teaching performance assessment: Topics by Science.gov

Sample records for teaching performance assessment

Assessment of Teaching Performance of Student-Teachers on Teaching Practice

ERIC Educational Resources Information Center

Oluwatayo, James Ayodele; Adebule, Samuel Olufemi

2012-01-01

The study assessed teaching performance of 222 student-teachers from the Faculty of Education, Ekiti State University, posted to various secondary schools in Ekiti State for a six-week teaching practice during 2010/2011 academic session. The sample included 119 males, 103 females, 78 (300-Level) and 144 (400-Level) students. Data were collected…
[Teaching performance assessment in Public Health employing three different strategies].

PubMed

Martínez-González, Adrián; Moreno-Altamirano, Laura; Ponce-Rosas, Efrén Raúl; Martínez-Franco, Adrián Israel; Urrutia-Aguilar, María Esther

2011-01-01

The educational system depends upon the quality and performance of their faculty and should therefore be process of continuous improvement. To assess the teaching performance of the Public Health professors, at the Faculty of Medicine, UNAM through three strategies. Justification study. The evaluation was conducted under a mediational model through three strategies: students' opinion assessment, self-assessment and students' academic achievement. We applied descriptive statistics, Student t test, ANOVA and Pearson correlation. Twenty professors were evaluated from the Public Health department, representing 57% of all them who teach the subject. The professor's performance was highly valued self-assessment compared with assessment of student opinion, was confirmed by statistical analysis the difference was significant. The difference amongst the three evaluation strategies became more evident between self-assessment and the scores obtained by students in their academic achievement. The integration of these three strategies offers a more complete view of the teacher's performance quality. Academic achievement appears to be a more objective strategy for teaching performance assessment than students' opinion and self-assessment.
Beginning Teachers' Perceptions of the California Teaching Performance Assessment (TPA)

ERIC Educational Resources Information Center

Campbell, Conni; Ayala, Carlos Cuauhtémoc; Railsback, Gary; Freking, Frederick W.; McKenna, Corey; Lausch, David

2016-01-01

The teaching performance assessment (TPA) seeks to measure the knowledge, skills, and competencies of teachers during the credential phase of their training. The TPA was introduced in California in 2004 with programs piloting it and then became mandatory for candidates enrolling in preliminary programs in 2008. Although California has multiple…
The California Teaching Performance Assessment Task for Assessing Student Learning: What Do Teacher Education Candidates Really Learn?

ERIC Educational Resources Information Center

Verdi, Michael P.; Riggs, Matt L.; Riggs, Iris M.

2012-01-01

A group of 87 teacher certification candidates in a program at a large university in Southern California took the California Teaching Performance Assessment task for assessing learners in 2004-2005. These candidates' tests were analyzed with qualitative research methods and their scores calculated with quantitative methods. Subsequently, three…
Co-Teaching in Middle School Classrooms: Quantitative Comparative Study of Special Education Student Assessment Performance

ERIC Educational Resources Information Center

Reese, De'borah Reese

2017-01-01

The purpose of this quantitative comparative study was to determine the existence or nonexistence of performance pass rate differences of special education middle school students on standardized assessments between pre and post co-teaching eras disaggregated by subject area and school. Co-teaching has altered classroom environments in many ways.…
Integration of classroom science performance assessment tasks by participants of the Wisconsin Performance Assessment Development Project (WPADP)

NASA Astrophysics Data System (ADS)

Tonnis, Dorothy Ann

The goals of this interpretive study were to examine selected Wisconsin science teachers' perceptions of teaching and learning science, to describe the scope of classroom performance assessment practices, and to gain an understanding of teachers' personal and professional experiences that influenced their belief systems of teaching, learning and assessment. The study was designed to answer the research questions: (1) How does the integration of performance assessment relate to the teachers' views of teaching and learning? (2) How are the selected teachers integrating performance assessment in their teaching? (3) What past personal and professional experiences have influenced teachers' attitudes and beliefs related to their classroom performance assessment practices? Purposeful sampling was used to select seven Wisconsin elementary, middle and high school science teachers who participated in the WPADP initiative from 1993-1995. Data collection methods included a Teaching Practices Inventory (TPI), semi-structured interviews, teacher developed portfolios, portfolio conferences, and classroom observations. Four themes and multiple categories emerged through data analysis to answer the research questions and to describe the results. Several conclusions were drawn from this research. First, science teachers who appeared to effectively integrate performance assessment, demonstrated transformational thinking in their attitudes and beliefs about teaching and learning science. In addition, these teachers viewed assessment and instructional practices as interdependent. Third, transformational teachers generally used well defined criteria to judge student work and made it public to the students. Transformational teachers provided students with real-world performance assessment tasks that were also learning events. Furthermore, student task responses informed the transformational teachers about effectiveness of instruction, students' complex thinking skills, quality of
Benefits of Simulation and Role-Playing to Teach Performance of Functional Assessments.

PubMed

Trail Ross, Mary Ellen; Otto, Dorothy A; Stewart Helton, Anne

The use of simulation is an innovative teaching strategy that has proven to be valuable in nursing education. This article describes the benefits of a simulation lab involving faculty role-play to teach baccalaureate nursing students how to properly assess the functional status of older adults. Details about the simulation lab, which involved functional assessments of two elderly community-dwelling residents, are presented, along with student and faculty evaluations of this teaching modality.
Teaching Performance Assessment: A Comparative Study of Implementation and Impact amongst California State University Campuses

ERIC Educational Resources Information Center

Guaglianone, Curtis L.; Payne, Maggie; Kinsey, Gary W.; Chiero, Robin

2009-01-01

This article is based on the perceptions of California State University administrators and provides a comparative study of the challenges and benefits resulting from the implementation of the teaching performance assessment requirement of SB 2042 standards 19-21 on the California State University (CSU) campuses. With 23 campuses and almost 450,000…
[Needs assessment for developing teaching competencies of medical educators].

PubMed

Si, Jihyun

2015-09-01

This study conducted a needs assessment for developing teaching competencies of medical educators by assessing their perceived ability to perform teaching competencies as well as their perceived importance of these competencies. Additionally, this study examined whether there were any differences in needs assessments scores among three faculty groups. Hundred and eighteen professors from Dong-A University College of Medicine were surveyed, and the data from 44 professors who answered all the questions were analyzed using IBM SPSS 21. The needs assessment tool measured participants' perceived ability to perform teaching competencies and perceived importance of these competencies. The Borich formula was used to calculate needs assessment scores. The most urgent needs for faculty development were identified for the teaching competencies of "diagnosis and reflection," followed by "test and feedback," and "facilitation." Additionally, two, out of 51, items with the highest needs assessment scores were "developing a thorough course syllabus" and "introducing students to the course syllabus on the first day of class." The assistant professor group scored significantly higher on educational needs related to "facilitation," "affection and concern for students," and "respect for diversity" competencies than the professor group. Furthermore, the educational needs scores for all the teaching competencies except "diagnosis and reflection," "global mindset," and "instructional management" were higher for the assistant professor group than the other two faculty groups. Thus, the educational needs assessment scores obtained in this study can be used as criteria for designing and developing faculty development programs for medical educators.
Analyzing Teaching Performance of Instructors Using Data Mining Techniques

ERIC Educational Resources Information Center

Mardikyan, Sona; Badur, Bertain

2011-01-01

Student evaluations to measure the teaching effectiveness of instructor's are very frequently applied in higher education for many years. This study investigates the factors associated with the assessment of instructors teaching performance using two different data mining techniques; stepwise regression and decision trees. The data collected…
Impact of teaching and assessment format on electrocardiogram interpretation skills.

PubMed

Raupach, Tobias; Hanneforth, Nathalie; Anders, Sven; Pukrop, Tobias; Th J ten Cate, Olle; Harendza, Sigrid

2010-07-01

Interpretation of the electrocardiogram (ECG) is a core clinical skill that should be developed in undergraduate medical education. This study assessed whether small-group peer teaching is more effective than lectures in enhancing medical students' ECG interpretation skills. In addition, the impact of assessment format on study outcome was analysed. Two consecutive cohorts of Year 4 medical students (n=335) were randomised to receive either traditional ECG lectures or the same amount of small-group, near-peer teaching during a 6-week cardiorespiratory course. Before and after the course, written assessments of ECG interpretation skills were undertaken. Whereas this final assessment yielded a considerable amount of credit points for students in the first cohort, it was merely formative in nature for the second cohort. An unannounced retention test was applied 8 weeks after the end of the cardiovascular course. A significant advantage of near-peer teaching over lectures (effect size 0.33) was noted only in the second cohort, whereas, in the setting of a summative assessment, both teaching formats appeared to be equally effective. A summative instead of a formative assessment doubled the performance increase (Cohen's d 4.9 versus 2.4), mitigating any difference between teaching formats. Within the second cohort, the significant difference between the two teaching formats was maintained in the retention test (p=0.017). However, in both cohorts, a significant decrease in student performance was detected during the 8 weeks following the cardiovascular course. Assessment format appeared to be more powerful than choice of instructional method in enhancing student learning. The effect observed in the second cohort was masked by an overriding incentive generated by the summative assessment in the first cohort. This masking effect should be considered in studies assessing the effectiveness of different teaching methods.
Performance Evaluation for Non-Teaching Professionals.

ERIC Educational Resources Information Center

Panebianco, Anthony F.

The program Performance Evaluation for Non-Teaching Professionals at the State University of New York Institute of Technology at Utica/Rome provides periodic assessments as required by institutional policy. The system is intended to establish a standard for judging quality of an employee's work and a rational and uniform basis for appraising…
Graduate performance of science education department in implementing conservation-based science teaching

NASA Astrophysics Data System (ADS)

Parmin; Savitri, E. N.; Amalia, A. V.; Pratama, M. R.

2018-04-01

This study aims to measure the performance of graduates in implementing conservation-based science teaching. The study employed a qualitative method by collecting the self-assessment data from alumni and the performance assessment from the headmasters of schools where the graduates are currently teaching. There are nine indicators of conservation insight examined in this study. The study concluded that the 78 alumni, who have become teachers when the study was conducted, perform well in implementing conservative science lessons.
A multi-level assessment of a program to teach medical students to teach.

PubMed

Blatt, Benjamin; Greenberg, Larrie

2007-02-01

Few longitudinal programs exist to teach senior students (MS4s) to be teachers, nor have there been any reports of comprehensive program evaluation in this area. The primary objectives of this study were to describe our ongoing faculty development effort and to develop a multi-level program evaluation, using Dixon's model. The TALKS (Teaching and Learning Communication Skills) program is a senior elective and open to all MS4s. We evaluated our program through assessment of its participants at three levels: level 1, opinion; level 2, competence; and level 3, performance; but not level 4, patient outcomes. The authors used a retrospective, pre-post questionnaire to assess MS4 attitudes about their educational experiences, a traditional instrument to assess their teaching, an interaction analysis technique using Bloom's taxonomy to assess MS4s' feedback skills, and a SP exam to assess MS4 communication skills. The authors hypothesized that MS4s participating in TALKS would view medical education more positively and informatively, would demonstrate important principles in giving feedback, would be assessed as excellent teachers, and would perform better than controls in an SP exam emphasizing communication skills. Results revealed that MS4s' ratings as teachers were very good to excellent, with the highest scores on the items "knowledgeable, supportive of me, and answering questions clearly." (Level 1, Opinion) MS4s' perceptions of their knowledge, attitudes and skills increased significantly from the pre to the post-questionnaire. (Level 2, Competence) MS4 feedback skills to MS2s revealed they did more talking than ideal, often at the lowest levels of Bloom's taxonomy. (Level 3, Performance) MS4s demonstrated better communication skills than controls on an evaluation by professional SPs. (Level 3, Performance).
Frame-of-Reference Training: Establishing Reliable Assessment of Teaching Effectiveness.

PubMed

Newman, Lori R; Brodsky, Dara; Jones, Richard N; Schwartzstein, Richard M; Atkins, Katharyn Meredith; Roberts, David H

2016-01-01

Frame-of-reference (FOR) training has been used successfully to teach faculty how to produce accurate and reliable workplace-based ratings when assessing a performance. We engaged 21 Harvard Medical School faculty members in our pilot and implementation studies to determine the effectiveness of using FOR training to assess health professionals' teaching performances. All faculty were novices at rating their peers' teaching effectiveness. Before FOR training, we asked participants to evaluate a recorded lecture using a criterion-based peer assessment of medical lecturing instrument. At the start of training, we discussed the instrument and emphasized its precise behavioral standards. During training, participants practiced rating lectures and received immediate feedback on how well they categorized and scored performances as compared with expert-derived scores of the same lectures. At the conclusion of the training, we asked participants to rate a post-training recorded lecture to determine agreement with the experts' scores. Participants and experts had greater rating agreement for the post-training lecture compared with the pretraining lecture. Through this investigation, we determined that FOR training is a feasible method to teach faculty how to accurately and reliably assess medical lectures. Medical school instructors and continuing education presenters should have the opportunity to be observed and receive feedback from trained peer observers. Our results show that it is possible to use FOR rater training to teach peer observers how to accurately rate medical lectures. The process is time efficient and offers the prospect for assessment and feedback beyond traditional learner evaluation of instruction.
Beginning science teachers' performances: Assessment in times of reform

NASA Astrophysics Data System (ADS)

Budzinsky, Fie K.

2000-10-01

The current reform in science education and the research on effective teaching and student learning have reinforced the importance of teacher competency. To better measure performances in the teaching of science, performance assessment has been added to Connecticut's licensure process for beginning science teachers. Teaching portfolios are used to document teaching and learning over time. Portfolios, however, are not without problems. One of the major concerns with the portfolio assessment process is its subjectivity. Assessors may not have opportunities to ask clarifying or follow-up questions to enhance the interpretation of a teacher's performance. In addition, portfolios often contain components based on self-documentation, which are subjective. Furthermore, the use of portfolios raises test equity issues. These concerns present challenges for persons in charge of establishing the validity of a portfolio-based licensure process. In high-stakes decision processes, such as teaching licensure, the validity of the assessment instruments must be studied. The primary purpose of this study was to explore the criterion-related validity of the Connecticut State Department of Education's Beginning Science Teaching Portfolio by comparing the interpretations of performances from science teaching portfolios to those derived from another assessment method, the Expert Science Teaching Educational and Evaluation Model, (ESTEEM). The analysis of correlations between the Beginning Science Teaching Portfolio and ESTEEM instrument scores was the primary method for establishing support for validity. The results indicated moderate correlations between all Beginning Science Teaching Portfolio and ESTEEM category and total variables. Multiple regression was used to examine whether differences existed in beginning science teachers' performances based on gender, poverty group, school level, and science discipline taught. None of these variables significantly contributed to the
A standardized patient model to teach and assess professionalism and communication skills: the effect of personality type on performance.

PubMed

Lifchez, Scott D; Redett, Richard J

2014-01-01

Teaching and assessing professionalism and interpersonal communication skills can be more difficult for surgical residency programs than teaching medical knowledge or patient care, for which many structured educational curricula and assessment tools exist. Residents often learn these skills indirectly, by observing the behavior of their attendings when communicating with patients and colleagues. The purpose of this study was to assess the results of an educational curriculum we created to teach and assess our residents in professionalism and communication. We assessed resident and faculty prior education in delivering bad news to patients. Residents then participated in a standardized patient (SP) encounter to deliver bad news to a patient's family regarding a severe burn injury. Residents received feedback from the encounter and participated in an education curriculum on communication skills and professionalism. As a part of this curriculum, residents underwent assessment of communication style using the Myers-Briggs type inventory. The residents then participated in a second SP encounter discussing a severe pulmonary embolus with a patient's family. Resident performance on the SP evaluation correlated with an increased comfort in delivering bad news. Comfort in delivering bad news did not correlate with the amount of prior education on the topic for either residents or attendings. Most of our residents demonstrated an intuitive thinking style (NT) on the Myers-Briggs type inventory, very different from population norms. The lack of correlation between comfort in delivering bad news and prior education on the subject may indicate the difficulty in imparting communication and professionalism skills to residents effectively. Understanding communication style differences between our residents and the general population can help us teach professionalism and communication skills more effectively. With the next accreditation system, residency programs would need to
Assessing Accomplished Teaching: Good Strides, Great Challenges

ERIC Educational Resources Information Center

Norman, Antony D.

2010-01-01

This article surveys efforts at the national and international level to define and assess accomplished teaching with particular attention devoted to how assessments of accomplished teaching connect to student learning. The author finds that most assessments are based on aspects of teaching that, presumably, come together as accomplished teaching.…
Teaching and assessing competence in cataract surgery.

PubMed

Henderson, Bonnie An; Ali, Rasha

2007-02-01

To review recent literature regarding innovative techniques, methods of teaching and assessing competence and skill in cataract surgery. The need for assessment of surgical competency and the requirement of wet lab facilities in ophthalmic training programs are being increasingly emphasized. Authors have proposed the use of standardized forms to collect objective and subjective data regarding the residents' surgical performance. Investigators have reported methods to improve visualization of cadaver and animal eyes for the wet lab, including the use of capsular dyes. The discussion of virtual reality as a teaching tool for surgical programs continues. Studies have proven that residents trained on a laparoscopic simulator outperformed nontrained residents during actual surgery for both surgical times and numbers of errors. Besides virtual reality systems, a program is being developed to separate the cognitive portion from the physical aspects of surgery. Another program couples surgical videos with three-dimensional animation to enhance the trainees' topographical understanding. Proper assessment of surgical competency is becoming an important focus of training programs. The use of surgical data forms may assist in standardizing objective assessments. Virtual reality, cognitive curriculum and animation video programs can be helpful in improving residents' surgical performance.
Assessing orientations to learning to teach.

PubMed

Oosterheert, Ida E; Vermunt, Jan D; Denessen, E

2002-03-01

An important purpose of teacher education is that student teachers develop and change their existing knowledge on learning and teaching. Research on how student teachers variously engage in this process is scarce. In a previous study of 30 student teachers, we identified five different orientations to learning to teach. Our aim was to extend the results of the previous study by developing an instrument to assess orientations to learning to teach at a larger scale. The development and psychometric properties of the instrument are discussed. The results with respect to how student teachers learn are compared to the results of the qualitative study. Participants in this study were 169 secondary student teachers from three institutes which had all adopted an initial in-service model of learning to teach. On the basis of extensive qualitative study, a questionnaire was developed to assess individual differences in learning to teach. Factor-, reliability-, and nonparametric scalability analyses were performed to identify reliable scales. Cluster analysis was used to identify groups of students with similar orientations to learning to teach. Eight scales covering cognitive, regulative and affective aspects of student teachers' learning were identified. Cluster analysis indicates that the instrument discriminates well between student teachers. Four of the five previously found patterns were found again. The four orientations found in relatively uniform learning environments indicate that student teachers need differential support in their learning. Although the instrument measures individual differences in a reliable way, it is somewhat one-sided in the sense that items representing constructive ways of learning dominate. New items forming a broader range of scales should be created.

Using Summative and Formative Assessments to Evaluate EFL Teachers' Teaching Performance

ERIC Educational Resources Information Center

Wei, Wei

2015-01-01

Using classroom observations (formative) and student course experience survey results (summative) to evaluate English lecturers' teaching performances is not new in practice, but surprisingly only a few studies have investigated this issue in a higher education context. This study was conducted in an English department of a large university in…
Incorporating Self and Peer Assessment in Reflective Teaching Practices

ERIC Educational Resources Information Center

Ratminingsih, Ni Made; Artini, Luh Putu; Padmadewi, Ni Nyoman

2017-01-01

More currently literature reviews suggests the use of authentic assessment, which aims to involve students to be more responsible with their learning. This article reports the findings of a descriptive study on student teachers' perception on the use of self and peer assessment to give evaluation on planning the lesson and teaching performance in…
Peer Assessment of Elementary Science Teaching Skills

ERIC Educational Resources Information Center

Kilic, Gulsen Bagci; Cakan, Mehtap

2007-01-01

In this study, peer assessment was applied in assessing elementary science teaching skills. Preservice teachers taught a science topic as a team to their peers in an elementary science methods course. The peers participating in the science lesson assessed teacher-groups' elementary science teaching skills on an assessment form provided by the…
Portfolio Assessment and Quality Teaching

ERIC Educational Resources Information Center

Kim, Youb; Yazdian, Lisa Sensale

2014-01-01

Our article focuses on using portfolio assessment to craft quality teaching. Extant research literature on portfolio assessment suggests that the primary purpose of assessment is to serve learning, and portfolio assessments facilitate the process of making linkages among assessment, curriculum, and student learning (Asp, 2000; Bergeron, Wermuth,…
Teaching and Assessing Content Knowledge in Preservice Physical Education

ERIC Educational Resources Information Center

Ayvazo, Shiri; Ward, Phillip; Stuhr, Paul T.

2010-01-01

Most content knowledge (CK) courses in physical education teacher education focus mostly on knowledge of rules, etiquette, techniques, tactics, and performance of the activity. Much less emphasis is placed on error detection and instructional tasks. This article therefore presents teaching and assessment strategies that facilitate the acquisition…
A Survey to Assess Barriers to Urban Teaching Careers

ERIC Educational Resources Information Center

Creasey, Gary; Mays, Jennifer; Lee, Robert; D'Santiago, Verenice

2016-01-01

The "Urban Teaching Barriers" survey was created to assess barriers to urban teaching careers. Pre-service teachers (N = 377) completed this instrument, along with questionnaires that assessed urban teaching intentions and urban teaching self-efficacy. Six barrier domains were identified that tapped concerns over (a) lack of resources,…
Effectiveness of Integrating Simulation with Art-Based Teaching Strategies on Oncology Fellows' Performance Regarding Breaking Bad News.

