knowing the existence of various tools for mathematical activity. One of the significant challenges in mathematical learning is how to teach students about abstract concepts. In this case, technology in the form of mathematics learning software can be used more widely to embed the abstract concept in mathematics. In mathematics learning, the use of mathematical software can make high level math activity become easier accepted by student. Technology can strengthen student learning by delivering numerical, graphic, and symbolic content without spending the time to calculate complex computing problems manually. The purpose of this research is to design and develop teaching materials software assisted for numerical method. The process of developing the teaching material starts from the defining step, the process of designing the learning material developed based on information obtained from the step of early analysis, learners, materials, tasks that support then done the design step or design, then the last step is the development step. The development of teaching materials software assisted for numerical methods is valid in content. While validator assessment for teaching material in numerical methods is good and can be used with little revision.

A review of biotransport education in the 21st century: lessons learned from experts.

PubMed

Banerjee, Rupak K; D'Souza, Gavin A; Rylander, Christopher; Devireddy, Ram

2014-11-01

The field of bioengineering is relatively new and complex including multiple disciplines encompassing areas in science and engineering. Efforts including the National Science Foundation (NSF) sponsored Integrative Graduate Education and Research Traineeship (IGERT) and VaNTH Engineering Research Center in Bioengineering Educational Technologies have been made to establish and disseminate knowledge and proven methods for teaching bioengineering concepts. Further, the summer bioengineering conference (SBC), sponsored by the American Society of Mechanical Engineers' (ASME) Bioengineering Division, was established to provide a meeting place for engineering educators and students having common interests in biological systems. Of the many subdisciplines of bioengineering, biotransport is a key subject that has wide applicability to many issues in engineering, biology, medicine, pharmacology, and environmental science, among others. The absence of standard content, guidelines, and texts needed for teaching biotransport courses to students motivated the Biotransport committee of ASME's Bioengineering Division to establish a biotransport education initiative. Biotransport education workshop sessions were conducted during the SBC 2011, 2012, and 2013 as part of this initiative. The workshop sessions included presentations from experienced faculty covering a spectrum of information from general descriptions of undergraduate biotransport courses to very detailed outlines of graduate courses to successful teaching techniques. A list of texts and references available for teaching biotransport courses at undergraduate and graduate levels has been collated and documented based on the workshop presentations. Further, based on individual teaching experiences and methodologies shared by the presenters, it was noted that active learning techniques, including cooperative and collaborative learning, can be useful for teaching undergraduate courses while problem based learning (PBL) can be a beneficial method for graduate courses. The outcomes of the education initiative will help produce students who are knowledgeable in the subject of biotransport, facile in applying biotransport concepts for solving problems in various application areas, and comfortable with their own abilities as life-long learners.

Awareness of Societal Issues Among High School Biology Teachers Teaching Genetics

NASA Astrophysics Data System (ADS)

Lazarowitz, Reuven; Bloch, Ilit

2005-12-01

The purpose of this study was to investigate how aware high school biology teachers are of societal issues (values, moral, ethic, and legal issues) while teaching genetics, genetics engineering, molecular genetics, human heredity, and evolution. The study includes a short historical review of World War II atrocities during the Holocaust when scientists from all the above-mentioned disciplines had been involved in trying to support and develop the eugenics theories. It investigates pre- and postwar theories of the eugenics movement in the United States which were implemented successfully in Germany and a literature survey of the studies of societal issues related to these subjects. The sample consisted of 30 male and female biology teachers. Enclosed are teachers' answers in favor or against including debates about societal issues in their classrooms while teaching the disciplines mentioned above. Teachers' answers were analyzed in relation to three variables: years of teaching experience, gender, and religion faith. Data were collected from questionnaires and personal interviews and analyzed according to qualitative and quantitative methods. The results show that amongst the teachers there is a medium to low level of awareness of societal issues, while mainly emphasizing scientific subjects in preparation of matriculation examinations. The majority of the teachers do not include societal issues in their teaching, but if students raise these issues, teachers claimed to address them. No differences in teachers' opinions to societal issues were found in relation to gender or religious faith. Teachers with more years of teaching experience tend to teach with a more Science, Technology, and Society (STS) approach than novice teachers. The results are discussed in relation to teachers' professional development and teaching strategies are suggested to be used in their classrooms based on a STS approach, which includes the societal issues as a main goal.

Barriers in adopting blended learning in a private university of Pakistan and East Africa: faculty members' perspective.

PubMed

Rizvi, Nusrat Fatima; Gulzar, Saleema; Nicholas, Wachira; Nkoroi, Beatrice

2017-01-01

Education methods have undergone transformation over the centuries. Use of technology is the cornerstone for innovation in teaching methods. Hence, blended learning which includes face to face and online modalities is being increasingly explored as effective method for learning. This pilot study determines the perceptions of faculty members in a private international university on barriers influencing adoption of technology for teaching and learning. A cross-sectional survey was conducted through a self-reported questionnaire using 'survey monkey'. The data was entered and analyzed using Statistical Package for the Social Sciences (SPSS version 20). Frequencies and proportions are reported. Findings indicated that 51.6% faculty members perceived the importance of integration of technology in their teaching. Around 54% of the participants recognized that they do possess the ability and accessibility to integrate information communication technology (ICT) in teaching and learning, but there is a need to hone the basic information technology (IT) skills to initiate technology driven teaching. Findings revealed that 55% faculty members acknowledged the constraint of not getting protective time to develop and deliver technology driven courses. Further, results showed that 45% faculty members perceived that their innovation efforts in terms of teaching as blended learning do not count towards their professional promotion or recognition, as usually priority is given to research over teaching innovation. The findings also indicated that 54.5% participants asserted that university lack mentorship in the field of blended learning. Therefore, study suggests that universities should provide adequate mentorship programmes for the faculty members in enhancing their skills of integrating technology in their teaching.

Do Disadvantaged Students Get Less Effective Teaching? Key Findings from Recent Institute of Education Sciences Studies. NCEE Evaluation Brief. Technical Appendix. NCEE 2014-4010

ERIC Educational Resources Information Center

Max, Jeffrey; Glazerman, Steven

2014-01-01

This document represents the technical appendix intended to accompany "Do Disadvantaged Students Get Less Effective Teaching? Key Findings from Recent Institute of Education Sciences Studies. NCEE Evaluation Brief. NCEE 2014-4010." Contents include: (1) Summary of Related, Non-Peer-Reviewed Studies; (2) Methods for Comparing Findings…

Helping Teachers Grow: Toward Theory and Practice of an "Emergent Curriculum" Model of Staff Development

ERIC Educational Resources Information Center

Riley, David A.; Roach, Mary A.

2006-01-01

A model of developmentally appropriate practice in helping teachers grow is described. The model derives from a consideration of the psychological processes by which adults learn, and our desire to teach adults by the same methods we hope they will use in teaching children. The model includes a sequence of six kinds of interactions that the…

Using Different Conceptual Change Methods Embedded within 5E Model: A Sample Teaching of Endothermic-Exothermic Reactions

ERIC Educational Resources Information Center

Turk, Fatma; Calik, Muammer

2008-01-01

Since Widodo, Duit and Muller (2002) addressed that there is a gap between teacher's theoretical knowledge and their practical classroom constructivist behavior, we presented a sample teaching activity about Endothermic-Exothermic Reactions for teacher usage. Therein, the aim of this study is to design a 5E model to include students' alternative…

The Impact of Content Area Focus on the Effectiveness of a Web-Based Simulation

ERIC Educational Resources Information Center

Adcock, Amy B.; Duggan, Molly H.; Watson, Ginger S.; Belfore, Lee A.

2010-01-01

This paper describes an assessment of a web-based interview simulation designed to teach empathetic helping skills. The system includes an animated character acting as a client and responses designed to recreate a simulated role-play, a common assessment method used for teaching these skills. The purpose of this study was to determine whether…

Beyond Methods: Components of Second Language Teacher Education. The McGraw-Hill Second Language Professional Series. Directions in Second Language Learning and Teaching.

ERIC Educational Resources Information Center

Bardovi-Harlig, Kathleen, Ed.; Hartford, Beverly, Ed.

This collection of essays gives an overview of the different disciplines that inform language teaching and language teacher education. They include the following titles: "The Case for Psycholinguistics" (Bill VanPatten); "The Place of Second Language Acquisition Theory in Language Teacher Preparation" (Kathleen Bardovi-Harlig); "Why Syntactic…

Evaluation of a Metric Booklet as a Supplement to Teaching the Metric System to Undergraduate Non-Science Majors.

ERIC Educational Resources Information Center

Exum, Kenith Gene

Examined is the effectiveness of a method of teaching the metric system using the booklet, Metric Supplement to Mathematics, in combination with a physical science textbook. The participants in the study were randomly selected undergraduates in a non-science oriented program of study. Instruments used included the Metric Supplement to Mathematics…

Language Diversity & Practice in Higher Education: Can Discipline-Specific Language Instruction Improve Economics Learning Outcomes?

ERIC Educational Resources Information Center

Nguyen, Trien; Trimarchi, Angela; Williams, Julia

2012-01-01

In the field of second language acquisition, discipline-specific language instruction is becoming widely known as Content and Language Integrated Learning. This method includes any activity that involves teaching a subject in a second language for the purpose of teaching both the subject content and the language. Research has shown that this two…

A Multi-Year Program Developing an Explicit Reflective Pedagogy for Teaching Pre-Service Teachers the Nature of Science by Ostention

ERIC Educational Resources Information Center

Smith, Mike U.; Scharmann, Lawrence

2008-01-01

This investigation delineates a multi-year action research agenda designed to develop an instructional model for teaching the nature of science (NOS) to preservice science teachers. Our past research strongly supports the use of explicit reflective instructional methods, which includes Thomas Kuhn's notion of learning by ostention and treating…

Learning to Teach High School Mathematics: Patterns of Growth in Understanding Right Triangle Trigonometry during Lesson Plan Study

ERIC Educational Resources Information Center

Cavey, Laurie O.; Berenson, Sarah B.

2005-01-01

"Lesson plan study" (LPS), adapted from the Japanese Lesson Study method of professional development, is a sequence of activities designed to engage prospective teachers in broadening and deepening their understanding of school mathematics and teaching strategies. LPS occurs over 5 weeks on the same lesson topic and includes four opportunities to…

Teaching Strategies for Improving Algebra Knowledge in Middle and High School Students. Educator's Practice Guide. What Works Clearinghouse.™ NCEE 2015-4010

ERIC Educational Resources Information Center

Star, Jon R.; Foegen, Anne; Larson, Matthew R.; McCallum, William G.; Porath, Jane; Zbiek, Rose Mary; Caronongan, Pia; Furgeson, Joshua,; Keating, Betsy; Lyskawa, Julia

2015-01-01

Mastering algebra is important for future math and postsecondary success. Educators will find practical recommendations for how to improve algebra instruction in the What Works Clearinghouse (WWC) practice guide, "Teaching Strategies for Improving Algebra Knowledge in Middle and High School Students". The methods and examples included in…

Innovative methods of knowledge transfer by multimedia library

NASA Astrophysics Data System (ADS)

Goanta, A. M.

2016-08-01

The present situation of teaching and learning new knowledge taught in the classroom is highly variable depending on the specific topics concerned. If we analyze the manifold ways of teaching / learning at university level, we can notice a very good combination between classical and modern methods. The first category includes the classic chalk blackboard teaching, followed by the also classical learning based on paper reference material. The second category includes books published in PDF or PPT [1], which are printed on the type backing CD / DVD. Since 2006 the author was concerned about the transfer of information and knowledge through video files like AVI, FLV or MPEG using various means of transfer, from the free ones (via Internet) and continuing with those involving minimal costs, i.e. on CD / DVD support. Encouraged by the students’ interest in this kind of teaching material as proved by monitoring [2] the site http://www.cursuriuniversitarebraila.ugal.ro, the author has managed to publish with ISBN the first video book in Romania, which has a non conformist content in that the chapters are located not by paging but by the hour or minutes of shooting when they were made.

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

PubMed

Fernando, I

2015-10-01

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

An Innovation Teaching Experience Following Guidelines of European Space of Higher Education in the Interactive Learning

NASA Astrophysics Data System (ADS)

Zamorano, M.; Rodríguez, M. L.; Ramos-Ridao, A. F.; Pasadas, M.; Priego, I.

The Area of Environmental Technology in Department of Civil Engineering has developed an innovation education project, entitled Application of new Information and Communication Technologies in Area of Environmental Technology teaching, to create a Web site that benefits both parties concerned in teaching-learning process, teachers and students. Here teachers conduct a supervised teaching and students have necessary resources to guide their learning process according to their capacities and possibilities. The project has also included a pilot experience to introduce European Space of Higher Education (ESHE) new teaching concept based on student's work, in one subject of Environmental Science degree, considering interactive learning complementary to presence teaching. The experience has showed strength and weakness of the method and it is the beginning in a gradual process to guide e-learning education in future.

Evaluating the integration of cultural competence skills into health and physical assessment tools: a survey of Canadian schools of nursing.

PubMed

Chircop, Andrea; Edgecombe, Nancy; Hayward, Kathryn; Ducey-Gilbert, Cherie; Sheppard-Lemoine, Debbie

2013-04-01

Currently used audiovisual (AV) teaching tools to teach health and physical assessment reflect a Eurocentric bias using the biomedical model. The purpose of our study was to (a) identify commonly used AV teaching tools of Canadian schools of nursing and (b) evaluate the identified tools. A two-part descriptive quantitative method design was used. First, we surveyed schools of nursing across Canada. Second, the identified AV teaching tools were evaluated for content and modeling of cultural competence. The majority of the schools (67%) used publisher-produced videos associated with a physical assessment textbook. Major findings included minimal demonstration of negotiation with a client around cultural aspects of the interview including the need for an interpreter, modesty, and inclusion of support persons. Identification of culturally specific examples given during the videos was superficial and did not provide students with a comprehensive understanding of necessary culturally competent skills.

Smoking education programs 1960-1976.

PubMed Central

Thompson, E L

1978-01-01

This paper is a review of published reports, in English, of educational programs designed to change smoking behavior. Attempts to change the smoking behavior of young people have included anti-smoking campaigns, youth-to-youth programs, and a variety of message themes and teaching methods. Instruction has been presented both by teachers who were committed or persuasive and by teachers who were neutral or presented both sides of the issue. Didactic teaching, group discussion, individual study, peer instruction, and mass media have been employed. Health effects of smoking, both short- and long-term effects, have been emphasized. Most methods used with youth have shown little success. Studies of other methods have produced contradictory results. Educational programs for adults have included large scale anti-smoking campaigns, smoking cessation clinics, and a variety of more specific withdrawal methods. These methods have included individual counseling, emotional role playing, aversive conditioning, desensitization, and specific techniques to reduce the likelihood that smoking will occur in situations previously associated with smoking. Some of these techniques have produced poor results while studies of other methods have shown inconsistent results. The two methods showing the most promise are individual counseling and smoking withdrawal clinics. PMID:25026

Smoking education programs 1960-1976.

PubMed

Thompson, E L

1978-03-01

This paper is a review of published reports, in English, of educational programs designed to change smoking behavior. Attempts to change the smoking behavior of young people have included anti-smoking campaigns, youth-to-youth programs, and a variety of message themes and teaching methods. Instruction has been presented both by teachers who were committed or persuasive and by teachers who were neutral or presented both sides of the issue. Didactic teaching, group discussion, individual study, peer instruction, and mass media have been employed. Health effects of smoking, both short- and long-term effects, have been emphasized. Most methods used with youth have shown little success. Studies of other methods have produced contradictory results. Educational programs for adults have included large scale anti-smoking campaigns, smoking cessation clinics, and a variety of more specific withdrawal methods. These methods have included individual counseling, emotional role playing, aversive conditioning, desensitization, and specific techniques to reduce the likelihood that smoking will occur in situations previously associated with smoking. Some of these techniques have produced poor results while studies of other methods have shown inconsistent results. The two methods showing the most promise are individual counseling and smoking withdrawal clinics.

Nurses' Lived Experience of Working with Nursing Students in Clinical Wards: a Phenomenological Study

PubMed Central

Parvan, Kobra; Shahbazi, Shahla; Ebrahimi, Hossein; Valizadeh, Susan; Rahmani, Azad; Jabbarzadeh Tabrizi, Faranak; Esmaili, Fariba

2018-01-01

Introduction: Despite being aware of the importance of nurses’ role in providing clinical training to nursing students, studies show that sufficient research has not yet been conducted on the experience of clinical nurses who are engaged in training nursing students outside their normal working hours. The present study aim to describe the experience of these nurses who are training outside their routine working hours. Methods: This study was conducted using descriptive-phenomenology method. Twelve nurses was participated in this research. Data were collected using purposive sampling method and face to face interviews based on nurses’ real life experience of students’ learning in clinical settings through answering open-ended questions. Spiegel burg analysis method was used to analyze the data. Results: The result of data analysis was the derivation of four themes and eight sub-themes. Themes included "nurses as teaching sources", "changes in the balance of doing routine tasks", "professional enthusiasm", and "nurses as students' professional socialization source of inspiration". Sub-themes included "efficient education", "poor education", "support", "interference in the role," "self-efficacy development", "inner satisfaction", "positive imaging" and "being a model". Conclusion: It is necessary that academic centers plan for teaching nurses working on a contractual basis in the field of the evaluation method and various methods of teaching. The findings also suggested the development of individual self-efficacy in clinical nurses who train students. PMID:29637056

Oregon Custodial Training Program. Housekeeping Methods and Materials. (Revised 1978).

ERIC Educational Resources Information Center

Oregon State Dept. of Education, Salem.

Designed as an instructional aid in teaching about custodian housekeeping methods and materials, this booklet contains information on the school custodian's responsibilities and methods for maintaining the building inside and outside, including the cleaning and sanitation of classrooms, restrooms, showerrooms, lunchrooms, corridors, and special…

Establishing a Comprehensive English Teaching Pattern Combining the Communicative Teaching Method and the Grammar-Translation Method

ERIC Educational Resources Information Center

Kong, Na

2011-01-01

Based on the current contradiction between the grammar-translation method and the communicative teaching method in English teaching, this paper, starting with clarifying the task of comprehensive English as well as the definition of the two teaching methods, objectively analyzes their advantages and disadvantages and proposes establishing a new…

Meta-analysis of teaching methods: a 50k+ student study

NASA Astrophysics Data System (ADS)

Sayre, Eleanor; Archibeque, Benjamin; Gomez, K. Alison; Heckendorf, Tyrel; Madsen, Adrian M.; McKagan, Sarah B.; Schenk, Edward W.; Shepard, Chase; Sorell, Lane; von Korff, Joshua

2015-04-01

The Force Concept Inventory (FCI) and the Force and Motion Conceptual Evaluation (FMCE) are the two most widely-used conceptual tests in introductory mechanics. Because they are so popular, they provide an excellent avenue to compare different teaching methods at different kinds of institutions with varying student populations. We conducted a secondary analysis of all peer-reviewed papers which publish data from US and Canadian colleges and universities. Our data include over fifty thousand students drawn from approximately 100 papers; papers were drawn from Scopus, ERIC, ComPADRE, and journal websites. We augment published data about teaching methods with institutional data such as Carnegie Classification and average SAT scores. We statistically determine the effectiveness of different teaching methods as measured by FCI and FMCE gains and mediated by institutional and course factors. As in the landmark 1998 Hake study, we find that classes using interactive engagement (IE) have significantly larger learning gains than classes using traditional instruction. However, we find a broader distribution of normalized gains occurs in each of traditional and IE classes, and the differences between IE and traditional instruction have changed over time and are more context dependent.

Preservice Early Childhood Educators' and Elementary Teachers' Perspectives on Including Young Children with Developmental Disabilities: A Mixed Methods Analysis

ERIC Educational Resources Information Center

Frankel, Elaine B.; Hutchinson, Nancy L.; Burbidge, Julie; Minnes, Patricia

2014-01-01

This mixed methods study reports on the perspectives of 143 preservice early childhood educators (ECE) and 208 elementary teacher candidates (TC) on teaching children with developmental disabilities and delays (DDD) in inclusive classrooms. A questionnaire was administered which included items on demographic characteristics, experience, knowledge,…

Maslow and Motherboards: Taking a Hierarchical View of Technology Planning.

ERIC Educational Resources Information Center

Johnson, Doug

2003-01-01

Presents a planning model for educational uses of technology that is based on Maslow's hierarchy of needs. Topics include established infrastructure; effective administration; extensive resources; enhanced teaching, including creating distance learning opportunities; empowered students, including evaluation methods and information literacy skills;…

The effectiveness of the teach-back method on adherence and self-management in health education for people with chronic disease: a systematic review.