PubMed

Yakhforoshha, Afsaneh; Emami, Seyed Amir Hossein; Shahi, Farhad; Shahsavari, Saeed; Cheraghi, Mohammadali; Mojtahedzadeh, Rita; Mahmoodi-Bakhtiari, Behrooz; Shirazi, Mandana

2018-02-21

The task of breaking bad news (BBN) may be improved by incorporating simulation with art-based teaching methods. The aim of the present study was to assess the effect of an integrating simulation with art-based teaching strategies, on fellows' performance regarding BBN, in Iran. The study was carried out using quasi-experimental methods, interrupted time series. The participants were selected from medical oncology fellows at two teaching hospitals of Tehran University of Medical Sciences (TUMS), Iran. Participants were trained through workshop, followed by engaging participants with different types of art-based teaching methods. In order to assess the effectiveness of the integrating model, fellows' performance was rated by two independent raters (standardized patients (SPs) and faculty members) using the BBN assessment checklist. This assessment tool measured seven different domains of BBN skill. Segmented regression was used to analyze the results of study. Performance of all oncology fellows (n = 19) was assessed for 228 time points during the study, by rating three time points before and three time points after the intervention by two raters. Based on SP ratings, fellows' performance scores in post-training showed significant level changes in three domains of BBN checklist (B = 1.126, F = 3.221, G = 2.241; p < 0.05). Similarly, the significant level change in fellows' score rated by faculty members in post-training was B = 1.091, F = 3.273, G = 1.724; p < 0.05. There was no significant change in trend of fellows' performance after the intervention. Our results showed that using an integrating simulation with art-based teaching strategies may help oncology fellows to improve their communication skills in different facets of BBN performance. Iranian Registry of Clinical Trials ID: IRCT2016011626039N1.
Qualitative Assessment of Inquiry-Based Teaching Methods

ERIC Educational Resources Information Center

Briggs, Michael; Long, George; Owens, Katrina

2011-01-01

A new approach to teaching method assessment using student focused qualitative studies and the theoretical framework of mental models is proposed. The methodology is considered specifically for the advantages it offers when applied to the assessment of inquiry-based teaching methods. The theoretical foundation of mental models is discussed, and…
Assessing the Quality of Teachers' Teaching Practices

ERIC Educational Resources Information Center

Chen, Weiyun; Mason, Stephen; Staniszewski, Christina; Upton, Ashley; Valley, Megan

2012-01-01

This study assessed the extent to which nine elementary physical education teachers implemented the quality of teaching practices. Thirty physical education lessons taught by the nine teachers to their students in grades K-5 were videotaped. Four investigators coded the taped lessons using the Assessing Quality Teaching Rubric (AQTR) designed and…
Student Responses to an ICT-Based E-Assessment Application for the Teaching Practicum/Teaching Practice MODULE

ERIC Educational Resources Information Center

Davids, M. Noor

2017-01-01

Situated within the context of Initial Teacher Education (ITE) in South Africa, this study introduces the notion of an interactive Teaching Practicum E- Assessment application: e-assessment application for the teaching practicum/Teaching Practice module to replace the current model of assessment. At present students enrolled for an Initial Teacher…
Assessing Pre-Service Teachers' Quality Teaching Practices

ERIC Educational Resources Information Center

Chen, Weiyun; Hendricks, Kristin; Archibald, Kelsi

2011-01-01

The purpose of this study was to design and validate the Assessing Quality Teaching Rubrics (AQTR) that assesses the pre-service teachers' quality teaching practices in a live lesson or a videotaped lesson. Twenty-one lessons taught by 13 Physical Education Teacher Education (PETE) students were videotaped. The videotaped lessons were evaluated…
Assessing the Relationship between Teacher Performance on Washington State's ProTeach Portfolio and Student Test Performance. CEDR Working Paper. WP #2014-2

ERIC Educational Resources Information Center

Cowan, James; Goldhaber, Dan

2014-01-01

As part of Washington State's efforts to ensure and improve the quality of the teacher workforce, the Professional Educator Standards Board (PESB), with assistance from Educational Testing Services (ETS), has recently introduced a new, evidence-based assessment of teachers called the ProTeach Portfolio. The development of ProTeach was mandated by…
Feedback Effects of Teaching Quality Assessment: Macro and Micro Evidence

ERIC Educational Resources Information Center

Bianchini, Stefano

2014-01-01

This study investigates the feedback effects of teaching quality assessment. Previous literature looked separately at the evolution of individual and aggregate scores to understand whether instructors and university performance depends on its past evaluation. I propose a new quantitative-based methodology, combining statistical distributions and…
Performance of Clinical Nurse Educators in Teaching Pharmacology and Medication Management: Nursing Students' Perceptions.

PubMed

Ghamari Zare, Zohre; Adib-Hajbaghery, Mohsen

2016-03-01

Pharmacological knowledge and medication management skills of student nurses greatly depend on the clinical nurse educators' performance in this critical issue. However, the Iranian nurse educators' performance in teaching pharmacology and medication management are not adequately studied. The current study aimed to investigate the nursing students' perceptions on the status of clinical pharmaceutical and medication management education. A cross-sectional study was conducted on all 152 nursing students registered in the seventh and eighth semesters at the Qom and Naragh branches of Islamic Azad University, and Kashan University of Medical Sciences in 2013 - 2014 academic year. The students' perceptions on the performance of clinical nurse educators in teaching pharmacology and medication management were assessed using a researcher made questionnaire. The questionnaire consisted of 31 items regarding clinical educators' performance in teaching pharmacology and medication management and two questions about students' satisfaction with their level of knowledge and skills in pharmacology and medication management. Descriptive statistics was employed and analysis of variance was performed to compare the mean of scores of teaching pharmacology and medication management in the three universities. Among a total of 152 subjects, 82.9% were female and their mean age was 22.57 ± 1.55 years. According to the students, instructors had the weakest performance in the three items of teaching pharmacology and medication management based on the students' learning needs, teaching medication management through a patient-centered method and teaching pharmacology and medication management based on the course plan. The students' satisfaction regarding their own knowledge and skill of pharmacology and medication management was at medium level. Nursing students gave a relatively low score in several aspects of their instructors' performance regarding teaching pharmacology and medication
Examining South Korea's Elementary Physical Education Performance Assessment Using Assessment Literacy Perspectives

ERIC Educational Resources Information Center

Park, Yongnam

2017-01-01

This study examines the issues pertaining to South Korea's elementary physical education (PE) performance assessment, using an assessment literacy (Hay & Penney, 2013) perspective to propose future directions. Eight elementary teachers currently teaching PE were selected as participants. Data were collected through semi-structured in-depth…
Development and psychometric evaluation of the nursing instructors' clinical teaching performance inventory.

PubMed

A Farahani, Mansoureh; Emamzadeh Ghasemi, Hormat Sadat; Nikpaima, Nasrin; Fereidooni, Zhila; Rasoli, Maryam

2014-10-29

Evaluation of nursing instructors' clinical teaching performance is a prerequisite to the quality assurance of nursing education. One of the most common procedures for this purpose is using student evaluations. This study was to develop and evaluate the psychometric properties of Nursing Instructors' Clinical Teaching Performance Inventory (NICTPI). The primary items of the inventory were generated by reviewing the published literature and the existing questionnaires as well as consulting with the members of the Faculties Evaluation Committee of the study setting. Psychometric properties were assessed by calculating its content validity ratio and index, and test-retest correlation coefficient as well as conducting an exploratory factor analysis and an internal consistency assessment. The content validity ratios and indices of the items were respectively higher than 0.85 and 0.79. The final version of the inventory consisted of 25 items, and in the exploratory factor analysis, items were loaded on three factors which jointly accounting for 72.85% of the total variance. The test-retest correlation coefficient and the Cronbach's alpha of the inventory were 0.93 and 0.973, respectively. The results revealed that the developed inventory is an appropriate, valid, and reliable instrument for evaluating nursing instructors' clinical teaching performance.
Nutrition education: a questionnaire for assessment and teaching

PubMed Central

Makowske, Mary; Feinman, Richard D

2005-01-01

It is generally recognized that there is a need for improved teaching of nutrition in medical schools and for increased education of the general population. A questionnaire, derived in part from a study of physician knowledge, was administered to first year medical students in order to assess their knowledge of various aspects of nutrition and metabolism, and as a teaching tool to transmit information about the subject. The performance of first year students was consistent with a generally educated population but there were surprising deficits in some fundamental areas of nutrition. Results of the questionnaire are informative about student knowledge, and immediate reinforcement from a questionnaire may provide a useful teaching tool. In addition, some of the subject matter can serve as a springboard for discussion of critical issues in nutrition such as obesity and markers for cardiovascular disease. A major barrier to improved teaching of nutrition is the lack of agreement on some of these critical issues and there are apparent inconsistencies in recommendations of government and health agencies. It seems reasonable that improved teaching should address the lack of knowledge of nutrition, rather than knowledge of official guidelines. Student awareness of factual information should be the primary goal. PMID:15649324
Can Near-Peer Teaching Improve Academic Performance?

ERIC Educational Resources Information Center

Williams, Brett; Fowler, James

2014-01-01

Near peer teaching is becoming increasingly popular within healthcare education. The experiences and effects of near-peer teaching upon the near-peer teachers' academic performance are poorly understood. In order to address this, the objective of this study was to examine whether a near-peer teaching program improved the overall clinical unit…
Using a CAS Self-Study to Teach Assessment Practice

ERIC Educational Resources Information Center

Bourke, Brian

2017-01-01

There are likely as many approaches to teaching assessment as there are people teaching assessment. Graduate courses on assessment can be structured with a singular focus, such as learning outcomes assessment, or along a competencies-based framework. Such frameworks include the Assessment Skills and Knowledge (ASK) Standards developed by College…
Effect of the learning climate of residency programs on faculty's teaching performance as evaluated by residents.

PubMed

Lombarts, Kiki M J M H; Heineman, Maas Jan; Scherpbier, Albert J J A; Arah, Onyebuchi A

2014-01-01

To understand teaching performance of individual faculty, the climate in which residents' learning takes place, the learning climate, may be important. There is emerging evidence that specific climates do predict specific outcomes. Until now, the effect of learning climate on the performance of the individual faculty who actually do the teaching was unknown. THIS STUDY: (i) tested the hypothesis that a positive learning climate was associated with better teaching performance of individual faculty as evaluated by residents, and (ii) explored which dimensions of learning climate were associated with faculty's teaching performance. We conducted two cross-sectional questionnaire surveys amongst residents from 45 residency training programs and multiple specialties in 17 hospitals in the Netherlands. Residents evaluated the teaching performance of individual faculty using the robust System for Evaluating Teaching Qualities (SETQ) and evaluated the learning climate of residency programs using the Dutch Residency Educational Climate Test (D-RECT). The validated D-RECT questionnaire consisted of 11 subscales of learning climate. Main outcome measure was faculty's overall teaching (SETQ) score. We used multivariable adjusted linear mixed models to estimate the separate associations of overall learning climate and each of its subscales with faculty's teaching performance. In total 451 residents completed 3569 SETQ evaluations of 502 faculty. Residents also evaluated the learning climate of 45 residency programs in 17 hospitals in the Netherlands. Overall learning climate was positively associated with faculty's teaching performance (regression coefficient 0.54, 95% confidence interval: 0.37 to 0.71; P<0.001). Three out of 11 learning climate subscales were substantially associated with better teaching performance: 'coaching and assessment', 'work is adapted to residents' competence', and 'formal education'. Individual faculty's teaching performance evaluations are positively

Teaching Machines, Programming, Computers, and Instructional Technology: The Roots of Performance Technology.

ERIC Educational Resources Information Center

Deutsch, William

1992-01-01

Reviews the history of the development of the field of performance technology. Highlights include early teaching machines, instructional technology, learning theory, programed instruction, the systems approach, needs assessment, branching versus linear program formats, programing languages, and computer-assisted instruction. (LRW)
Distributed Leadership and Organizational Change: Implementation of a Teaching Performance Measure

ERIC Educational Resources Information Center

Sloan, Tine

2013-01-01

This article explores leadership practice and change as evidenced in multiple data sources gathered during a self-study implementation of a teaching performance assessment. It offers promising models of distributed leadership and organizational change that can inform future program implementers and the field in general. Our experiences suggest…
Performance of Clinical Nurse Educators in Teaching Pharmacology and Medication Management: Nursing Students’ Perceptions

PubMed Central

Ghamari Zare, Zohre; Adib-Hajbaghery, Mohsen

2016-01-01

Background Pharmacological knowledge and medication management skills of student nurses greatly depend on the clinical nurse educators’ performance in this critical issue. However, the Iranian nurse educators’ performance in teaching pharmacology and medication management are not adequately studied. Objectives The current study aimed to investigate the nursing students’ perceptions on the status of clinical pharmaceutical and medication management education. Materials and Methods A cross-sectional study was conducted on all 152 nursing students registered in the seventh and eighth semesters at the Qom and Naragh branches of Islamic Azad University, and Kashan University of Medical Sciences in 2013 - 2014 academic year. The students’ perceptions on the performance of clinical nurse educators in teaching pharmacology and medication management were assessed using a researcher made questionnaire. The questionnaire consisted of 31 items regarding clinical educators’ performance in teaching pharmacology and medication management and two questions about students’ satisfaction with their level of knowledge and skills in pharmacology and medication management. Descriptive statistics was employed and analysis of variance was performed to compare the mean of scores of teaching pharmacology and medication management in the three universities. Results Among a total of 152 subjects, 82.9% were female and their mean age was 22.57 ± 1.55 years. According to the students, instructors had the weakest performance in the three items of teaching pharmacology and medication management based on the students’ learning needs, teaching medication management through a patient-centered method and teaching pharmacology and medication management based on the course plan. The students’ satisfaction regarding their own knowledge and skill of pharmacology and medication management was at medium level. Conclusions Nursing students gave a relatively low score in several aspects of
Assessment of Teaching Competence for Improvement of Instruction.

ERIC Educational Resources Information Center

National IOTA Program, Tempe, AZ.

This report provides a general overview of the Instrument for the Observation of Teaching Activities (IOTA) program for assessing and improving teacher competence. IOTA is an analytic, objective, and specific means of assessing teaching activities. The normal three-step progression of groups through the introductory and training stages of the…
Does Performance-Based Pay Improve Teaching? PISA in Focus. No. 16

ERIC Educational Resources Information Center

OECD Publishing (NJ1), 2012

2012-01-01

The Programme for International Student Assessment (PISA) has long established that high-performing education systems tend to pay their teachers more. They also often prioritise the quality of teaching over other choices, including class size. But in the current budgetary climate, paying everybody more may not be a viable alternative. So many…
Do Expert Clinical Teachers Have a Shared Understanding of What Constitutes a Competent Reasoning Performance in Case-Based Teaching?

ERIC Educational Resources Information Center

Gauthier, Geneviève; Lajoie, Susanne P.

2014-01-01

To explore the assessment challenge related to case based learning we study how experienced clinical teachers--i.e., those who regularly teach and assess case-based learning--conceptualize the notion of competent reasoning performance for specific teaching cases. Through an in-depth qualitative case study of five expert teachers, we investigate…
Effective Science Instruction: Impact on High-Stakes Assessment Performance

ERIC Educational Resources Information Center

Johnson, Carla C.; Zhang, Danhui; Kahle, Jane Butler

2012-01-01

This longitudinal prospective cohort study was conducted to determine the impact of effective science instruction on performance on high-stakes high school graduation assessments in science. This study provides powerful findings to support authentic science teaching to enhance long-term retention of learning and performance on state-mandated…
Development and Validation of Assessing Quality Teaching Rubrics

ERIC Educational Resources Information Center

Chen, Weiyun; Mason, Steve; Hammond-Bennett, Austin; Zlamout, Sandy

2014-01-01

Purpose: This study aimed at examining the psychometric properties of the Assessing Quality Teaching Rubric (AQTR) that was designed to assess in-service teachers' quality levels of teaching practices in daily lessons. Methods: 45 physical education lessons taught by nine physical education teachers to students in grades K-5 were videotaped. They…
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.
Teaching quantitative biology: goals, assessments, and resources

PubMed Central

Aikens, Melissa L.; Dolan, Erin L.

2014-01-01

More than a decade has passed since the publication of BIO2010, calling for an increased emphasis on quantitative skills in the undergraduate biology curriculum. In that time, relatively few papers have been published that describe educational innovations in quantitative biology or provide evidence of their effects on students. Using a “backward design” framework, we lay out quantitative skill and attitude goals, assessment strategies, and teaching resources to help biologists teach more quantitatively. Collaborations between quantitative biologists and education researchers are necessary to develop a broader and more appropriate suite of assessment tools, and to provide much-needed evidence on how particular teaching strategies affect biology students' quantitative skill development and attitudes toward quantitative work. PMID:25368425
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.
Effects beyond Effectiveness: Teaching as a Performative Act

ERIC Educational Resources Information Center

Liew, Warren Mark

2013-01-01

This article develops the familiar metaphor of teaching as performance towards a definition of "teaching as performative act," where words and actions aim to effect cognitive, affective, and behavioral changes in learners. To what extent, however, are the consequences of pedagogical actions commensurate with their intended effects? Can a science…
A Case Study of Teaching Musical Expression to Young Performers

ERIC Educational Resources Information Center

Brenner, Brenda; Strand, Katherine

2013-01-01

What does it mean to teach musical expression to child performers? Is it teaching how to interpret a piece of music "correctly," or is there more involved? In this case study, we explored the beliefs and practices of five teachers who specialized in teaching children to perform in a variety of musical performance areas, including violin,…
The effect of flipped teaching combined with modified team-based learning on student performance in physiology.

PubMed

Gopalan, Chaya; Klann, Megan C

2017-09-01

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

PubMed

Owusu-Ofori, Alex; Jennings, Rebecca; Burgess, Jennifer; Prasad, Priya A; Acheampong, Faustina; Coffin, Susan E

2010-08-01

To gather baseline data on hand hygiene (HH) practices in an African hospital with a newly established infection prevention and control team. Cross-sectional, observational study. Setting. Komfo Anokye Teaching Hospital, a large teaching hospital in Ghana with approximately 1,000 beds. All hospital staff with patient contact were eligible for assessment of HH practices. HH observations were conducted using a standardized data collection tool and method based on the World Health Organization's "5 Moments of Hand Hygiene." Small-group interviews were conducted to gather additional information on perceptions of HH and barriers to its use. HH resource needs were also assessed using a standardized tool. HH was attempted in 12% of the opportunities and was performed appropriately in 4% of the opportunities. Most main wards (89%) had at least 1 functional HH station. The most commonly identified barriers to HH were limited resources and lack of knowledge on appropriate times to perform HH. We developed and applied tools to evaluate HH resources and practices in a large African hospital. These assessments were undertaken to guide future efforts to improve HH at this hospital but can also serve as a model of the way to perform a systematic assessment at acute care hospitals in developing countries.
Using Conjoint Analysis to Evaluate and Reward Teaching Performance

ERIC Educational Resources Information Center

Bacon, Donald R.; Zheng, Yilong; Stewart, Kim A.; Johnson, Carol J.; Paul, Pallab

2016-01-01

Although widely used, student evaluations of teaching do not address several factors that should be considered in evaluating teaching performance such as new course preparations, teaching larger classes, and inconvenient class times. Consequently, the incentive exists to avoid certain teaching assignments to achieve high SET scores while…
Utilising a Virtual World to Teach Performance Appraisal: An Exploratory Study

ERIC Educational Resources Information Center

Morse, Shona

2010-01-01

Purpose: The aim of this paper is to give a critical assessment of a study designed to investigate the potential of a new method for teaching HRD students about performance appraisal. It is argued that this approach is in the vanguard of developments in IT and learning. Design/methodology/approach: The paper takes the form of an explorative study…
The impact of outpatient clinical teaching on students' academic performance in obstetrics and gynecology.

PubMed

Hassan, Bahaeldin A; Elfaki, Omer A; Khan, Muhammed A

2017-01-01

Clinical teaching at outpatient settings is an essential part of undergraduate medical students' training. The increasing number of students in many medical schools and short hospital stays makes inpatient teaching alone insufficient to provide students with the required clinical skills. To make up this shortfall, outpatient clinical teaching has been implemented by our Department of Obstetrics and Gynecology, King Khalid University, KSA, throughout the academic year 2015-2016. The aim of this study was to evaluate the impact of clinical teaching at outpatient settings on the academic performance of our students. In this comparative retrospective study, the effects of outpatient clinical teaching of obstetrics and gynecology on the academic performance of student was assessed through an objective structured clinical examination (OSCE). During their course on obstetrics and gynecology, 58 students had their clinical teaching both at inpatient and outpatient settings and constituted "study group". The remaining 52 students had clinical teaching only at inpatient settings and were considered "control group". Students in both groups sat for OSCE at the end of week 8 of the gynecology course. Students in both groups sat for OSCE at the end of week 8 of the gynecology course. Four stations were used for assessment: obstetric history, gynecological history, obstetric physical examination of pregnant women, and gynecological procedure station. Twenty marks were allocated for each station giving a total score of 80. The OSCE scores for study group were compared with those of the control group using Student's t -test; p < 0.05 was considered statistically significant. The total mean OSCE score was statistically significantly higher in the study group (62.36 vs. 47.94, p < 0.001). The study group participants showed significantly higher scores in the gynecological procedure station (16.74 vs. 11.62, p < 0.0001) and obstetric examination station (16.72 vs. 10.79, p < 0
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
Techniques for Teaching Projective Assessment.

ERIC Educational Resources Information Center

Stagner, Brian H.

1984-01-01

Describes innovative methods for teaching projective assessment in a one semester graduate level clinical psychology course. The course fosters competence in the basics of administration, scoring, and in-depth interpretation of at least one test. (RM)

Analysis of Online Quizzes as a Teaching and Assessment Tool

ERIC Educational Resources Information Center

Salas-Morera, Lorenzo; Arauzo-Azofra, Antonio; García-Hernández, Laura

2012-01-01

This article deals with the integrated use of online quizzes as a teaching and assessment tool in the general program of the subject Proyectos in the third course of Ingeniero Técnico en Informática de Gestión over five consecutive years. The research undertaken aimed to test quizzes effectiveness on student performance when used, not only as an…
Personality traits affect teaching performance of attending physicians: results of a multi-center observational study.

PubMed

Scheepers, Renée A; Lombarts, Kiki M J M H; van Aken, Marcel A G; Heineman, Maas Jan; Arah, Onyebuchi A

2014-01-01

Worldwide, attending physicians train residents to become competent providers of patient care. To assess adequate training, attending physicians are increasingly evaluated on their teaching performance. Research suggests that personality traits affect teaching performance, consistent with studied effects of personality traits on job performance and academic performance in medicine. However, up till date, research in clinical teaching practice did not use quantitative methods and did not account for specialty differences. We empirically studied the relationship of attending physicians' personality traits with their teaching performance across surgical and non-surgical specialties. We conducted a survey across surgical and non-surgical specialties in eighteen medical centers in the Netherlands. Residents evaluated attending physicians' overall teaching performance, as well as the specific domains learning climate, professional attitude, communication, evaluation, and feedback, using the validated 21-item System for Evaluation of Teaching Qualities (SETQ). Attending physicians self-evaluated their personality traits on a 5-point scale using the validated 10-item Big Five Inventory (BFI), yielding the Five Factor model: extraversion, conscientiousness, neuroticism, agreeableness and openness. Overall, 622 (77%) attending physicians and 549 (68%) residents participated. Extraversion positively related to overall teaching performance (regression coefficient, B: 0.05, 95% CI: 0.01 to 0.10, P = 0.02). Openness was negatively associated with scores on feedback for surgical specialties only (B: -0.10, 95% CI: -0.15 to -0.05, P<0.001) and conscientiousness was positively related to evaluation of residents for non-surgical specialties only (B: 0.13, 95% CI: 0.03 to 0.22, p = 0.01). Extraverted attending physicians were consistently evaluated as better supervisors. Surgical attending physicians who display high levels of openness were evaluated as less adequate feedback
Threshold Assessment and Performance Management: Modernizing or Masculinizing Teaching in England?

ERIC Educational Resources Information Center

Mahony, Pat; Hextall, Ian; Menter, Ian

2004-01-01

The paper reports on aspects of an ESRC project, "The impact of Performance 'Threshold Assessment' on teachers' work" (ESRC R000239286). The paper begins by explaining the nature and technology of "Threshold Assessment," and its location nationally within the performance management system recently introduced into schools in England. We review the…
Teaching and assessing medical ethics: where are we now?

PubMed Central

Mattick, K; Bligh, J

2006-01-01

Objectives To characterise UK undergraduate medical ethics curricula and to identify opportunities and threats to teaching and learning. Design Postal questionnaire survey of UK medical schools enquiring about teaching and assessment, including future perspectives. Participants The lead for teaching and learning at each medical school was invited to complete a questionnaire. Results Completed responses were received from 22/28 schools (79%). Seventeen respondents deemed their aims for ethics teaching to be successful. Twenty felt ethics should be learnt throughout the course and 13 said ethics teaching and learning should be fully integrated horizontally. Twenty felt variety in assessment was important and three tools was the preferred number. A shortfall in ethics core competencies did not preclude graduation in 15 schools. The most successful aspects of courses were perceived to be their integrated nature and the small group teaching; weaknesses were described as a need for still greater integration and the heavily theoretical aspects of ethics. The major concerns about how ethics would be taught in the future related to staffing and staff development. Conclusions This study describes how ethics was taught and assessed in 2004. The findings show that, although ethics now has an accepted place in the curriculum, more can be done to ensure that the recommended content is taught and assessed optimally. PMID:16507668
Outcomes assessment of dental hygiene clinical teaching workshops.

PubMed

Wallace, Juanita S; Infante, Taline D

2008-10-01

Faculty development courses related to acquiring clinical teaching skills in the health professions are limited. Consequently, the Department of Dental Hygiene at the University of Texas Health Science Center at San Antonio conducted a series of clinical teaching workshops to address clinical teaching methodology. The goal of these workshops was to promote a problem-solving learning atmosphere for dental hygiene faculty to acquire and share sound clinical teaching strategies. To determine the value of the annual workshops on clinical teaching and evaluation, a web-based qualitative program assessment was developed using software by Survey Tracker. Four open-ended questions were designed to elicit perceptions regarding what significant changes in teaching strategies were achieved, what barriers or challenges were encountered in making these changes, and what strategies were used to overcome the barriers. The assessment was sent to dental hygiene educators representing thirty-eight dental hygiene programs who had participated in two or more of these workshops. Twenty-eight programs provided collective responses to the questions, and the narrative data were analyzed, using a qualitative methodology. Responses revealed that programs had made productive changes to their clinical education curricula and the information gained from the workshops had a positive effect on clinical teaching.
Impact of a Peer-Tutoring Course on Skill Performance, Assessment, and Instruction

ERIC Educational Resources Information Center

Pulling, Andy R.; Allen, Ray

2014-01-01

The purpose of this study was to investigate how the completion of a peer-teaching course impacted pre-service teachers ability to perform, teach, and assess motor skills. Central Michigan University (CMU) implemented a required course for physical education teacher education majors in which enrollees were evaluated on how well they performed…
Clinical Vignettes Improve Performance in Anatomy Practical Assessment

ERIC Educational Resources Information Center

Ikah, December S. K.; Finn, Gabrielle M.; Swamy, Meenakshi; White, Pamela M.; McLachlan, John C.

2015-01-01

Although medical curricula now adopt an integrated teaching approach, this is not adequately reflected in assessment of anatomy knowledge and skills. In this study, we aimed to explore the impact of the addition of clinical vignette to item stems on students' performance in anatomy practical examinations. In this study, 129 undergraduate medical…
Politics of Policy: Assessing the Implementation, Impact, and Evolution of the Performance Assessment for California Teachers (PACT) and edTPA

ERIC Educational Resources Information Center

Reagan, Emilie Mitescu; Schram, Thomas; McCurdy, Kathryn; Chang, Te-Hsin; Evans, Carla M.

2016-01-01

Summative performance assessments in teacher education, such as the Performance Assessment for California Teachers (PACT) and the edTPA, have been heralded through polices intended to enhance the quality of the teaching profession and raise its stature among other professions. However, the development and implementation of the PACT, and…
Georgia's Teacher Performance Assessment

ERIC Educational Resources Information Center

Fenton, Anne Marie; Wetherington, Pamela

2016-01-01

Like most states, Georgia until recently depended on an assessment of content knowledge to award teaching licenses, along with a licensure recommendation from candidates' educator preparation programs. While the content assessment reflected candidates' grasp of subject matter, licensure decisions did not hinge on direct, statewide assessment of…
E-learning teaches attendings "how to" objectively assess pediatric urology trainees' surgery skills for orchiopexy.

PubMed

Fernandez, Nicolas; Maizels, Max; Farhat, Walid; Smith, Edwin; Liu, Dennis; Chua, Michael; Bhanji, Yasin

2018-04-01

Established methods to train pediatric urology surgery by residency training programs require updating in response to administrative changes such as new, reduced trainee duty hours. Therefore, new objective methods must be developed to teach trainees. We approached this need by creating e-learning to teach attendings objective assessment of trainee skills using the Zwisch scale, an established assessment tool. The aim of this study was to identify whether or not e-learning is an appropriate platform for effective teaching of this assessment tool, by assessing inter-rater correlation of assessments made by the attendings after participation in the e-learning. Pediatric orchiopexy was used as the index case. An e-learning tool was created to teach attending surgeons objective assessment of trainees' surgical skills. First, e-learning content was created which showed the assessment method videotape of resident surgery done in the operating room. Next, attendings were enrolled to e-learn this method. Finally, the ability of enrollees to assess resident surgery skill performance was tested. Namely, test video was made showing a trainee performing inguinal orchiopexy. All enrollees viewed the same online videos. Assessments of surgical skills (Zwisch scale) were entered into an online survey. Data were analyzed by intercorrelation coefficient kappa analysis (strong correlation was ICC ≥ 0.7). A total of 11 attendings were enrolled. All accessed the online learning and then made assessments of surgical skills trainees showed on videotapes. The e-learning comprised three modules: 1. "Core concepts," in which users learned the assessment tool methods; 2. "Learn to assess," in which users learned how to assess by watching video clips, explaining the assessment method; and 3. "Test," in which users tested their skill at making assessments by watching video clips and then actively inputting their ratings of surgical and global skills as viewed in the video clips (Figure
Cinemeducation: teaching family assessment skills using full-length movies.

PubMed

Wilson, Astrid H; Blake, Barbara J; Taylor, Gloria A; Hannings, Glenda

2013-05-01

A thorough family assessment provides a foundation for the nursing process when working with families. Therefore, nurses, along with other health care providers must develop expertise in conducting family assessments to provide the best possible care within the community. This article describes an innovative educational strategy using movies to teach family assessment skills and puts forth recommendations for future research to provide evidence to support this teaching modality. © 2013 Wiley Periodicals, Inc.
Assessing the Impact of a University Teaching Development Programme

ERIC Educational Resources Information Center

Trigwell, Keith; Rodriguez, Katia Caballero; Han, Feifei

2012-01-01

Four different indicators are used to assess the impact of a year-long university teaching development programme in an Australian research-led university. All four indicators show small positive outcomes. Teachers who complete the programme have higher rates of receipt of teaching awards and teaching development grants than their colleagues who do…
Teacher Performance Assessment Instruments: Plans for Practice Rating.

ERIC Educational Resources Information Center

Capie, William; And Others

This manual consists of lesson plans developed to train data collectors in the use of the Teacher Performance Assessment Instruments (TPAI). Each set of plans was designed for one of three purposes. Lesson plans developed for the Teaching Plans and Materials Instrument (TPM) simulate a portfolio prepared by the teacher. One-day plans developed for…
Personality Traits Affect Teaching Performance of Attending Physicians: Results of a Multi-Center Observational Study

PubMed Central

Scheepers, Renée A.; Lombarts, Kiki M. J. M. H.; van Aken, Marcel A. G.; Heineman, Maas Jan; Arah, Onyebuchi A.

2014-01-01

Background Worldwide, attending physicians train residents to become competent providers of patient care. To assess adequate training, attending physicians are increasingly evaluated on their teaching performance. Research suggests that personality traits affect teaching performance, consistent with studied effects of personality traits on job performance and academic performance in medicine. However, up till date, research in clinical teaching practice did not use quantitative methods and did not account for specialty differences. We empirically studied the relationship of attending physicians' personality traits with their teaching performance across surgical and non-surgical specialties. Method We conducted a survey across surgical and non-surgical specialties in eighteen medical centers in the Netherlands. Residents evaluated attending physicians' overall teaching performance, as well as the specific domains learning climate, professional attitude, communication, evaluation, and feedback, using the validated 21-item System for Evaluation of Teaching Qualities (SETQ). Attending physicians self-evaluated their personality traits on a 5-point scale using the validated 10-item Big Five Inventory (BFI), yielding the Five Factor model: extraversion, conscientiousness, neuroticism, agreeableness and openness. Results Overall, 622 (77%) attending physicians and 549 (68%) residents participated. Extraversion positively related to overall teaching performance (regression coefficient, B: 0.05, 95% CI: 0.01 to 0.10, P = 0.02). Openness was negatively associated with scores on feedback for surgical specialties only (B: −0.10, 95% CI: −0.15 to −0.05, P<0.001) and conscientiousness was positively related to evaluation of residents for non-surgical specialties only (B: 0.13, 95% CI: 0.03 to 0.22, p = 0.01). Conclusions Extraverted attending physicians were consistently evaluated as better supervisors. Surgical attending physicians who display high levels of
Teaching and assessing technical proficiency in surgical subspecialty fellowships.

PubMed

Gearhart, Susan L; Wang, Ming-Hsien; Gilson, Marta M; Chen, Belinda; Kern, David E

2012-01-01

To determine how programs are teaching and assessing procedural skills, and their perceived success. Cross-sectional survey. Accreditation Council for Graduate Medical Education (ACGME) approved training programs in pediatric urology and colorectal surgery. Program directors and recent graduates (2007-2009). Thirty-nine program directors (60%), and 57 graduates (64%) responded; 89.5% of graduates and 94.9% of program directors felt training occurred successfully for the procedures that trainees were performing in their present practice. Nearly 90% of trainees and all program directors reported that there was no formal assessment of procedural competency at the beginning of training, although 66.7% of program directors reported that trainees were assessed "informally." Both program directors and trainees reported dialogue with faculty was the most frequent method used in preparing for operative procedures. Other methods (textbook/atlas, journals, web-based programs, videos) were used less frequently. Program directors with shorter tenure were more likely to use web-based and video methods; younger trainees were less likely to use textbooks/atlases. Faculty feedback on clinical decision-making and postprocedural review were perceived by both program directors and trainees as the most effective assessment methods for improving performance; however, trainees were more likely than program directors to report that postprocedure reviews were not included in their training (15.8% vs 9%, p = 0.045). Patient outcomes, written feedback from peers, and self-assessment were included in most programs, but valued less. Simulation was used in only about half the programs and was valued more highly by trainees than program directors (p = 0.011). Training in procedural proficiency was viewed as successful by both program directors and graduates. Dialogue with, assessment by, and feedback from faculty were frequently used and most valued; stressing the importance of the facilitator
Wrinkles in Time and Place: Using Performance Assessments to Understand the Knowledge of History Teachers.

ERIC Educational Resources Information Center

Wilson, Suzanne M.; Wineburg, Samuel S.

1993-01-01

Responses of two high school history teachers on three performance assessments of teaching, part of the Stanford University Teacher Assessment Project, were analyzed. Differences that emerged in teacher attitudes and knowledge level illustrate what performance assessment can reveal about pedagogical knowledge and the implications for educational…
Financial performance of the teaching pharmacies in Isfahan: an economic evaluation

PubMed Central

Sabzghabaee, A.M.; Etebari, M.; Sajjadi, H.; Badri, Sh.; Hosseini-Biuki, S.M.; Sheikhaboumasoudi, R.

2009-01-01

Teaching pharmacies are amongst the important cornerstones of a healthcare system for drug supplying, pharmacy education and pharmacy practice research. Assessment of the Iranian healthcare system costs shows that after personnel charges, drug outlay is the second expensive factor. This great financial mass requires integral audit and management in order to provide costumers satisfaction in addition to financial viability. Teaching pharmacies are required to realize financial viability as well as providing several educational and drug servicing goals, which makes microeconomic analysis important. The aim of this study was to evaluate the financial performance of the teaching pharmacies affiliated with the Isfahan University of Medical Sciences (with the abrreviated names as: SHM, ISJ, AZH for the confidentialiy of the financial data). This is a descriptive and cross-sectional study done in 2008. The target pharmacies of this study were all the 3 teaching pharmacies affiliated with the Isfahan University of Medical Sciences. The data collecting template was prepared using the standard scientific methods according to the goals of this research The goals also nominated necessary items needed in economic profit evaluation. The data collection template was completed by reference to the teaching pharmacies financial documents and reports, used as a base for calculating the total income and the total costs in 2007-2008 financial year. The difference between these two balances showed the value of profits or loss. The profit/cost ratio was also calculated, using the proportion of the total income to the total costs. The collected data was statistically analyzed using the Excel software (Microsoft 2007). For the financial year 2007-2008, the difference between the total income and the total costs was -831.6 million Rials (excess costs to income) for the SHM pharmacy, + 25.4 billion Rials for the ISJ pharmacy and -429.5 million Rials for the AZH pharmacy. According to our
Financial performance of the teaching pharmacies in Isfahan: an economic evaluation.

PubMed

Sabzghabaee, A M; Etebari, M; Sajjadi, H; Badri, Sh; Hosseini-Biuki, S M; Sheikhaboumasoudi, R

2009-07-01

Teaching pharmacies are amongst the important cornerstones of a healthcare system for drug supplying, pharmacy education and pharmacy practice research. Assessment of the Iranian healthcare system costs shows that after personnel charges, drug outlay is the second expensive factor. This great financial mass requires integral audit and management in order to provide costumers satisfaction in addition to financial viability. Teaching pharmacies are required to realize financial viability as well as providing several educational and drug servicing goals, which makes microeconomic analysis important. The aim of this study was to evaluate the financial performance of the teaching pharmacies affiliated with the Isfahan University of Medical Sciences (with the abrreviated names as: SHM, ISJ, AZH for the confidentialiy of the financial data). This is a descriptive and cross-sectional study done in 2008. The target pharmacies of this study were all the 3 teaching pharmacies affiliated with the Isfahan University of Medical Sciences. The data collecting template was prepared using the standard scientific methods according to the goals of this research The goals also nominated necessary items needed in economic profit evaluation. The data collection template was completed by reference to the teaching pharmacies financial documents and reports, used as a base for calculating the total income and the total costs in 2007-2008 financial year. The difference between these two balances showed the value of profits or loss. The profit/cost ratio was also calculated, using the proportion of the total income to the total costs. The collected data was statistically analyzed using the Excel software (Microsoft 2007). For the financial year 2007-2008, the difference between the total income and the total costs was -831.6 million Rials (excess costs to income) for the SHM pharmacy, + 25.4 billion Rials for the ISJ pharmacy and -429.5 million Rials for the AZH pharmacy. According to our
Applying the APA/AERA/NCME "Standards": Evidence for the Validity and Reliability of Three Statewide Teaching Assessment Instruments.

ERIC Educational Resources Information Center

Rothenberg, Lori; Hessling, Peter A.

The statewide teaching performance assessment instruments being used in Georgia, North Carolina, and Florida were examined. Forty-one reliability and validity studies regarding the instruments in use in each state were collected from state departments and universities. Georgia uses the Georgia Teacher Performance Assessment Instrument. North…
Should Student Evaluation of Teaching Play a Significant Role in the Formal Assessment of Dental Faculty? Two Viewpoints: Viewpoint 1: Formal Faculty Assessment Should Include Student Evaluation of Teaching and Viewpoint 2: Student Evaluation of Teaching Should Not Be Part of Formal Faculty Assessment.

PubMed

Rowan, Susan; Newness, Elmer J; Tetradis, Sotirios; Prasad, Joanne L; Ko, Ching-Chang; Sanchez, Arlene

2017-11-01

Student evaluation of teaching (SET) is often used in the assessment of faculty members' job performance and promotion and tenure decisions, but debate over this use of student evaluations has centered on the validity, reliability, and application of the data in assessing teaching performance. Additionally, the fear of student criticism has the potential of influencing course content delivery and testing measures. This Point/Counterpoint article reviews the potential utility of and controversy surrounding the use of SETs in the formal assessment of dental school faculty. Viewpoint 1 supports the view that SETs are reliable and should be included in those formal assessments. Proponents of this opinion contend that SETs serve to measure a school's effectiveness in support of its core mission, are valid measures based on feedback from the recipients of educational delivery, and provide formative feedback to improve faculty accountability to the institution. Viewpoint 2 argues that SETs should not be used for promotion and tenure decisions, asserting that higher SET ratings do not correlate with improved student learning. The advocates of this viewpoint contend that faculty members may be influenced to focus on student satisfaction rather than pedagogy, resulting in grade inflation. They also argue that SETs are prone to gender and racial biases and that SET results are frequently misinterpreted by administrators. Low response rates and monotonic response patterns are other factors that compromise the reliability of SETs.

The Effect of Raters and Rating Conditions on the Reliability of the Missionary Teaching Assessment

ERIC Educational Resources Information Center

Ure, Abigail C.

2011-01-01

This study investigated how 2 different rating conditions, the controlled rating condition (CRC) and the uncontrolled rating condition (URC), effected rater behavior and the reliability of a performance assessment (PA) known as the Missionary Teaching Assessment (MTA). The CRC gives raters the capability to manipulate (pause, rewind, fast-forward)…
Measurement and Assessment in Teaching. Eighth Edition.

ERIC Educational Resources Information Center

Linn, Robert L.; Gronlund, Norman E.

This book is intended to introduce the classroom teacher and prospective teacher to the elements of measurement and assessment that are essential to good teaching. The main theme is that assessment plays an important role in the instructional process. This edition has been revised to reflect major changes in educational assessment since the last…
Using Importance-Performance Analysis To Evaluate Teaching Effectiveness.

ERIC Educational Resources Information Center

Attarian, Aram

This paper introduces Importance-Performance (IP) analysis as a method to evaluate teaching effectiveness in a university outdoor program. Originally developed for use in the field of marketing, IP analysis is simple and easy to administer, and provides the instructor with a visual representation of what teaching attributes are important, how…
A Design to Improve Internal Validity of Assessments of Teaching Demonstrations

ERIC Educational Resources Information Center

Bartsch, Robert A.; Engelhardt Bittner, Wendy M.; Moreno, Jesse E., Jr.