PubMed

Ha Dinh, Thi Thuy; Bonner, Ann; Clark, Robyn; Ramsbotham, Joanne; Hines, Sonia

2016-01-01

Chronic diseases are increasing worldwide and have become a significant burden to those affected by those diseases. Disease-specific education programs have demonstrated improved outcomes, although people do forget information quickly or memorize it incorrectly. The teach-back method was introduced in an attempt to reinforce education to patients. To date, the evidence regarding the effectiveness of health education employing the teach-back method in improved care has not yet been reviewed systematically. This systematic review examined the evidence on using the teach-back method in health education programs for improving adherence and self-management of people with chronic disease. Adults aged 18 years and over with one or more than one chronic disease.All types of interventions which included the teach-back method in an education program for people with chronic diseases. The comparator was chronic disease education programs that did not involve the teach-back method.Randomized and non-randomized controlled trials, cohort studies, before-after studies and case-control studies.The outcomes of interest were adherence, self-management, disease-specific knowledge, readmission, knowledge retention, self-efficacy and quality of life. Searches were conducted in CINAHL, MEDLINE, EMBASE, Cochrane CENTRAL, Web of Science, ProQuest Nursing and Allied Health Source, and Google Scholar databases. Search terms were combined by AND or OR in search strings. Reference lists of included articles were also searched for further potential references. Two reviewers conducted quality appraisal of papers using the Joanna Briggs Institute Meta-Analysis of Statistics Assessment and Review Instrument. Data were extracted using the Joanna Briggs Institute Meta-Analysis of Statistics Assessment and Review Instrument data extraction instruments. There was significant heterogeneity in selected studies, hence a meta-analysis was not possible and the results were presented in narrative form. Of the 21 articles retrieved in full, 12 on the use of the teach-back method met the inclusion criteria and were selected for analysis. Four studies confirmed improved disease-specific knowledge in intervention participants. One study showed a statistically significant improvement in adherence to medication and diet among type 2 diabetics patients in the intervention group compared to the control group (p < 0.001). Two studies found statistically significant improvements in self-efficacy (p = 0.0026 and p < 0.001) in the intervention groups. One study examined quality of life in heart failure patients but the results did not improve from the intervention (p = 0.59). Five studies found a reduction in readmission rates and hospitalization but these were not always statistically significant. Two studies showed improvement in daily weighing among heart failure participants, and in adherence to diet, exercise and foot care among those with type 2 diabetes. Overall, the teach-back method showed positive effects in a wide range of health care outcomes although these were not always statistically significant. Studies in this systematic review revealed improved outcomes in disease-specific knowledge, adherence, self-efficacy and the inhaler technique. There was a positive but inconsistent trend also seen in improved self-care and reduction of hospital readmission rates. There was limited evidence on improvement in quality of life or disease related knowledge retention.Evidence from the systematic review supports the use of the teach-back method in educating people with chronic disease to maximize their disease understanding and promote knowledge, adherence, self-efficacy and self-care skills.Future studies are required to strengthen the evidence on effects of the teach-back method. Larger randomized controlled trials will be needed to determine the effectiveness of the teach-back method in quality of life, reduction of readmission, and hospitalizations.

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 communication skills can be taught, although proven learning strategies should be the basis of any communication teaching. It is reported that the communication skills teachers themselves be trained in communication skills and assessment of communication skills should be an important component of the health professionals' accreditation. Not only should the communication skills of the teacher be evaluated but the teaching modules within the program should also be evaluated on a regular basis.In all cases of communication teaching, strong faculty support is required for any communication skills programme to be successful. Early introduction of communication skills programmes, which are continued throughout all the years of the curriculum, has been shown to be effective in improving confidence and reducing the number of errors made and establishing a more permanent understanding of communication. Throughout the undergraduate degree, increased integration between communication and clinical teaching is important in learning to use the two skill sets together, so as to closely reflect what happens in clinical practice. Research suggests that communication training is most effective when longitudinal in nature and coincides with ongoing professional practice education.Many studies have shown that communication skills programmes with a strong experimental and/or practical component are more effective than programmes that are solely theory or discussion based. Simulations and role-play are effective instructional methods for developing communication skills including opening and closing consultations, conducting the consultation in a logical manner, improving body language, using language at the level of understanding of the patient and using clear verbal and written communication. One particular strategy that has been shown to be effective is the use of videotaped consultations with standardised patients.Although measuring the effectiveness of communication skills training is difficult, there are a few common strategies used in the current literature. It has been suggested that evaluation of the competence of students' verbal communication skills is best assessed during observations of simulated consultations with standardised patients followed by constructive feedback. The quality of the constructive feedback is crucial, needing to be specific, non-judgemental and descriptive. A number of studies have used objective structured clinical exams (OSCE) where a marking scheme is used to evaluate different components of communication whilst ensuring a more standardised assessment for all students.Given the concern with communication skills of contemporary health professionals, and the variability in current communication education programmes, it is important that an educational model be developed to foster the development of effective communication. This model should be multi-faceted, that is, address knowledge, skill and attitude domains and cover both verbal and non-verbal forms of communication.A preliminary search of JBI Library of Systematic Reviews, Cochrane Library of Systematic Reviews, Medline, CINAHL, DARE, PROSPERO has been performed and one existing systematic review was identified. The review investigated communication teaching in nurse education in the United Kingdom (UK). The review discusses a number of points including 1) who teaches communication skills; 2) the methods used; 3) time spent on communication skills training; 4) the goals or content of the teaching and; 5) assessment, evaluation and overall effectiveness of communication teaching. From the 17 studies included in this review, it was found that team teaching provides greater depth and more perspectives therefore likely to be more effective. Experiential methods, standardised patients, and group work are commonly used as methods of teaching with course content including empathy, self-awareness, interviewing skills and critical thinking. The time spent in teaching communication skills is often not reported with information on the methods of assessment of communication skills also limited although the use of standardised patients and OSCEs most commonly used. This review concluded that there was a lack of research in this area and the strength of conclusions from these studies were lessened due to the flaws in methodological design, Therefore, the question still remains as to what aspects of teaching communication are effective.Given the poor methodological design of the studies included in the above review, the time since publication of the last review (2002), and the lack of recent research specific to this topic, this review is somewhat exploratory and hopes to further explain effective methods of communication teaching and evaluation.

A new method for teaching physical examination to junior medical students

PubMed Central

Sayma, Meelad; Williams, Hywel Rhys

2016-01-01

Introduction Teaching effective physical examination is a key component in the education of medical students. Preclinical medical students often have insufficient clinical knowledge to apply to physical examination recall, which may hinder their learning when taught through certain understanding-based models. This pilot project aimed to develop a method to teach physical examination to preclinical medical students using “core clinical cases”, overcoming the need for “rote” learning. Methods This project was developed utilizing three cycles of planning, action, and reflection. Thematic analysis of feedback was used to improve this model, and ensure it met student expectations. Results and discussion A model core clinical case developed in this project is described, with gout as the basis for a “foot and ankle” examination. Key limitations and difficulties encountered on implementation of this pilot are discussed for future users, including the difficulty encountered in “content overload”. Conclusion This approach aims to teach junior medical students physical examination through understanding, using a simulated patient environment. Robust research is now required to demonstrate efficacy and repeatability in the physical examination of other systems. PMID:26937208

A meta-analysis of the effects of non-traditional teaching methods on the critical thinking abilities of nursing students.

PubMed

Lee, JuHee; Lee, Yoonju; Gong, SaeLom; Bae, Juyeon; Choi, Moonki

2016-09-15

Scientific framework is important in designing curricula and evaluating students in the field of education and clinical practice. The purpose of this study was to examine the effectiveness of non-traditional educational methods on critical thinking skills. A systematic review approach was applied. Studies published in peer-reviewed journals from January 2001 to December 2014 were searched using electronic databases and major education journals. A meta-analysis was performed using Review Manager 5.2. Reviewing the included studies, the California Critical Thinking Dispositions Inventory (CCTDI) and California Critical Thinking Skills Test (CCTST) were used to assess the effectiveness of critical thinking in the meta-analysis. The eight CCTDI datasets showed that non- traditional teaching methods (i.e., no lectures) were more effective compared to control groups (standardized mean difference [SMD]: 0.42, 95 % confidence interval [CI]: 0.26-0.57, p < .00001). And six CCTST datasets showed the teaching and learning methods in these studies were also had significantly more effects when compared to the control groups (SMD: 0.29, 95 % CI: 0.10-0.48, p = 0.003). This research showed that new teaching and learning methods designed to improve critical thinking were generally effective at enhancing critical thinking dispositions.

Ethics teaching in rehabilitation: results of a pan-Canadian workshop with occupational and physical therapy educators.

PubMed

Hudon, Anne; Perreault, Kadija; Laliberté, Maude; Desrochers, Pascal; Williams-Jones, Bryn; Ehrmann Feldman, Debbie; Hunt, Matthew; Durocher, Evelyne; Mazer, Barbara

2016-11-01

Ethical practice is an essential competency for occupational and physical therapists. However, rehabilitation educators have few points of reference for choosing appropriate pedagogical and evaluation methods related to ethics. The objectives of this study were to: (1) identify priority content to cover in ethics teaching in occupational therapy (OT) and physical therapy (PT) programmes and (2) explore useful and innovative teaching and evaluation methods. Data for this qualitative descriptive study were collected during a 1-d knowledge exchange workshop focused on ethics teaching in rehabilitation. Twenty-three educators from 11 OT and 11 PT Canadian programmes participated in the workshop. They highlighted the importance of teaching foundational theoretical/philosophical approaches and grounding this teaching in concrete examples drawn from rehabilitation practice. A wide range of teaching methods was identified, such as videos, blogs, game-based simulations and role-play. For evaluation, participants used written assignments, exams, objective structured clinical examinations and reflective journals. The inclusion of opportunities for student self-evaluation was viewed as important. The CREW Day provided ethics educators the opportunity to share knowledge and begin creating a community of practice. This space for dialogue could be expanded to international rehabilitation ethics educators, to facilitate a broader network for sharing of tacit and experiential knowledge. Implications for Rehabilitation According to the study participants, rehabilitation ethics education should include learning about foundational knowledge related to ethical theory; be grounded in examples and cases drawn from clinical rehabilitation practice; and contribute to building professional competencies such as self-knowledge and critical thinking in students. Regardless of the methods used by occupational therapy (OT) and physical therapy (PT) educators for teaching and evaluation, the value of creating spaces that support open discussion for students (e.g. protected discussion time in class, peer-discussions with the help of a facilitator, use of a web discussion forum) was consistently identified as an important facet. Educators from OT and PT programmes should work with various professionals involved in OT and PT student training across the curricula (e.g. clinical preceptors, other educators) to extend discussions of how ethics can be better integrated into the curriculum outside of sessions specifically focused on ethics. The CREW Day workshop was the first opportunity for Canadian rehabilitation ethics educators to meet and discuss their approaches to teaching and evaluating ethics for OT and PT students. Including international rehabilitation ethics educators in this dialogue could positively expand on this initial dialogue by facilitating the sharing of tacit and experiential knowledge amongst a larger and more diverse group of ethics educators.

Reforming pathology teaching in medical college by peer-assisted learning and student-oriented interest building activities: A pilot study.

PubMed

Grover, Sumit; Sood, Neena; Chaudhary, Anurag

2017-01-01

Peer-assisted learning (PAL) is a teaching-learning method in which students act as peer teachers and help other students to learn while also themselves learning by teaching. PAL through modified interest building activities (MIBAs) is seldom tried in teaching pathology in medical colleges. This study aimed to evaluate the usefulness of peer teaching using MIBA, obtain feedback from students, and compare different activities with each other and with traditional teaching-learning methods. An interventional pilot study was conducted in 2 months on the 2nd MBBS undergraduates learning pathology at a medical college in North India. Students acted as peer teachers and performed different MIBAs including role plays, demonstration of pathogenesis through props, student-led seminars such as PowerPoint teaching, blackboard teaching, multiple choice question seminars, case-based learning (CBL) exercises, and quizzes before teaching sessions. Feedback was obtained through structured questionnaires on a 5-point Likert scale. Paired t-test was used to compare traditional teaching with MIBAs, and Friedman test was used to compare among different MIBAs. Students found ease of understanding and the interaction and involvement of students as the most important benefits of PAL. MIBAs increased voluntary participation, coordination, teamwork, shared responsibility, and group dynamics among students. Quiz sessions followed by PowerPoint seminars and prop demonstrations received highest mean scores from students on most of the parameters. Quizzes, blackboard teaching, prop activities, and CBL helped students understand topics better and generated interest. Learners advocated for making MIBAs and PAL compulsory for future students. PAL complemented by MIBAs may be adopted to make teaching-learning more interesting and effective through the active involvement and participation of students.

Development of the teaching of physics in the Czech Lands

NASA Astrophysics Data System (ADS)

Kroupová, Bohumila

2017-01-01

The important milestone in the history of education in our country is the "Imperial law" also called "Hasner Education Act." By publishing this law we start to talk about organized education. The law introduced compulsory school attendance, defined types of schools, subjects which will be taught and also established teacher-training institutes. One of the subjects taught on general and town schools was also natural history which included Physics and Chemistry. Gradually the curriculum for the teaching of natural history was defined, the new methods how to teach were prepared and the books were written. An important part of teaching practice were conferences, which were held regularly and were compulsory for the teachers The article will describe the development of teaching practice and principles, methodologies, curricula and textbooks until 1918.

How surgical mentors teach: a classification of in vivo teaching behaviors part 2: physical teaching guidance.

PubMed

Sutkin, Gary; Littleton, Eliza B; Kanter, Steven L

2015-01-01

To study surgical teaching captured on film and analyze it at a fine level of detail to categorize physical teaching behaviors. We describe live, filmed, intraoperative nonverbal exchanges between surgical attending physicians and their trainees (residents and fellows). From the films, we chose key teaching moments and transcribed participants' utterances, actions, and gestures. In follow-up interviews, attending physicians and trainees watched videos of their teaching case and answered open-ended questions about their teaching methods. Using a grounded theory approach, we examined the videos and interviews for what might be construed as a teaching behavior and refined the physical teaching categories through constant comparison. We filmed 5 cases in the operating suite of a university teaching hospital that provides gynecologic surgical care. We included 5 attending gynecologic surgeons, 3 fellows, and 5 residents for this study. More than 6 hours of film and 3 hours of interviews were transcribed, and more than 250 physical teaching motions were captured. Attending surgeons relied on actions and gestures, sometimes wordlessly, to achieve pedagogical and surgical goals simultaneously. Physical teaching included attending physician-initiated actions that required immediate corollary actions from the trainee, gestures to illustrate a step or indicate which instrument to be used next, supporting or retracting tissues, repositioning the trainee's instruments, and placement of the attending physicians' hands on the trainees' hands to guide them. Attending physicians often voiced surprise at the range of their own teaching behaviors captured on film. Interrater reliability was high using the Cohen κ, which was 0.76 for the physical categories. Physical guidance is essential in educating a surgical trainee, may be tacit, and is not always accompanied by speech. Awareness of teaching behaviors may encourage deliberate teaching and reflection on how to innovate pedagogy for the teaching operating room. Copyright © 2014 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Method of extruding and packaging a thin sample of reactive material including forming the extrusion die

DOEpatents

Lewandowski, Edward F.; Peterson, Leroy L.

1985-01-01

This invention teaches a method of cutting a narrow slot in an extrusion die with an electrical discharge machine by first drilling spaced holes at the ends of where the slot will be, whereby the oil can flow through the holes and slot to flush the material eroded away as the slot is being cut. The invention further teaches a method of extruding a very thin ribbon of solid highly reactive material such as lithium or sodium through the die in an inert atmosphere of nitrogen, argon or the like as in a glovebox. The invention further teaches a method of stamping out sample discs from the ribbon and of packaging each disc by sandwiching it between two aluminum sheets and cold welding the sheets together along an annular seam beyond the outer periphery of the disc. This provides a sample of high purity reactive material that can have a long shelf life.

Method of extruding and packaging a thin sample of reactive material, including forming the extrusion die

DOEpatents

Lewandowski, E.F.; Peterson, L.L.

1981-11-30

This invention teaches a method of cutting a narrow slot in an extrusion die with an electrical discharge machine by first drilling spaced holes at the ends of where the slot will be, whereby the oil can flow through the holes and slot to flush the material eroded away as the slot is being cut. The invention further teaches a method of extruding a very thin ribbon of solid highly reactive material such as lithium or sodium through the die in an inert atmosphere of nitrogen, argon, or the like as in a glovebox. The invention further teaches a method of stamping out sample discs from the ribbon and of packaging each disc by sandwiching it between two aluminum sheets and cold welding the sheets together along an annular seam beyond the outer periphery of the disc. This provides a sample of high purity reactive material that can have a long shelf life.

Fostering sustainability: A qualitative interview study exploring how educators work to cultivate nature awareness in young children

NASA Astrophysics Data System (ADS)

Keller, Rebecca A.

The purpose of this study is to examine how educators are working to foster sustainability through cultivating nature awareness in young children. Data were collected in the form of qualitative semi-structured interviews, which were analyzed using descriptive and deductive coding methods. Findings were viewed through the lens of critical pedagogy and the methods and models of teaching for nature awareness, which included ecological literacy, place based education, and education for sustainable development. There were five major themes and findings that emerged from the interviews with the participants in this study: terms and definitions used, personal stories, strategies for teaching nature awareness and sustainability, barriers, and current issues. This study may benefit those wishing to begin or continue to foster sustainability through teaching nature awareness. The literature review presented in the study aims to address the gap between the practice and pedagogy in teaching for nature awareness and sustainability. Keywords: teaching, nature awareness, sustainability, educators, young children, elementary, preschool, school, natural world, ecological literacy, place-based education, education for sustainable development, critical pedagogy

Construction of EFL Student Teachers' Beliefs about Method: Insights from Postmethod

ERIC Educational Resources Information Center

Zeng, Zhengping

2018-01-01

Student Teachers' beliefs and their teaching behaviors are interactive and closely related. Student teachers' any adoption of teaching methods in micro-teaching or teaching practicum is largely hidden behind their beliefs. In this paper, starting with the origin and changes of methods in language teaching method era, the author explains certain…

Socrates and the Madness of Method

ERIC Educational Resources Information Center

Schneider, Jack

2012-01-01

What do we know about Socrates and the teaching method that, having taken his name, has become widely used from kindergarten through postgraduate seminars? The practitioners employing so-called Socratic methods include vastly different styles, the author says, noting that "we may be mistaking common phrasing for common practice." The differences…

Optimizing How We Teach Research Methods

ERIC Educational Resources Information Center

Cvancara, Kristen E.

2017-01-01

Courses: Research Methods (undergraduate or graduate level). Objective: The aim of this exercise is to optimize the ability for students to integrate an understanding of various methodologies across research paradigms within a 15-week semester, including a review of procedural steps and experiential learning activities to practice each method, a…

Strategy to Promote Active Learning of an Advanced Research Method

ERIC Educational Resources Information Center

McDermott, Hilary J.; Dovey, Terence M.

2013-01-01

Research methods courses aim to equip students with the knowledge and skills required for research yet seldom include practical aspects of assessment. This reflective practitioner report describes and evaluates an innovative approach to teaching and assessing advanced qualitative research methods to final-year psychology undergraduate students. An…

75 FR 13745 - Office of Innovation and Improvement Overview Information; Ready To Teach Program-General...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-03-23

... on rigorous, scientifically based research methods to assess the effectiveness of a particular... and programs; and (B) Includes research that-- (i) Employs systematic, empirical methods that draw on... hypotheses and justify the general conclusions drawn; (iii) Relies on measurements or observational methods...

SER-LARS, Volume 10. Instructional Methods I. 1975-76 Edition.

ERIC Educational Resources Information Center

Montgomery County Intermediate Unit 23, Blue Bell, PA.

The book briefly describes several hundred instructional methods from the Special Education Resources Location Analysis and Retrieval System (SER-LARS), which are intended for use in developing and carrying out individualized programs for handicapped children. Each teaching method includes an accession number; title; author; source; teacher tasks;…

SER-LARS, Volume 11. Instructional Methods II. 1975-76 Edition.

ERIC Educational Resources Information Center

Montgomery County Intermediate Unit 23, Blue Bell, PA.

The book briefly describes several hundred instructional methods from the Special Education Resources Location Analysis and Retrieval System (SER LARS), which are intended for use in developing and carrying out individualized programs for handicapped children. Each teaching method includes an accession number; title; author; source; teacher tasks;…

SER-LARS, Volume 12. Instructional Methods III. 1975-76 Edition.

ERIC Educational Resources Information Center

Montgomery County Intermediate Unit 23, Blue Bell, PA.