2008-01-01

Internal validity is important in assessing teaching demonstrations both for one's knowledge and for quality assessment demanded by outside sources. We describe a method to improve the internal validity of assessments of teaching demonstrations: a 1-group pretest-posttest design with alternative forms. This design is often more practical and…
Assessment of Lecture Strategy with Different Teaching Aids

PubMed Central

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

2015-01-01

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

PubMed

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

2015-01-01

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

NASA Astrophysics Data System (ADS)

Shah, Lisa; Hao, Jie; Rodriguez, Christian A.; Fallin, Rebekah; Linenberger-Cortes, Kimberly; Ray, Herman E.; Rushton, Gregory T.

2018-06-01

A generally agreed upon tenant of the physics teaching community is the centrality of subject-specific expertise in effective teaching. However, studies which assess the content knowledge of incoming K-12 physics teachers in the U.S. have not yet been reported. Similarly lacking are studies on if or how the demographic makeup of aspiring physics educators is different from previously reported analyses of the actual high school physics teaching workforce. Here we present findings about the demographics and subject knowledge of prospective high school physics teachers using data from Praxis physics subject assessments administered between 2006 and 2016. Our analysis reveals significant variations in exam participation and performance between men and women, as well as those with different undergraduate majors and academic performance over the past decade. Findings from this work inform understandings and decisions about the quality, recruitment, and preparation of the high school physics teaching workforce.
Teaching and assessing procedural skills: a qualitative study

PubMed Central

2013-01-01

Background Graduating Internal Medicine residents must possess sufficient skills to perform a variety of medical procedures. Little is known about resident experiences of acquiring procedural skills proficiency, of practicing these techniques, or of being assessed on their proficiency. The purpose of this study was to qualitatively investigate resident 1) experiences of the acquisition of procedural skills and 2) perceptions of procedural skills assessment methods available to them. Methods Focus groups were conducted in the weeks following an assessment of procedural skills incorporated into an objective structured clinical examination (OSCE). Using fundamental qualitative description, emergent themes were identified and analyzed. Results Residents perceived procedural skills assessment on the OSCE as a useful formative tool for direct observation and immediate feedback. This positive reaction was regularly expressed in conjunction with a frustration with available assessment systems. Participants reported that proficiency was acquired through resident directed learning with no formal mechanism to ensure acquisition or maintenance of skills. Conclusions The acquisition and assessment of procedural skills in Internal Medicine programs should move toward a more structured system of teaching, deliberate practice and objective assessment. We propose that directed, self-guided learning might meet these needs. PMID:23672617
Teaching and assessing procedural skills: a qualitative study.

PubMed

Touchie, Claire; Humphrey-Murto, Susan; Varpio, Lara

2013-05-14

Graduating Internal Medicine residents must possess sufficient skills to perform a variety of medical procedures. Little is known about resident experiences of acquiring procedural skills proficiency, of practicing these techniques, or of being assessed on their proficiency. The purpose of this study was to qualitatively investigate resident 1) experiences of the acquisition of procedural skills and 2) perceptions of procedural skills assessment methods available to them. Focus groups were conducted in the weeks following an assessment of procedural skills incorporated into an objective structured clinical examination (OSCE). Using fundamental qualitative description, emergent themes were identified and analyzed. Residents perceived procedural skills assessment on the OSCE as a useful formative tool for direct observation and immediate feedback. This positive reaction was regularly expressed in conjunction with a frustration with available assessment systems. Participants reported that proficiency was acquired through resident directed learning with no formal mechanism to ensure acquisition or maintenance of skills. The acquisition and assessment of procedural skills in Internal Medicine programs should move toward a more structured system of teaching, deliberate practice and objective assessment. We propose that directed, self-guided learning might meet these needs.
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
Assessing Performance through Informal Techniques. Learning Package No. 10.

ERIC Educational Resources Information Center

Nelson, Carol; Smith, Carl, Comp.

Originally developed for the Department of Defense Schools (DoDDS) system, this learning package on assessing performance through informal techniques is designed for teachers who wish to upgrade or expand their teaching skills on their own. The package includes a comprehensive search of the ERIC database; a lecture giving an overview on the topic;…
Research and Teaching: Assessment of Graduate Teaching Assistants Enrolled in a Teaching Techniques Course

ERIC Educational Resources Information Center

Zehnder, Caralyn

2016-01-01

At the authors' public liberal arts institution, biology masters students are required to enroll in BIOL 5050: Teaching Techniques. Course topics include designing effective lectures, assessment, classroom management, diversity in the classroom, and active learning strategies. The impact of this type of training on graduate students' attitudes and…
Team Teaching.

ERIC Educational Resources Information Center

Cunningham, David C.

1963-01-01

A study was designed to evaluate the effectiveness of principals in structuring teaching teams; to assess background and personality characteristics appearing essential to successful individual and team performance; and to select personality factor scores which would predict individual and team success. Subjects were 31 teaching teams (99…
An Assessment of the Effects of Teaching Methods on Academic Performance of Students in Accounting Courses

ERIC Educational Resources Information Center

Hosal-Akman, Nazli; Simga-Mugan, Can

2010-01-01

This study explores the effect of teaching methods on the academic performance of students in accounting courses. The study was carried out over two semesters at a well-known university in Turkey in principles of financial accounting and managerial accounting courses. Students enrolled in the courses were assigned to treatment and control groups.…
How are we assessing near-peer teaching in undergraduate health professional education? A systematic review.

PubMed

Irvine, Susan; Williams, Brett; McKenna, Lisa

2017-03-01

Near Peer teaching (NPT) is reported as an effective pedagogical approach to student learning and performance. Studies in medicine, nursing and health sciences have relied mainly on self-reports to describe its benefits, focusing on psychomotor and cognitive aspects of learning. Despite increasing research reports on peer teaching internationally, little is known about the various domains of learning used in assessment of performance and objective learning outcomes of NPT. To determine the domains of learning and assessment outcomes used in NPT in undergraduate health professional education. Quantitative systematic review was conducted in accord with the PRISMA protocol and the Joanna Briggs Institute processes. A wide literature search was conducted for the period 1990-November 2015 of fourteen databases. Grey literature was undertaken from all key research articles. Studies meeting the inclusion criteria were eligible for consideration, including measured learning outcomes of near-peer teaching in undergraduate education in nursing, medicine and health sciences. Set limitations included publications after 1990 (2015 inclusive), English language and objective learning outcomes. A quality appraisal process involving two independent reviewers was used to analyse the data. Of 212 selected articles, 26 were included in the review. Terminology was confusing and found to be a barrier to the review process. Although some studies demonstrated effective learning outcomes resulting from near-peer teaching, others were inconclusive. Studies focused on cognitive and psychomotor abilities of learners with none assessing metacognition, affective behaviours or learning outcomes from quality of understanding. The studies reviewed focused on cognitive and psychomotor abilities of learners. Even though evidence clearly indicates that metacognition and affective behaviours have direct influence on learning and performance, indicating more research around this topic is warranted
Academic performance and perception of learning following a peer coaching teaching and assessment strategy.

PubMed

Moore, Catherine; Westwater-Wood, Sarah; Kerry, Roger

2016-03-01

Peer coaching has been associated with positive effects on learning. Specifically, these associations have been explored in complex healthcare professions. A social theory of learning has been proposed as a key component of the utility of peer coaching. Further, within the peer coaching model, assessment has been considered as an important driver. Empirical support for these dimensions of the model is lacking. To quantify assessment achievements and explore emergent attitudes and beliefs about learning related to a specific peer coaching model with integrated assessment. A longitudinal study based in a UK Higher Education Institute recorded assessment achievements and surveyed attitudes and beliefs in consecutive Year 1 undergraduate (physiotherapy) students (n = 560) between 2002 and 2012. A 6% improvement in academic achievement was demonstrated following the introduction of a peer coaching learning model. This was increased by a further 5% following the implementation of an integrated assessment. The improvement related to an overall averaged increase of one marking band. Students valued the strategy, and themes relating to the importance of social learning emerged from survey data. Peer coaching is an evidence-based teaching and learning strategy which can facilitate learning in complex subject areas. The strategy is underpinned by social learning theory which is supported by emergent student-reported attitudes.
Practical session assessments in human anatomy: Weightings and performance.

PubMed

McDonald, Aaron C; Chan, Siew-Pang; Schuijers, Johannes A

2016-07-08

Assessment weighting within a given module can be a motivating factor for students when deciding on their commitment level and time given to study a specific topic. In this study, an analysis of assessment performances of second year anatomy students was performed over four years to determine if (1) students performed better when a higher weighting was given to a set of practical session assessments and (2) whether an improved performance in the practical session assessments had a carry-over effect on other assessment tasks within that anatomy module and/or other anatomy modules that follow. Results showed that increasing the weighting of practical session assessments improved the average mark in that assessment and also improved the percentage of students passing that assessment. Further, it significantly improved performance in the written end-semester examination within the same module and had a carry-over effect on the anatomy module taught in the next teaching period, as students performed better in subsequent practical session assessments as well as subsequent end-semester examinations. It was concluded that the weighting of assessments had significant influences on a student's performance in that, and subsequent, assessments. It is postulated that practical session assessments, designed to develop deep learning skills in anatomy, improved efficacy in student performance in assessments undertaken in that and subsequent anatomy modules when the weighting of these assessments was greater. These deep learning skills were also transferable to other methods of assessing anatomy. Anat Sci Educ 9: 330-336. © 2015 American Association of Anatomists. © 2015 American Association of Anatomists.
Teaching, learning and assessment of medical ethics at the UK medical schools.

PubMed

Brooks, Lucy; Bell, Dominic

2017-09-01

To evaluate the UK undergraduate medical ethics curricula against the Institute of Medical Ethics (IME) recommendations; to identify barriers to teaching and assessment of medical ethics and to evaluate perceptions of ethics faculties on the preparation of tomorrow's doctors for clinical practice. Questionnaire survey of the UK medical schools enquiring about content, structure and location of ethics teaching and learning; teaching and learning processes; assessment; influences over institutional approach to ethics education; barriers to teaching and assessment; perception of student engagement and perception of student preparation for clinical practice. The lead for medical ethics at each medical school was invited to participate (n=33). Completed responses were received from 11/33 schools (33%). 73% (n=8) teach all IME recommended topics within their programme. 64% (n=7) do not include ethics in clinical placement learning objectives. The most frequently cited barrier to teaching was lack of time (64%, n=7), and to assessment was lack of time and suitability of assessments (27%, n=3). All faculty felt students were prepared for clinical practice. IME recommendations are not followed in all cases, and ethics teaching is not universally well integrated into clinical placement. Barriers to assessment lead to inadequacies in this area, and there are few consequences for failing ethics assessments. As such, tomorrow's patients will be treated by doctors who are inadequately prepared for ethical decision making in clinical practice; this needs to be addressed by ethics leads with support from medical school authorities. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.
Teaching and assessment of professional attitudes in UK dental schools - commentary.

PubMed

Field, J; Ellis, J; Abbas, C; Germain, P

2010-08-01

The General Dental Council expects professionalism to be embedded and assessed through-out the undergraduate dental programme. Curricula need therefore to accommodate these recommendations. A stroll poll of UK dental schools provided a basis for understanding the current methods of teaching and assessing professionalism. All respondent schools recognised the importance of professionalism and reported that this was taught and assessed within their curriculum. For most the methods involved were largely traditional, relying on lectures and seminars taught throughout the course. The most common form of assessment was by grading and providing formative feedback after a clinical encounter. Whilst clinical skills and knowledge can perhaps be readily taught and assessed using traditional methods, those involved in education are challenged to identify and implement effective methods of not only teaching, but also assessing professionalism. A variety of standalone methods need to be developed that assess professionalism and this will, in turn, allow the effectiveness of teaching methods to be assessed.
Pedagogy of Science Teaching Tests: Formative assessments of science teaching orientations

NASA Astrophysics Data System (ADS)

Cobern, William W.; Schuster, David; Adams, Betty; Skjold, Brandy Ann; Zeynep Muğaloğlu, Ebru; Bentz, Amy; Sparks, Kelly

2014-09-01

A critical aspect of teacher education is gaining pedagogical content knowledge of how to teach science for conceptual understanding. Given the time limitations of college methods courses, it is difficult to touch on more than a fraction of the science topics potentially taught across grades K-8, particularly in the context of relevant pedagogies. This research and development work centers on constructing a formative assessment resource to help expose pre-service teachers to a greater number of science topics within teaching episodes using various modes of instruction. To this end, 100 problem-based, science pedagogy assessment items were developed via expert group discussions and pilot testing. Each item contains a classroom vignette followed by response choices carefully crafted to include four basic pedagogies (didactic direct, active direct, guided inquiry, and open inquiry). The brief but numerous items allow a substantial increase in the number of science topics that pre-service students may consider. The intention is that students and teachers will be able to share and discuss particular responses to individual items, or else record their responses to collections of items and thereby create a snapshot profile of their teaching orientations. Subsets of items were piloted with students in pre-service science methods courses, and the quantitative results of student responses were spread sufficiently to suggest that the items can be effective for their intended purpose.

Implementation of Performance Assessment in STEM (Science, Technology, Engineering, Mathematics) Education to Detect Science Process Skill

NASA Astrophysics Data System (ADS)

Septiani, A.; Rustaman, N. Y.

2017-02-01

A descriptive study about the implementation of performance assessment in STEM based instruction was carried out to investigate the tenth grade of Vocational school students’ science process skills during the teaching learning processes. A number of tenth grade agriculture students was involved as research subjects selected through cluster random sampling technique (n=35). Performance assessment was planned on skills during the teaching learning process through observation and on product resulted from their engineering practice design. The procedure conducted in this study included thinking phase (identifying problem and sharing idea), designing phase, construction phase, and evaluation phase. Data was collected through the use of science process skills (SPS) test, observation sheet on student activity, as well as tasks and rubrics for performance assessment during the instruction. Research findings show that the implementation of performance assessment in STEM education in planting media could detect students science process skills better from the observation individually compared through SPS test. It was also found that the result of performance assessment was diverse when it was correlated to each indicator of SPS (strong and positive; weak and positive).
Planning, Teaching, and Assessing Elementary Education Interdisciplinary Curriculum

ERIC Educational Resources Information Center

Campbell, Cynthia; Henning, Mary Beth

2010-01-01

This paper describes an innovative teaching collaboration between two university professors to prepare undergraduate preservice teachers for planning, designing, and assessing interdisciplinary curriculum. Specifically, we were interested in whether deliberate efforts to integrate social studies and assessment methods courses would facilitate our…
Residents as teachers: psychiatry and family medicine residents' self-assessment of teaching knowledge, skills, and attitudes.

PubMed

Brand, Michael W; Ekambaram, Vijayabharathi; Tucker, Phebe; Aggarwal, Ruchi

2013-09-01

Residents are one of the prime sources of information and education for medical students. As an initial step in supporting residents as teachers, a baseline self-assessment of residents' knowledge, skills, attitudes, and values related to teaching was conducted among psychiatry and family medicine residents to compare and improve their confidence and skills as teachers. Psychiatry residents (N=12) and family medicine residents (N=23) completed self-assessments of their knowledge, skills, attitudes, and values related to teaching. Residents also were asked to list steps used in the One-Minute Preceptor process and estimate the time each spent in teaching. Descriptive summary statistics were used for four main areas related to teaching; t-test and chi-square analyses were conducted to ascertain whether there was a significant difference in resident groups. In the current study, the perceived amount of time spent for teaching patients was significantly higher among family practice residents, whereas no group differences were found for time teaching medical students, peers, community members, non-physicians, or others. However, family medicine residents rated themselves higher than psychiatry residents in their understanding of their roles in teaching medical students and teaching patients. Also, family medicine residents' self-reported teaching skills were more advanced (82.4%) than psychiatry residents' (54.2%). They most likely applied at least two different teaching methods in inpatient and outpatient settings, as compared with psychiatry residents. No significant group differences were found in the other 15 items assessing teaching knowledge, skills, attitudes, and values. Results indicate that residents' knowledge, skills, attitudes, and values regarding teaching varies across institutions and training programs. The psychiatry residents in this study do not clearly understand their role as educators with patients and medical students; they have a less clear
Teaching Musical Performance at a Distance.

ERIC Educational Resources Information Center

Distance Education Report, 2000

2000-01-01

Considers the possibility of teaching musical performance through distance education. Discusses local teachers using a course outline from Brigham Young University provided via the Internet; video conferencing and audio compression-decompression techniques used by the Manhattan School of Music; and a for-profit company that uses MIDI (Musical…
Leading a Classroom Discussion: Definition, Supportive Evidence, and Measurement of the "ETS"® National Observational Teaching Examination (NOTE) Assessment Series. Research Memorandum No. RM-16-09

ERIC Educational Resources Information Center

Witherspoon, Margaret; Sykes, Gary; Bell, Courtney

2016-01-01

This paper provides a description and rationale for a performance assessment of a teaching practice--leading a classroom discussion (LCD)--included in the ETS® National Observational Teaching Examination (NOTE) assessment series. In this assessment, candidates interact with a small class of virtual students represented by avatars in a…
A teaching videotape for the assessment of essential tremor.

PubMed

Louis, E D; Barnes, L; Wendt, K J; Ford, B; Sangiorgio, M; Tabbal, S; Lewis, L; Kaufmann, P; Moskowitz, C; Comella, C L; Goetz, C C; Lang, A E

2001-01-01

Teaching videotapes, developed to aid in the evaluation of several movement disorders, have not been used in essential tremor research. As part of the Washington Heights-Inwood Genetic Study of Essential Tremor (WHIGET), we developed a reliable and valid tremor rating scale. Because this rating scale is currently being used by investigators at other centers, we developed a teaching videotape to aid in the consistent application of this scale. To develop a teaching videotape for a revised version of the WHIGET Tremor Rating Scale and to assess the interrater agreement among raters who used this videotape to rate tremor. The revised WHIGET Tremor Rating Scale was used to rate action tremor from 0 to 4 during six tests: arm extension, pouring, drinking, using a spoon, finger-to-nose, and drawing spirals. A 22-minute teaching videotape was developed that includes a 29-item educational section and a self-assessment section consisting of 20 examples of tremor ratings chosen by the two WHIGET study neurologists. Eight raters, including senior movement disorder specialists, movement disorder fellows, general neurologists, and a movement disorder nurse practitioner, independently viewed the videotape and rated tremor during the self-assessment section. Interobserver reliability was assessed with weighted kappa statistics (kappa(w)). Eight raters each rated 20 items (160 ratings total). Total kappa(w) was 0.97 (nearly perfect agreement). Interrater reliability was as follows: kappa(w) = 0.99 (movement disorder specialists), kappa(w) = 0.98 (movement disorder fellows), and kappa(w) = 0.97 (general neurologists); all kappa(w) were nearly perfect. This teaching videotape may be used to improve the uniform application of the revised WHIGET Tremor Rating Scale by raters with various levels of experience in movement disorders.
Teaching socioscientific issues: classroom culture and students' performances

NASA Astrophysics Data System (ADS)

Tal, Tali; Kedmi, Yarden

2006-12-01

The "Treasures in the Sea: Use and Abuse" unit that deals with authentic socioscientific issues related to the Mediterranean was developed as part of a national effort to increase scientific literacy. The unit aimed to enhance active participation of the learners and encourage higher order thinking in class by applying teaching methods that reduce the unfamiliarity felt by students. This was expected through an explicit use of a variety of teaching and assessment-for-learning methods, suitable for Science for All students. Our main goal was to examine the culture of Science for All classes in which the unit was enacted. In order to address the main learning objectives, we monitored students' performances in tasks that required the higher order thinking skills of argumentation and value judgment, which are central constituents of decision-making processes. We show that while socioscientific issues were discussed in whole class and small group sessions, and students' argumentation improved, there is still a long way to go in applying a thinking culture in non-science major classes. We suggest that science teachers should shift from traditional content-based and value-free approach, to a sociocultural approach that views science as a community practice and the students as active participants in decision-making processes.
The Effects of Teaching and Assessment Methods on Academic Performance: A Study of an Operations Management Course

ERIC Educational Resources Information Center

Sacristán-Díaz, Macarena; Garrido-Vega, Pedro; Alfalla-Luque, Rafaela; González-Zamora, María-del-Mar

2016-01-01

Whether the use of more active teaching-learning methods has a positive impact on academic performance remains unanswered. This article seeks to contribute to the issue by conducting a study of an Operations Management course with almost 1000 students per year over three consecutive academic years. The study compares three scenarios with differing…
Teaching and assessing procedural skills using simulation: metrics and methodology.

PubMed

Lammers, Richard L; Davenport, Moira; Korley, Frederick; Griswold-Theodorson, Sharon; Fitch, Michael T; Narang, Aneesh T; Evans, Leigh V; Gross, Amy; Rodriguez, Elliot; Dodge, Kelly L; Hamann, Cara J; Robey, Walter C

2008-11-01

Simulation allows educators to develop learner-focused training and outcomes-based assessments. However, the effectiveness and validity of simulation-based training in emergency medicine (EM) requires further investigation. Teaching and testing technical skills require methods and assessment instruments that are somewhat different than those used for cognitive or team skills. Drawing from work published by other medical disciplines as well as educational, behavioral, and human factors research, the authors developed six research themes: measurement of procedural skills; development of performance standards; assessment and validation of training methods, simulator models, and assessment tools; optimization of training methods; transfer of skills learned on simulator models to patients; and prevention of skill decay over time. The article reviews relevant and established educational research methodologies and identifies gaps in our knowledge of how physicians learn procedures. The authors present questions requiring further research that, once answered, will advance understanding of simulation-based procedural training and assessment in EM.
The Unintended Consequences of Grading Teaching

ERIC Educational Resources Information Center

Smith, Holly

2012-01-01

This article examines the possibility of a "Teaching Assessment Exercise" and attempts to quantify teaching quality as part of performance management schemes for academics. The primary sources of data are identified as student evaluation of teaching (SET) and peer observation of teaching (POT). The conceptual and empirical issues in…
Case Study Teaching Method Improves Student Performance and Perceptions of Learning Gains†

PubMed Central

Bonney, Kevin M.