The book briefly describes several hundred instructional methods from the Special Education Resources Location Analysis and Retrieval System (SER-LARS), which are intended for use in developing and carrying out individualized programs for handicapped children. Each teaching method includes an accession number; title; author; source; teacher tasks;…

Graduate Faculty Perceptions of Experiential Learning Activities in Multicultural Classrooms

ERIC Educational Resources Information Center

Su, Yu-Han

2012-01-01

Current graduate programs employ many effective teaching methods. One of these methods, using experiential learning activities (Lee & Caffarella, 1994) in class, includes the subcomponents of cooperative learning, self-directed learning, and active learning. While these methods are commonly used, not much scholarly literature has examined the…

Color Comprehension and Color Categories among Blind Students: A Multi-Sensory Approach in Implementing Concrete Language to Include All Students in Advanced Writing Classes

ERIC Educational Resources Information Center

Antarasena, Salinee

2009-01-01

This study investigates teaching methods regarding color comprehension and color categorization among blind students, as compared to their non-blind peers and whether they understand and represent the same color comprehension and color categories. Then after digit codes for color comprehension teaching and assistive technology for the blind had…

Pre-Service Teachers' Evaluations of Practices in Teaching English to Young Learners in Terms of 21st Century Teacher Qualifications

ERIC Educational Resources Information Center

Çakir, Abdulvahit; Güngör, Müzeyyen Nazli

2017-01-01

This study investigates the 3rd year and 4th year pre-service teachers' evaluations of the practices in teaching English to young learners in terms of 21st century teacher qualifications. Employing a mixed methods design, this study includes the qualitative data that come from semi-structured interviewed questions administered to pre-service…

Instruction of Keyboarding Skills: A Whole Language Approach to Teaching Functional Literacy Skills to Students Who are Blind and Have Additional Disabilities

ERIC Educational Resources Information Center

Stauffer, Mary

2008-01-01

This article describes an unconventional method to teach un-contracted braille reading and writing skills to students who are blind and have additional disabilities. It includes a keyboarding curriculum that focuses on the whole language approach to literacy. A special feature is the keyboard that is adapted with braille symbols. Un-contracted…

Learning Achievement Improvement Efforts Course Learn and Learning Using the Jigsaw Method and Card Media in STKIP PGRI Ngawi 2014/2015 Academic Year

ERIC Educational Resources Information Center

Haryono

2015-01-01

Subject Teaching and Learning is a basic educational courses that must be taken by all student teachers. Class Action Research aims to improve student achievement Teaching and Learning course by applying Jigsaw and media cards. Research procedures using Classroom Action Research (CAR) with multiple cycles. Each cycle includes four phases:…

Teachers' Perceptions and Attitudes of Infusing Technology in High School Classrooms to Strengthen Pedagogy: A Qualitative Embedded Single-Case Study

ERIC Educational Resources Information Center

Singleton, Yolanda

2017-01-01

Traditional teaching methods no longer motivate students to learn, especially with the influence of technology in their daily lives. This disconnect has led to a continual influx of teachers who are forced to adapt to this shift in teaching, embracing technology, and restructuring pedagogy to include technology-driven lessons. Because perception…

Interactive Story Development for the Unit of Turks on the Silk Road in Social Sciences Course

ERIC Educational Resources Information Center

Karamete, Aysen; Topraklioglu, Kivanç

2017-01-01

With this study, creating interactive story that includes interaction factors was purposed in order to support teaching of the unit of Turks on the Silk Road in Social Sciences course of 6th grades. The research method was defined as Design and Development Research and ADDIE pattern that is one of the teaching design pattern was based while…

Evaluation of Patient Handoff Methods on an Inpatient Teaching Service

PubMed Central

Craig, Steven R.; Smith, Hayden L.; Downen, A. Matthew; Yost, W. John

2012-01-01

Background The patient handoff process can be a highly variable and unstructured period at risk for communication errors. The morning sign-in process used by resident physicians at teaching hospitals typically involves less rigorous handoff protocols than the resident evening sign-out process. Little research has been conducted on best practices for handoffs during morning sign-in exchanges between resident physicians. Research must evaluate optimal protocols for the resident morning sign-in process. Methods Three morning handoff protocols consisting of written, electronic, and face-to-face methods were implemented over 3 study phases during an academic year. Study participants included all interns covering the internal medicine inpatient teaching service at a tertiary hospital. Study measures entailed intern survey-based interviews analyzed for failures in handoff protocols with or without missed pertinent information. Descriptive and comparative analyses examined study phase differences. Results A scheduled face-to-face handoff process had the fewest protocol deviations and demonstrated best communication of essential patient care information between cross-covering teams compared to written and electronic sign-in protocols. Conclusion Intern patient handoffs were more reliable when the sign-in protocol included scheduled face-to-face meetings. This method provided the best communication of patient care information and allowed for open exchanges of information. PMID:23267259

Enhanced learning through design problems - teaching a components-based course through design

NASA Astrophysics Data System (ADS)

Jensen, Bogi Bech; Högberg, Stig; Fløtum Jensen, Frida av; Mijatovic, Nenad

2012-08-01

This paper describes a teaching method used in an electrical machines course, where the students learn about electrical machines by designing them. The aim of the course is not to teach design, albeit this is a side product, but rather to teach the fundamentals and the function of electrical machines through design. The teaching method is evaluated by a student questionnaire, designed to measure the quality and effectiveness of the teaching method. The results of the questionnaire conclusively show that this method labelled 'learning through design' is a very effective way of teaching a components-based course. This teaching method can easily be generalised and used in other courses.

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.

A novel technique for teaching the brachial plexus.

PubMed

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

2011-09-01

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

THE EFFECT OF OUTPATIENT SERVICE QUALITY ON PATIENT SATISFACTION IN TEACHING HOSPITALS IN IRAN

PubMed Central

Pouragha, Behrouz; Zarei, Ehsan

2016-01-01

Aim: The quality of services plays a primary role in achieving patient satisfaction. The main purpose of this study was to explore the effect of outpatient service quality on patient satisfaction in teaching hospitals in Iran. Methods: this cross-sectional study was conducted in 2014. The study sample included 500 patients were selected with systematic random method from the outpatient departments (clinics) of four teaching hospitals in Tehran. The survey instrument was a questionnaire consisted of 44 items, which were confirmed its reliability and validity. The data were analyzed by using descriptive statistics, Pearson’s correlation, and multivariate regression methods with the SPSS.18 software. Results: According to the findings of this study, the majority of patients had a positive experience in the outpatient departments of the teaching hospitals and thus evaluated the services as good. Perceived service costs, physician consultation, physical environment, and information to patient were found to be the most important determinants of outpatient satisfaction. Conclusion: The results suggest that improving the quality of consultation, providing information to the patients during examination and consultation, creating value for patients by reducing costs or improving service quality, and enhancing the physical environment quality of the clinic can be regarded as effective strategies for the management of teaching hospitals toward increasing outpatient satisfaction. PMID:27047262

Use of coolant for high-speed tooth preparation: a survey of pediatric dentistry residency program directors in the United States.

PubMed

Kupietzky, Ari; Vargas, Karen G; Waggoner, William F; Fuks, Anna B

2010-01-01

To determine current teaching policies regarding the use of coolant type during tooth preparation with high-speed hand-pieces in pediatric dental residency programs in the US. A 17-question survey was electronically mailed to 63 program directors with one follow-up. Multiple-choice questions asked about school and program teaching of cavity preparation with or without water coolant, including hypothetical clinical situations. Fifty-two (83%) program directors returned the survey. Fifty-two percent taught both dry and water coolant methods, 6% taught dry cutting exclusively, and 42% did not teach the dry method and always used water coolant. Dry techniques were used primarily for special needs patients with poor swallow reflexes (50%) and for young children undergoing sedation (41%). Air coolant was taught more frequently in programs in the Midwest (77%) and South (85%) vs. the Northeast (32%) and West (50%) (P<.01). Forty-four percent of combined programs and 60% of hospital programs taught water spray use exclusively, while all university programs taught the dry cutting technique (P<.01). A majority of program directors teach the use of air coolant alone for high-speed preparation of teeth. University and combined programs were more likely to teach the method compared with hospital based ones.

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

Bilingual teaching in nursing education in China: evolution, status, and future directions.

PubMed

He, Wei; Xu, Yu; Zhu, Jianhua

2011-09-01

Based on Chinese published literature and personal observations, this article reviews the history of bilingual teaching in nursing education in China, describes its current status and challenges, and predicts its future directions. Bilingual teaching in nursing education enjoys increasing popularity in China. The major factors that affect bilingual teaching are bilingual educators, students' English-language levels, bilingual teaching materials, and teaching models. Based on surveys of nursing schools, the English-language proficiency of the nursing educators varies greatly. The main issues with the teaching methods lie in over-translation, cramming, and limited interaction between the students and the teachers. Despite relatively inadequate English-language proficiency among Chinese nursing students, their interest can be strengthened greatly if international exchanges are available and promoted. Bilingual textbooks are more suitable in China's national context because of pricing and relevance. Although immersive bilingual teaching is the ideal, it is more feasible to begin with infiltrative bilingual teaching and move progressively towards increased English-language penetration. Future directions for improving bilingual teaching include training teaching faculty members, strengthening international exchanges, providing better bilingual study atmospheres, and gradually implementing bilingual textbooks. © 2011 Blackwell Publishing Asia Pty Ltd.

Forceps Delivery Volumes in Teaching and Nonteaching Hospitals: Are Volumes Sufficient for Physicians to Acquire and Maintain Competence?

PubMed Central

Kyser, Kathy L.; Lu, Xin; Santillan, Donna; Santillan, Mark; Caughey, Aaron B.; Wilson, Mark C.; Cram, Peter

2015-01-01

Purpose The decline in the use of forceps in operative deliveries over the last two decades raises questions about teaching hospitals' ability to provide trainees with adequate experience in the use of forceps. The authors examined: (1) the number of operative deliveries performed in teaching and nonteaching hospitals, and (2) whether teaching hospitals performed a sufficient number of forceps deliveries for physicians to acquire and maintain competence. Method The authors used State Inpatient Data from nine states to identify all women hospitalized for childbirth in 2008. They divided hospitals into three categories: major teaching, minor teaching, and nonteaching. They calculated delivery volumes (total operative, cesarean, vacuum, forceps, two or more methods) for each hospital and compared data across hospital categories. Results The sample included 1,344,305 childbirths in 835 hospitals. The mean cesarean volumes for major teaching, minor teaching, and nonteaching hospitals were 969.8, 757.8, and 406.9. The mean vacuum volumes were 301.0, 304.2, and 190.4, and the mean forceps volumes were 25.2, 15.3, and 8.9. In 2008, 31 hospitals (3.7% of all hospitals) performed no vacuum extractions, and 320 (38.3%) performed no forceps deliveries. In 2008, 13 (23%) major teaching and 44 (44%) minor teaching hospitals performed five or fewer forceps deliveries. Conclusions Low forceps delivery volumes may preclude many trainees from acquiring adequate experience and proficiency. These findings highlighted broader challenges, faced by many specialties, in ensuring that trainees and practicing physicians acquire and maintain competence in infrequently performed, highly technical procedures. PMID:24280847

A trial of patient-oriented problem-solving system for immunology teaching in China: a comparison with dialectic lectures.

PubMed

Zhang, Zhiren; Liu, Wei; Han, Junfeng; Guo, Sheng; Wu, Yuzhang

2013-01-28

The most common teaching method used in China is lecturing, but recently, efforts have been widely undertaken to promote the transition from teacher-centered to student-centered education. The patient-oriented problem-solving (POPS) system is an innovative teaching-learning method that permits students to work in small groups to solve clinical problems, promotes self-learning, encourages clinical reasoning and develops long-lasting memory. To our best knowledge, however, POPS has never been applied in teaching immunology in China. The aim of this study was to develop POPS in teaching immunology and assess students' and teachers' perception to POPS. 321 second-year medical students were divided into two groups: I and II. Group I, comprising 110 students, was taught by POPS, and 16 immunology teachers witnessed the whole teaching process. Group II including the remaining 211 students was taught through traditional lectures. The results of the pre- and post-test of both groups were compared. Group I students and teachers then completed a self-structured feedback questionnaire for analysis before a discussion meeting attended only by the teachers was held. Significant improvement in the mean difference between the pre- and post-test scores of those in Groups I and II was seen, demonstrating the effectiveness of POPS teaching. Most students responded that POPS facilitates self-learning, helps them to understand topics and creates interest, and 88.12% of students favored POPS over simple lectures. Moreover, while they responded that POPS facilitated student learning better than lectures, teachers pointed out that limited teaching resources would make it difficult for wide POPS application in China. While POPS can break up the monotony of dialectic lectures and serve as a better teaching method, it may not be feasible for the current educational environment in China. The main reason for this is the relative shortage of teaching resources such as space, library facilities and well-trained teachers.

Learning Methods of Remote Sensing In the 2013 Curriculum of Secondary School

NASA Astrophysics Data System (ADS)

Lili Somantri, Nandi

2016-11-01

The new remote sensing material included in the subjects of geography in the curriculum of 1994. For geography teachers generation of 90s and over who in college do not get the material remote sensing, for teaching is a tough matter. Most teachers only give a theoretical matter, and do not carry out practical reasons in the lack of facilities and infrastructure of computer laboratories. Therefore, in this paper studies the importance about the method or manner of teaching remote sensing material in schools. The purpose of this paper is 1) to explain the position of remote sensing material in the study of geography, 2) analyze the Geography Curriculum 2013 Subjects related to remote sensing material, 3) describes a method of teaching remote sensing material in schools. The method used in this paper is a descriptive analytical study supported by the literature. The conclusion of this paper that the position of remote sensing in the study of geography is a method or a way to obtain spatial data earth's surface. In the 2013 curriculum remote sensing material has been applied to the study of land use and transportation. Remote sensing methods of teaching must go through a practicum, which starts from the introduction of the theory of remote sensing, data extraction phase of remote sensing imagery to produce maps, both visually and digitally, field surveys, interpretation of test accuracy, and improved maps.

Examining the impact of the Guided Constructivist teaching method on students' misconceptions about concepts of Newtonian physics

NASA Astrophysics Data System (ADS)

Ibrahim, Hyatt Abdelhaleem

The effect of Guided Constructivism (Interactivity-Based Learning Environment) and Traditional Expository instructional methods on students' misconceptions about concepts of Newtonian Physics was investigated. Four groups of 79 of University of Central Florida students enrolled in Physics 2048 participated in the study. A quasi-experimental design of nonrandomized, nonequivalent control and experimental groups was employed. The experimental group was exposed to the Guided Constructivist teaching method, while the control group was taught using the Traditional Expository teaching approach. The data collection instruments included the Force Concept Inventory Test (FCI), the Mechanics Baseline Test (MBT), and the Maryland Physics Expectation Survey (MPEX). The Guided Constructivist group had significantly higher means than the Traditional Expository group on the criterion variables of: (1) conceptions of Newtonian Physics, (2) achievement in Newtonian Physics, and (3) beliefs about the content of Physics knowledge, beliefs about the role of Mathematics in learning Physics, and overall beliefs about learning/teaching/appropriate roles of learners and teachers/nature of Physics. Further, significant relationships were found between (1) achievement, conceptual structures, beliefs about the content of Physics knowledge, and beliefs about the role of Mathematics in learning Physics; (2) changes in misconceptions about the physical phenomena, and changes in beliefs about the content of Physics knowledge. No statistically significant difference was found between the two teaching methods on achievement of males and females. These findings suggest that differences in conceptual learning due to the nature of the teaching method used exist. Furthermore, greater conceptual learning is fostered when teachers use interactivity-based teaching strategies to train students to link everyday experience in the real physical world to formal school concepts. The moderate effect size and power of the study suggest that the effect may not be subtle, but reliable. Physics teachers can use these results to inform their decisions about structuring learning environment when conceptual learning is important.

Statistics teaching in medical school: opinions of practising doctors.

PubMed

Miles, Susan; Price, Gill M; Swift, Louise; Shepstone, Lee; Leinster, Sam J

2010-11-04

The General Medical Council expects UK medical graduates to gain some statistical knowledge during their undergraduate education; but provides no specific guidance as to amount, content or teaching method. Published work on statistics teaching for medical undergraduates has been dominated by medical statisticians, with little input from the doctors who will actually be using this knowledge and these skills after graduation. Furthermore, doctor's statistical training needs may have changed due to advances in information technology and the increasing importance of evidence-based medicine. Thus there exists a need to investigate the views of practising medical doctors as to the statistical training required for undergraduate medical students, based on their own use of these skills in daily practice. A questionnaire was designed to investigate doctors' views about undergraduate training in statistics and the need for these skills in daily practice, with a view to informing future teaching. The questionnaire was emailed to all clinicians with a link to the University of East Anglia Medical School. Open ended questions were included to elicit doctors' opinions about both their own undergraduate training in statistics and recommendations for the training of current medical students. Content analysis was performed by two of the authors to systematically categorize and describe all the responses provided by participants. 130 doctors responded, including both hospital consultants and general practitioners. The findings indicated that most had not recognised the value of their undergraduate teaching in statistics and probability at the time, but had subsequently found the skills relevant to their career. Suggestions for improving undergraduate teaching in these areas included referring to actual research and ensuring relevance to, and integration with, clinical practice. Grounding the teaching of statistics in the context of real research studies and including examples of typical clinical work may better prepare medical students for their subsequent career.

The barriers encountered by teachers implementing education for sustainable development: discipline bound differences and teaching traditions

NASA Astrophysics Data System (ADS)

Borg, Carola; Gericke, Niklas; Höglund, Hans-Olof; Bergman, Eva

2012-07-01

Background : According to the Swedish curriculum teachers in all subjects have a responsibility to integrate a holistic perspective of sustainable development (SD) and teach according to an education for sustainable development (ESD) approach. However previous research has shown that teachers from different subjects perceive SD differently. Purpose : The study aimed at investigating if and how teachers' subject area influences their ability to implement a holistic perspective of ESD; we investigated both the impact of teaching traditions and the barriers that teachers experienced. Sample : A stratified sample of 224 Swedish upper secondary schools participated. An online questionnaire was sent and answered by a total of 3229 teachers at these schools. In total, there were 669 science teachers, 373 social science teachers, 483 language teachers, 713 vocational and esthetical-practical teachers, and 739 teachers from other disciplines who participated in the survey. Design and methods : The questionnaire consisted of questions requiring Likert-scale responses and multiple-choice questions. The data from the questionnaire were analyzed using Pearson's Chi-square test and one-way ANOVA. The significance level accepted was p < 0.05. Results : Teachers were influenced by their own subject traditions. Science teachers in our study were grounded in the fact-based tradition and lectures were the most common teaching method used. The teaching tradition of the social science teachers seemed to be most in line to an ESD approach. Many language teachers (41%) stated they did not include SD issues in their teaching at all. Among the barriers identified, the most common obstacles were that the teachers lacked inspiring examples of how to include SD in their teaching and that they lacked the necessary expertise about SD. Conclusion : This study highlights the need for the management within schools to create opportunities for teachers to work collaboratively when teaching ESD. It is also important to provide further training that is adjusted to the needs of different disciplines.

Is Hospital Teaching Status a Key Factor in Hospital Charge for Children with Hip Fractures?

PubMed Central

Gao, Yubo; Pugely, Andrew; Karam, Matthew; Phisitkul, Phinit; Mendoza, Sergio; Johnston, Richard C.

2013-01-01

OBJECTIVE Proximal femur fractures cause significant pain and economic cost among pediatric patients. The purposes of this study were (a) to evaluate the distribution by hospital type (teaching hospital vs non-teaching hospital) of U.S. pediatric patients aged 1-20 years who were hospitalized with a closed hip fracture and (b) to discern the mean hospital charge and hospital length of stay after employing propensity score to reduce selec-tion bias. METHODS The 2006 Healthcare Cost and Uti-lization Project (HCUP) Kids’ Inpatient Database (KID) was queried for children aged up to 20 years that had principle diagnosis of hip fracture injury. Hip fractures were defined by International Classifi-cation of Diseases, 9th Revision, Clinical Modifica-tion codes 820.0, 820.2 and 820.8 under Section “Injury and Poisoning (800-999)” with principle internal fixation procedure codes 78.55, 79.15 and 79.35. Patient demographics and hospital status were presented and analyzed. Differences in mean hospital charge and hospital length of stay by hospital teaching status were assessed via two propensity score based methods. RESULTS In total, 1,827 patients were nation-ally included for analysis: 1,392 (76.2%) were treated at a teaching hospital and 435 (23.8%) were treated at a non-teaching hospital. The average age of the patients was 12.88 years old in teaching hospitals vs 14.33 years old in nonteaching hospitals. The propensity score based ad-justment method showed mean hospital charge was $34,779 in teaching hospitals and $32,891 in the non-teaching hospitals, but these differences were not significant (p=0.2940). Likewise, mean length of hospital stay was 4.1 days in teaching hospitals and 3.89 days in non-teaching hospitals, but these differences were also not significant (p=0.4220). Conclusions Hospital teaching status did not affect length of stay or total hospital costs in children treated surgically for proximal femur fractures. Future research should be directed at identifying factors associated with variations in hospital charge and length of stay. PMID:24027472

A comparison of observed teaching practices with teacher perceptions of their teaching during and following major funding

NASA Astrophysics Data System (ADS)

Kimble, Larry Lee

The purposes of this study were: (1) to determine how the teaching practices of eight exemplary Iowa teachers changed over time (1994--1999); (2) to investigate discrepancies between the perceptions of teaching compared with actual performance of these behaviors exhibited in videotapes of their teaching; and (3) to determine how STS/Constructivist teaching behaviors changed after major NSF funding. Data were collected at multiple times over a five year period. Quantitative data included use of the ESTEEM for evaluating three consecutive days of "best" teaching on the part of the eight teachers. The TPI and CLES were used for measuring perceptions of the teachers. Interviews concerning classrooms and teaching practices were conducted. Assessment and teaching methods were also reviewed. Major findings include: (1) Teaching practices indicate that all eight teachers achieved expert status in all four areas measured by the ESTEEM. These include (1) facilitating the learning process from a constructivist perspective; (2) content-specific pedagogy related to student understanding; (3) adjustments in strategies based on interactions with the students; and (4) teacher knowledge of subject matter. Constructivist practices improved significantly at each data sampling over the studied period (significant at the .05 level). (2) Teacher perceptions of their constructivist teaching practices as measured by the TPI and CLES were very high. This was especially true for the CLES where five areas of constructivist teaching were evaluated, namely: (1) personal relevance; (2) scientific uncertainty; (3) critical voice; (4) shared control, and (5) student negotiations. The perceptions continued to improve over the studied period (significant at the .05 level). (3) Similarities between teacher observed practices and their perceptions of their teaching were noted. In many cases, the actual practices were observed to be better. (4) The teachers improved regarding wait-time between teacher questions and student responses. (5) The teachers asked fewer questions, but developed classes with more student-student interaction. (6) Assessment strategies used by the eight teachers continued to improve and were often an integral part of instruction. (7) The eight teachers continued to grow and improve with respect to constructivist strategies two years after major NSF funding.

Blood pressure monitoring: theory and practice. European Society of Hypertension Working Group on Blood Pressure Monitoring and Cardiovascular Variability Teaching Course Proceedings.

PubMed

Stergiou, George S; Palatini, Paolo; Asmar, Roland; Bilo, Grzegorz; de la Sierra, Alejandro; Head, Geoff; Kario, Kazuomi; Mihailidou, Anastasia; Wang, Jiguang; Mancia, Giuseppe; O'Brien, Eoin; Parati, Gianfranco

2018-02-01

The European Society of Hypertension (ESH) Working Group on Blood Pressure (BP) Monitoring and Cardiovascular Variability organized a Teaching Course on 'Blood Pressure Monitoring: Theory and Practice' during the 2017 ESH Meeting in Milan, Italy. This course performed by 11 international BP monitoring experts covered key topics of BP monitoring, including office BP measurement, ambulatory BP monitoring, home BP monitoring, ambulatory versus home BP, white-coat and masked hypertension, cuff use, and BP variability. This article presents a summary of the proceedings of the ESH BP Monitoring Teaching Course, including essential information, practical issues, and recommendations on the clinical application of BP monitoring methods, aiming to the optimal management of patients with suspected or diagnosed hypertension.

The Influence of Informal Science Education Experiences on the Development of Two Beginning Teachers' Science Classroom Teaching Identity

NASA Astrophysics Data System (ADS)

Katz, Phyllis; Randy McGinnis, J.; Riedinger, Kelly; Marbach-Ad, Gili; Dai, Amy

2013-12-01

In case studies of two first-year elementary classroom teachers, we explored the influence of informal science education (ISE) they experienced in their teacher education program. Our theoretical lens was identity development, delimited to classroom science teaching. We used complementary data collection methods and analysis, including interviews, electronic communications, and drawing prompts. We found that our two participants referenced as important the ISE experiences in their development of classroom science identities that included resilience, excitement and engagement in science teaching and learning-qualities that are emphasized in ISE contexts. The data support our conclusion that the ISE experiences proved especially memorable to teacher education interns during the implementation of the No Child Left Behind policy which concentrated on school-tested subjects other than science.

A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No. 8.

PubMed

Steinert, Yvonne; Mann, Karen; Centeno, Angel; Dolmans, Diana; Spencer, John; Gelula, Mark; Prideaux, David

2006-09-01

Preparing healthcare professionals for teaching is regarded as essential to enhancing teaching effectiveness. Although many reports describe various faculty development interventions, there is a paucity of research demonstrating their effectiveness. To synthesize the existing evidence that addresses the question: "What are the effects of faculty development interventions on the knowledge, attitudes and skills of teachers in medical education, and on the institutions in which they work?" The search, covering the period 1980-2002, included three databases (Medline, ERIC and EMBASE) and used the keywords: staff development; in-service training; medical faculty; faculty training/development; continuing medical education. Manual searches were also conducted. Articles with a focus on faculty development to improve teaching effectiveness, targeting basic and clinical scientists, were reviewed. All study designs that included outcome data beyond participant satisfaction were accepted. From an initial 2777 abstracts, 53 papers met the review criteria. Data were extracted by six coders, using the standardized BEME coding sheet, adapted for our use. Two reviewers coded each study and coding differences were resolved through discussion. Data were synthesized using Kirkpatrick's four levels of educational outcomes. Findings were grouped by type of intervention and described according to levels of outcome. In addition, 8 high-quality studies were analysed in a 'focused picture'. The majority of the interventions targeted practicing clinicians. All of the reports focused on teaching improvement and the interventions included workshops, seminar series, short courses, longitudinal programs and 'other interventions'. The study designs included 6 randomized controlled trials and 47 quasi-experimental studies, of which 31 used a pre-test-post-test design. Despite methodological limitations, the faculty development literature tends to support the following outcomes: Overall satisfaction with faculty development programs was high. Participants consistently found programs acceptable, useful and relevant to their objectives. Participants reported positive changes in attitudes toward faculty development and teaching. Participants reported increased knowledge of educational principles and gains in teaching skills. Where formal tests of knowledge were used, significant gains were shown. Changes in teaching behavior were consistently reported by participants and were also detected by students. Changes in organizational practice and student learning were not frequently investigated. However, reported changes included greater educational involvement and establishment of collegiate networks. Key features of effective faculty development contributing to effectiveness included the use of experiential learning, provision of feedback, effective peer and colleague relationships, well-designed interventions following principles of teaching and learning, and the use of a diversity of educational methods within single interventions. Methodological issues: More rigorous designs and a greater use of qualitative and mixed methods are needed to capture the complexity of the interventions. Newer methods of performance-based assessment, utilizing diverse data sources, should be explored, and reliable and valid outcome measures should be developed. The maintenance of change over time should also be considered, as should process-oriented studies comparing different faculty development strategies. Faculty development activities appear highly valued by participants, who also report changes in learning and behavior. Notwithstanding the methodological limitations in the literature, certain program characteristics appear to be consistently associated with effectiveness. Further research to explore these associations and document outcomes, at the individual and organizational level, is required.

A new method for teaching physical examination to junior medical students.

PubMed

Sayma, Meelad; Williams, Hywel Rhys

2016-01-01

Teaching effective physical examination is a key component in the education of medical students. Preclinical medical students often have insufficient clinical knowledge to apply to physical examination recall, which may hinder their learning when taught through certain understanding-based models. This pilot project aimed to develop a method to teach physical examination to preclinical medical students using "core clinical cases", overcoming the need for "rote" learning. This project was developed utilizing three cycles of planning, action, and reflection. Thematic analysis of feedback was used to improve this model, and ensure it met student expectations. A model core clinical case developed in this project is described, with gout as the basis for a "foot and ankle" examination. Key limitations and difficulties encountered on implementation of this pilot are discussed for future users, including the difficulty encountered in "content overload". This approach aims to teach junior medical students physical examination through understanding, using a simulated patient environment. Robust research is now required to demonstrate efficacy and repeatability in the physical examination of other systems.

Study on Case Teaching of Financial Management

ERIC Educational Resources Information Center

Che, Zhenghong; Che, Zhengmei

2011-01-01

Case teaching is an efficient teaching method of management. It plays an important role to enhance the students' ability to practice the theory. However, case teaching of financial management has not achieved the expected results. The paper aims to study the importance, characteristics and corresponding methods of case teaching method of financial…

Advancing renal education: hybrid simulation, using simulated patients to enhance realism in haemodialysis education.

PubMed

Dunbar-Reid, Kylie; Sinclair, Peter M; Hudson, Denis

2015-06-01

Simulation is a well-established and proven teaching method, yet its use in renal education is not widely reported. Criticisms of simulation-based teaching include limited realism and a lack of authentic patient interaction. This paper discusses the benefits and challenges of high-fidelity simulation and suggests hybrid simulation as a complementary model to existing simulation programmes. Through the use of a simulated patient, hybrid simulation can improve the authenticity of renal simulation-based education while simultaneously teaching and assessing technologically enframed caring. © 2015 European Dialysis and Transplant Nurses Association/European Renal Care Association.

Teaching Scientific Method: The Logic of Confirmation and Falsification.

ERIC Educational Resources Information Center

Garrison, James W.; Bentley, Michael L.

1990-01-01

Presents important principles and issues related to postpositivism including logic of confirmation and logic of falsification. Discusses possible applications in science education. Lists 23 references. (YP)

Changing to Concept-Based Curricula: The Process for Nurse Educators

PubMed Central

Baron, Kristy A.

2017-01-01

Background: The complexity of health care today requires nursing graduates to use effective thinking skills. Many nursing programs are revising curricula to include concept-based learning that encourages problem-solving, effective thinking, and the ability to transfer knowledge to a variety of situations—requiring nurse educators to modify their teaching styles and methods to promote student-centered learning. Changing from teacher-centered learning to student-centered learning requires a major shift in thinking and application. Objective: The focus of this qualitative study was to understand the process of changing to concept-based curricula for nurse educators who previously taught in traditional curriculum designs. Methods: The sample included eight educators from two institutions in one Western state using a grounded theory design. Results: The themes that emerged from participants’ experiences consisted of the overarching concept, support for change, and central concept, finding meaning in the change. Finding meaning is supported by three main themes: preparing for the change, teaching in a concept-based curriculum, and understanding the teaching-learning process. Conclusion: Changing to a concept-based curriculum required a major shift in thinking and application. Through support, educators discovered meaning to make the change by constructing authentic learning opportunities that mirrored practice, refining the change process, and reinforcing benefits of teaching. PMID:29399236

Clinical embryology: is there still a place in medical schools today?

PubMed

Hamilton, J; Carachi, R

2014-11-01

Embryology remains an important tool in medicine and surgery for the management of many clinical conditions. As a subject, it is neither straightforward nor easy to learn and teach in a busy modern medical school curriculum and can be easily overlooked. The aim of this study was to assess medical students' confidence in, and attitudes towards, the learning and teaching of clinical embryology. Medical students from all years of the course were asked to complete an online questionnaire in 2014. The questionnaire focused on confidence levels in learning embryology, methods of teaching, clinical embryology and it also allowed comments. In total, 146 students completed the questionnaire. The majority of students were not confident in learning and applying embryology and were unhappy with current teaching. Despite this, they felt that embryology should be included in the medical school curriculum, in particular clinical embryology with relevant clinical scenarios. Students remain confident that embryology should remain in the medical school curriculum. Embryology should be taught at the right level, depth and through various methods, including basic concepts in the lower years of medical school and moving into clinical embryology later on. As a result, junior doctors and trainees will have a good foundation of knowledge. © The Author(s) 2014 Reprints and permissions: sagepub.co.uk/journalsPermissions.nav.

Technological advances that enhance teaching using animals, and the application of the Three Rs.

PubMed

Davies, Alexander S

2004-06-01

The inventions that have progressively contributed to education have never offered opportunities as vast as in the digital era, even though this is still scarcely 25 years old. In this time, digital handling of data led first to text processing, then to bitmap and vector graphics, and now, to digital sound and movies. As these advanced, the storage methods became larger, faster, easier and cheaper. The advancement of technology has been so rapid that the standard of most teaching aids now available is well below what can currently be achieved. We are confronted with an unprecedented opportunity for applying the principles of reduction, refinement and replacement of animals in education. Not only are the visual teaching aids improved by digitising, but all aspects of their development, including the ease, higher speed, and low cost of creation, editing, copying, distribution and access, are improved, as well. Several examples will be given, including access to interactive panoramic movies, animated sequences to explain difficult concepts, on-line tutorials and image databases using digital photography, radiography and other diagnostic methods, as well as the production of desktop movies. The speed of technical advance brings its own problems, but the challenges and possibilities for developing viable alternatives to the use of animals in teaching are vast.

Successful Teaching, Learning, and Use of Digital Mapping Technology in Mazvihwa, Rural Zimbabwe

NASA Astrophysics Data System (ADS)

Eitzel Solera, M. V.; Madzoro, S.; Solera, J.; Mhike Hove, E.; Changarara, A.; Ndlovu, D.; Chirindira, A.; Ndlovu, A.; Gwatipedza, S.; Mhizha, M.; Ndlovu, M.

2016-12-01

Participatory mapping is now a staple of community-based work around the world. Particularly for indigenous and rural peoples, it can represent a new avenue for environmental justice and can be a tool for culturally appropriate management of local ecosystems. We present a successful example of teaching and learning digital mapping technology in rural Zimbabwe. Our digital mapping project is part of the long-term community-based participatory research of The Muonde Trust in Mazvihwa, Zimbabwe. By gathering and distributing local knowledge and also bringing in visitors to share knowledge, Muonde has been able to spread relevant information among rural farmers. The authors were all members of Muonde or were Muonde's visitors, and were mentors and learners of digital mapping technologies at different times. Key successful characteristics of participants included patience, compassion, openness, perseverance, respect, and humility. Important mentoring strategies included: 1) instruction in Shona and in English, 2) locally relevant examples, assignments, and analogies motivated by real needs, 3) using a variety of teaching methods for different learning modalities, 4) building on and modifying familiar teaching methods, and 5) paying attention to the social and relational aspects of teaching and learning. The Muonde mapping team has used their new skills for a wide variety of purposes, including: identifying, discussing, and acting on emerging needs; using digital mapping for land-use and agropastoral planning; and using mapping as a tool for recording and telling important historical and cultural stories. Digital mapping has built self-confidence as well as providing employable skills and giving Muonde more visibility to other local and national non-governmental organizations, utility companies, and educational institutions. Digital mapping, as taught in a bottom-up, collaborative way, has proven to be both accessible and of enormous practical use to rural Zimbabweans.

[Teaching methods for clinical settings: a literature review].

PubMed

Brugnolli, Anna; Benaglio, Carla

2017-01-01

. Teaching Methods for clinical settings: a review. The teaching process during internship requires several methods to promote the acquisition of more complex technical skills such as relational, decisional and planning abilities. To describe effective teaching methods to promote the learning of relational, decisional and planning skills. A literature review of the teaching methods that have proven most effective, most appreciated by students, and most frequently used in Italian nursing schools. Clinical teaching is a central element to transform clinical experiences during internship in professional competences. The students are gradually brought to become more independent, because they are offered opportunities to practice in real contexts, to receive feedback, to have positive role models, to become more autonomous: all elements that facilitate and potentiate learning. Clinical teaching should be based on a variety of methods. The students value a gradual progression both in clinical experiences and teaching strategies from more supervised methods to methods more oriented towards reflecting on clinical practice and self-directed learning.

Integrating Ethics into the Social Studies Curriculum.

ERIC Educational Resources Information Center

Howe, Kenneth R.

1991-01-01

Urges incorporation of ethics into social studies curriculum. Provides an overview of ethical theory including principle-based theories of utilitarianism and deontology and virtue-based theories. Discusses philosophies of social science including positivism, interpretivism, and critical social science. Suggests teaching methods and curriculum…

A course in bicycle driver education

DOT National Transportation Integrated Search

1981-01-31

For each of the ten lessons in the program, this document includes a detailed lesson plan which a teacher can adapt to local needs as well as to his/her teaching method. Each lesson plan includes a listing of objectives, the necessary teacher prepara...

[Selecting methods and awaiting growth: the teaching experience of fundamental nursing practicum instructors].

PubMed

Lin, Hui-Chen; Lin, Chi-Yi; Chien, Tsui-Wei; Liu, Kuei-Fen; Chen, Miao-Yen; Lin, Wen-Chuan

2013-02-01

A constellation of factors accounts for teaching efficacy in the fundamental nursing practicum. Teachers play a critical role in terms of designing and executing an appropriate teaching plan, choosing effective methods, and holding appropriate teaching attitudes. It is thus extremely important that clinical teachers master the core characteristics of basic nursing practice. This study aimed to illuminate the core characteristics of basic nursing practice for students for reference by clinical practicum teachers. Qualitative research was used to identify the fundamentals of nursing practice by clinical teacher. Five focus group meetings were convened during the practice period. The researchers presided over group discussions held during the normal weekly teaching schedule and lasting approximately 2-4 hours each. The content analysis was adopted to analyze the data. Three major themes were proposed, including (1) student status: "novices were stymied by problems and thus improved slowly"; (2) teacher awareness: "teachers need to be aware of student capabilities, mood, and discomfort"; and (3) teaching style: "a good choice of methods should support and encourage students. To cultivate professional nursing knowledge and self-confidence for future professional commitment, clinical teachers must first understand the characteristics and motivations of learning of their students and then select the, skills, and attitudes appropriate to provide step-by-step guidance. Communication with staffs and the preparation of atmosphere prior to nursing practice are also essential for students. Results provide insights into the technical college environment with regard to basic-level clinical nursing practice.

Problem-Based Learning Method: Secondary Education 10th Grade Chemistry Course Mixtures Topic

ERIC Educational Resources Information Center

Üce, Musa; Ates, Ismail

2016-01-01

In this research; aim was determining student achievement by comparing problem-based learning method with teacher-centered traditional method of teaching 10th grade chemistry lesson mixtures topic. Pretest-posttest control group research design is implemented. Research sample includes; two classes of (total of 48 students) an Anatolian High School…

Analysis of the Interaction of Student Characteristics with Method in Micro-Teaching.

ERIC Educational Resources Information Center

Chavers, Katherine; And Others

A study examined the comparative effects on microteaching performance of (1) eight different methods of teacher training and (2) the interaction of method with student characteristics. Subjects, 71 enrollees in an educational psychology course, were randomly assigned to eight treatment groups (including one control group). Treatments consisted of…

Student Preferences Regarding Teaching Methods in a Drug-Induced Diseases and Clinical Toxicology Course

PubMed Central

Gim, Suzanna

2013-01-01

Objectives. To determine which teaching method in a drug-induced diseases and clinical toxicology course was preferred by students and whether their preference correlated with their learning of drug-induced diseases. Design. Three teaching methods incorporating active-learning exercises were implemented. A survey instrument was developed to analyze students’ perceptions of the active-learning methods used and how they compared to the traditional teaching method (lecture). Examination performance was then correlated to students’ perceptions of various teaching methods. Assessment. The majority of the 107 students who responded to the survey found traditional lecture significantly more helpful than active-learning methods (p=0.01 for all comparisons). None of the 3 active-learning methods were preferred over the others. No significant correlations were found between students’ survey responses and examination performance. Conclusions. Students preferred traditional lecture to other instructional methods. Learning was not influenced by the teaching method or by preference for a teaching method. PMID:23966726

Improving the Teaching/Learning Process in General Chemistry: Report on the 1997 Stony Brook General Chemistry Teaching Workshop

NASA Astrophysics Data System (ADS)

Hanson, David M.; Wolfskill, Troy

1998-02-01

Motivated by the widespread recognition that traditional teaching methods at postsecondary institutions no longer are meeting students' educational needs, 59 participants came to the first Stony Brook General Chemistry Teaching Workshop, July 20-July 25, 1997, on improving the teaching/learning process in General Chemistry. The instructors from 42 institutions across the country, including community colleges, liberal-arts colleges, and large research universities, had mutual concerns that students are having difficulty understanding and applying concepts, finding relevance, transferring knowledge within and across disciplines, and identifying and developing skills needed for success in college and a career. This situation has come about because challenges posed by students' increasing diversity in academic preparation, cultural background, motivation, and career goals go unmet, with too many courses maintaining the conventional objective of structuring and presenting information.

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

Institutional capacity for health systems research in East and Central Africa schools of public health: enhancing capacity to design and implement teaching programs

PubMed Central

2014-01-01

Background The role of health systems research (HSR) in informing and guiding national programs and policies has been increasingly recognized. Yet, many universities in sub-Saharan African countries have relatively limited capacity to teach HSR. Seven schools of public health (SPHs) in East and Central Africa undertook an HSR institutional capacity assessment, which included a review of current HSR teaching programs. This study determines the extent to which SPHs are engaged in teaching HSR-relevant courses and assessing their capacities to effectively design and implement HSR curricula whose graduates are equipped to address HSR needs while helping to strengthen public health policy. Methods This study used a cross-sectional study design employing both quantitative and qualitative approaches. An organizational profile tool was administered to senior staff across the seven SPHs to assess existing teaching programs. A self-assessment tool included nine questions relevant to teaching capacity for HSR curricula. The analysis triangulates the data, with reflections on the responses from within and across the seven SPHs. Proportions and average of values from the Likert scale are compared to determine strengths and weaknesses, while themes relevant to the objectives are identified and clustered to elicit in-depth interpretation. Results None of the SPHs offer an HSR-specific degree program; however, all seven offer courses in the Master of Public Health (MPH) degree that are relevant to HSR. The general MPH curricula partially embrace principles of competency-based education. Different strengths in curricula design and staff interest in HSR at each SPH were exhibited but a number of common constraints were identified, including out-of-date curricula, face-to-face delivery approaches, inadequate staff competencies, and limited access to materials. Opportunities to align health system priorities to teaching programs include existing networks. Conclusions Each SPH has key strengths that can be leveraged to design and implement HSR teaching curricula. We propose networking for standardizing HSR curricula competencies, institutionalizing sharing of teaching resources, creating an HSR eLearning platform to expand access, regularly reviewing HSR teaching content to infuse competency-based approaches, and strengthening staff capacity to deliver such curricula. PMID:24888353

Teaching evidence based practice in physical therapy in a developing country: a national survey of Philippine schools

PubMed Central

2013-01-01

Background Early education on the foundations of evidence based practice (EBP) is advocated as a potent intervention toward enhancing EBP uptake among physical therapists. Little is known about the extent to which EBP is integrated in educational curricula in developing countries where the benefits of EBP are more acutely needed. This study sought to describe EBP education in Philippine physical therapy schools, including the challenges encountered by educators in teaching EBP. Methods A national survey of higher education institutions offering an undergraduate degree program in physical therapy was conducted from August 2011 through January 2012. A 35-item questionnaire was developed to gather data on whether or not EBP was taught, specific EBP content covered and courses in which content was covered, teaching and evaluation methods, and challenges in teaching EBP. Data were analyzed descriptively. Results The study had a response rate of 55.7% (34/61). Majority of the participating educational institutions (82%, 28/34) reported teaching EBP by incorporating EBP content in the professional courses. Among those that did not teach EBP, inadequate educator competence was the leading barrier. Courses commonly used to teach EBP were those on research (78.6%, 22/28), therapy planning (71.4%, 20/28), treatment skills (57.1-64.3%, 16-18/28), and undergraduate thesis (60.7%, 17/28). Various EBP contents were covered, with statistical concepts more frequently taught compared with critical EBP content. Lectures and journal reports were the usual teaching methods (96.4%, 27/28 and 89.3%, 25/28, respectively) while written examinations, completion of an undergraduate thesis, and oral reports (82.1%, 23/28, 78.6%, 22/28, and 78.6%, 22/28, respectively) were often used in evaluation. Students’ inadequate knowledge of statistics and lack of curricular structure for EBP were identified as leading challenges to teaching (75%, 21/28 and 50%, 14/28, respectively). Conclusions Many physical therapy faculties across the Philippines are incorporating EBP content in teaching. However, there is arbitrary and fragmented coverage of EBP content and inadequate emphasis on clinically oriented teaching-learning and assessment methods. These findings suggest the need to design appropriate entry-level educational programs on EBP. Effective ‘educating the educators’ strategies are urgently needed and can have far-reaching positive repercussions on EBP uptake in physical therapist practice. PMID:24267512

Using the BBC Microcomputer to Teach the Electrocardiogram to Biology Students.

ERIC Educational Resources Information Center

Dewhurst, D. G.; And Others

1990-01-01

Described are two methods which use microcomputers to illustrate the use of the electrocardiogram and the function of the heart. Included are a simulation and a method of collecting live electrocardiograms. Hardware, software, and the use of these systems are discussed. (CW)

High School Forum

ERIC Educational Resources Information Center

Herron, J. Dudley, Ed.