2015-01-01

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

PubMed

Bonney, Kevin M

2015-05-01

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

ERIC Educational Resources Information Center

Ashraf, Hamid; Zolfaghari, Samaneh

2018-01-01

Understanding and employing useful classroom assessments are crucial to increase student achievement (Marzano, 2000). Teachers' assessment literacy is viewed as a key link in the connection between assessment quality and student achievement. Reflective teaching is a movement in teacher education and crucial kind of thought that enables teachers to…
Eliciting Student Thinking: Definition, Research Support, and Measurement of the "ETS"® National Observational Teaching Examination (NOTE) Assessment Series. Research Memorandum No. RM-16-06

ERIC Educational Resources Information Center

Qi, Yi; Sykes, Gary

2016-01-01

This report describes and provides research and scholarly support for a core practice of teaching--eliciting student thinking (EST)--that is the target for a performance assessment contributing one component of the "ETS"® National Observational Teaching Examination (NOTE) assessment series. The purpose of this report is to review the…
Developing Content Knowledge for Teaching Assessments for the Measures of Effective Teaching Study. Research Report. ETS RR-14-33

ERIC Educational Resources Information Center

Phelps, Geoffrey; Weren, Barbara; Croft, Andrew; Gitomer, Drew

2014-01-01

This report documents the development of assessments of content knowledge for teaching (CKT) as part of the Measures of Effective Teaching (MET) study, funded by the Bill and Melinda Gates Foundation.The MET study was designed to develop a set of measures that together serve as an accurate indicator of teaching effectiveness. The study was…
Making instruction and assessment responsive to diverse students' progress: group-administered dynamic assessment in teaching mathematics.

PubMed

Jeltova, Ida; Birney, Damian; Fredine, Nancy; Jarvin, Linda; Sternberg, Robert J; Grigorenko, Elena L

2011-01-01

This study entailed a 3 (instructional intervention) × 2 (assessment-type) between-subjects experimental design employing a pretest-intervention-posttest methodology. The instructional interventions were administered between subjects in three conditions: (a) dynamic instruction, (b) triarchic or theory of successful intelligence-control instruction, and (c) standard-control instruction. The assessment-type consisted between subjects of either (a) a group-administered dynamic posttest or (b) the same group-administered posttest interspersed with a control filler activity. Performance in different mathematics content areas taught in fourth grade was investigated. In total, 1,332 students and 63 classroom teachers in 24 schools across six school districts participated in the study. The results indicate the advantages of using dynamic instruction and assessment in regular classrooms while teaching mathematics, especially when the student body is highly ethnically diverse.
Bodies in Composition: Teaching Writing through Kinesthetic Performance

ERIC Educational Resources Information Center

Butler, Janine

2017-01-01

This article calls on composition instructors to reflect consciously on how we can use our bodies kinesthetically to perform multimodal writing processes through gestural, visual, and spatial modes. Teaching writing through kinesthetic performance can show students that our bodies are being constructed via interaction with audiences, akin to the…
Assessing and Managing Caregiver Stress: Development of a Teaching Tool for Medical Residents

ERIC Educational Resources Information Center

Famakinwa, Abisola; Fabiny, Anne

2008-01-01

Forty medical residents from major teaching hospitals in Boston, Massachusetts, participated in small group teaching sessions about caregiver stress. A teaching tool was developed that included a teaching handout, interactive cases, standard instruments for assessing caregiver stress, peer-reviewed articles about caregiving, and a list of…
Modeling and Explaining Content: Definition, Research Support, and Measurement of the "ETS"® National Observational Teaching Examination (NOTE) Assessment Series. Research Memorandum No. RM-16-07

ERIC Educational Resources Information Center

Stickler, Leslie; Sykes, Gary

2016-01-01

This report reviews the scholarly and research evidence supporting the construct labeled modeling and explaining content (MEC), which is measured via a performance assessment in the "ETS"® National Observational Teaching Examination (NOTE) assessment series. This construct involves practices at the heart of teaching that deal with how…
Teaching health assessment in the virtual classroom.

PubMed

Lashley, Mary

2005-08-01

Health assessment skills are vital to professional nursing practice. Health assessment has traditionally been taught using lecture, teacher-developed tests, practice and live demonstration, and interactive and computer-based learning materials. Rapid advances in information technology during the past decade have greatly expanded distance learning options in higher education. Although much nursing education now uses the Internet, there has been limited use of the Web to teach psychomotor and clinical skills. This article describes how online instruction can be integrated into a health assessment course to teach physical examination skills. The development of instructional videos that can be digitally streamed onto the Web for ready and repeated access can also enhance online learning of technical and clinical skills. Student evaluation of this Web-enhanced course revealed that online assignments enabled them to pace their learning, thereby promoting greater flexibility and independence. Students were able to master the technical skills of working online with minimal difficulty and reported that working online was no more stressful than attending class. The most helpful aspect of the online course was the instructor-developed video that was digitally streamed online.

A Performative Approach to Teaching Care Ethics: A Case Study

ERIC Educational Resources Information Center

Hamington, Maurice

2012-01-01

This article describes a unique experiment in reconceptualizing the teaching of ethics as an embodied, performative activity rather than a purely intellectual, scholarly study. Although the inclusion of corporeal dimensions in the teaching of ethics makes intuitive sense, because morality is all about how one acts in the world, ethics education in…
Innovative integrative bedside teaching model improves tutors’ self-assessments of teaching skills and attitudes

PubMed Central

Gat, Itai; Pessach-Gelblum, Liat; Givati, Gili; Haim, Nadav; Paluch-Shimon, Shani; Unterman, Avraham; Bar-Shavit, Yochay; Grabler, Galit; Sagi, Doron; Achiron, Anat; Ziv, Amitai

2016-01-01

Introduction Patient bedside is the ideal setting for teaching physical examination, medical interviewing, and interpersonal skills. Herein we describe a novel model for bedside teaching (BST) practiced during tutor training workshop and its resulting effect on practitioners’ self assessment of teaching skills and perceptions. Methods One-day tutor training workshop included theoretical knowledge supplementation regarding tutors’ roles as well as implementing practical tools for clinical education, mainly BST model. The model, which emphasizes simultaneous clinical and communication teaching in a stepwise approach, was practiced by consecutive simulations with a gradual escalation of difficulty and adjusted instruction approaches. Pre- and post-workshop-adjusted questionnaires using a Likert scale of 1 to 4 were completed by participants and compared. Results Analysis was based on 25 out of 48 participants who completed both questionnaires. Significantly improved teaching skills were demonstrated upon workshop completion (mean 3.3, SD 0.5) compared with pre-training (mean 2.6, SD 0.6; p<0.001) with significant increase in most examined parameters. Significantly improved tutor's roles internalization was demonstrated after training completion (mean 3.7, SD 0.3) compared with pre-workshop (mean 3.5 SD 0.5; p=0.002). Discussion Successful BST involves combination of clinical and communication skills. BST model practiced during the workshop may contribute to improved teaching skills in this challenging environment. PMID:26894587
Teachers' Views on Performance-Based Assessments.

ERIC Educational Resources Information Center

King, Bruce

1991-01-01

Provides personal perspectives from teachers about the prospects and problems illuminated by Stanford University's Teacher Assessment Project. Teacher remarks address the portfolio development process, assessment centers, implications for national board certification for teachers, personal thoughts and perspectives on teaching, and the future of…
Is there a relationship between high-quality performance in major teaching hospitals and residents' knowledge of quality and patient safety?

PubMed

Pingleton, Susan K; Horak, Bernard J; Davis, David A; Goldmann, Donald A; Keroack, Mark A; Dickler, Robert M

2009-11-01

The relationship of the quality of teaching hospitals' clinical performance to resident education in quality and patient safety is unclear. The authors studied residents' knowledge of these areas in major teaching hospitals with higher- and lower-quality performance rankings. They assessed the presence of formal and informal quality curricula to determine whether programmatic differences exist. The authors used qualitative research methodology with purposeful sampling. They gathered data from individual structured interviews with residents and key educational and quality leaders in six medical schools and teaching hospitals, which represented a range of quality performance rankings, geographic regions, and public or private status. No relationship emerged between a hospital's quality status, residents' curriculum, and the residents' understanding of quality. Residents' definitions of quality and safety and their knowledge of the practice-based learning and systems-based practice competencies were indistinguishable between hospitals. Residents in all programs had extensive patient safety knowledge acquired through an informal curriculum in the hospital setting. A formal curriculum existed in only two programs, both of them ambulatory settings. Residents' learning about quality and patient safety is extensive, largely through a positive informal curriculum in the teaching hospital and, less frequently, via a formal curriculum. No relationship was found between the quality performance of the teaching hospital and the residents' curriculum or understanding of quality or safety. Residents seem to learn through an informal curriculum provided by hospital initiatives and resources, and thus these data suggest the importance of major teaching hospitals in quality education.
Performance Assessment Examples from the Quality Performance Assessment Network

ERIC Educational Resources Information Center

Kuriacose, Christina

2017-01-01

In this brief article, Christina Kuriacose provides four sample performance assessments. Spanning grade levels, these assessments are strong examples of teacher-developed performance assessments from schools within the Center for Collaborative Education's Quality Performance Assessment network. These performance tasks demonstrate the pedagogical…
Using Classroom Assessment To Change Both Teaching and Learning.

ERIC Educational Resources Information Center

Steadman, Mimi

1998-01-01

Summarizes results of a study on implementation and impact of classroom assessment techniques (CATs) in community colleges, examining how classroom assessment has been applied by teachers, documenting changes in teaching behaviors, and considering costs and benefits. Also examines students' experiences and satisfaction with courses taught using…
Assessing Teaching Skills with a Mobile Simulation

ERIC Educational Resources Information Center

Gibson, David

2013-01-01

Because mobile technologies are overtaking personal computers as the primary tools of Internet access, and cloud-based resources are fundamentally transforming the world's knowledge, new forms of teaching and assessment are required to foster 21st century literacies, including those needed by K-12 teachers. A key feature of mobile technology…
Performative Pedagogy: Resignifying Teaching in the Corporatized University

ERIC Educational Resources Information Center

Brenner, David

2006-01-01

This essay reexamines pedagogical practice and its normative assessment in the American university system by employing an approach derived from Michel Foucault's knowledge/power nexus. While a systematically applied curriculum such as Gerald Graff's "teaching the conflicts" has the potential to democratize higher education, it may be ineffective…
Teaching Dispositions: Shared Understanding for Teacher Preparation

ERIC Educational Resources Information Center

DeMuth, Lynn

2012-01-01

This qualitative phenomenological study explored the perceptions of 16 high-performing teachers related to teaching dispositions, effects of dispositions on teaching and learning, and recommendations for assessment of teaching dispositions during teacher preparation. Participants' perceptions were gathered using six guided interview questions…
A multimedia patient simulation for teaching and assessing endodontic diagnosis.

PubMed

Littlefield, John H; Demps, Elaine L; Keiser, Karl; Chatterjee, Lipika; Yuan, Cheng H; Hargreaves, Kenneth M

2003-06-01

Teaching and assessing diagnostic skills are difficult due to relatively small numbers of total clinical experiences and a shortage of clinical faculty. Patient simulations could help teach and assess diagnosis by displaying a well-defined diagnostic task, then providing informative feedback and opportunities for repetition and correction of errors. This report describes the development and initial evaluation of SimEndo I, a multimedia patient simulation program that could be used for teaching or assessing endodontic diagnosis. Students interact with a graphical interface that has four pull-down menus and related submenus. In response to student requests, the program presents patient information. Scoring is based on diagnosis of each case by endodontists. Pilot testing with seventy-four junior dental students identified numerous needed improvements to the user interface program. A multi-school field test of the interface program using three patient cases addressed three research questions: 1) How did the field test students evaluate SimEndo I? Overall mean evaluation was 8.1 on a 0 to 10 scale; 2) How many cases are needed to generate a reproducible diagnostic proficiency score for an individual student using the Rimoldi scoring procedure? Mean diagnostic proficiency scores by case ranged from .27 to .40 on a 0 to 1 scale; five cases would produce a score with a 0.80 reliability coefficient; and 3) Did students accurately diagnose each case? Mean correct diagnosis scores by case ranged from .54 to .78 on a 0 to 1 scale. We conclude that multimedia patient simulations offer a promising alternative for teaching and assessing student diagnostic skills.
Improving Learning through Performance Assessment in a Social Studies Methods Course for Preservice Elementary Teachers

ERIC Educational Resources Information Center

Leaman, Heather; Kistler, Sara Lamb

2009-01-01

This article describes how two instructors used assessment data to improve an undergraduate course, Teaching Social Studies in the Elementary Classroom. This entailed revising the core assignment for the course--the creation of a thematic unit of instruction--and developing a scoring guide to assess teacher candidates' performance. Data collected…
Needs assessment and evaluation of a short course to improve faculties teaching skills at a former World Health Organization regional teacher training center

PubMed Central

KOJURI, JAVAD; AMINI, MITRA; KARIMIAN, ZAHRA; DEHGHANI, MOHAMMAD REZA; SABER, MAHBOOBEH; BAZRAFCAN, LEILA; EBRAHIMI, SEDIGHEH; REZAEE, RITA

2015-01-01

Introduction: In the design of educational programs, much attention has been paid to teaching methods, needs assessment, an important part of the development of educational programs, generally is neglected. Another important aspect in educational program design is assessing effectiveness. The aims of this study were to design a formal needs assessment program to define the core contents of a faculty development program, and to determine whether participation in the faculty development program reinforced new teaching skills. Methods: A teacher-training program was designed at Shiraz University of Medical Sciences to help medical instructors boost their teaching skills. Needs assessment was done with nominal group technique followed by a 5-point Likert scale questionnaire. The program, imparted in workshop format, covered effective teaching methods, feedback, assessing knowledge and time management. Instruction was in the form of lectures, group discussions, case simulations, video presentations and role-plays. The program was evaluated in several phases using data triangulation and multi-item assessments of overall program quality in three major dimensions: Kirkpatrick program evaluation model, evaluation of the educational environment and qualitative analysis with open-ended questions. All participants in the study belonged to the academic staff of Shiraz University of Medical Sciences (n=396). Results: Seven main categories were derived from nominal group techniques and questionnaires. After the program, participants rated the quality of the program highly. They felt that the educational intervention was appropriate and had a positive impact on their knowledge of effective teaching methods, feedback, knowledge assessment and time management. Assessment of the effectiveness of the program showed that participants reported significant improvements in their teaching abilities. Conclusions: Our faculty development program have a significant positive effect on
Weaving together peer assessment, audios and medical vignettes in teaching medical terms.

PubMed

Allibaih, Mohammad; Khan, Lateef M

2015-12-06

The current study aims at exploring the possibility of aligning peer assessment, audiovisuals, and medical case-report extracts (vignettes) in medical terminology teaching. In addition, the study wishes to highlight the effectiveness of audio materials and medical history vignettes in preventing medical students' comprehension, listening, writing, and pronunciation errors. The study also aims at reflecting the medical students' attitudes towards the teaching and learning process. The study involved 161 medical students who received an intensive medical terminology course through audio and medical history extracts. Peer assessment and formative assessment platforms were applied through fake quizzes in a pre- and post-test manner. An 18-item survey was distributed amongst students to investigate their attitudes and feedback towards the teaching and learning process. Quantitative and qualitative data were analysed using the SPSS software. The students did better in the posttests than on the pretests for both the quizzes of audios and medical vignettes showing a t-test of -12.09 and -13.60 respectively. Moreover, out of the 133 students, 120 students (90.22%) responded to the survey questions. The students gave positive attitudes towards the application of audios and vignettes in the teaching and learning of medical terminology and towards the learning process. The current study revealed that the teaching and learning of medical terminology have more room for the application of advanced technologies, effective assessment platforms, and active learning strategies in higher education. It also highlights that students are capable of carrying more responsibilities of assessment, feedback, and e-learning.
Weaving together peer assessment, audios and medical vignettes in teaching medical terms

PubMed Central

Khan, Lateef M.

2015-01-01

Objectives The current study aims at exploring the possibility of aligning peer assessment, audiovisuals, and medical case-report extracts (vignettes) in medical terminology teaching. In addition, the study wishes to highlight the effectiveness of audio materials and medical history vignettes in preventing medical students' comprehension, listening, writing, and pronunciation errors. The study also aims at reflecting the medical students' attitudes towards the teaching and learning process. Methods The study involved 161 medical students who received an intensive medical terminology course through audio and medical history extracts. Peer assessment and formative assessment platforms were applied through fake quizzes in a pre- and post-test manner. An 18-item survey was distributed amongst students to investigate their attitudes and feedback towards the teaching and learning process. Quantitative and qualitative data were analysed using the SPSS software. Results The students did better in the posttests than on the pretests for both the quizzes of audios and medical vignettes showing a t-test of -12.09 and -13.60 respectively. Moreover, out of the 133 students, 120 students (90.22%) responded to the survey questions. The students gave positive attitudes towards the application of audios and vignettes in the teaching and learning of medical terminology and towards the learning process. Conclusions The current study revealed that the teaching and learning of medical terminology have more room for the application of advanced technologies, effective assessment platforms, and active learning strategies in higher education. It also highlights that students are capable of carrying more responsibilities of assessment, feedback, and e-learning. PMID:26637986
Reliable and valid tools for measuring surgeons' teaching performance: residents' vs. self evaluation.

PubMed

Boerebach, Benjamin C M; Arah, Onyebuchi A; Busch, Olivier R C; Lombarts, Kiki M J M H

2012-01-01

In surgical education, there is a need for educational performance evaluation tools that yield reliable and valid data. This paper describes the development and validation of robust evaluation tools that provide surgeons with insight into their clinical teaching performance. We investigated (1) the reliability and validity of 2 tools for evaluating the teaching performance of attending surgeons in residency training programs, and (2) whether surgeons' self evaluation correlated with the residents' evaluation of those surgeons. We surveyed 343 surgeons and 320 residents as part of a multicenter prospective cohort study of faculty teaching performance in residency training programs. The reliability and validity of the SETQ (System for Evaluation Teaching Qualities) tools were studied using standard psychometric techniques. We then estimated the correlations between residents' and surgeons' evaluations. The response rate was 87% among surgeons and 84% among residents, yielding 2625 residents' evaluations and 302 self evaluations. The SETQ tools yielded reliable and valid data on 5 domains of surgical teaching performance, namely, learning climate, professional attitude towards residents, communication of goals, evaluation of residents, and feedback. The correlations between surgeons' self and residents' evaluations were low, with coefficients ranging from 0.03 for evaluation of residents to 0.18 for communication of goals. The SETQ tools for the evaluation of surgeons' teaching performance appear to yield reliable and valid data. The lack of strong correlations between surgeons' self and residents' evaluations suggest the need for using external feedback sources in informed self evaluation of surgeons. Copyright © 2012 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.
Engaged at the extremes: residents' perspectives on clinical teaching assessment.

PubMed

Myers, Kathryn; Zibrowski, Elaine M; Lingard, Lorelei

2012-10-01

Although academic centers rely on assessments from medical trainees regarding the effectiveness of their faculty as teachers, little is known about how trainees conceptualize and approach their role as assessors of their clinical supervisors. In 2010, using a constructivist grounded theory approach, five focus group interviews were conducted with 19 residents from an internal medicine residency program. A constant comparative analysis of emergent themes was conducted. Residents viewed clinical teaching assessment (CTA) as a time-consuming task with little reward. They reported struggling throughout the academic year to meet their CTA obligations and described several shortcut strategies they used to reduce their burden. Rather than conceptualizing their assessments as a conduit for both formative and summative feedback, residents perceived CTA as useful for the surveillance of clinical supervisors at the extremes of the spectrum of teaching effectiveness. They put the most effort, including the crafting of written comments, into the CTAs of these outliers. Trainees desired greater transparency in the CTA process and were skeptical regarding the anonymity and perceived validity of their faculty appraisals. Individual and system-based factors conspire to influence postgraduate medical trainees' motivation for generating high-quality appraisals of clinical teaching. Academic centers need to address these factors if they want to maximize the usefulness of these assessments.
A correlation study involving a comparison of professional science teaching standards and student performance

NASA Astrophysics Data System (ADS)

Schum, Paul A.

If international report cards were issued today, to all industrialized nations world wide, the United States would receive a "C" at best in mathematics and science. This is not simply a temporary or simple cause and effect circumstance that can easily be addressed. The disappointing truth is that this downward trend in mathematics and science mastery by American students has been occurring steadily for at least the last eight years of international testing, and that there are numerous and varied bases for this reality. In response to this crisis, The National Science Teachers Association (NSTA), The American Association for the Advancement of Science (AAAS), and The National Research Council (NRC) each have proposed relatively consistent, but individual sets of professional science teaching standards, designed to improve science instruction in American schools. It is of extreme value to the scientific, educational community to know if any or all of these standards lead to improved student performance. This study investigates the correlation between six, specific teacher behaviors that are common to these national standards and which behaviors, if any, result in improved student performance, as demonstrated on the Science Reasoning sub-test of the ACT Assessment. These standards focus classroom science teachers on professional development, leading toward student mastery of scientific interpretation, concept development, and constructive relationship building. Because all individual teachers interpret roles, expectations, and guiding philosophies from different lenses, effective professional practice may reflect consistency in rationale and methodology yet will be best evidenced by an examination of specific teaching techniques. In this study, these teaching techniques are evidenced by self-reported teacher awareness and adherence to these consensual standards. Assessment instruments vary widely, and the results of student performance often reflect the congruency of
Model-Based Approaches for Teaching and Practicing Personality Assessment.