1975-01-01

Describes methods for teaching the mole concept, including analogous calculations involving household objects, and the use of a cardboard wheel showing the interrelationships between moles, molecular weight, and the gaseous molar volume. (MLH)

Really Basic Papermaking.

ERIC Educational Resources Information Center

Gruber, Donald

2000-01-01

Provides information on papermaking and discusses two methods that students can use. States that papermaking can be a multidisciplinary project, including history and social studies, and a way to teach about recycling. (CMK)

Student Teachers' Emotional Teaching Experiences in Relation to Different Teaching Methods

ERIC Educational Resources Information Center

Timoštšuk, I.; Kikas, E.; Normak, M.

2016-01-01

The role of emotional experiences in teacher training is acknowledged, but the role of emotions during first experiences of classroom teaching has not been examined in large samples. This study examines the teaching methods used by student teachers in early teaching practice and the relationship between these methods and emotions experienced. We…

Animosity, antagonism, and avatars: teaching conflict management in second life.

PubMed

Evans, Dena A; Curtis, Anthony R

2011-11-01

Conflict exists in all health care organizations and may take many forms, including lateral or horizontal violence. The Essentials of Baccalaureate Nursing Education identified the development of conflict resolution strategies as core knowledge required of the bachelor's of science in nursing generalist. However, learning the art of conflict management takes both time and practice. With competition for clinical space increasing, class time in short supply, and traditional clinical opportunities for teaching conflict management lacking, a virtual approach to teaching conflict resolution was explored through the use of Second Life®. The project presented here explored students' perceptions of this unique approach to learning conflict management and sought to examine the effectiveness of this teaching method. Copyright 2011, SLACK Incorporated.

Simulation in Otolaryngology: A teaching and training tool.

PubMed

Thone, Natalie; Winter, Matías; García-Matte, Raimundo J; González, Claudia

Simulation in medical education is an effective method of teaching and learning, allowing standardisation of the learning and teaching processes without compromising the patient. Different types of simulation exist within subspecialty areas of Otolaryngology. Models that have been developed include phantom imaging, dummy patients, virtual models and animal models that are used to teach and practice different skills. Each model has advantages and disadvantages, where virtual reality is an emerging model with a promising future. However, there is still a need for further development of simulation in the area of Otolaryngology. Copyright © 2016 Elsevier España, S.L.U. and Sociedad Española de Otorrinolaringología y Cirugía de Cabeza y Cuello. All rights reserved.

A colorful approach to teaching optics

NASA Astrophysics Data System (ADS)

Magnani, Nancy J.; Donnelly, Judith

2014-09-01

In a traditional Connecticut elementary school setting, the classroom teacher will teach language arts, social studies and science curriculum. For 5th grade, the science curriculum includes learning about the senses and moon phases, in addition to the fundamentals of light. For art, music and physical education, students are sent to teachers who have certifications in teaching these subjects. In support of the science curriculum, we have traditionally provided workshops to enhance and supplement existing science curriculum. This method of instruction has become a routine. What if we invigorate the curriculum by using visual art to teach science? Will the students achieve a greater understanding of the principals of light? In this paper, we will explore the use of art to enhance the understanding of color and light phenomena.

Effects of a Format-based Second Language Teaching Method in Kindergarten.

ERIC Educational Resources Information Center

Uilenburg, Noelle; Plooij, Frans X.; de Glopper, Kees; Damhuis, Resi

2001-01-01

Focuses on second language teaching with a format-based method. The differences between a format-based teaching method and a standard approach used as treatments in a quasi-experimental, non-equivalent control group are described in detail. Examines whether the effects of a format-based teaching method and a standard foreign language method differ…

The impact of simulation education on self-efficacy towards teaching for nurse educators.

PubMed

Garner, S L; Killingsworth, E; Bradshaw, M; Raj, L; Johnson, S R; Abijah, S P; Parimala, S; Victor, S

2018-03-23

The objective of this study was to assess the impact of a simulation workshop on self-efficacy towards teaching for nurse educators in India. Additionally, we sought to revise and validate a tool to measure self-efficacy in teaching for use with a global audience. Simulation is an evidence-based teaching and learning method and is increasingly used in nursing education globally. As new technology and teaching methods such as simulation continue to evolve, it is important for new as well as experienced nurse educators globally to have confidence in their teaching skills and abilities. The study included (1) instrument revision, and measures of reliability and validation, (2) an 8-h faculty development workshop intervention on simulation, (3) pre- and post-survey of self-efficacy among nurse educators, and (4) investigation of relationship between faculty socio-demographics and degree of self-efficacy. The modified tool showed internal consistency (r = 0.98) and was validated by international faculty experts. There were significant improvements in total self-efficacy (P < 0.001) and subscale scores among nurse educators after the simulation workshop intervention when compared to pre-survey results. No significant relationships were found between socio-demographic variables and degree of self-efficacy. Strong self-efficacy in teaching among nurse educators is crucial for effective learning to occur. Results indicated the simulation workshop was effective in significantly improving self-efficacy towards teaching for nurse educators using an internationally validated tool. The Minister of Health in India recently called for improvements in nursing education. Introducing nursing education on simulation as a teaching method in India and globally to improve self-efficacy among teachers is an example of a strategy towards meeting this call. © 2018 The Authors International Nursing Review published by John Wiley & Sons Ltd on behalf of International Council of Nurses.

Best teaching practices in anatomy education: A critical review.

PubMed

Estai, Mohamed; Bunt, Stuart

2016-11-01

In this report we review the range of teaching resources and strategies used in anatomy education with the aim of coming up with suggestions about the best teaching practices in this area. There is much debate about suitable methods of delivering anatomical knowledge. Competent clinicians, particularly surgeons, need a deep understanding of anatomy for safe clinical procedures. However, because students have had very limited exposure to anatomy during clinical training, there is a concern that medical students are ill-prepared in anatomy when entering clerkships and residency programs. Therefore, developing effective modalities for teaching anatomy is essential to safe medical practice. Cadaver-based instruction has survived as the main instructional tool for hundreds of years, however, there are differing views on whether full cadaver dissection is still appropriate for a modern undergraduate training. The limitations on curricular time, trained anatomy faculty and resources for gross anatomy courses in integrated or/and system-based curricula, have led many medical schools to abandon costly and time-consuming dissection-based instruction in favour of alternative methods of instruction including prosection, medical imaging, living anatomy and multimedia resources. To date, no single teaching tool has been found to meet curriculum requirements. The best way to teach modern anatomy is by combining multiple pedagogical resources to complement one another, students appear to learn more effectively when multimodal and system-based approaches are integrated. Our review suggests that certain professions would have more benefit from certain educational methods or strategies than others. Full body dissection would be best reserved for medical students, especially those with surgical career intentions, while teaching based on prosections and plastination is more suitable for dental, pharmacy and allied health science students. There is a need to direct future research towards evaluation of the suitability of the new teaching methodologies in new curricula and student perceptions of integrated and multimodal teaching paradigms, and the ability of these to satisfy learning outcomes. Copyright © 2016 Elsevier GmbH. All rights reserved.

Physical examination in undergraduate medical education in the field of general practice - a scoping review.

PubMed

Moßhammer, Dirk; Graf, Joachim; Joos, Stefanie; Hertkorn, Rebekka

2017-11-25

Physical examination (PE) is an essential clinical skill and a central part of a physician's daily activity. Teaching of PE has been integrated into medical school by many clinical disciplines with respective specific examination procedures. For instance, PE teaching in general practice may include a full-body examination approach. Studies show that PE-skills of medical students often need enhancement. The aim of this article was to scope the literature regarding the teaching and research of PE within general practice during undergraduate medical education. We evaluated a wide breadth of literature relating to the content, study design, country of research institution and year of publication. Literature search in Medline along the PRISMA-P protocol was performed by search syntax ("physical examination" AND "medical education" AND "undergraduate" AND general practice) considering Medline MeSH (Medical Subject Heading)-Terms and Medline search term tree structure. Independent title, abstract and full-text screening with defined inclusion and exclusion criteria was performed. Full texts were analyzed by publication year, country of origin, study design and content (by categorizing articles along their main topic according to qualitative content analysis of Mayring). One-hundred seven articles were included. The annual number of publications ranged from 4 to 14 and had a slightly rising trend since 2000. Nearly half of the publications originated from the United States (n = 54), 33 from Canada and the United Kingdom. Overall, intervention studies represented the largest group (n = 60, including uncontrolled and controlled studies, randomized and non-randomized), followed by cross-sectional studies (n = 29). The 117 studies could be assigned to five categories "teaching methods (n = 53)", "teaching quality (n = 33)", "performance evaluation and examination formats (n=19)", "students' views (n = 8)" and "patients' and standardized patients' views (n=4)". The present work shows a wide spectrum of teaching and research activities and a certain level of evidence for the effectiveness of individual teaching methods. It can be used as orientation and impulse generator for the further development of medical education in the field of PE.

Distance education and teaching online: my journey from mystery to mastery.

PubMed

Farber, Ruth S

2013-07-01

With the burgeoning of online programs in higher education, many occupational therapy faculty will need to expand their teaching repertoire to include distance education methods. This article describes the transition of one teacher, moving from face to face instruction to a blended distance education format, and the components of the process. These include providing a good technical infrastructure and training for both teachers and students. In addition, the process of creating and developing both synchronous (live) sessions and asynchronous (discussion boards) are described. Lastly the author reflects on ways to transcend the distance and strengthen the online learning experience.

Geological applications and training in remote sensing

NASA Technical Reports Server (NTRS)

Sabins, F. F., Jr.

1981-01-01

Some of the experiences, methods, and opinions developed during 15 years of teaching an introductory course in remote sensing at several universities in the Southern California area are related. Although the course is offered in Geology departments, every class includes significant numbers of students from other disciplines including geography, computer science, biology, and environmental science. The instructor or teaching assistant provides a few hours of tutorial lectures (outside of regular class time) on basic geology for these nongeologists. This approach is successful because the grade distribution for nongeologists is similar to that for geologists. The schedule for a typical one-semester course is given.

Case studies approach for an undergraduate astrobiology course

NASA Astrophysics Data System (ADS)

Burko, Lior M.; Enger, Sandra

2013-04-01

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

A TEACHER'S GUIDE FOR ADULT BASIC EDUCATION.

ERIC Educational Resources Information Center

BROWN, ANTRONETTE

COMPILED AS AN IDEA AND INFORMATION GUIDE FOR TEACHERS OF ADULT BASIC EDUCATION, THIS DOCUMENT INCLUDES DETAILED TEACHING OBJECTIVES, METHODS, AND MATERIALS (FILMS, FILMSTRIPS, BOOKS, TRANSPARENCIES). THE COURSE INCLUDES (1) READING AND COMMUNICATION SKILLS--PHONICS, VOCABULARY, REFERENCE, AND SO ON, (2) SOCIAL STUDIES--GOVERNMENT, GEOGRAPHY,…

Population Education Accessions Lists, July-December 1986.

ERIC Educational Resources Information Center

United Nations Educational, Scientific, and Cultural Organization, Bangkok (Thailand). Regional Office for Education in Asia and the Pacific.

Part I of this resource guide contains listings of instructional materials, computer-assisted instructions, classroom activities and teaching methods. Part II deals with the knowledge base of population education. These publications are divided into 11 topics including: (1) demography; (2) documentation; (3) education (including environmental,…

Gaming, texting, learning? Teaching engineering ethics through students' lived experiences with technology.

PubMed

Voss, Georgina

2013-09-01

This paper examines how young peoples' lived experiences with personal technologies can be used to teach engineering ethics in a way which facilitates greater engagement with the subject. Engineering ethics can be challenging to teach: as a form of practical ethics, it is framed around future workplace experience in a professional setting which students are assumed to have no prior experience of. Yet the current generations of engineering students, who have been described as 'digital natives', do however have immersive personal experience with digital technologies; and experiential learning theory describes how students learn ethics more successfully when they can draw on personal experience which give context and meaning to abstract theories. This paper reviews current teaching practices in engineering ethics; and examines young people's engagement with technologies including cell phones, social networking sites, digital music and computer games to identify social and ethical elements of these practices which have relevance for the engineering ethics curricula. From this analysis three case studies are developed to illustrate how facets of the use of these technologies can be drawn on to teach topics including group work and communication; risk and safety; and engineering as social experimentation. Means for bridging personal experience and professional ethics when teaching these cases are discussed. The paper contributes to research and curriculum development in engineering ethics education, and to wider education research about methods of teaching 'the net generation'.

TEACH Kitchen: A Chronological Review of Accomplishments

PubMed Central

Chae, Jung Hee; Ansa, Benjamin E.; Smith, Selina A.

2017-01-01

Background The Eating and Cooking Healthy (TEACH) Kitchen was founded at the Medical College of Georgia in 2015 as a nutrition-based intervention to combat the high prevalence of obesity and obesity-related chronic diseases in the area of Augusta, Georgia. Despite the importance of diet in the management of chronic diseases, inadequate nutrition education among patients and healthcare providers presents a barrier. The purpose of TEACH Kitchen is to address this gap. Methods TEACH Kitchen is as a student-led initiative that promotes healthy cooking among medical students and patients with chronic diseases. Healthy nutrition and cooking classes are held during the academic year. Participants spend four weeks on each of four modules: obesity, hypertension, hyperlipidemia, and diabetes mellitus. Data collection, which began in January 2017, is currently on going. TEACH Kitchen has collaborated with Augusta University, Sodexo, and Kohl’s. Results Currently, TEACH Kitchen has enrolled 14 patients and 6 children. Anticipated results include measurements of pre-and post-intervention changes in knowledge, attitudes, beliefs, and competence in nutrition, as well as differences in clinical indicators, including body mass index, blood pressure, lipid profile, and HbA1c. Conclusions TEACH Kitchen is the first medical school-based nutrition/cooking education initiative in Augusta, Georgia. It provides patients and medical students with hands-on healthy nutrition/cooking experience with the goal of decreasing the prevalence and improving the outcome of obesity-related diseases. PMID:28890945

Physical examination education in graduate medical education--a systematic review of the literature.

PubMed

Mookherjee, Somnath; Pheatt, Lara; Ranji, Sumant R; Chou, Calvin L

2013-08-01

There is widespread recognition that physical examination (PE) should be taught in Graduate Medical Education (GME), but little is known regarding how to best teach PE to residents. Deliberate practice fosters expertise in other fields, but its utility in teaching PE is unknown. We systematically reviewed the literature to determine the effectiveness of methods to teach PE in GME, with attention to usage of deliberate practice. We searched PubMed, ERIC, and EMBASE for English language studies regarding PE education in GME published between January 1951 and December 2012. Seven eligibility criteria were applied to studies of PE education: (1) English language; (2) subjects in GME; (3) description of study population; (4) description of intervention; (5) assessment of efficacy; (6) inclusion of control group; and (7) report of data analysis. We extracted data regarding study quality, type of PE, study population, curricular features, use of deliberate practice, outcomes and assessment methods. Tabulated summaries of studies were reviewed for narrative synthesis. Fourteen studies met inclusion criteria. The mean Medical Education Research Study Quality Instrument (MERSQI) score was 9.0 out of 18. Most studies (n = 8) included internal medicine residents. Half of the studies used resident interaction with a human examinee as the primary means of teaching PE. Three studies "definitely" and four studies "possibly" used deliberate practice; all but one of these studies demonstrated improved educational outcomes. We used a non-validated deliberate practice assessment. Given the heterogeneity of assessment modalities, we did not perform a meta-analysis. No single strategy for teaching PE in GME is clearly superior to another. Following the principles of deliberate practice and interaction with human examinees may be beneficial in teaching PE; controlled studies including these educational features should be performed to investigate these exploratory findings.

An Analysis of the Effects of Instructional Methods Upon Selected Outcomes of Instruction in an Interdisciplinary Science Unit.

ERIC Educational Resources Information Center

Thomas, Barbara Schalk

Studied was the effect of instructional method on educational outcomes in an interdisciplinary science uni t taught to 143 eighth grade students of earth science. Compared were the didactic and guided discovery methods of teaching. Also analyzed were the interactions of methods with student characteristics including sex, intelligence, creativity,…

A "Resident-as-Teacher" Curriculum Using a Flipped Classroom Approach: Can a Model Designed for Efficiency Also Be Effective?

PubMed

Chokshi, Binny D; Schumacher, Heidi K; Reese, Kristen; Bhansali, Priti; Kern, Jeremy R; Simmens, Samuel J; Blatt, Benjamin; Greenberg, Larrie W

2017-04-01

The Accreditation Council for Graduate Medical Education requires training that enhances resident teaching skills. Despite this requirement, many residency training programs struggle to implement effective resident-as-teacher (RAT) curricula, particularly within the context of the 80-hour resident workweek. In 2013, the authors developed and evaluated an intensive one-day RAT curriculum using a flipped classroom approach. Twenty-nine second-year residents participated in daylong RAT sessions. The curriculum included four 1-hour workshops focusing on adult learning principles, giving feedback, teaching a skill, and orienting a learner. Each workshop, preceded by independent reading, featured peer co-teaching, application, and feedback. The authors evaluated the curriculum using pre- and postworkshop objective structured teaching examinations (OSTEs) and attitudinal and self-efficacy teaching questionnaires. Residents demonstrated statistically significant improvements in performance between pre- and postworkshop OSTEs on each of three core skills: giving feedback (P = .005), orienting a learner (P < .001), and teaching a skill (P < .001). Residents expressed positive attitudes surrounding teaching on the retrospective pre-post attitudinal instrument (P < .001) and rated themselves as more effective teachers (P < .001) after the training. The authors have demonstrated that the flipped classroom approach is an efficient and effective method for training residents to improve teaching skills, especially in an era of work hour restrictions. They have committed to the continuation of this curriculum and are planning to include assessment of its long-term effects on resident behavior change and educational outcomes.

Development of Teaching Material Oxidation-Reduction Reactions through Four Steps Teaching Material Development (4S TMD)

NASA Astrophysics Data System (ADS)

Syamsuri, B. S.; Anwar, S.; Sumarna, O.

2017-09-01

This research aims to develop oxidation-reduction reactions (redox) teaching material used the Four Steps Teaching Material Development (4S TMD) method consists of four steps: selection, structuring, characterization and didactical reduction. This paper is the first part of the development of teaching material that includes selection and structuring steps. At the selection step, the development of teaching material begins with the development concept of redox based on curriculum demands, then the development of fundamental concepts sourced from the international textbook, and last is the development of values or skills can be integrated with redox concepts. The results of this selection step are the subject matter of the redox concept and values can be integrated with it. In the structuring step was developed concept map that provide on the relationship between redox concepts; Macro structure that guide systematic on the writing of teaching material; And multiple representations which are the development of teaching material that connection between macroscopic, submicroscopic, and symbolic level representations. The result of the two steps in this first part of the study produced a draft of teaching material. Evaluation of the draft of teaching material is done by an expert lecturer in the field of chemical education to assess the feasibility of teaching material.

Teaching and Assessing Professionalism in Radiology Resident Education.

PubMed

Kelly, Aine Marie; Gruppen, Larry D; Mullan, Patricia B

2017-05-01

Radiologists in teaching hospitals and in practices with residents rotating through are involved in the education of their residents. The Accreditation Council for Graduate Medical Education requires evidence that trainees are taught and demonstrate competency not only in medical knowledge and in patient care-the historic focus of radiology education-but also in the so-called non-interpretative core competencies, which include professionalism and interpersonal skills. In addition to accreditation agencies, the prominent assessment practices represented by the American Board of Radiology core and certifying examinations for trainees, as well as Maintenance of Certification for practitioners, are planning to feature more non-interpretative competency assessment, including professionalism to a greater extent. Because professionalism was incorporated as a required competency in medical education as a whole, more clarity about the justification and expected content for teaching about competence in professionalism, as well as greater understanding and evidence about appropriate and effective teaching and assessment methods, have emerged. This article summarizes justifications and expectations for teaching and assessing professionalism in radiology residents and best practices on how to teach and evaluate professionalism that can be used by busy radiology faculty in their everyday practice supervising radiology residents. Copyright © 2017 The Association of University Radiologists. Published by Elsevier Inc. All rights reserved.

An Irish Experience in Establishing and Evaluating an Intern Led Teaching Programme.

PubMed

Jenkinson, A; Kelleher, E; Moneley, D; Offiah, G

2017-03-10

Near-Peer Teaching is a relatively new and expanding area of medical education. The benefit to medical students has been demonstrated in numerous contexts around the world. Our aim was to establish a structured Intern-Led Teaching (ILT) programme in the context of an Irish Intern Training Network affiliated to an Irish Medical School. We then sought to evaluate the success of this programme. Seventy interns were enrolled in the ILT programme and completed a Train the Trainer course involving teaching methods and skills of effective feedback. Following this, the intern tutors delivered several one-hour teaching sessions in small groups to final year medical students on a weekly basis. At the end of each teaching block, a feedback questionnaire was distributed to participating students to evaluate their experiences of this new teaching modality. Tutorial topics were varied. They included clinical examination, history taking, prescribing, and emergencies. Eighty-one percent of students found the intern-led tutorials to be beneficial compared to tutorials run by more senior doctors. Additionally, students felt that with intern led tutorials they could ask questions they otherwise would not. There was a more comfortable environment, and information taught was considered more relevant. A significant number of students felt less nervous about the final medical examinations after the intern-led tutorials. The establishment of a structured intern-led teaching programme was well received by final year medical students. This project shows that interns are a valuable teaching resource in the medical school and should be included in medical schools' curricula.

[Discussion of some problems in the new centurial planning material the therapeutics of acupuncture and moxibustion].

PubMed

Yang, Yun-kuan; Hu, You-ping; Wang, Yan

2006-11-01

Some problems were found for argument in the teaching of The Therapeutics of Acupuncture & Moxibustion, the new centurial national advanced Chinese medical school's planning material, including errors in compiling, some concepts lacking definition, and some acupuncture treatment methods in the material deviating off clinical practice, etc.. Study on these problems so as to make the teaching material more perfect, more scientific, accurate and authoritative.

Challenges of the ward round teaching based on the experiences of medical clinical teachers

PubMed Central

Arabshahi, Kamran Soltani; Haghani, Fariba; Bigdeli, Shoaleh; Omid, Athar; Adibi, Peyman

2015-01-01

Background: Holding educational sessions in a clinical environment is a major concern for faculty members because of its special difficulties and restrictions. This study attempts to recognize the challenges of the ward round teaching through investigating the experiences of clinical teachers in 2011. Materials and Methods: This qualitative research is carried out through purposive sampling with maximum variation from among the clinical teachers of major departments in Isfahan University of Medical Sciences (9 persons). The sampling continued until data saturation. Data were collected through semi-structured interview and analyzed through Collaizzi method. Data reliability and validity was confirmed through the four aspects of Lincoln and Guba method (credibility, conformability, transferability, and dependability). Results: Three major themes and their related sub-themes (minor themes) were found out including the factors related to the triad of clinical teaching (patient, learner, and clinical teacher) (concern about patient's welfare, poor preparation, lack of motivation, ethical problems), factors related to the educational environment (stressful environment, humiliating environment and poor communication) and the factors related to the educational system of the clinical environment (poor organizing and arrangement of resources, poor system's monitoring, bad planning and inadequate resource). Conclusion: Ward round teaching has many concerns for teachers, and this should be recognized and resolved by authorities and teachers. If these problems are not resolved, it would affect the quality of clinical teaching. PMID:26109975

Using the First-Year English Class to Develop Scientific Thinking Skills

NASA Astrophysics Data System (ADS)

McNamara, B. J.; Burnham, C.; Green, S.; Ball, E.; Schryer, A.

2002-12-01

This poster presents the preliminary results from an experimental approach to teaching first-year writing using the scientific method as an organizing theme. The approach presumes a close connection between the classical scientific method: observing, hypothesis forming, hypothesis testing, and generalizing from the results of the testing, and the writing process: inventing and prewriting, drafting, and revising. The project has four goals: 1. To introduce students to the relations between scientific method, academic inquiry, and the writing process; 2. To help students see that academic inquiry, the work of generating, testing, and validating knowledge and then applying that knowledge in real contexts, is actually a hybrid form of the scientific method; 3. To encourage students to connect the work they are doing in the writing classroom with the work they are doing in other classes so they can transfer the skills learned in one context to the other; and 4. To cause students who have previously been alienated by science and science teaching to reconsider their attitudes, and to see the powerful influence of science and scientific thinking in our world. In short, we are teaching science literacy in a humanities classroom. The materials we use include science-based reading and the kinds of writing typically required in science classes. The poster presents the basic premises of the project, samples of class materials, and preliminary results of a controlled pre- and post-test of student attitudes toward science and writing, analyzed especially according to gender and minority status. We also present insights by participating instructors including a female graduate teaching assistant who had been trained as a scientist and a male who had not.

Using NASA Space Imaging Technology to Teach Earth and Sun Topics

NASA Astrophysics Data System (ADS)

Verner, E.; Bruhweiler, F. C.; Long, T.

2011-12-01

We teach an experimental college-level course, directed toward elementary education majors, emphasizing "hands-on" activities that can be easily applied to the elementary classroom. This course, Physics 240: "The Sun-Earth Connection" includes various ways to study selected topics in physics, earth science, and basic astronomy. Our lesson plans and EPO materials make extensive use of NASA imagery and cover topics about magnetism, the solar photospheric, chromospheric, coronal spectra, as well as earth science and climate. In addition we are developing and will cover topics on ecosystem structure, biomass and water on Earth. We strive to free the non-science undergraduate from the "fear of science" and replace it with the excitement of science such that these future teachers will carry this excitement to their future students. Hands-on experiments, computer simulations, analysis of real NASA data, and vigorous seminar discussions are blended in an inquiry-driven curriculum to instill confident understanding of basic physical science and modern, effective methods for teaching it. The course also demonstrates ways how scientific thinking and hands-on activities could be implemented in the classroom. We have designed this course to provide the non-science student a confident basic understanding of physical science and modern, effective methods for teaching it. Most of topics were selected using National Science Standards and National Mathematics Standards that are addressed in grades K-8. The course focuses on helping education majors: 1) Build knowledge of scientific concepts and processes; 2) Understand the measurable attributes of objects and the units and methods of measurements; 3) Conduct data analysis (collecting, organizing, presenting scientific data, and to predict the result); 4) Use hands-on approaches to teach science; 5) Be familiar with Internet science teaching resources. Here we share our experiences and challenges we face while teaching this course.

Construction of a model demonstrating neural pathways and reflex arcs.

PubMed

Chan, V; Pisegna, J M; Rosian, R L; DiCarlo, S E

1996-12-01

Employment opportunities in the future will require higher skills and an understanding of mathematics and science. As a result of the growing number of careers that require solid science and mathematics training, the methods of science education are undergoing major reform. To adequately equip students for technologically advanced positions, new teaching methods must be developed that prepare tomorrow's workforce for the challenges of the 21st century. One such method is the use of models. By actively building and manipulating concrete models that represent scientific concepts, students are involved in the most basic level of Piaget's learning scheme: the sensorimotor stage. Models are useful in reaching all students at the foundational levels of learning, and further learning experiences are rapidly moved through higher learning levels. This success ensures greater comprehension and understanding compared with the traditional methods of rote memorization. We developed an exercise for the construction of an inexpensive, easy-to-build model demonstrating neural pathways and reflex arcs. Our exercise also includes many supplemental teaching tools. The exercise is designed to fulfill the need of sound physiological teaching materials for high school students.

Transforming Elementary Science Teacher Education by Bridging Formal and Informal Science Education in an Innovative Science Methods Course

ERIC Educational Resources Information Center

Riedinger, Kelly; Marbach-Ad, Gili; McGinnis, J. Randy; Hestness, Emily; Pease, Rebecca

2011-01-01

We investigated curricular and pedagogical innovations in an undergraduate science methods course for elementary education majors at the University of Maryland. The goals of the innovative elementary science methods course included: improving students' attitudes toward and views of science and science teaching, to model innovative science teaching…

Determination Instructions Efficiency of Teaching Methods in Teaching Physics in the Case of Teaching Unit "Viscosity. Newtonian and Stokes Law"

ERIC Educational Resources Information Center

Radulovic, Branka; Stojanovic, Maja

2015-01-01

The use of different teaching methods has resulted in different quality and quantity of students' knowledge. For this reason, it is important to constantly review the teaching methods and applied most effectively. One way of determining instruction efficiency is by using cognitive load and student achievement. Cognitive load can be generally…

Teaching the Rules of Debit and Credit

ERIC Educational Resources Information Center

Potts, Andrew J.

1974-01-01

A fundamental method of explaining the basic accounting principles and concepts (debit, credit, basic accounting equation) which includes visual aids, reference to local businesses, and drill, does much toward increasing the student's skill and enhancing his understanding of the subject matter. (Sample transparencies are included.) (Author/AJ)

Teaching sexual history-taking skills using the Sexual Events Classification System.

PubMed

Fidler, Donald C; Petri, Justin Daniel; Chapman, Mark

2010-01-01

The authors review the literature about educational programs for teaching sexual history-taking skills and describe novel techniques for teaching these skills. Psychiatric residents enrolled in a brief sexual history-taking course that included instruction on the Sexual Events Classification System, feedback on residents' video-recorded interviews with simulated patients, discussion of videos that simulated bad interviews, simulated patients, and a competency scoring form to score a video of a simulated interview. After the course, residents completed an anonymous survey to assess the usefulness of the experience. After the course, most residents felt more comfortable taking sexual histories. They described the Sexual Events Classification System and simulated interviews as practical methods for teaching sexual history-taking skills. The Sexual Events Classification System and simulated patient experiences may serve as a practical model for teaching sexual history-taking skills to general psychiatric residents.

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

PubMed Central

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

2014-01-01

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

From the Voices of Kindergarten Teachers: Factors That Impact Decisions about When to Engage the Natural Curiosities of Their Students in Science

NASA Astrophysics Data System (ADS)

Hamilton, Frances A.

Students enter kindergarten as natural-born scientists, curious about the world around them. They enter middle school disliking science. Although implementing science in kindergarten has the potential to improve learning in other subjects in addition to science, it is not taught much in kindergarten. There are many reasons for this according to the literature. The purpose of the study is to gain insight into teachers' thinking as they decide when and how to engage their students in science, to better understand why student enjoyment of science fades in early grades; to contribute teachers' voices to the existing literature on teaching science in the early grades; and to investigate how teachers' science teaching methods align with current research regarding how students learn best. The key research question is "What are the factors that impact teachers' decisions about when to engage the natural curiosities of their students?" Broken down, the supporting research questions include: 1. What factors impact teacher decisions about when to teach science? 2. Under what conditions do teachers engage students' natural curiosities in science? 3. How do teachers describe engagement in their classrooms? This was a participatory action research study that used autoethnography, case studies, and grounded theory methods. Five co-researchers took part in the process. Purposeful sampling was used to select a range of kindergarten teachers in Tennessee and Alabama with different perspectives on teaching science--some from county systems and some from city systems; some using Alabama Math, Science, and Technology Initiative (AMSTI) kits and some not using kits. Co-researchers were selected during initial meetings, interviewed, collected journal entry data, and interviewed again at the culmination of the study. Interviews were transcribed and coded. Analysis included individual cases, each co-researcher, as well as across-case analysis. Results indicated that co-researchers did not have time to teach science many days due to requirements for teaching reading and math, and because of benchmark testing. Recommendations include integrating science concepts including hands-on explorations with reading and math. Ideas for future study include collecting data for a full year, as opposed to eight weeks, to see how factors change from beginning to end in one school year. The idea of learning during spontaneous interactions emerged from interviews with two co-researchers. Exploring spontaneous interactions is another area for future study.

The Effectiveness of Teaching Methods Used in Graphic Design Pedagogy in Both Analogue and Digital Education Systems

ERIC Educational Resources Information Center

Alhajri, Salman

2016-01-01

Purpose: this paper investigates the effectiveness of teaching methods used in graphic design pedagogy in both analogue and digital education systems. Methodology and approach: the paper is based on theoretical study using a qualitative, case study approach. Comparison between the digital teaching methods and traditional teaching methods was…

Medical academia clinical experiences of Ward Round Teaching curriculum.

PubMed

Haghani, Fariba; Arabshahi, Seyed Kamran Soltani; Bigdeli, Shoaleh; Alavi, Mousa; Omid, Athar

2014-01-01

Medical students spend most of their time in hospital wards and it is necessary to study clinical educational opportunities. This study was aimed to explore faculty members' experience on Ward Round Teaching content. This qualitative study was conducted by purposive sampling with the maximum variation of major clinical departments faculty members in Isfahan University of Medical Sciences (n = 9). Data gathering was based on deep and semi-structured interviews. Data gathering continued till data saturation. Data was analyzed through the Collaizzi method and validated. Strategies to ensure trustworthiness of data (credibility, dependability, conformability, transferability) were employed (Guba and Lincoln). Basic codes extracted from the analyzed data were categorized into two main themes and related subthemes, including (1) tangible teachings (analytic intelligence, technical intelligence, legal duties) and (2) implied teachings (professionalism, professional discipline, professional difficulties). Ward round teaching is a valuable opportunity for learners to learn not only patient care aspects but also ethical values. By appropriate planning, opportunities can be used to teach capabilities that are expected of general practitioners.

[Impacts of collaborative teaching method on the teaching achievement of Acupuncture and Moxibustion].

PubMed

Tian, Haomei; Shen, Jing; Shi, Jia; Liu, Mi; Wang, Chao; Liu, Jinzhi; Chen, Chutao

2016-11-12

To explore the impacts of collaborative teaching method on the teaching achievement of Acupuncture and Moxibustion . Six classes in Hunan University of CM of 2012 grade Chinese medicine department were randomized into an observation group and a control group, 3 classes in each one. In the observation group, the collaborative teaching method was adopted, in which, different teaching modes were used according to the characteristics of each chapter and the study initiative of students was predominated. In the control group, the traditional teaching method was used, in which, the class teaching was the primary and the practice was the secondary in the section of techniques of acupuncture and moxibustion. The results of each curriculum and the total results were compared between the two groups during the whole semester. Compared with the control group, in the observation group, the total achievements of curriculum and case analysis combined with the total result of the theory examination were apparently improved (both P <0.01). The collaborative teaching method improves the comprehensive ability of students and provides a new approach to the teaching of Acupuncture and Moxibustion .

The Flat and Direct Way to R and S Configurations.

ERIC Educational Resources Information Center

Brun, Y.; Leblanc, P.

1983-01-01

Discusses a simple, effective way of teaching S and R configurations for chiral molecules containing asymmetric centers. The method involves converting wedge/spatial representations to Fischer projections and prioritizing groups according to the Cahn-Ingold-Prelog sequence rules. Two examples illustrating the method are included. (JN)

A Graphical Teaching Tool for Understanding Two's Complement.

ERIC Educational Resources Information Center

Luck, Carlos L.

As part of the Electrical Engineering program at the Univesity of Southern Maine, students are typically introduced to Two's Complement algebra and representation, a method to include negative numbers in the binary representation of integers that is widely used in microprocessors and related digital systems. The traditional, procedural method to…

The Great Acting Teachers and Their Methods.

ERIC Educational Resources Information Center

Brestoff, Richard

This book explores the acting theories and teaching methods of great teachers of acting--among them, the Europeans Stanislavski, Meyerhold, Brecht, and Grotowski; the Japanese Suzuki (who trained in Europe); and the contemporary Americans, Stella Adler, Lee Strasberg, and Sanford Meisner. Each chapter of the book includes a sample class, which…

The Impact of Collaboration, Empowerment, and Choice: An Empirical Examination of the Collaborative Course Development Method

ERIC Educational Resources Information Center

Aiken, K. Damon; Heinze, Timothy C.; Meuter, Matthew L.; Chapman, Kenneth J.

2017-01-01

This research empirically tests collaborative course development (CCD)-a pedagogy presented in the 2016 "Marketing Education Review Special Issue on Teaching Innovations". A team of researchers taught experimental courses using CCD methods (employing various techniques including syllabus building, "flex-tures," free-choice…

Resources and Approaches for Teaching Quantitative and Computational Skills in the Geosciences and Allied Fields

NASA Astrophysics Data System (ADS)

Orr, C. H.; Mcfadden, R. R.; Manduca, C. A.; Kempler, L. A.

2016-12-01

Teaching with data, simulations, and models in the geosciences can increase many facets of student success in the classroom, and in the workforce. Teaching undergraduates about programming and improving students' quantitative and computational skills expands their perception of Geoscience beyond field-based studies. Processing data and developing quantitative models are critically important for Geoscience students. Students need to be able to perform calculations, analyze data, create numerical models and visualizations, and more deeply understand complex systems—all essential aspects of modern science. These skills require students to have comfort and skill with languages and tools such as MATLAB. To achieve comfort and skill, computational and quantitative thinking must build over a 4-year degree program across courses and disciplines. However, in courses focused on Geoscience content it can be challenging to get students comfortable with using computational methods to answers Geoscience questions. To help bridge this gap, we have partnered with MathWorks to develop two workshops focused on collecting and developing strategies and resources to help faculty teach students to incorporate data, simulations, and models into the curriculum at the course and program levels. We brought together faculty members from the sciences, including Geoscience and allied fields, who teach computation and quantitative thinking skills using MATLAB to build a resource collection for teaching. These materials, and the outcomes of the workshops are freely available on our website. The workshop outcomes include a collection of teaching activities, essays, and course descriptions that can help faculty incorporate computational skills at the course or program level. The teaching activities include in-class assignments, problem sets, labs, projects, and toolboxes. These activities range from programming assignments to creating and using models. The outcomes also include workshop syntheses that highlights best practices, a set of webpages to support teaching with software such as MATLAB, and an interest group actively discussing aspects these issues in Geoscience and allied fields. Learn more and view the resources at http://serc.carleton.edu/matlab_computation2016/index.html

Summer institute for the teaching of psychology

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

Rycek, R.F.; Miller, R.L.

This presentation will focus on the development of a summer institute to enhance high school and post-secondary teaching in psychology. The purpose of the institute is to provide an intensive teaching seminar in a specific content area of psychology presented by notable researchers and textbook authors in the field. The goal of the institute is to: (1) update participants in a particular content area, (2) introduce participants to new methods and technologies for teaching the content area at the high school and college level, and (3) provide attendees with a set of curriculum materials including classroom exercises and demonstrations whichmore » will allow students to conduct scientific experiments in psychology as well as to relate their findings to real world issues. The actual institute is staffed by at least three nationally known experts in a particular topic area of psychology. Over a five-day period, each expert gives at least three major presentations followed by appropriate breakout session which include demonstrations and discussions. The experts supply lecture outlines and supporting materials for their topics area which participants receive as a part of their learning packet. Participants also have the opportunity to share their teaching experiences and expertise.« less

Using Blended Creative Teaching: Improving a Teacher Education Course on Designing Materials for Young Children

ERIC Educational Resources Information Center

Lou, Shi-Jer; Chen, Nai-Ci; Tsai, Huei-Yin; Tseng, Kuo-Hung; Shih, Ru-Chu

2012-01-01

This study combined traditional classroom teaching methods and blogs with blended creative teaching as a new teaching method for the course "Design and Applications of Teaching Aids for Young Children." It aimed to improve the shortcomings of the traditional teaching approach by incorporating the "Asking, Thinking, Doing, and…

Teaching Evidence-Based Practice across Curricula-An Overview of a Professional Development Course for Occupational Therapy Educators.

PubMed

Daly, Marta M; DeAngelis, Tina M

2017-01-01

A professional development course for occupational therapy educators about teaching evidence-based practice (EBP) was developed and piloted. The course was developed to promote increased awareness of resources and methods for teaching EBP that are applicable across entry-level curricula. Participants included full-time faculty (n = 7) from one entry-level occupational therapy program in the New York City area. The results of the pilot informed refinement of the course in preparation for delivery to a wider audience of educators. This paper provides a description of the course, results of the pilot, and implications for future delivery of the course.

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

PubMed

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

2015-01-01

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

High school peer tutors teach MedlinePlus: a model for Hispanic outreach*

PubMed Central

Warner, Debra G.; Olney, Cynthia A.; Wood, Fred B.; Hansen, Lucille; Bowden, Virginia M.

2005-01-01

Objectives: The objective was to introduce the MedlinePlus Website to the predominantly Hispanic residents of the Lower Rio Grande Valley region of Texas by partnering with a health professions magnet high school (known as Med High). Methods: Community assessment was used in the planning stages and included pre-project focus groups with students and teachers. Outreach methods included peer tutor selection, train-the-trainer sessions, school and community outreach, and pre- and posttests of MedlinePlus training sessions. Evaluation methods included Web statistics; end-of-project interviews; focus groups with students, faculty, and librarians; and end-of-project surveys of students and faculty. Results: Four peer tutors reached more than 2,000 people during the project year. Students and faculty found MedlinePlus to be a useful resource. Faculty and librarians developed new or revised teaching methods incorporating MedlinePlus. The project enhanced the role of school librarians as agents of change at Med High. The project continues on a self-sustaining basis. Conclusions: Using peer tutors is an effective way to educate high school students about health information resources and, through the students, to reach families and community members. PMID:15858628

Peer Observation of Rounds Leads to Collegial Discussion of Teaching.

PubMed

Pierce, J Rush; Rendón, Patrick; Rao, Deepti

2018-01-01

Faculty in the Division of Hospital Medicine provide most of the clinical teaching for learners at our institution. The majority of these faculty are Assistant Professors with limited formal instruction in clinical teaching. Previous Divisional strategies to improve clinical teaching ability included discussion of effective teaching behaviors, developing written expectations for teaching faculty, and instituting seminars on effective clinical teaching. Heretofore, the Division had not utilized a direct observation exercise. We developed a direct observation exercise to encourage discussion of teaching techniques and contemplation of change. Using a social learning model, we developed a peer-to-peer observation followed by a nonevaluative discussion. We created a tool for describing teaching behaviors in 5 domains that were similar to or different from the usual behavior of the observing peer: learner presentations, team leadership, bedside teaching, professionalism, and other. After the observation, the observing and observed faculty met to discuss observed teaching behaviors. Both faculty members discussed and then recorded any teaching behaviors that they planned to adopt or change. We implemented this intervention in a 22-member Academic Division of Hospital Medicine at a tertiary care medical center in the United States. A high proportion were junior faculty and graduates of our residency program. We reviewed records of 28 of 31 observations that were completed during the initial 9-month period of implementation and later surveyed faculty. The exercise resulted in planned changes in teaching behaviors that included instituting new methods to improve teaching team leadership, triaging of patients seen on rounds, faculty behaviors during oral presentations, giving real-time feedback, use of technology and humor, demonstrating physical examination findings, and modeling professional behaviors. Faculty later reported adoption of new teaching behaviors that were important to them. This exercise was easily implemented, resulted in planned changes by both observed and observing peers, and resulted in widespread adoption of some specific teaching behaviors. The most commonly planned change dealt with team leadership or organizational issues. When given the freedom to choose, junior faculty were more likely to observe senior faculty.

Learning style and teaching method preferences of Saudi students of physical therapy

PubMed Central

Al Maghraby, Mohamed A.; Alshami, Ali M.