PubMed

Blais, Mark A; Hopwood, Christopher J

2017-01-01

Psychological assessment is a complex professional skill. Competence in assessment requires an extensive knowledge of personality, neuropsychology, social behavior, and psychopathology, a background in psychometrics, familiarity with a range of multimethod tools, cognitive flexibility, skepticism, and interpersonal sensitivity. This complexity makes assessment a challenge to teach and learn, particularly as the investment of resources and time in assessment has waned in psychological training programs over the last few decades. In this article, we describe 3 conceptual models that can assist teaching and learning psychological assessments. The transtheoretical model of personality provides a personality systems-based framework for understanding how multimethod assessment data relate to major personality systems and can be combined to describe and explain complex human behavior. The quantitative psychopathology-personality trait model is an empirical model based on the hierarchical organization of individual differences. Application of this model can help students understand diagnostic comorbidity and symptom heterogeneity, focus on more meaningful high-order domains, and identify the most effective assessment tools for addressing a given question. The interpersonal situation model is rooted in interpersonal theory and can help students connect test data to here-and-now interactions with patients. We conclude by demonstrating the utility of these models using a case example.
The effects of co-teaching on student test performance and attitudes towards science in high school biology

NASA Astrophysics Data System (ADS)

Cole, Virginia Scott

' attitudes towards science after the study had been completed. Qualitatively, conclusions from the study revealed that implementing the different models of co-teaching may help students improve their daily performance on assignments and assessments other than chapter tests. In addition, students reported positive attitudes towards teacher performance factors and their impact on learning through co-teaching instruction.
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

Science on Stage: Engaging and teaching scientific content through performance art

NASA Astrophysics Data System (ADS)

Posner, Esther

2016-04-01

Engaging teaching material through performance art and music can improve the long-term retention of scientific content. Additionally, the development of effective performance skills are a powerful tool to communicate scientific concepts and information to a broader audience that can have many positive benefits in terms of career development and the delivery of professional presentations. While arts integration has been shown to increase student engagement and achievement, relevant artistic materials are still required for use as supplemental activities in STEM (science, technology, engineering, mathematics) courses. I will present an original performance poem, "Tectonic Petrameter: A Journey Through Earth History," with instructions for its implementation as a play in pre-university and undergraduate geoscience classrooms. "Tectonic Petrameter" uses a dynamic combination of rhythm and rhyme to teach the geological time scale, fundamental concepts in geology and important events in Earth history. I propose that using performance arts, such as "Tectonic Petrameter" and other creative art forms, may be an avenue for breaking down barriers related to teaching students and the broader non-scientific community about Earth's long and complex history.
Patterns of Teaching Style and Active Teaching: Do They Differ across Subjects in Low and High Performing Primary Schools in Kenya?

ERIC Educational Resources Information Center

Ngware, Moses W.; Mutisya, Maurice; Oketch, Moses

2012-01-01

This paper focuses on the patterns of teaching styles and active teaching across subjects and between low and high performing schools in an attempt to examine what accounts for differences in performance between schools which are within the same locality. It uses data collected in 72 primary schools spread across six districts in Kenya. Video…
Simulation for Teaching and Assessment of Nodule Perception on Chest Radiography in Nonradiology Health Care Trainees.

PubMed

Auffermann, William F; Henry, Travis S; Little, Brent P; Tigges, Stefan; Tridandapani, Srini

2015-11-01

Simulation has been used as an educational and assessment tool in several fields, generally involving training of physical skills. To date, simulation has found limited application in teaching and assessment of skills related to image perception and interpretation. The goal of this pilot study was to evaluate the feasibility of simulation as a tool for teaching and assessment of skills related to perception of nodules on chest radiography. This study received an exemption from the institutional review board. Subjects consisted of nonradiology health care trainees. Subjects underwent training and assessment of pulmonary nodule identification skills on chest radiographs at simulated radiology workstations. Subject performance was quantified by changes in area under the localization receiver operating characteristic curve. At the conclusion of the study, all subjects were given a questionnaire with five questions comparing learning at a simulated workstation with training using conventional materials. Statistical significance for questionnaire responses was tested using the Wilcoxon signed rank test. Subjects demonstrated statistically significant improvement in nodule identification after training at a simulated radiology workstation (change in area under the curve, 0.1079; P = .015). Subjects indicated that training on simulated radiology workstations was preferable to conventional training methods for all questions; P values for all questions were less than .01. Simulation may be a useful tool for teaching and assessment of skills related to medical image perception and interpretation. Further study is needed to determine which skills and trainee populations may be most amenable to training and assessment using simulation. Copyright © 2015 American College of Radiology. Published by Elsevier Inc. All rights reserved.
Institutional Assessment and the Intellectual Work of Teaching and Learning in First-Year Composition

ERIC Educational Resources Information Center

Donnelli-Sallee, Emily

2013-01-01

Institutional assessment initiatives can provide opportunities to make the intellectual work of teaching and learning in composition studies more visible. Reciprocally, the scholarship of teaching and learning's situatedness within disciplinary norms and values can enhance institutional assessments, providing a check on the tendency to rely…
The Teacher, the Physician and the Person: Exploring Causal Connections between Teaching Performance and Role Model Types Using Directed Acyclic Graphs

PubMed Central

Boerebach, Benjamin C. M.; Lombarts, Kiki M. J. M. H.; Scherpbier, Albert J. J.; Arah, Onyebuchi A.

2013-01-01

Background In fledgling areas of research, evidence supporting causal assumptions is often scarce due to the small number of empirical studies conducted. In many studies it remains unclear what impact explicit and implicit causal assumptions have on the research findings; only the primary assumptions of the researchers are often presented. This is particularly true for research on the effect of faculty’s teaching performance on their role modeling. Therefore, there is a need for robust frameworks and methods for transparent formal presentation of the underlying causal assumptions used in assessing the causal effects of teaching performance on role modeling. This study explores the effects of different (plausible) causal assumptions on research outcomes. Methods This study revisits a previously published study about the influence of faculty’s teaching performance on their role modeling (as teacher-supervisor, physician and person). We drew eight directed acyclic graphs (DAGs) to visually represent different plausible causal relationships between the variables under study. These DAGs were subsequently translated into corresponding statistical models, and regression analyses were performed to estimate the associations between teaching performance and role modeling. Results The different causal models were compatible with major differences in the magnitude of the relationship between faculty’s teaching performance and their role modeling. Odds ratios for the associations between teaching performance and the three role model types ranged from 31.1 to 73.6 for the teacher-supervisor role, from 3.7 to 15.5 for the physician role, and from 2.8 to 13.8 for the person role. Conclusions Different sets of assumptions about causal relationships in role modeling research can be visually depicted using DAGs, which are then used to guide both statistical analysis and interpretation of results. Since study conclusions can be sensitive to different causal assumptions, results
Assessment of the Effectiveness of an Online Learning System in Improving Student Test Performance

ERIC Educational Resources Information Center

Buttner, E. Holly; Black, Aprille Noe

2014-01-01

Colleges and universities, particularly public institutions, are facing higher enrollments and declining resources from state and federal governments. In this resource-constrained environment, faculty are seeking more efficient and effective teaching strategies to improve student learning and test performance. The authors assessed an online…
Assessment Policy and Practice Effects on New Zealand and Queensland Teachers' Conceptions of Teaching

ERIC Educational Resources Information Center

Brown, Gavin T. L.; Lake, Robert; Matters, Gabrielle

2009-01-01

Teachers' thinking about four conceptions of teaching (i.e., apprenticeship-developmental, nurturing, social reform, and transmission) were captured using the "Teaching Perspectives Inventory" (TPI). New Zealand and Queensland have very similar teaching-related policies and practices but differences around assessment policies and…
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
The effectiveness of a simulated scenario to teach nursing students how to perform a bed bath: A randomized clinical trial.

PubMed

Miranda, Renata Pinto Ribeiro; de Cássia Lopes Chaves, Érika; Silva Lima, Rogério; Braga, Cristiane Giffoni; Simões, Ivandira Anselmo Ribeiro; Fava, Silvana Maria Coelho Leite; Iunes, Denise Hollanda

2017-10-01

Simulation allows students to develop several skills during a bed bath that are difficult to teach only in traditional classroom lectures, such as problem-solving, student interactions with the simulator (patient), reasoning in clinical evaluations, evaluation of responses to interventions, teamwork, communication, security and privacy. This study aimed to evaluate the effectiveness of a simulated bed bath scenario on improving cognitive knowledge, practical performance and satisfaction among nursing students. Randomized controlled clinical trial. Nursing students that were in the fifth period from two educational institutions in Brazil. Nursing students (n=58). The data were collected using the assessments of cognitive knowledge, practical performance and satisfaction were made through a written test about bed baths, an Objective Structured Clinical Examination (OSCE) and a satisfaction questionnaire. We identified that the acquisition and assimilation of cognitive knowledge was significantly higher in the simulation group (p=0.001). The performance was similar in both groups regardless of the teaching strategy (p=0.435). At follow-up, the simulation group had significantly more satisfaction with the teaching method than the control group (p=0.007). The teaching strategy based on a simulated scenario of a bed bath proved to be effective for the acquisition of cognitive knowledge regarding bed baths in clinical practice and improved student satisfaction with the teaching process. Copyright © 2017 Elsevier Ltd. All rights reserved.
Assessing Distributed Leadership for Learning and Teaching Quality: A Multi-Institutional Study

ERIC Educational Resources Information Center

Carbone, Angela; Evans, Julia; Ross, Bella; Drew, Steve; Phelan, Liam; Lindsay, Katherine; Cottman, Caroline; Stoney, Susan; Ye, Jing

2017-01-01

Distributed leadership has been explored internationally as a leadership model that will promote and advance excellence in learning and teaching in higher education. This paper presents an assessment of how effectively distributed leadership was enabled at five Australian institutions implementing a collaborative teaching quality development…
Assessment of Thiel-Embalmed Cadavers as a Teaching Tool for Oral Anatomy and Local Anesthesia.

PubMed

Lone, Mutahira; McKenna, Joseph P; Balta, Joy Y; O'Mahony, Siobhain M; Cryan, John F; Downer, Eric J; Toulouse, André

2017-04-01

The aim of this study was to determine whether Thiel-embalmed cadavers would provide a useful anatomy teaching tool for topics that cannot be approached using formalin-fixed cadavers such as oral cavity examination and maxillary anesthesia. The suitability of Thiel-embalmed bodies for performing oral examinations was assessed by asking first-year dental and dental hygiene students at a dental school in Ireland to identify oral structures on a classmate and on a Thiel-embalmed body. The study was conducted in 2016. The ease of location was compared in the two settings, and their quality was assessed on the cadavers. The suitability of Thiel-embalmed cadavers to teach maxillary anesthesia was assessed by students' performing mock injections at five adjacent sites daily for five consecutive days, followed by inspection of the gingival surface by experienced anatomists and dentists. Data were obtained from 57 students, but only the 54 forms that were fully completed were analyzed, for an overall response rate of 85.7%. The results showed that most oral structures were more difficult to locate on cadavers. The texture and appearance of features in the cadavers were rated at a midpoint between realistic and unrealistic. The relative inexperience of the participants, the accumulation of fixative in the oral cavity, and discoloration were mentioned as potential confounding factors. Visual analysis of images obtained following repeated injections revealed no deterioration of the tissue. Importantly, the puncture marks appeared to reduce over time, suggesting that the gingival tissue maintains some elasticity following Thiel fixation. These findings suggest that Thiel-embalmed cadavers may be a useful tool to provide students more time to localize and study aspects of the oral cavity. Likewise, the recoiling capacity of gingival tissue suggests that Thiel-embalmed cadavers may provide an ideal tool for teaching injection technique of local anesthetics.
The Effectiveness of Peer Review of Teaching When Performed between Early-Career Academics

ERIC Educational Resources Information Center

Woodman, Richard J.; Parappilly, Maria B.

2015-01-01

The success of peer review of teaching (PRT) in shaping teaching practice during an academic's formative years may depend on the peers' teaching experience and the frequency of evaluation. Two Australian early-career University lecturers with no previous experience of peer review performed a single PRT on one another following a one week academic…
Performance in Physical Science Education by Dint of Advance Organiser Model of Teaching

ERIC Educational Resources Information Center

Bency, P. B. Beulahbel; Raja, B. William Dharma

2010-01-01

Education should be made painless and the teaching must be made effective. Teaching is an activity, which is designed and performed for multiple objectives, in terms of changes in student behaviours. Models of teaching are just a blue print designed in advance for providing necessary structure and direction to the teacher for realizing the…
Dominie: Teaching and Assessment Strategies. CAL Research Group Technical Report No. 74.

ERIC Educational Resources Information Center

Spensley, Fiona; Elsom-Cook, Mark

This document outlines the strategies that are used for teaching and assessment in Dominie, an intelligent tutoring system designed to enable the user to operate a computer interface independently. Eight interaction modes are described in detail: four teaching strategies (cognitive apprenticeship, successive refinement, discovery learning, and…
Performing New Geographies of Literacy Teaching and Learning

ERIC Educational Resources Information Center

Vasudevan, Lalitha

2009-01-01

In this article, the author explores the ways in which new teaching and learning geographies were crafted by adolescents and adults through the engagement and performance of multimodal literacy practices. They did so by communicating and representing knowledge through the manipulation of multiple expressive modalities, including pens for writing…
Teaching and Assessment for an Organisation-Centred Curriculum

ERIC Educational Resources Information Center

Choy, Sarojni

2009-01-01

Purpose: This paper aims to discuss the teaching and assessment strategies for an organisation-centred curriculum. Design/methodology/approach: The paper is based on a case study. Data were collected from interviews and a focus group with worker-learners enrolled in a Graduate Certificate in Education (Educational Leadership) course. Findings: The…
Students' and Physicians' Evaluations of Gynecologic Teaching Associate Program.

ERIC Educational Resources Information Center

Plauche, Warren C.; Baugniet-Nebrija, Wendy

1985-01-01

Gynecologic teaching associates taught third-year medical students to perform physical examination of the female pelvis and breasts. Evaluations by the students of this teaching method and assessment by the teaching associates of student problems were obtained from questionnaires. (Author/MLW)
Teaching Assessment for Teacher Human Capital Management: Learning from the Current State of the Art. WCER Working Paper No. 2011-2

ERIC Educational Resources Information Center

Milanowski, Anthony T.; Heneman, Herbert G., III; Kimball, Steven M.

2011-01-01

This paper reports on a study of the current state of the art in teaching assessment. The major goal of the study was to examine a sample of assessment systems and then develop a specification for a state-of the art performance assessment system to be used for human capital management functions. The authors hope was that this specification would…
Teaching hospital performance: towards a community of shared values?

PubMed

Mauro, Marianna; Cardamone, Emma; Cavallaro, Giusy; Minvielle, Etienne; Rania, Francesco; Sicotte, Claude; Trotta, Annarita

2014-01-01

This paper explores the performance dimensions of Italian teaching hospitals (THs) by considering the multiple constituent model approach, using measures that are subjective and based on individual ideals and preferences. Our research replicates a study of a French TH and deepens it by adjusting it to the context of an Italian TH. The purposes of this research were as follows: to identify emerging views on the performance of teaching hospitals and to analyze how these views vary among hospital stakeholders. We conducted an in-depth case study of a TH using a quantitative survey method. The survey uses a questionnaire based on Parsons' social system action theory, which embraces the major models of organizational performance and covers three groups of internal stakeholders: physicians, caregivers and administrative staff. The questionnaires were distributed between April and September 2011. The results confirm that hospital performance is multifaceted and includes the dimensions of efficiency, effectiveness and quality of care, as well as organizational and human features. There is a high degree of consensus among all observed stakeholder groups about these values, and a shared view of performance is emerging. Our research provides useful information for defining management priorities to improve the performance of THs. Copyright © 2013 Elsevier Ltd. All rights reserved.
The Effect of Flipped Teaching Combined with Modified Team-Based Learning on Student Performance in Physiology

ERIC Educational Resources Information Center

Gopalan, Chaya; Klann, Megan C.

2017-01-01

Flipped classroom is a hybrid educational format that shifts guided teaching out of class, thus allowing class time for student-centered learning. Although this innovative teaching format is gaining attention, there is limited evidence on the effectiveness of flipped teaching on student performance. We compared student performance and student…

Teaching Performance: Some Bases for Change.

ERIC Educational Resources Information Center

Spanjer, R. Allan

This paper presents some teaching components which might serve as a basis for developing and improving teaching skills. Five interactive teaching functions are studied: managing classroom behavior, asking questions, interacting verbally, communicating nonverbally, and reinforcing pupil behavior. Managing classroom behavior deals with the teacher's…
Dispositions toward Teaching Spatial Thinking through Geography: Conceptualization and an Exemplar Assessment

ERIC Educational Resources Information Center

Jo, Injeong; Bednarz, Sarah Witham

2014-01-01

The primary objectives of this article are: (1) to conceptualize teacher dispositions related to teaching spatial thinking in geography classrooms; and (2) to propose an exemplar assessment that can be used to prepare teachers who are disposed toward teaching spatial thinking through geography. A detailed description of the construction procedures…
Student Evaluations of Teaching Are an Inadequate Assessment Tool for Evaluating Faculty Performance

ERIC Educational Resources Information Center

Hornstein, Henry A.

2017-01-01

Literature is examined to support the contention that student evaluations of teaching (SET) should not be used for summative evaluation of university faculty. Recommendations for alternatives to SET are provided.
Competency-Based Hiring Interviews and University Teaching Performance

ERIC Educational Resources Information Center

Ellis, Jerald K.

2014-01-01

The purpose of this study was to determine if a pre-hire structured interview with competency-based behavioral questions can be linked to the teaching performance ratings of faculty at member institutions of the Florida State University System (SUS). Insights gained from this investigation can support the initiative for a proactive Human Resource…
PATRON: Using a Multimedia Digital Library for Learning and Teaching in the Performing Arts.

ERIC Educational Resources Information Center

Lyon, Elizabeth

The creation and application of a multimedia digital library to support learning and teaching in the performing arts is described. PATRON (Performing Arts Teaching Resources Online) delivers audio, video, music scores, dance notation, and theater scripts to the desktop via an innovative Web-based interface. Digital objects are linked subjectively…
Teaching Thinking Skills in Context-Based Learning: Teachers' Challenges and Assessment Knowledge

NASA Astrophysics Data System (ADS)

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

2012-04-01

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

ERIC Educational Resources Information Center

Watts, Michael; Schaur, Georg

2011-01-01

Surveys in 1995, 2000, 2005, and 2010 investigated teaching and assessment methods in different undergraduate courses. In this article, the authors offer basic results from the 2010 survey. "Chalk and talk" remains the dominant teaching style, but there were drops in mean (although not median) values for those pedagogies and some growth in the use…
Towards effective outcomes in teaching, learning and assessment of law in medical education.

PubMed

Preston-Shoot, Michael; McKimm, Judy

2011-04-01

Law is slowly emerging as a core subject area in medical education, alongside content on the ethical responsibilities of doctors to protect and promote patient health and well-being. Curriculum statements have begun to advise on core content and methods for organising teaching and assessment. However, no comprehensive overview of approaches to the delivery of this law curriculum has been undertaken. This paper reports an assessment of the nature and strength of the published evidence base for the teaching, learning and assessment of law in medical education. It also provides a thematic content overview from the best available literature on the teaching of law to medical students and on the assessment of their legal knowledge and skills. A systematic review of the evidence base was completed. Detailed scrutiny resulted in the inclusion of 31 empirical sources and 11 conceptual papers. The quality of the included material was assessed. Significant gaps exist in the evidence base. Empirical studies of the teaching of law are characterised by insufficient sample sizes and a focus on individual study programmes. They rely on measures of student satisfaction and on evaluating short-term outcomes rather than assessing whether knowledge is retained and whether learning impacts on patient outcomes. Studies reveal a lack of coordination between pre- or non-clinical and clinical medico-legal education. Although evidence on the development of students' knowledge is available, much learning is distant from the practice in which its application would be tested. Law learning in clinical placements appears to be opportunistic rather than structured. The place of law in the curriculum remains uncertain and should be more clearly identified. A more robust knowledge base is needed to realise the aspirations behind curriculum statements on law and to enable medical students to develop sufficient legal literacy to manage challenging practice encounters. Further research is needed into
Effectiveness, Teaching, and Assessments: Survey Evidence from Finance Courses

ERIC Educational Resources Information Center

Lai, Ming Ming; Kwan, Jing Hui; Kadir, Hazlina Abdul; Abdullah, Mahdhir; Yap, Voon Choong

2010-01-01

The present article examines the effectiveness, teaching, assessment methods, and the importance of finance concepts in three undergraduate finance courses in a private university in Malaysia. Approximately 224 undergraduates (finance majors) were surveyed and demonstrated positive attitudes toward the effectiveness of the finance subjects. The…
Prepared for practice? Law teaching and assessment in UK medical schools.