2013-01-01

Context: To the researchers’ knowledge, there are no published studies that have investigated the learning styles and preferred teaching methods of physical therapy students in Saudi Arabia. Aim: The study was conducted to determine the learning styles and preferred teaching methods of Saudi physical therapy students. Settings and Design: A cross-sectional study design. Materials and Methods: Fifty-three Saudis studying physical therapy (21 males and 32 females) participated in the study. The principal researcher gave an introductory lecture to explain the different learning styles and common teaching methods. Upon completion of the lecture, questionnaires were distributed, and were collected on completion. Statistical Analysis Used: Percentages were calculated for the learning styles and teaching methods. Pearson’s correlations were performed to investigate the relationship between them. Results: More than 45 (85%) of the students rated hands-on training as the most preferred teaching method. Approximately 30 (57%) students rated the following teaching methods as the most preferred methods: “Advanced organizers,” “demonstrations,” and “multimedia activities.” Although 31 (59%) students rated the concrete-sequential learning style the most preferred, these students demonstrated mixed styles on the other style dimensions: Abstract-sequential, abstract-random, and concrete-random. Conclusions: The predominant concrete-sequential learning style is consistent with the most preferred teaching method (hands-on training). The high percentage of physical therapy students whose responses were indicative of mixed learning styles suggests that they can accommodate multiple teaching methods. It is recommended that educators consider the diverse learning styles of the students and utilize a variety of teaching methods in order to promote an optimal learning environment for the students. PMID:24672278

Using the Affective Domain to Enhance Teaching of the ACGME Competencies in Anesthesiology Training.

PubMed

Yanofsky, Samuel D; Nyquist, Julie G

2010-01-01

Teaching and assessing the advanced competencies will continue to be a challenge. Incorporating new and nontraditional skills into an already complex and challenging clinical curriculum and practice is not easy. This makes development of methods for curricular design, teaching and assessment of anesthesiology resident and fellow performance essential. The Domains of learning, particularly the Affective Domain can serve as an organizing structure for developing objectives and selecting teaching and assessment techniques. Using the Affective Domain to select targeted teaching techniques might help foster development of key beliefs and values that underlie the advanced competencies (and sub-competencies). Targeted teaching, outside of the patient care arena, when combined with traditional clinical teaching practices, may help to ensure continued performance of desired behaviors. These include acting in a consultative role for other health professionals (ICS), providing culturally responsive care (Professionalism), using evidence to enhance the care of patients (PBLI), and advocating for quality of care and working to enhance patient safety (SBP). As educators, our aim is not only to impact knowledge, attitudes and skills, but to impact the daily behavior of our graduates.

Using the Affective Domain to Enhance Teaching of the ACGME Competencies in Anesthesiology Training

PubMed Central

2010-01-01

Teaching and assessing the advanced competencies will continue to be a challenge. Incorporating new and nontraditional skills into an already complex and challenging clinical curriculum and practice is not easy. This makes development of methods for curricular design, teaching and assessment of anesthesiology resident and fellow performance essential. The Domains of learning, particularly the Affective Domain can serve as an organizing structure for developing objectives and selecting teaching and assessment techniques. Using the Affective Domain to select targeted teaching techniques might help foster development of key beliefs and values that underlie the advanced competencies (and sub-competencies). Targeted teaching, outside of the patient care arena, when combined with traditional clinical teaching practices, may help to ensure continued performance of desired behaviors. These include acting in a consultative role for other health professionals (ICS), providing culturally responsive care (Professionalism), using evidence to enhance the care of patients (PBLI), and advocating for quality of care and working to enhance patient safety (SBP). As educators, our aim is not only to impact knowledge, attitudes and skills, but to impact the daily behavior of our graduates. PMID:27175387

Finite difference methods for reducing numerical diffusion in TEACH-type calculations. [Teaching Elliptic Axisymmetric Characteristics Heuristically

NASA Technical Reports Server (NTRS)

Syed, S. A.; Chiappetta, L. M.

1985-01-01

A methodological evaluation for two-finite differencing schemes for computer-aided gas turbine design is presented. The two computational schemes include; a Bounded Skewed Finite Differencing Scheme (BSUDS); and a Quadratic Upwind Differencing Scheme (QSDS). In the evaluation, the derivations of the schemes were incorporated into two-dimensional and three-dimensional versions of the Teaching Axisymmetric Characteristics Heuristically (TEACH) computer code. Assessments were made according to performance criteria for the solution of problems of turbulent, laminar, and coannular turbulent flow. The specific performance criteria used in the evaluation were simplicity, accuracy, and computational economy. It is found that the BSUDS scheme performed better with respect to the criteria than the QUDS. Some of the reasons for the more successful performance BSUDS are discussed.

Teaching older adults by adapting for aging changes.

PubMed

Weinrich, S P; Weinrich, M C; Boyd, M D; Atwood, J; Cervenka, B

1994-12-01

Few teaching programs are geared to meet the special learning needs of the elderly. This pilot study used a quasi-experimental pretest-posttest design to measure the effect of the Adaptation for Aging Changes (AAC) Method on fecal occult blood screening (FOBS) at meal sites for the elderly in the South. The AAC Method uses techniques that adjust the presentation to accommodate for normal aging changes and includes a demonstration of the procedure for collection of the stool blood test, memory reminders of the date to return the stool blood test, and written materials adapted to the 5th grade reading level. In addition, actual practice of the FOBS with the use of peanut butter was added to the AAC Method, making it the AAC with Practice Method (AACP) in two sites. The American Cancer Society's colorectal cancer educational slide-tape show served as the basis for all of the methods. Hemoccult II kits were distributed at no cost to the participants. Descriptive statistics, chi 2, and logistic regressions were used to analyze data from 135 Council on Aging meal sites' participants. The average age of the participants was 72 years; the average educational level was 8th grade; over half the sample was African-American; and half of the participants had incomes below the poverty level. Results support a significant increase in participation in FOBS in participants taught by the AACP Method [chi 2 (1, n = 56) = 5.34, p = 0.02; odds ratio = 6.2]. This research provides support for teaching that makes adaptations for aging changes, especially adaptations that include actual practice of the procedure.

The article critique as a problem-based teaching method for medical students early in their training: a French example using anatomy.

PubMed

Havet, Eric; Duparc, Fabrice; Peltier, Johan; Tobenas-Dujardin, Anne-Claire; Fréger, Pierre

2012-01-01

In France, "article critique" became a particular teaching method in the second part of the medical curriculum. It approaches a reading exercise of scientific medical papers similar to that of journal club. It could be compared to reviewing a paper as performed by reviewers of a scientific journal. We studied the relevancy of that teaching method for the youngest medical students. Our questions were about the understanding and the analyzing ability of a scientific paper while students have just learned basic medical sciences as anatomy. We have included 54 "article critique" written by voluntary students in second and third years of medical cursus. All of the IMRaD structure items (introduction, materials and methods, results and discussion) were analyzed using a qualitative scale for understanding as for analyzing ability. For understanding, 89-96% was good or fair and for the analyzing ability, 93-100% was good or fair. The anatomical papers were better understood than therapeutic or paraclinical studies, but without statistical difference, except for the introduction chapter. Results for analyzing ability were various according to the subject of the papers. This teaching method could be compared to a self-learning method, but also to a problem-based learning method. For the youngest students, the lack of medical knowledge aroused the curiosity. Their enthusiasm to learn new medical subjects remained full. The authors would insist on the requirement of rigorous lessons about evidence-based medicine and IMRaD structure and on a necessary companionship of the students by the teachers.

Experiencing "Macbeth": From Text Rendering to Multicultural Performance.

ERIC Educational Resources Information Center

Reisin, Gail

1993-01-01

Shows how one teacher used innovative methods in teaching William Shakespeare's "Macbeth." Outlines student assignments including text renderings, rewriting a scene from the play, and creating a multicultural scrapbook for the play. (HB)

Systematic teaching method to enhance the effectiveness of training for paragonimiasis.

PubMed

Zhang, Jian; Zhang, Xilin; Huang, Fusheng; Xu, Wenyue

2013-01-01

The clinical symptoms of human paragonimiasis are complex and variable, and patients can easily be misdiagnosed. Pagumogonimus skrjabini is the species causing this disease found only in China. A 2002 epidemiological survey showed that the rate of paragonimiasis was 21·96% in the migration areas of the Three-Gorge Reservoir, Chongqing, China. Therefore, there is a need to train medical workers to treat individuals in these areas. The Third Military Medical University (TMMU) in Chongqing built a comprehensive and systematic teaching method, which included teaching students about the basic biology of the organism, guiding students to use appropriate diagnostic tests and participate in scientific research to develop diagnostic kits, and visiting endemic areas to provide on-site teaching. The use of on-site teaching is an innovative approach for training undergraduate medical students in human parasitology. Three improvements were implemented during the on-site teaching component of the program: (1) systematizing the learning process; (2) integrating formal knowledge with clinical experience; and (3) enhancing students' knowledge of medical ethics. Based on a survey, 95% of students believed that this systematic teaching system gave them a more comprehensive grasp of knowledge on P. skrjabini, and graduate students were able to provide early diagnosis of P. skrjabini cases in this remote region. Students also participated in the research and development of a P. skrjabini diagnostic kit, for which a patent has been applied, and during the on-site teaching process, data were collected for the government and health sector to assist in public-health planning and decision-making for this disease.

Elementary science education: Dilemmas facing preservice teachers

NASA Astrophysics Data System (ADS)

Sullivan, Sherry Elaine

Prospective teachers are involved in a process of induction into a culture of teaching that has rules, or codes of conduct for engaging in teaching practice. This same culture of teaching exists within a larger culture of schooling that also has values and norms for behaviors, that over time have become institutionalized. Teacher educators are faced with the challenging task of preparing preservice teachers to resolve dilemmas that arise from conflicts between the pressure to adopt traditional teaching practices of schooling, or to adopt inquiry-based teaching practices from their university methods classes. One task for researchers in teacher education is to define with greater precision what factors within the culture of schooling hinder or facilitate implementation of inquiry-based methods of science teaching in schools. That task is the focus of this study. A qualitative study was undertaken using a naturalistic research paradigm introduced by Lincoln and Guba in 1985. Participant observation, interviews, discourse analysis of videotapes of lessons from the methods classroom and written artifacts produced by prospective teachers during the semester formed the basis of a grounded theory based on inductive analysis and emergent design. Unstructured interviews were used to negotiate outcomes with participants. Brief case reports of key participants were also written. This study identified three factors that facilitated or hindered the prospective teachers in this research success in implementing inquiry-based science teaching in their field placement classrooms: (a) the culture of teaching/teacher role-socialization, (b) the culture of schooling and its resistance to change, and (c) the culture of teacher education, especially in regards to grades and academic standing. Some recommendations for overcoming these persistent obstacles to best practice in elementary science teaching include: (a) preparing prospective teachers to understand and cope with change processes, (b) to understand the nature of teaching and schooling, and (c) to understand the nature of teacher education itself through explicit discourse about these topics. In addition, development of greater partnerships among university faculty and schools though Partnership School models and other community-building efforts can afford prospective teachers more opportunities to enter the discourse; perhaps even as change agents.

Teaching-learning: stereoscopic 3D versus Traditional methods in Mexico City.

PubMed

Mendoza Oropeza, Laura; Ortiz Sánchez, Ricardo; Ojeda Villagómez, Raúl

2015-01-01

In the UNAM Faculty of Odontology, we use a stereoscopic 3D teaching method that has grown more common in the last year, which makes it important to know whether students can learn better with this strategy. The objective of the study is to know, if the 4th year students of the bachelor's degree in dentistry learn more effectively with the use of stereoscopic 3D than the traditional method in Orthodontics. first, we selected the course topics, to be used for both methods; the traditional method using projection of slides and for the stereoscopic third dimension, with the use of videos in digital stereo projection (seen through "passive" polarized 3D glasses). The main topic was supernumerary teeth, including and diverted from their guide eruption. Afterwards we performed an exam on students, containing 24 items, validated by expert judgment in Orthodontics teaching. The results of the data were compared between the two educational methods for determined effectiveness using the model before and after measurement with the statistical package SPSS 20 version. The results presented for the 9 groups of undergraduates in dentistry, were collected with a total of 218 students for 3D and traditional methods, we found in a traditional method a mean 4.91, SD 1.4752 in the pretest and X=6.96, SD 1.26622, St Error 0.12318 for the posttest. The 3D method had a mean 5.21, SD 1.996779 St Error 0.193036 for the pretest X= 7.82, SD =0.963963, St Error 0.09319 posttest; the analysis of Variance between groups F= 5.60 Prob > 0.0000 and Bartlett's test for equal variances 21.0640 Prob > chi² = 0.007. These results show that the student's learning in 3D means a significant improvement as compared to the traditional teaching method and having a strong association between the two methods. The findings suggest that the stereoscopic 3D method lead to improved student learning compared to traditional teaching.

See, Do, Teach? A Review of Contemporary Literature and Call to Action for Communication Skills Teaching in Urology.

PubMed

Kieran, Kathleen; Jensen, Norman M; Rosenbaum, Marcy

2018-04-01

To assess the current state of published literature on communication skills teaching in urology to inform future directions for research and teaching. Excellent patient-physician communication skills increase understanding of medical conditions, facilitate shared decision-making regarding treatment planning, improve clinical outcomes, and decrease lawsuits. Surgical and procedure-based subspecialties, including urology, have generally been slow to incorporate formal communication skills teaching into curricula for postgraduate trainees. We performed a PubMed literature search using multiple keywords, selecting and reviewing articles published in English, and addressing 1 of 3 domains (curriculum development, teaching methods, and assessment methods) of communication skills teaching. The distribution of articles within the urology-specific literature was compared with that of procedure-based specialties as a whole. Eight articles were found in the urology literature, and 24 articles were found in other procedure-based specialties. Within the urology-specific literature, all 8 articles (100%) acknowledged the need for communication curriculum development, 1 article (12.5%) described how communication skills were taught, and 1 article (12.5%) discussed how communication skills were assessed. Fewer articles in other procedure-based specialties acknowledged the need to develop curricula (29.2%, P = .0007) but were equally likely to discuss communication skills teaching (37.5%, P = .63) and assessment (33.3%, P = .73). Orthopedic surgery is the only surgical subspecialty with ongoing, adaptable, formal training for physicians. Most current publications addressing communication skills in procedure-based specialties are specialty specific and focus on only 1 of the 3 communication domains. Opportunities exist to share information and to create more integrated models to teach communication skills in urology. Copyright © 2018 Elsevier Inc. All rights reserved.

A reflective teaching challenge to motivate educational innovation.

PubMed

Edwards, Roger A; Kirwin, Jennifer; Gonyeau, Michael; Matthews, S James; Lancaster, Jason; DiVall, Margarita

2014-06-17

To describe a teaching challenge intended to increase faculty use of evidence-based and student-centered instructional strategies in the demanding school of pharmacy context with technology-savvy students. A teaching challenge was created that required faculty members to incorporate a "new-to-you" innovative teaching method in a class, course, or experiential activity. The method was linked to at least 1 of 7 evidence-based principles for effective teaching. Faculty members were exposed to colleagues' teaching strategies via brief voluntary presentations at department meetings. A post-challenge survey provided assessment data about the challenge. Responses to a baseline survey provided additional information about what faculty members were already doing (52% response rate). Eighty-one percent of faculty respondents completed the challenge. A wide array of new strategies (13 categories such as flipped classrooms and social media) was implemented and 75% included the use of technology. Nearly all respondents (96%) thought that participation in the challenge was worth the effort and planned to participate again the following year. All faculty members intended to continue using their new strategy and 56% planned additional modifications with future implementations. The challenge demonstrated how multiple goals of curricular improvement, faculty development, and student-centered instruction could be achieved together. The teaching challenge motivated most of the faculty members to try something new to them. Links between evidence-based principles and day-to-day activities were strengthened. The new-to-you design placed the challenge within reach of faculty members regardless of their background, subject, or experience.

A Comparison between the Effect of Cooperative Learning Teaching Method and Lecture Teaching Method on Students' Learning and Satisfaction Level

ERIC Educational Resources Information Center

Mohammadjani, Farzad; Tonkaboni, Forouzan

2015-01-01

The aim of the present research is to investigate a comparison between the effect of cooperative learning teaching method and lecture teaching method on students' learning and satisfaction level. The research population consisted of all the fourth grade elementary school students of educational district 4 in Shiraz. The statistical population…

Variety of Teaching Methodologies Used by Homeschoolers: Case Studies of Three Homeschooling Families.

ERIC Educational Resources Information Center

Clements, Andrea D.

This study examined teaching methods used by homeschooling families. Interviews were conducted with parents from three homeschooling families who used a variety of teaching methods. Researchers collected information on children's ages, number of years of homeschooling, teaching methods, and curriculum choice. Respondents described how they chose…

Primary Science Curriculum Guide, C. Branching Out.

ERIC Educational Resources Information Center

Victoria Education Dept. (Australia).

Examples of reports from children in grades 4-6 of Education Department of Victoria schools are used to illustrate the suggestions made for teaching the topics included in the science course. Emphasis is given to methods of inter-relating science and other activities, including social studies, mathematics, writing and history. Teachers are…

Reconceiving Barriers for Democratic Health Education in Danish Schools: An Analysis of Institutional Rationales

ERIC Educational Resources Information Center

Danielsen, Dina; Bruselius-Jensen, Maria; Laitsch, Daniel

2017-01-01

Health promotion and education researchers and practitioners advocate for more democratic approaches to school-based health education, including participatory teaching methods and the promotion of a broad and positive concept of health and health knowledge, including aspects of the German educational concept of "bildung." Although…

A Preliminary Study of the Effectiveness of Different Recitation Teaching Methods

NASA Astrophysics Data System (ADS)

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

2006-02-01

We present preliminary results from a comparative study of student understanding for students who attended recitation classes which used different teaching methods. Student volunteers from our introductory calculus-based physics course attended a special recitation class that was taught using one of four different teaching methods. A total of 272 students were divided into approximately equal groups for each method. Students in each class were taught the same topic, "Changes in energy and momentum," from Tutorials in Introductory Physics. The different teaching methods varied in the amount of student and teacher engagement. Student understanding was evaluated through pretests and posttests given at the recitation class. Our results demonstrate the importance of the instructor's role in teaching recitation classes. The most effective teaching method was for students working in cooperative learning groups with the instructors questioning the groups using Socratic dialogue. These results provide guidance and evidence for the teaching methods which should be emphasized in training future teachers and faculty members.

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

PubMed

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

1991-01-01

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

Deconstructing Clinical Workflow: Identifying Teaching-Learning Principles for Barcode Electronic Medication Administration With Nursing Students.

PubMed

Booth, Richard G; Sinclair, Barbara; Strudwick, Gillian; Brennan, Laura; Morgan, Lisa; Collings, Stephanie; Johnston, Jessica; Loggie, Brittany; Tong, James; Singh, Chantal

The purpose of this quality improvement project was to better understand how to teach medication administration underpinned by an electronic medication administration record (eMAR) system used in simulated, prelicensure nursing education. Methods included a workflow and integration analysis and a detailed process mapping of both an oral and a sublingual medication administration. Procedural and curriculum development considerations related to medication administration using eMAR technology are presented for nurse educators.

Pharmacy Students’ Performance and Perceptions in a Flipped Teaching Pilot on Cardiac Arrhythmias

PubMed Central

Ip, Eric J.; Lopes, Ingrid; Rajagopalan, Vanishree

2014-01-01

Objective. To implement the flipped teaching method in a 3-class pilot on cardiac arrhythmias and to assess the impact of the intervention on academic performance and student perceptions. Design. An intervention group of 101 first-year pharmacy students, who took the class with the flipped teaching method, were supplied with prerecorded lectures prior to their 3 classes (1 class in each of the following subjects: basic sciences, pharmacology, and therapeutics) on cardiac arrhythmias. Class time was focused on active-learning and case-based exercises. Students then took a final examination that included questions on cardiac arrhythmias. The examination scores of the intervention group were compared to scores of the Spring 2011 control group of 105 first-year students who took the class with traditional teaching methods. An online survey was conducted to assess student feedback from the intervention group. Assessment. The mean examination scores of the intervention group were significantly higher than the mean examination scores of the control group for the cardiac arrhythmia classes in pharmacology (with 89.6 ± 2.0% vs 56.8 ± 2.2%, respectively) and therapeutics (89.2 ± 1.4% vs 73.7 ± 2.1%, respectively). The survey indicated higher student satisfaction for flipped classes with highly rated learning objectives, recordings, and in-class activities. Conclusion. Use of the flipped teaching method in a 3-class pilot on cardiac arrhythmias improved examination scores for 2 of the 3 classes (pharmacology and therapeutics). Student satisfaction was influenced by the quality of the learning objectives, prerecorded lectures, and inclass active-learning activities. PMID:25657372

An investigation into the factors that motivate teachers to implement inquiry in the science classroom

NASA Astrophysics Data System (ADS)

Robbins, Beth Schieber

Inquiry-based science teaching is an inductive approach to science instruction that originated in constructivist learning theory and requires students to be active participants in their own learning process. In an inquiry-based classroom, students actively construct their knowledge of science through hands-on, engaged practices and inquiry-based approaches. Inquiry-based teaching stands in contrast to more traditional forms of teaching that see students as empty vessels to be filled by the teacher with rote facts. Despite calls from the NSF, the NRC, and the AAAS for more inquiry-based approaches to teaching science, research has shown that many teachers still do not use inquiry-based approaches. Teachers have cited difficulties including lack of time, high-stakes testing, a shortage of materials, problems with school-wide logistics, rigid science curricula, student passivity, and lack of prerequisite skills. The objective of this mixed-methods study was to examine to what extent specific, identifiable personality traits contribute to the likelihood that a teacher will use inquiry in the science classroom, and what factors figure predominantly as teachers' reasons for implementing inquiry. The findings of the study showed that the null hypotheses were not rejected. However, reduced conscientiousness and increased openness may be significant in indicating why teachers use inquiry-based teaching methods and avenues for further research. In addition, the qualitative results aligned with previous findings that showed that lack of resources (e.g., time and money) and peer support act as powerful barriers to implementing inquiry-based teaching. Inquiry teachers are flexible, come to teaching as a second or third career, and their classrooms can be characterized as chaotic, fun, and conducive to learning through engagement. The study suggests changes in practice among administrators and teachers. With adjustments in methods and survey instruments, additional research could provide valuable insights and further recommendations. Overall, this study has yielded information that may lead to changes in both practice and thinking related to inquiry-based teaching and learning.

[Application of case-based method in genetics and eugenics teaching].

PubMed

Li, Ya-Xuan; Zhao, Xin; Zhang, Fei-Xiong; Hu, Ying-Kao; Yan, Yue-Ming; Cai, Min-Hua; Li, Xiao-Hui

2012-05-01

Genetics and Eugenics is a cross-discipline between genetics and eugenics. It is a common curriculum in many Chinese universities. In order to increase the learning interest, we introduced case teaching method and got a better teaching effect. Based on our teaching practices, we summarized some experiences about this subject. In this article, the main problem of case-based method applied in Genetics and Eugenics teaching was discussed.

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

ERIC Educational Resources Information Center

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

2015-01-01

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

Building capacity for skilled birth attendance: An evaluation of the Maternal and Child Health Aides training programme in Sierra Leone.

PubMed

Jones, Susan; Ameh, Charles A; Gopalakrishnan, Somasundari; Sam, Betty; Bull, Florence; Labicane, Roderick R; Dabo, Fatmata; van den Broek, Nynke

2015-12-01

Maternal and Child Health Aides (MCH Aide) in Sierra Leone provide the majority of maternity services at primary care level. To formulate recommendations for improving the quality and scale-up of MCH Aides training an evaluation of all schools across Sierra Leone was undertaken. Structured, direct observation of two randomly selected teaching sessions per school using pre-tested standardised review forms. Event sampling with random selection of timetabled sessions across all 14 MCH Aide Training Schools. All MCH Aide training schools across Sierra Leone. Tutors across 14 MCH Aide training schools observed in August 2013. Assessment of four key elements of teaching and learning: (1) teaching style, (2) use of visual aids, (3) teaching environment and (4) student involvement. In the majority of teaching schools there was over-crowding (11/14), lack of furniture and inconsistent electricity supply. Ten of 26 tutors used lesson plans and teaching was mostly tutor- rather than student-focused. Majority of tutors use a didactic approach rather than active learning methods. Teaching aides were rarely available (15% of lessons). Tutors were knowledgeable in their subject area and there was evidence of an excellent tutor-student relationship. Training for Maternal and Child health Aides relies on teacher focused didactic methods, which may hinder student learning. Teaching and learning within the schools needs to be enhanced by a combination of tutor development and improvements in the learning environment. Interventions to improve the quality of teaching are urgently needed and should include training on teaching techniques and student assessment for tutors, provision of audio visual equipment and teaching aides such as posters and mannequins. Monitoring and Evaluation of interventions is critical to be able to amend the programmes approach and address further challenges at an early stage. Copyright © 2015 The Authors. Published by Elsevier Ltd.. All rights reserved.

Application of the K-W-L Teaching and Learning Method to an Introductory Physics Course

ERIC Educational Resources Information Center

Wrinkle, Cheryl Schaefer; Manivannan, Mani K.

2009-01-01

The K-W-L method of teaching is a simple method that actively engages students in their own learning. It has been used with kindergarten and elementary grades to teach other subjects. The authors have successfully used it to teach physics at the college level. In their introductory physics labs, the K-W-L method helped students think about what…

A standards-based, peer-reviewed teaching award to enhance a medical school's teaching environment and inform the promotions process.

PubMed

Searle, Nancy S; Teal, Cayla R; Richards, Boyd F; Friedland, Joan A; Weigel, Nancy L; Hernandez, Rachael A; Lomax, James W; Coburn, Michael; Nelson, Elizabeth A

2012-07-01

The authors provide the rationale, design, and description of a unique teaching award that has enhanced Baylor College of Medicine's teaching environment and become highly valued by the promotions and tenure (P&T) committee in determining a faculty member's readiness for promotion. This award is self-nominating and standards based. The primary purpose for development of the award was to provide the Baylor community and the P&T committee a method to understand and value the scholarship of teaching to the same degree that they understand and value the scholarship of discovery.The authors also present results from an internal evaluation of the program that included a survey and interviews. Between the inception of the award in 2001 and the internal review conducted in 2010, the award could have had an influence on the promotion of 130 of the recipients. Of the 130, 88 (65.6%) received this award before gaining their current rank (χ (1) = 16.3, P < .001). Stakeholders, including department chairs and members of the P&T committee, agreed that this award is valuable to those seeking promotion. Individual recipients stated that the award is good for the institution by encouraging reflection on teaching; increasing the recognition, importance, and value of teaching; encouraging the improvement of teaching skills; and providing a better understanding to others about what medical teachers really do. Of the 214 open-ended responses to survey questions of award recipients, more than half the comments were about the value of the award and its positive effect on promotion.

Electronic Health Record Impacts on Family Medicine Teachers: Survey of Third-Year Medical Student Clerkship Preceptors at an Academic Medical Center.

PubMed

Curry, Elizabeth; Oser, Tamara K; Oser, Sean M

2017-10-01

Electronic Health Record (EHR) use in clinical practice has accelerated in recent years. While several aspects of EHR use have been extensively studied, there is little data on EHR impacts on medical student educators, especially those involved in outpatient family medicine. This study evaluated perceived impacts of EHR use on clinician teachers of outpatient family medicine. The study used a mixed methods survey of clinicians who teach third-year medical students during the required family and community medicine outpatient clerkship at a Mid-Atlantic medical school. Among 50 completed surveys, most respondents reported that the EHR had impacted their teaching (70% reported at least one negative effect; 84% reported at least one positive effect). Positive impacts included more easily viewing information, more effectively teaching evidence-based medicine, and teaching about EHR use itself. Negative impacts included less time teaching or interacting with students, and a perception that EHR use impedes development of students' critical thinking and clinical integration skills. Providers who have taught medical students both with and without EHR in place (>P=.024), those over 50 years old (>P=.019), and those with at least 5 years teaching experience (>P=.006) were more likely to report negative impacts. Most preceptors reported that EHR use had both positive and negative impacts on their teaching of medical students, though the negative effects were perceived by respondents as more substantial, consistent with a theme of decreased enthusiasm for teaching due to EHR use. These findings can be used to help inform faculty development and education initiatives.

Characteristics of medical teachers using student-centered teaching methods.

PubMed

Kim, Kyong-Jee; Hwang, Jee-Young

2017-09-01

This study investigated characteristics of medical teachers who have adopted student-centered teaching methods into their teaching. A 24-item questionnaire consisted of respondent backgrounds, his or her use of student-centered teaching methods, and awareness of the school's educational objectives and curricular principles was administered of faculty members at a private medical school in Korea. Descriptive statistics and chi-square analysis were conducted to compare faculty use of student-centered approaches across different backgrounds and awareness of curricular principles. Overall response rate was 70% (N=140/200), approximately 25% (n=34) of whom were using student-centered teaching methods. Distributions in the faculty use of student-centered teaching methods were significantly higher among basic sciences faculty (versus clinical sciences faculty), with teaching experiences of over 10 years (versus less than 10 years), and who were aware of the school's educational objectives and curricular principles. Our study indicates differences in medical faculty's practice of student-centered teaching across disciplines, teaching experiences, and their understanding of the school's educational objectives curricular principles. These findings have implications for faculty development and institutional support to better promote faculty use of student-centered teaching approaches.

Teaching Hearing-Impaired Children in Iraq Using a New Teaching Method.

ERIC Educational Resources Information Center

Harris, N. D. C.; Mustafa, N.

1986-01-01

Describes a field test and results of a new didactic teaching method involving resource-based learning to teach various aspects of mathematics and science (fractions, magnetism, planets) to elementary aged hearing impaired student in Iraq. The dramatic improvements in language for learners is described and implications of the methods are…

How Learning Designs, Teaching Methods and Activities Differ by Discipline in Australian Universities

ERIC Educational Resources Information Center

Cameron, Leanne

2017-01-01

This paper reports on the learning designs, teaching methods and activities most commonly employed within the disciplines in six universities in Australia. The study sought to establish if there were significant differences between the disciplines in learning designs, teaching methods and teaching activities in the current Australian context, as…

Research Methodologies Explored for a Paradigm Shift in University Teaching.

ERIC Educational Resources Information Center

Venter, I. M.; Blignaut, R. J.; Stoltz, D.

2001-01-01

Innovative teaching methods such as collaborative learning, teamwork, and mind maps were introduced to teach computer science and statistics courses at a South African university. Soft systems methodology was adapted and used to manage the research process of evaluating the effectiveness of the teaching methods. This research method provided proof…

The surgeon as educator: fundamentals of faculty training in surgical specialties.

PubMed

Khan, Nuzhath; Khan, Mohammed S; Dasgupta, Prokar; Ahmed, Kamran

2013-01-01

To explore faculty training in the field of surgical specialities with a focus on the educational aspect of faculty training. Teaching is an important commitment for academic surgeons alongside duties of patient care, research and continuing professional development. Educating surgical faculty in the skills of teaching is becoming increasingly important and the realisation that clinical expertise does not necessarily translate to teaching expertise has led to the notion that faculty members require formal training in teaching methods and educational theory to teach effectively. The aim of faculty training or development is to increase knowledge and skills in teaching, research and administration of faculty members. A range of resources, e.g. journal articles, books and online literature was reviewed to investigate faculty development programmes in surgery. Various issues were addressed, e.g. the need for faculty development, evaluating the various types of training programmes and their outcomes, and exploring barriers to faculty training. Recommendations were provided based on the findings. There is increased recognition that faculty members require basic training in educational theory and teaching skills to teach effectively. Most faculty training programmes are workshops and short courses, which use participant satisfaction as an outcome measure. However, there is growing consensus that longer term interventions, e.g. seminar series, longitudinal programmes and fellowships, produce more sustainable change in learning, behaviour and organisational culture. Barriers to faculty development include lack of protected time, reward and recognition for teaching. Recommendations are made including better documentation of faculty training interventions within surgery, further investigation into the effectiveness of long- vs short-term interventions, improved methodology, and increased recognition and reward for educational accomplishments. © 2012 BJU International.

An integrative review of the literature on the teaching of the history of nursing in pre-registration adult nursing education in the UK.

PubMed

Kelly, Jacinta; Watson, Roger

2015-02-01

To present an integrative review of literature on the teaching of nursing history in pre-registration adult nursing education. Despite successive reconfigurations in healthcare systems and education policy, the teaching of the history of nursing remains contested in pre-registration curricula. Recent curriculum reviews acknowledge the need for systematic study of nursing education. To date in the UK, there has been no systematic review of the literature on the teaching of nursing history in pre-registration training programmes. An integrative review of the literature. A search of the electronic databases of CINAHL (1982-2013), HMIC (1979-2013), BNI (1994-2013) and MEDLINE (Pub Med) (1966-2013) was concluded in January 2014, using the keywords 'adult nursing', 'history' 'pre-registration', 'education' and 'teaching'. An integrative literature review was conducted. Identified titles and abstracts were screened separately by researchers for relevance and eligibility and papers were independently assessed for inclusion. Data were abstracted from included papers and quality evaluation of included papers was conducted. The papers were analysed and reported in a narrative synthesis. Twelve papers were selected for review. The majority of articles were discursive papers and there was a paucity of empirical reports. Content indicated concerns for teaching nursing history in regard to curriculum policy and methods of teaching and assessment. Substantial support exists for mandatory inclusion of the teaching of historical literacy in nursing centred on the themes of health and disease, hegemony, nursing work and image and ideology. Due to space and teaching expertise issues this could ideally be achieved through the use of nursing museum visits, the usefulness of which could be critically explored in future research. Published by Elsevier Ltd.

The SQL Server Database for Non Computer Professional Teaching Reform

ERIC Educational Resources Information Center

Liu, Xiangwei

2012-01-01

A summary of the teaching methods of the non-computer professional SQL Server database, analyzes the current situation of the teaching course. According to non computer professional curriculum teaching characteristic, put forward some teaching reform methods, and put it into practice, improve the students' analysis ability, practice ability and…

Teaching or Learning?

ERIC Educational Resources Information Center

Milton, Ohmer

This article, the 6th in a series of AAHE research reports, summarizes research on teaching and learning. Most studies on teaching methods conclude that there are no significant differences between the various teaching methods and student achievement. The problem with these studies is that they have concentrated on teaching and have ignored…

Computer vs. Typewriter: Changes in Teaching Methods.

ERIC Educational Resources Information Center

Frankeberger, Lynda

1990-01-01

Factors to consider in making a decision whether to convert traditional typewriting classrooms to microcomputer classrooms include effects on oral instruction, ethical issues in file transfer, and use of keyboarding software and timed writing software. (JOW)

Software Reviews.

ERIC Educational Resources Information Center

Wulfson, Stephen, Ed.

1989-01-01

Presents comments by classroom teachers on courseware for teaching science. Materials include forests, heart anatomy and physiology, balancing a series of numbers on a lever, the scientific method, ecology, and fire prevention. Availability, suggested grade level, and costs are provided. (RT)

Needed for Teacher Education: Naturalistic Research that Is Culturally Responsive.

ERIC Educational Resources Information Center

Tabachnick, B. Robert

1989-01-01

This article examines some of the advantages and problems in using qualitative (naturalistic) research methods to understand teaching, learning, and schooling. An example of naturalistic research involving first year teachers is included. (IAH)

Enhancing communication skills for telehealth: development and implementation of a Teach-Back intervention for a national maternal and child health helpline in Australia.

PubMed

Morony, Suzanne; Weir, Kristie; Duncan, Gregory; Biggs, Janice; Nutbeam, Don; Mccaffery, Kirsten J

2018-03-07

Telehealth professionals require advanced communication skills, in part to compensate for lack of visual cues. Teach-Back is a best practice communication technique that has been recommended but not previously evaluated for consumer telehealth. We aimed to implement Teach-Back at a national maternal and child health telephone helpline. We describe the intervention and report telenurse experiences learning to use Teach-Back. We identified barriers (time, knowledge, skills, beliefs) and enablers (self-reflection) to using Teach-Back, and developed a novel training program to address these, guided by the Theoretical Domains Framework. We engaged maternal and child health telenurses to participate in a "communication skills" study. The intervention had two key components: guided self-reflection and a Teach-Back skills workshop. For the duration of the 7-week study nurses completed brief online surveys following each call, reflecting on both the effectiveness of their communication and perceived caller understanding. At the end of each shift they reflected on what worked well. Teach-Back knowledge, skills, and beliefs were addressed in a 2-h workshop using videos, discussion, and role play. We explored nurses' experiences of the intervention in focus groups and interviews; and analysed transcripts and comments from the self-reflection surveys using the Framework method. This study forms part of a larger evaluation conducted in 2016. In total 16 nurses participated: 15 were trained in Teach-Back, and 13 participated in focus groups or interviews. All engaged with both self-reflection and Teach-Back, although to differing extents. Those who reported acquiring Teach-Back skills easily limited themselves to one or two Teach-Back phrases. Nurses reported that actively self-reflecting (including on what they did well) was useful both for developing Teach-Back skills and analysing effectiveness of the techniques. Most wanted more opportunity to learn how their colleagues manage Teach-Back in different situations, and more visual reminders to use Teach-Back. Our theory-informed intervention successfully enabled nurses to use Teach-Back. Guided self-reflection is a low-resource method aligned with nurse professional identity that can facilitate Teach-Back skills learning, and could also be applied to other advanced communication skills for telehealth. Listening to multiple workplace-specific examples of Teach-Back is recommended for future training. ACTRN12616000623493 Registered 15 May 2016. Retrospectively registered.

Comparative study on the measurement of learning outcomes after powerpoint presentation and problem based learning with discussion in family medicine amongst fifth year medical students.

PubMed

Khobragade, Sujata; Abas, Adinegara Lutfi; Khobragade, Yadneshwar Sudam

2016-01-01

Learning outcomes after traditional teaching methods were compared with problem-based learning (PBL) among fifth year medical students. Six students participated each in traditional teaching and PBL methods, respectively. Traditional teaching method involved PowerPoint (PPT) presentation and PBL included study on case scenario and discussion. Both methods were effective in improving performance of students. Postteaching, we did not find significant differences in learning outcomes between these two teaching methods. (1) Study was conducted with an intention to find out which method of learning is more effective; traditional or PBL. (2) To assess the level of knowledge and understanding in anemia/zoonotic diseases as against diabetes/hypertension. All the students posted from February 3, 2014, to March 14, 2014, participated in this study. Six students were asked to prepare and present a lecture (PPT) and subsequent week other six students were asked to present PBL. Both groups presented different topics. Since it was a pre- and post-test, same students were taken as control. To maintain uniformity and to avoid bias due cultural diversity, language etc., same questions were administered. After taking verbal consent, all 34 students were given pretest on anemia and zoonotic diseases. Then lecture (PPT) by six students on the same topic was given it followed by posttest questionnaire. Subsequent week pretest was conducted on hypertension and diabetes. Then case scenario presentation and discussion (PBL) was done by different six students followed by posttest. Both the methods were compared. Analysis was done manually and standard error of means and students t -test was used to find out statistical significance. We found statistically significant improvement in performance of students after PPT presentation as well as PBL. Both methods are equally effective. However, Pretest results of students in anemia and zoonotic diseases (Group A) were poor compared to pretest results of students in hypertension and diabetes (Group B). The students who participated in presentation did not influence their performance as they were covering a small part of the topic and there were no differences in their marks compared to other students. We did not find significant differences in outcome after teaching between PBL and traditional methods. Performances of students were poor in anemia and zoonotic diseases which need remedial teaching. Assessment may influence retention ability and performance.

Taguchi method of experimental design in materials education

NASA Technical Reports Server (NTRS)

Weiser, Martin W.

1993-01-01

Some of the advantages and disadvantages of the Taguchi Method of experimental design as applied to Materials Science will be discussed. This is a fractional factorial method that employs the minimum number of experimental trials for the information obtained. The analysis is also very simple to use and teach, which is quite advantageous in the classroom. In addition, the Taguchi loss function can be easily incorporated to emphasize that improvements in reproducibility are often at least as important as optimization of the response. The disadvantages of the Taguchi Method include the fact that factor interactions are normally not accounted for, there are zero degrees of freedom if all of the possible factors are used, and randomization is normally not used to prevent environmental biasing. In spite of these disadvantages it is felt that the Taguchi Method is extremely useful for both teaching experimental design and as a research tool, as will be shown with a number of brief examples.

A qualitative assessment of faculty perspectives of small group teaching experience in Iraq.

PubMed

Saleh, Abubakir M; Shabila, Nazar P; Dabbagh, Ali A; Al-Tawil, Namir G; Al-Hadithi, Tariq S

2015-02-15

Although medical colleges in Iraq started recently to increasingly use small group teaching approach, there is limited research on the challenges, opportunities and needs of small group teaching in Iraq particularly in Kurdistan Region. Therefore, this study was aimed to assess the small group teaching experience in the 4(th) and 5(th) year of study in Hawler College of Medicine with a focus on characterizing the impressions of faculty members about how small group teaching is proceeding in the college. A qualitative study based on semi-structured interviews with 20 purposively selected faculty members was conducted. An interview guide was used for data collection that was around different issues related to small group teaching in medical education including planning, preparation, positive aspects, problems facing its implementation, factors related to it and recommendations for improvement. Qualitative data analysis comprised identifying themes that emerged from the review of transcribed interviews. Participants reported some positive experience and a number of positive outcomes related to this experience including better controlling the class, enhancing students' understanding of the subject, increasing interaction in the class, increasing the students' confidence, enhancing more contact between teachers and students, improving the presentation skills of the students and improving the teacher performance. The participants emphasized poor preparation and planning for application of this system and highlighted a number of problems and challenges facing this experience particularly in terms of poor infrastructure and teaching facilities, poor orientation of students and teachers, inadequate course time for some subjects and shortage of faculty members in a number of departments. The main suggestions to improve this experience included improving the infrastructure and teaching facilities, using more interactive teaching methods and better organization and management of the system. Despite what the faculty perceived as the college's failure to provide physical settings or training for small group learning to the faculty and the students, the faculty members were able to articulate positive experiences and outcomes associated with their college's efforts to introduce teaching in smaller group sessions.

A Comparative Analysis of Method Books for Class Jazz Instruction

ERIC Educational Resources Information Center

Watson, Kevin E.

2017-01-01

The purpose of this study was to analyze and compare instructional topics and teaching approaches included in selected class method books for jazz pedagogy through content analysis methodology. Frequency counts for the number of pages devoted to each defined instructional content category were compiled and percentages of pages allotted to each…

A Safer and Convenient Synthesis of Sulfathiazole for Undergraduate Organic and Medicinal Chemistry Classes

ERIC Educational Resources Information Center

Boyle, Jeff; Otty, Sandra; Sarojini, Vijayalekshmi

2012-01-01

A safer method for the synthesis of the sulfonamide drug sulfathiazole, for undergraduate classes, is described. This method improves upon procedures currently followed in several undergraduate teaching laboratories for the synthesis of sulfathiazole. Key features of this procedure include the total exclusion of pyridine, which has potential…

Service-Learning's Ongoing Journey as a Method of Instruction: Implications for School-Based Agricultural Education

ERIC Educational Resources Information Center

Roberts, Richie; Edwards, M. Craig

2015-01-01

American education's journey has witnessed the rise and fall of various progressive education approaches, including service-learning. In many respects, however, service-learning is still undergoing formation and adoption as a teaching method, specifically in School-Based, Agricultural Education (SBAE). For this reason, the interest existed to…