PubMed

Preston-Shoot, Michael; McKimm, Judy

2010-11-01

A revised core curriculum for medical ethics and law in UK medical schools has been published. The General Medical Council requires medical graduates to understand law and ethics and behave in accordance with ethical and legal principles. A parallel policy agenda emphasises accountability, the development of professionalism and patient safety. Given the renewed focus on teaching and learning law alongside medical ethics and the development of professional identity, this survey aimed to identify how medical schools are responding to the preparation of medical students for practice in the future. Questions were asked about the location, content and methods of teaching and assessment of law in undergraduate medical education. Examples of course documentation were requested to illustrate the approaches being taken. A 76% response rate was achieved. Most responding schools integrate law teaching with medical ethics, emphasising both the acquisition of knowledge and its application in a clinical context. Teaching, learning and assessment of law in clinical attachments is much less formalised than that in non-clinical education. Coverage of recommended topic areas varies, raising questions about the degree to which students can embed their knowledge and skills in actual practice. More positively, teaching does not rely on single individuals and clear descriptions were offered for problem-based and small group case-based learning. Further research is required to explore whether there are optimum ways of ensuring that legal knowledge, and skills in its use, form part of the development of professionalism among doctors in training.
Comparison of differences in performance evaluation of faculty by students with faculty's self-assessment.

PubMed

Azizi, Kourosh; Aghamolaei, Teamur; Parsa, Nader; Dabbaghmanesh, Tahereh

2014-07-01

The present study aimed to compare self-assessment forms of coursework taught in the school of public health at undergraduate, graduate, and postgraduate levels and students' evaluation of the performance of the faculty members at these levels. The subjects in this cross-sectional study were the faculty members and students of the School of Public Health and Nutrition, Shiraz University of Medical Sciences, Shiraz, Iran. The data were collected using a socio-demographic information form and evaluation forms of professors prepared by the Educational Development Center (EDC). The faculty members were assessed by the students in undergraduate and graduate classes. Among the study subjects, 23 faculty members filled out the self-assessment forms which were then evaluated by 23 students. Then, the data were analyzed using the SPSS statistical 14. Paired t-test was used to compare the students' evaluation of the faculty members' performance and the professors' self-assessment. The mean score of self-assessment of the faculty members who taught undergraduate courses was 289.7±8.3, while that of the students' evaluation was 281.3±16.1; the difference was statistically significant (t=3.56, p=0.001). Besides, the mean score of the self-assessment of the faculty members who taught graduate courses was 269.0±9.7, while that of the students' evaluation was 265.7±14.6 but the difference was not statistically significant (t=1.09, p=0.28). Teaching performance perceptions of the faculty were similar to those of the graduate students as compared to the undergraduate ones. This may reflect better understanding of coursework at this level compared to the undergraduate students. Faculty members may need to adjust teaching methods to improve students' performance and understanding especially in the undergraduate level.
Teaching and Assessing Ethics and Social Responsibility in Undergraduate Science: A Position Paper

ERIC Educational Resources Information Center

Schultz, Madeleine

2014-01-01

Institutional graduate capabilities and discipline threshold learning outcomes require science students to demonstrate ethical conduct and social responsibility. However, the teaching and assessment of these concepts are not straightforward. Australian chemistry academics participated in a workshop in 2013 to discuss and develop teaching and…
An Interactive E-Learning Tutorial for Medical Students on How to Conduct the Performance-Oriented Mobility Assessment

ERIC Educational Resources Information Center

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

2007-01-01

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

PubMed

Smith, Paul P; Choudhury, Shelina; Clark, T Justin

2015-12-01

An increasing number of graduating students are unable to competently and confidently perform a pelvic examination. Gynaecology teaching associates (GTAs) teach technical and communication skills and offer immediate feedback. The objective was to perform a systematic literature review to assess whether teaching pelvic examinations using real women who are trained to give instructions on technique and feedback improves the competence, confidence and communication skills of trainees when compared with traditional teaching methods. MEDLINE, EMBASE, the Cochrane Library, CINAHL and the ISRCTN Register of Clinical Trials were searched using selected terminology. No language restrictions were applied. The selection criteria were randomised clinical trials (RCTs) and controlled studies that investigated the use of GTAs to teach students or health-related professionals the pelvic examination. Data evaluating study outcomes, along with methodological details, were extracted in duplicate. The outcomes measured were: self-reported confidence, assessed competence and assessed communication skills. The standard mean difference (SMD) was derived for each study where possible and heterogeneity across studies was quantified using the I(2) statistic. In the presence of substantial variation, the data were pooled using a random effects model. Eleven studies with 856 participants were included: five RCTs and six observational studies. GTA training improved competence compared with other teaching methods and the finding of enhanced competence was consistent when the pooled analysis was restricted to RCTs. Communication skills were also improved with GTA teaching, but to a lesser degree, whereas no effect on student confidence was observed. Statistical heterogeneity was present for all outcomes when data were pooled. Our findings suggest that GTA-based teaching of pelvic examination is associated with improvement in the competence and communication skills of trainees. However, further
Evaluating the Use of "Deschooled" Methods in a Postgraduate Teaching Assessment

ERIC Educational Resources Information Center

May, Anthony

2015-01-01

This article critically reflects upon the process of planning and executing a microteaching session undertaken as a unit of assessment on "Introduction to Learning, Teaching, and Assessment" (ILTA), the first module studied for the Postgraduate Certificate in Academic Practice (PgCap). Personal reflection and feedback from participants…
The oral case presentation: toward a performance-based rhetorical model for teaching and learning.

PubMed

Chan, Mei Yuit

2015-01-01

The oral case presentation is an important communicative activity in the teaching and assessment of students. Despite its importance, not much attention has been paid to providing support for teachers to teach this difficult task to medical students who are novices to this form of communication. As a formalized piece of talk that takes a regularized form and used for a specific communicative goal, the case presentation is regarded as a rhetorical activity and awareness of its rhetorical and linguistic characteristics should be given due consideration in teaching. This paper reviews practitioners' and the limited research literature that relates to expectations of medical educators about what makes a good case presentation, and explains the rhetorical aspect of the activity. It is found there is currently a lack of a comprehensive model of the case presentation that projects the rhetorical and linguistic skills needed to produce and deliver a good presentation. Attempts to describe the structure of the case presentation have used predominantly opinion-based methodologies. In this paper, I argue for a performance-based model that would not only allow a description of the rhetorical structure of the oral case presentation, but also enable a systematic examination of the tacit genre knowledge that differentiates the expert from the novice. Such a model will be a useful resource for medical educators to provide more structured feedback and teaching support to medical students in learning this important genre.
The oral case presentation: toward a performance-based rhetorical model for teaching and learning

PubMed Central

Chan, Mei Yuit

2015-01-01

The oral case presentation is an important communicative activity in the teaching and assessment of students. Despite its importance, not much attention has been paid to providing support for teachers to teach this difficult task to medical students who are novices to this form of communication. As a formalized piece of talk that takes a regularized form and used for a specific communicative goal, the case presentation is regarded as a rhetorical activity and awareness of its rhetorical and linguistic characteristics should be given due consideration in teaching. This paper reviews practitioners’ and the limited research literature that relates to expectations of medical educators about what makes a good case presentation, and explains the rhetorical aspect of the activity. It is found there is currently a lack of a comprehensive model of the case presentation that projects the rhetorical and linguistic skills needed to produce and deliver a good presentation. Attempts to describe the structure of the case presentation have used predominantly opinion-based methodologies. In this paper, I argue for a performance-based model that would not only allow a description of the rhetorical structure of the oral case presentation, but also enable a systematic examination of the tacit genre knowledge that differentiates the expert from the novice. Such a model will be a useful resource for medical educators to provide more structured feedback and teaching support to medical students in learning this important genre. PMID:26194482
Teaching Writing in the Shadow of Standardized Writing Assessment: An Exploratory Study

ERIC Educational Resources Information Center

Brimi, Hunter

2012-01-01

This exploratory study results from interviews with five high school English teachers regarding their writing instruction. The researcher sought to answer these questions: (1) How had the Tennessee Comprehensive Assessment Program's (TCAP) Writing Assessment affected their teaching as gauged by the teachers' statements regarding the assessment,…
Teaching Auditing Using Cases in an Online Learning Environment: The Role of ePortfolio Assessment

ERIC Educational Resources Information Center

Mihret, Dessalegn Getie; Abayadeera, Nadana; Watty, Kim; McKay, Jade

2017-01-01

While teaching auditing using cases is regarded as an effective approach, spatial separation of students and teachers in online contexts can restrict the application of case teaching. This study examines an undergraduate auditing course implemented to address this challenge by integrating case teaching with ePortfolio assessment. Students' written…
Unpacking High and Low Efficacy Teachers' Task Analysis and Competence Assessment in Teaching Low-Achieving Students in Secondary Schools

ERIC Educational Resources Information Center

Wang, Li-Yi; Jen-Yi, Li; Tan, Liang-See; Tan, Irene; Lim, Xue-Fang; Wu, Bing Sheng

2016-01-01

This study adopted a pragmatic qualitative research design to unpack high and low efficacy teachers' task analysis and competence assessment in the context of teaching low-achieving students. Nine secondary school English and Science teachers were recruited and interviewed. Results of thematic analysis show that helping students perform well in…

Structured journal club as a tool to teach and assess resident competence in practice-based learning and improvement.

PubMed

Lee, Andrew G; Boldt, H Culver; Golnik, Karl C; Arnold, Anthony C; Oetting, Thomas A; Beaver, Hilary A; Olson, Richard J; Zimmerman, M Bridget; Carter, Keith

2006-03-01

To describe the use of the journal club as a tool to teach and assess competency in practice-based learning (PBL) and improvement among residents in ophthalmology. Interventional case series. Ophthalmology residents. Three academic ophthalmology residency programs in the United States. A survey was performed of self-assessed skills in PBL among residents in ophthalmology training before and after the implementation of a structured review checklist during a traditional resident journal club. The survey had 5 domains, including (A) appraise and assimilate evidence, (B) read a journal article critically, (C) use a systematic and standardized checklist, (D) apply knowledge of study designs and statistical methods, and (E) maintain a self-documented written record of compliance. The respondents scored their ability (range, 1-5). The use of a structured journal club tool was associated with a statistically significant improvement in self-assessed ability in all 5 domains. Although validity, reliability, and long-term efficacy studies are necessary, the structured journal club is one method of teaching and assessing resident competency in PBL and improvement.
The Effectiveness of Active and Traditional Teaching Techniques in the Orthopedic Assessment Laboratory

ERIC Educational Resources Information Center

Nottingham, Sara; Verscheure, Susan

2010-01-01

Active learning is a teaching methodology with a focus on student-centered learning that engages students in the educational process. This study implemented active learning techniques in an orthopedic assessment laboratory, and the effects of these teaching techniques. Mean scores from written exams, practical exams, and final course evaluations…
Near-peer education: a novel teaching program.

PubMed

de Menezes, Sara; Premnath, Daphne

2016-05-30

This study aims to: 1) Evaluate whether a near-peer program improves perceived OSCE performance; 2) Identify factors motivating students to teach; 3) Evaluate role of near-peer teaching in medical education. A near-peer OSCE teaching program was implemented at Monash University's Peninsula Clinical School over the 2013 academic year. Forty 3rd-year and thirty final-year medical students were recruited as near-peer learners and educators, respectively. A post-program questionnaire was completed by learners prior to summative OSCEs (n=31), followed by post-OSCE focus groups (n=10). Near-peer teachers were interviewed at the program's conclusion (n=10). Qualitative data was analysed for emerging themes to assess the perceived value of the program. Learners felt peer-led teaching was more relevant to assessment, at an appropriate level of difficulty and delivered in a less threatening environment than other methods of teaching. They valued consistent practice and felt confident approaching their summative OSCEs. Educators enjoyed the opportunity to develop their teaching skills, citing mutual benefit and gratitude to past peer-educators as strong motivators to teach others. Near-peer education, valued by near-peer learners and teachers alike, was a useful method to improve preparation and perceived performance in summative examinations. In particular, a novel year-long, student-run initiative was regarded as a valuable and feasible adjunct to faculty teaching.
Mock climate summit: teaching and assessing learning

NASA Astrophysics Data System (ADS)

Schweizer, D.; Gautier, C.; Bazerman, C.

2003-04-01

This paper will demonstrate the effectiveness of a Mock Climate Summit as a pedagogical approach for teaching the science and policy aspects of global climate change. The Mock Climate Summit is a student-centered course simulating the Conference of the Parties (COP) where international environmental protocols are negotiated. Compared to traditional lecture-based methods common in the geoscience classroom, the Mock Climate Summit uses negotiations and arguments to teach the interactions between these two “spheres” and demonstrate the depth and breadth of these interactions. Through a detailed assessment of students’ dialogue transcribed from video and audio tapes, we found that the nature of the student dialogue matures rapidly as they are given multiple opportunities to present, negotiate and argue a specific topic. Students’ dialogue progress from hypothetical (what-if) scenarios to action-oriented scenarios and implementation plans. The progression of the students’ dialogue shows increased comfort with the communities’ discourse as they take ownership of the point-of-view associated with their assumed roles.
Mock Climate Summit: Teaching and Assessing Learning

NASA Astrophysics Data System (ADS)

Schweizer, D.; Gautier, C.; Bazerman, C.

2003-04-01

This paper will demonstrate the effectiveness of a Mock Climate Summit as a pedagogical for teaching the science and policy aspects of global climate change. The Mock Climate Summit is a student-centered course simulating the Conference of the Parties (COP) where international environmental protocols are negotiated. Compared to traditional lecture-based methods common in the geoscience classroom, the Mock Climate Summit uses negotiations and arguments to teach the interactions between these two "spheres" and demonstrate the depth and breadth of these interactions. Through a detailed assessment of students' dialogue transcribed from video and audio tapes, we found that the nature of the student dialogue matures rapidly as they are given multiple opportunities to present, negotiate and argue a specific topic. Students' dialogue progress from hypothetical (what-if) scenarios to action-oriented scenarios and implementation plans. The progression of the students' dialogue shows increased comfort with the communities' discourse as they take ownership of the point-of-view associated with their assumed roles.
Teaching and Assessing Doctor-Patient Communication Using Remote Standardized Patients and SKYPE: Feedback from Medical Residents

ERIC Educational Resources Information Center

Horber, Dot; Langenau, Erik E.; Kachur, Elizabeth

2014-01-01

Teaching and assessing doctor-patient communication has become a priority in medical education. This pilot study evaluated resident physicians' perceptions of teaching and assessing doctor-patient communication skills related to pain management using a web-based format. Fifty-nine resident physicians completed four doctor-patient clinical…
[Development of MEDUC-PG14 survey to assess postgraduate teaching in medical specialties].

PubMed

Pizarro, Margarita; Solís, Nancy; Rojas, Viviana; Díaz, Luis Antonio; Padilla, Oslando; Letelier, Luz María; Aizman, Andrés; Sarfatis, Alberto; Olivos, Trinidad; Soza, Alejandro; Delfino, Alejandro; Latorre, Gonzalo; Ivanovic-Zuvic, Danisa; Hoyl, Trinidad; Bitran, Marcela; Arab, Juan Pablo; Riquelme, Arnoldo

2015-08-01

Feedback is one of the most important tools to improve teaching in medical education. To develop an instrument to assess the performance of clinical postgraduate teachers in medical specialties. A qualitative methodology consisting in interviews and focus-groups followed by a quantitative methodology to generate consensus, was employed. After generating the instrument, psychometric tests were performed to assess the construct validity (factor analysis) and reliability (Cronbachs alpha). Experts in medical education, teachers and residents of a medical school participated in interviews and focus groups. With this information, 26 categories (79 items) were proposed and reduced to 14 items (Likert scale 1-5) by an experts Delphi panel, generating the MEDUC-PG14 survey, which was answered by 123 residents from different programs of medical specialties. Construct validity was carried out. Factor analysis showed three domains: Teaching and evaluation, respectful behavior towards patients and health care team, and providing feedback. The global score was 4.46 ± 0.94 (89% of the maximum). One teachers strength, as evaluated by their residents was respectful behavior with 4.85 ± 0.42 (97% of the maximum). Providing feedback obtained 4.09 ± 1.0 points (81.8% of the maximum). MEDUC-PG14 survey had a Cronbachs alpha coefficient of 0.947. MEDUC-PG14 survey is a useful and reliable guide for teacher evaluation in medical specialty programs. Also provides feedback to improve educational skills of postgraduate clinical teachers.
Practical Work Activities as a Method of Assessing Learning in Chemistry Teaching

ERIC Educational Resources Information Center

Sedumedi, Thomas D. T.

2017-01-01

Practical work activities have been used for many purposes in science teaching. However, its use for assessment purposes has been limited. This study highlights the role of practical work activities in assessment. Practical work activities present various advantages as an assessment tool. Practical work activities allow the assessor access to a…
A structured teaching curriculum for medical students improves their performance on the National Board of Medical Examiners shelf examination in surgery.

PubMed

Wirth, Keith; Malone, Bethany; Turner, Christopher; Schulze, Robert; Widmann, Warren; Sanni, Aliu

2015-04-01

The aim of this study was to evaluate the effect of a resident-driven, student taught educational curriculum on the medical students' performance on the National Board of Medical Examiners surgery subject examination (NBME). On daily morning rounds, medical students or the chief resident delivered preassigned brief presentations on 1 or 2 of the 30 common surgical topics selected for the curriculum. An initial assessment of student knowledge and an end-rotation in-house examination (multiple choice question examination) were conducted. The mean scores on the NBME examination were compared between students in teams using this teaching curriculum and those without it. A total of 57 third-year medical students participated in the study. The mean score on the in-house postclerkship multiple choice question examination was increased by 23.5% (P < .05). The mean NBME scores were significantly higher in the students who underwent the teaching curriculum when compared with their peers who were not exposed to the teaching curriculum (78 vs 72, P < .05). The implementation of a resident-driven structured teaching curriculum improved performance of medical students on the NBME examination. Copyright © 2015 Elsevier Inc. All rights reserved.
Peripheral venous catheter insertion simulation training: A randomized controlled trial comparing performance after instructor-led teaching versus peer-assisted learning.

PubMed

Pelloux, Sophie; Grégoire, Arnaud; Kirmizigul, Patrice; Maillot, Sandrine; Bui-Xuan, Bernard; Llorca, Guy; Boet, Sylvain; Lehot, Jean-Jacques; Rimmelé, Thomas

2017-12-01

Peripheral venous catheter insertion is a procedural skill that every medical student should master. Training is often limited to a small number of students and is poorly evaluated. The objective of this study was to evaluate the performance of peer-assisted learning in comparison to instructor-led teaching for peripheral venous catheter insertion training. Students were randomized to the control group attending a traditional instructor-led training session (slideshow and demonstration by an anesthetist instructor, followed by training on a procedural simulator) or to the test group attending a peer-assisted training session (slideshow and demonstration video-recorded by the same instructor, followed by training on a procedural simulator). The primary endpoint was the performance of peripheral venous catheter insertion, assessed on procedural simulator one week later by blinded experts using a standardized 20-item grid. Students self-evaluated their confidence levels using a numeric 10-point scale. Eighty-six students were included, 73 of whom attended the assessment session. The median performance score was 12/20 [8-15] in the instructor-led teaching group versus 13/20 [11-15] in the peer-assisted learning group (P=0.430). Confidence levels improved significantly after the assessment session and were significantly higher in the peer-assisted learning group (7.6/10 [7.0-8.0] versus 7.0/10 [5.0-8.0], P=0.026). Peer-assisted learning is effective for peripheral venous catheter insertion training and can be as effective as instructor-led teaching. Given the large number of students to train, this finding is important for optimizing the cost-effectiveness of peripheral venous catheter insertion training. Copyright © 2017 Société française d’anesthésie et de réanimation (Sfar). Published by Elsevier Masson SAS. All rights reserved.
Research, Teaching and Performance Evaluation in Academia: The Salience of Quality

ERIC Educational Resources Information Center

Cadez, Simon; Dimovski, Vlado; Zaman Groff, Maja

2017-01-01

The workload of most academics involves two main activities: research and teaching. Despite the dual nature of the work, career advancement usually chiefly depends on research performance. Since academics are rational actors, warnings are beginning to emerge that current predominantly research-based performance evaluation systems may be…
Transformative Shifts in Art History Teaching: The Impact of Standards-Based Assessment

ERIC Educational Resources Information Center

Ormond, Barbara

2011-01-01

This article examines pedagogical shifts in art history teaching that have developed as a response to the implementation of a standards-based assessment regime. The specific characteristics of art history standards-based assessment in the context of New Zealand secondary schools are explained to demonstrate how an exacting form of assessment has…
Teaching "Yes, And" … Improv in Sales Classes: Enhancing Student Adaptive Selling Skills, Sales Performance, and Teaching Evaluations

ERIC Educational Resources Information Center

Rocco, Richard A.; Whalen, D. Joel

2014-01-01

In an application of experiential learning, assessment, and career development, this article reports a field experiment of teaching sales students adaptive selling skills via an "Improvisational (Improv) Comedy" technique: "Yes, And." Students learn this well-established theatrical improv method via classroom lecture,…
Assessment of Graduate Teaching Assistant (GTA) Training: A Case Study of a Training Program and Its Impact on GTAs

ERIC Educational Resources Information Center

Young, Stacy L.; Bippus, Amy M.

2008-01-01

Graduate teaching associates (GTAs) play a vital role as instructors at many universities but often are not confident in their ability to perform their job-related duties. Based on Bandura's (1997) theory of self-efficacy, this project examined a teacher-training program for GTAs and assessed its outcomes. Our results revealed that GTAs reported…
Assessment of Conventional Teaching Procedures: Implications for Gifted Learners

ERIC Educational Resources Information Center

Alenizi, Mogbel Aid K.

2016-01-01

The present research aims to assess the conventional teaching procedures in the development of mathematical skills of the students with learning difficulties. The study group was made up of all the children with academic learning disorders in KSA. The research questions have been scrutinized from the averages and the standard deviation of the…
Defining the structure of undergraduate medical leadership and management teaching and assessment in the UK.

PubMed

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

2014-10-10

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

NASA Astrophysics Data System (ADS)

Alexander, William R.

In recent years, there have been calls from the astronomy education research community for the increased use of learner-centered approaches to teaching, and systematic assessments of various teaching approaches using such tools as the Astronomy Diagnostic Test 2.0 (ADT 2.0). The research presented is a response to both calls. The ADT 2.0 was used in a modified form to obtain baseline assessments of introductory college astronomy classes that were taught in a traditional, mostly didactic manner. The ADT 2.0 (modified) was administered both before and after the completion of the courses. The courses were then altered to make modest use of learner-centered lecture tutorials. The ADT 2.0 (modified) was again administered before and after completion of the modified courses. Overall, the modest learner-centered approach showed mixed statistical results, with an increase in effect size (from medium to large), but no change in normalized gain index (both were low). Additionally, a mathematically rigorous approach showed no statistically significant improvements in conceptual understanding compared with a mathematically nonrigorous approach. This study will interpret the results from a variety of perspectives. The overall implementation of the lecture tutorials and their implications for teaching will also be discussed.
Teaching strategies for assessing and managing urinary incontinence in older adults.

PubMed

Bradway, Christine; Cacchione, Pamela

2010-07-01

Urinary incontinence is common and affects many aspects of older adults' lives; therefore, it is essential that nursing faculty include this content in classroom and clinical teaching situations. This article describes innovative strategies for teaching upper-level nursing students (e.g., junior and senior undergraduates) about urinary incontinence in older adults, specifically, the relevant anatomy and physiology of continence and associated pathophysiology of urinary incontinence, risk factors and consequences, definitions and types, and effective nursing assessment and management strategies. Copyright 2010, SLACK Incorporated.
Teaching Viewed through Student Performance and Selected Effectiveness Factors.

ERIC Educational Resources Information Center

Papandreou, Andreas P.

The degree of influence of selected factors upon effective teaching is investigated, as perceived by students through the criterion of their academic performance. A 2-part questionnaire was developed and presented to 528 graduating high school students in Cyprus in 1994-95. Part 1 consisted of four questions on student gender, academic…
A Research Experience Using Portfolios for Assessing College Teaching

ERIC Educational Resources Information Center

Cisneros-Cohernour, Edith J.; Stake, Robert E.

2014-01-01

In this article, we use the findings of a study conducted in a university in the southeast of Mexico to examine strengths and limitations of portfolios to assess formatively the quality of teaching. The research is part of the study: Model for the Development and Evaluation of Academic Competencies, involving researchers from six Mexican…

An Introduction to Controller Performance Assessment in Process Control Class through Stiction in Control Valves

ERIC Educational Resources Information Center

Srinivasan, Ranganathan; Rengaswamy, Raghunathan; Harris, Sandra

2007-01-01

In this paper, we discuss a simple liquid level experiment that can be used to teach nonlinear phenomena in process control through stiction in control valves. This experiment can be used to introduce the undergraduate students to the area of Controller Performance Assessment (CPA). The experiment is very easy to set-up and demonstrate. While…
Near-peer education: a novel teaching program

PubMed Central

Premnath, Daphne

2016-01-01

Objectives This study aims to: 1) Evaluate whether a near-peer program improves perceived OSCE performance; 2) Identify factors motivating students to teach; 3) Evaluate role of near-peer teaching in medical education. Methods A near-peer OSCE teaching program was implemented at Monash University’s Peninsula Clinical School over the 2013 academic year. Forty 3rd-year and thirty final-year medical students were recruited as near-peer learners and educators, respectively. A post-program questionnaire was completed by learners prior to summative OSCEs (n=31), followed by post-OSCE focus groups (n=10). Near-peer teachers were interviewed at the program’s conclusion (n=10). Qualitative data was analysed for emerging themes to assess the perceived value of the program. Results Learners felt peer-led teaching was more relevant to assessment, at an appropriate level of difficulty and delivered in a less threatening environment than other methods of teaching. They valued consistent practice and felt confident approaching their summative OSCEs. Educators enjoyed the opportunity to develop their teaching skills, citing mutual benefit and gratitude to past peer-educators as strong motivators to teach others. Conclusions Near-peer education, valued by near-peer learners and teachers alike, was a useful method to improve preparation and perceived performance in summative examinations. In particular, a novel year-long, student-run initiative was regarded as a valuable and feasible adjunct to faculty teaching. PMID:27239951
Enhancing student performance: Linking the geography curriculum, instruction, and assessment in the English-speaking Caribbean

NASA Astrophysics Data System (ADS)

Collymore, Jennifer C.

In a 21st century knowledge society individuals are expected to use their knowledge and skills to think critically, problem solve, make decisions, comprehend new ideas, communicate, and collaborate effectively with others. Helping students achieve this level of performance is no easy task and it brings into focus the fact that the effectiveness of any education system rests on the systemic coordination or alignment of three crucial components: curriculum, instruction and assessment (referred to as the CIA). These components must work in concert to facilitate and enhance student performance. However, educational reform typically targets these components in isolation, often treating only one component, rather than the system as a whole. The misalignment of these components can adversely affect student performance in any discipline. When the CIA components are out of alignment, it is difficult to evaluate student and system performance and achieve improvement in an educational system. Therefore, using geography education in Trinidad & Tobago as a case study, this study examined the nature of the alignment among the CIA components in the advanced geography system in the English- Speaking Caribbean and the extent to which the alignment may be affecting student performance. The study sought to determine the possible sources and causes of misalignment, the challenges to achieving alignment, and ways of achieving greater coordination among the CIA components of the system. The methodology employed in the study involved the use of classroom observations, interviews, and the Surveys of Enacted Curriculum Alignment Model which uses content analyses and surveys. The results showed that there were varying degrees of alignment among the components. There was acceptable alignment (Alignment Index ≥ 0.25) between the curriculum and assessment. However, the alignment between curriculum and instruction or assessment and instruction was poor (Alignment Index ≤ 0.12). The baseline
Educational research methods for researching innovations in teaching, learning and assessment: The nursing lecturer as researcher.

PubMed

Marks-Maran, Diane

2015-11-01

The author, who has had previous experience as a nurse researcher, has been engaged in helping nurse lecturers to undertake evaluation research studies into innovations in their teaching, learning and assessment methods. In order to undertake this work successfully, it was important to move from thinking like a nurse researcher to thinking like an educational researcher and developing the role of the nursing lecturer as researcher of their teaching. This article explores the difference between evaluation and evaluation research and argues for the need to use educational research methods when undertaking evaluation research into innovations in teaching, learning and assessment. A new model for educational evaluation research is presented together with two case examples of the model in use. The model has been tested on over 30 research studies into innovations in teaching, learning and assessment over the past 8 years. Copyright © 2015 Elsevier Ltd. All rights reserved.
Assessing and Improving the Quality of Undergraduate Teaching in China: The Course Experience Questionnaire

ERIC Educational Resources Information Center

Yin, Hongbiao; Wang, Wenlan

2015-01-01

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

PubMed

Sampaio-Maia, B; Maia, J S; Leitão, S; Amaral, M; Vieira-Marques, P

2014-05-01

Evidence suggests that cooperative learning and peer-assessment fosters students' ability to work with others and may lead to better cognitive outcomes and higher achievement. This work aimed to assess the use of an online collaborative tool for the teaching/learning and assessment of Microbiology. A total of 144 students were grouped and assigned to create wiki entries as well as to peer review wikis created by colleagues (peer-assessment process) using the Wiki module from Moodle Virtual Learning Environment (MVLE). MVLE actions log was used for tracking students' activity. The number of student's actions within wiki did not present a strong correlation with wiki scores, so it should not be used as a heavy evaluation parameter. The amount of work developed between members of the same group differed significantly, suggesting that final scores should be attributed individually. When peer-assessment process was implemented, the number of editing actions increased, suggesting that the peer-assessment strategy encourages the development of a better work. The vast majority of students execute the work in the last 10% of the period assigned for task development, which can be counter-productive for a truly collaborative work. Wiki revealed to be a useful tool for Microbiology teaching/learning and assessment, promoting collaborative work, promoting virtual mobility and facilitating the real-time monitoring of the students' work. This pedagogical project promoted also the involvement of students in their assessment process, encouraging their critical sense and quest for Excellency. © 2013 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.
Utilizing a Meals on Wheels program to teach falls risk assessment to medical students.

PubMed

Demons, Jamehl L; Chenna, Swapna; Callahan, Kathryn E; Davis, Brooke L; Kearsley, Linda; Sink, Kaycee M; Watkins, Franklin S; Williamson, Jeff D; Atkinson, Hal H

2014-01-01

Falls are a critical public health issue for older adults, and falls risk assessment is an expected competency for medical students. The aim of this study was to design an innovative method to teach falls risk assessment using community-based resources and limited geriatrics faculty. The authors developed a Fall Prevention Program through a partnership with Meals-on-Wheels (MOW). A 3rd-year medical student accompanies a MOW client services associate to a client's home and performs a falls risk assessment including history of falls, fear of falling, medication review, visual acuity, a Get Up and Go test, a Mini-Cog, and a home safety evaluation, reviewed in a small group session with a faculty member. During the 2010 academic year, 110 students completed the in-home falls risk assessment, rating it highly. One year later, 63 students voluntarily completed a retrospective pre/postsurvey, and the proportion of students reporting moderate to very high confidence in performing falls risk assessments increased from 30.6% to 87.3% (p < .001). Students also reported using most of the skills learned in subsequent clerkships. A single educational intervention in the MOW program effectively addressed geriatrics competencies with minimal faculty effort and could be adopted by many medical schools.
Linking Preservice Teachers' Mathematics Self-Efficacy and Mathematics Teaching Efficacy to Their Mathematical Performance

ERIC Educational Resources Information Center

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

2011-01-01

This study examined preservice teachers' mathematics self-efficacy and mathematics teaching efficacy and compared them to their mathematical performance. Participants included 89 early childhood preservice teachers at a Midwestern university. Instruments included the Mathematics Self-Efficacy Scale (MSES), Mathematics Teaching Efficacy Beliefs…
Effect of moderate learning style-teaching mode mismatch on academic performance among 2nd year medical students in Pakistan.

PubMed

Hamza, Muhammad; Inam-Ul-Haq; Hamid, Sidra; Nadir, Maha; Mehmood, Nadir

2018-01-01

The vagueness surrounding "learning style-teaching mode mismatch" makes its effects uncertain. This study tried to tackle that controversy by comparing and assessing the effect of different learning styles on performance in physiology examination when teaching mode was somewhat different than learning preferences of the 2 nd year medical students. A total of 102 2 nd year medical students participated in this study. Honey and Mumford learning style questionnaire was used to categorize the participants into one of the four learning styles (activist, reflector, theorist, and pragmatist). Many teaching modes were used in the medical college. The first professional theory and practical physiology scores of these 102 students of University of Health Sciences were obtained online. Learning styles were compared with physiology scores and age using one-way analysis of variance and post hoc statistical analysis and between males and females by using Chi-square test. Pragmatists had the lowest total physiology score ( P < 0.001), while theorists had the highest total physiology scores ( P < 0.001). Activists and reflectors had scores in between pragmatists and theorists, and there was no statistical difference between these two styles of learning ( P = 0.9). No student scored below 60%. This study demonstrated that the effect of moderate teaching-learning mismatch is different for different learners. Theorists excelled as they had the highest physiology score, while pragmatists lagged in comparison. Reflectors and activists performed better than pragmatists but were worse than theorists. Despite this, none of the students scored below 60%. This shows that a moderate learning style-teaching mode mismatch is not harmful for learning.
Accountability: Teaching through Assessment and Feedback, Not Grading

ERIC Educational Resources Information Center

Wormeli, Rick

2006-01-01

Grading policies such as refusing to accept late work, giving grades of zero, and refusing to allow students to redo their work may be intended as punishment for poor performance, but such policies will not really teach students to be accountable, and they provide very little useful information about students' mastery of the material. This article…
A survey to assess family physicians' motivation to teach undergraduates in their practices.

PubMed

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

2012-01-01

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

PubMed Central

2018-01-01

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

ERIC Educational Resources Information Center

West, Sandra S.; Denton, Jon J.

An assessment of the Student Perception of Teaching Effectiveness instrument (SPTE) is presented. The SPTE was developed to assess teaching interns' performance from the student's viewpoint. The Texas Teacher Appraisal System was selected as the content base for the development of the SPTE. The Texas system covers instructional strategies,…
[Evaluation of nursing care systematization through the phases of nursing process performance and registration in a teaching hospital].

PubMed

Reppetto, Maria Angela; de Souza, Mariana Fernandes

2005-01-01

This descriptive study was carried out in a teaching hospital at São Paulo city and had as objective to identify the phases performance and registration of nursing care systematization and the most frequent nursing diagnoses. Data were collected retrospectively from 135 patients records of three units: Cardiology, Adult Infectious Diseases and Neurosurgery, from January to July, 2002. The phases: history, nursing diagnoses, prescription, evolution and assessment were performed and registered in the three units, however, it was verified systematization gaps performance related to nursing diagnoses registered without the realization of nursing history and nursing prescriptions without evolution. The most frequent nursing diagnosis in the three units was risk for infection.
Examination of Curricula, Teaching Practices, and Assessment through National Standards

ERIC Educational Resources Information Center

Chen, Weiyun

2005-01-01

This study examined to what degree the existing curricula, teaching practices, and assessments in 15 elementary physical education programs were aligned with the National Standards for Physical Education (NASPE, 1995) in the USA. Fifteen elementary physical education teachers voluntarily participated in this study. Data were gathered through…
Learning-oriented assessment increases performance and written skills in a second year metabolic biochemistry course.

PubMed

Vanderlelie, Jessica J; Alexander, Heather G

2016-07-08

Assessment plays a critical role in learning and teaching and its power to enhance engagement and student outcomes is still underestimated in tertiary education. The current project considers the impact of a staged redesign of an assessment strategy that emphasized relevance of learning, formative assessment, student engagement, and feedback on student performance, failure rates and overall engagement in the course. Significant improvements in final grades (p < 0.0001) and written performance (p < 0.0001) in the final examination were noted that coincided with increased lecture attendance and overall engagement in the course. This study reinforces the importance of an integrated approach to assessment that includes well developed formative tasks and a continuous summative assessment strategy. © 2016 by The International Union of Biochemistry and Molecular Biology, 44(4):412-420, 2016. © 2016 The International Union of Biochemistry and Molecular Biology.
Nurses self-performing and teaching others breast self-examination: implications for advanced practice nurses.

PubMed

Devine, S K; Frank, D I

2000-07-01

Although there is evidence to suggest that breast self-examination (BSE) aids in the early detection of breast cancer, the underuse of this prevention behavior continues to exist. The purpose of this study was to explore the personal behaviors and professional practices of nurses in the use of BSE and to discuss implications for the advanced practice nurse (APN). The sample (N = 300) consisted of nurses and student nurses. While almost all nurses had performed BSE at least once, fewer than half did this monthly. The majority believed it was the nurse's role to teach BSE, but almost three fourths of the sample taught it only occasionally or rarely. Not thinking of it and not knowing when or how to teach were reasons identified for not teaching. The roles of the APN as an educator, leader, consultant, direct care provider, and researcher are examined in light of these findings to promote nurses' performing and teaching BSE.
Bloom's Taxonomy: Improving Assessment and Teaching-Learning Process

ERIC Educational Resources Information Center

Chandio, Muhammad Tufail; Pandhiani, Saima Murtaza; Iqbal, Rabia

2016-01-01

This research study critically analyzes the scope and contribution of Bloom's Taxonomy in both assessment and teaching-learning process. Bloom's Taxonomy consists of six stages, namely; remembering, understanding, applying, analyzing, evaluating and creating and moves from lower degree to the higher degree. The study applies Bloom's Taxonomy to…
Development of an Instrument for Assessing the Effectiveness of Chemistry Classroom Teaching

NASA Astrophysics Data System (ADS)

Zheng, Changlong; Fu, Lihai; He, Peng

2014-04-01

Classroom teaching is a main frontier of the implementation of new curricular ideas in China. The study reported in this article is concerned with the effectiveness of system of classroom teaching (SCT) in chemistry lessons. According to the Systems Science theory, we took a macroscopic view on the SCT, arguing that SCT is a hierarchy of system, which includes class system, plate system, unit system, and primitive system. In this study, we focused on primitive system of classroom teaching (PrS)—the lowest level in a SCT. Using focus group interviews, this study investigated the variables related to the effectiveness of PrS. We found a total of 21 such variables. To identify the main factors underlying the effectiveness of PrS, we further used exploratory factor analysis and confirmatory factor analysis. We found five main factors: rational use of time, quality of teaching behavior chain, match degree, quality of using resource and technology, and rationality of primitive content. Based on these findings, we constructed an evaluation scale for assessing the effectiveness of primitive system of chemistry classroom teaching.
Effect of Teaching Races for Understanding in Youth Sailing on Performance, Knowledge, and Adherence

ERIC Educational Resources Information Center

Morales-Belando, María Trinidad; Arias-Estero, José L.

2017-01-01

Purpose: The purpose of this study was to know whether an intervention using an adaptation of the teaching games for understanding approach (named teaching races for understanding [TRfU]) led participants to improve skill execution, decision making, race performance, race involvement, race knowledge, enjoyment, intention to continue practicing…

Assessing the teaching of procedural skills: can cognitive task analysis add to our traditional teaching methods?

PubMed

Sullivan, Maura E; Ortega, Adrian; Wasserberg, Nir; Kaufman, Howard; Nyquist, Julie; Clark, Richard

2008-01-01

The purpose of this study was to determine if a cognitive task analysis (CTA) could capture steps and decision points that were not articulated during traditional teaching of a colonoscopy. Three expert colorectal surgeons were videotaped performing a colonoscopy. After the videotapes were transcribed, the experts participated in a CTA. A 26-step procedural checklist and a 16-step cognitive demands table was created by using information obtained in the CTA. The videotape transcriptions were transposed onto the procedural checklist and cognitive demands table to identify steps and decision points that were omitted during traditional teaching. Surgeon A described 50% of "how-to" steps and 43% of decision points. Surgeon B described 30% of steps and 25% of decisions. Surgeon C described 26% of steps and 38% of cognitive decisions. By using CTA, we were able to identify relevant steps and decision points that were omitted during traditional teaching by all 3 experts.
Teaching and Assessing Manipulative Motor Skills in High School Physical Education

ERIC Educational Resources Information Center

Bert, Greg

2015-01-01

This article provides new ways to teach and assess motor skills in various lifetime sports such as tennis, golf, badminton, and other sports that students are likely to play as adults by focusing on five basic biomechanical principles.
Effects That Facebook-Based Online Peer Assessment with Micro-Teaching Videos Can Have on Attitudes toward Peer Assessment and Perceived Learning from Peer Assessment

ERIC Educational Resources Information Center

Lin, Guan-Yu

2016-01-01

The present study investigates the effects that Facebook-based online peer assessment with micro-teaching videos can have on attitudes toward peer assessment and perceived learning from peer assessment. The study recruited a sample of 31 university students who were enrolled in a teacher-training course. Using assessees' microteaching videos, the…
Assessment as Learning: Examining a Cycle of Teaching, Learning, and Assessment of Writing in the Portfolio-Based Classroom

ERIC Educational Resources Information Center

Lam, Ricky

2016-01-01

Assessment for learning has been extensively researched in the past two decades. However, its applications as a means of classroom-based assessment, especially for promoting teaching and learning of writing, have been underrepresented in English as a Foreign Language (EFL) portfolio settings. This paper aims to critically review the extent to…
Can teaching hospitals use serial formative OSCEs to improve student performance?

PubMed

Lien, Heng-Hui; Hsu, Sang-Feng; Chen, Shu-Chen; Yeh, Jiann-Horng

2016-10-14

hospitals. Serial administration of formative OSCEs by teaching hospitals enhances the performance of students on the sequential summative OSCE. Such programs provide multiple opportunities for students to practice their clinical skills, and for faculty to develop their teaching, assessment and consensus building skills.
A Survey to Assess Family Physicians’ Motivation to Teach Undergraduates in Their Practices

PubMed Central

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

2012-01-01

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

ERIC Educational Resources Information Center

Wilkerson, Judy R.

2015-01-01

This commentary on the article titled "Examining the Internal Structure Evidence for the Performance Assessment for California Teachers: A Validation Study of the Elementary Literacy Teaching Event for Tier 1 Teacher Licensure" provides an overview of Performance Assessment for California Teachers (PACT), its relationship to edTPA and…
Trait Based Assessment on Teaching Writing Skill for EFL Learners

ERIC Educational Resources Information Center

Asrobi, Maman; Prasetyaningrum, Ari

2017-01-01

This study was conducted in order to investigate the effectiveness of trait based assessment on teaching writing skill for EFL learners. Designed as pre-experimental study with one group pretest and posttest design, it examined 20 students of the second semester of English Department of "Hamzanwadi University" in the academic year…
Assessment for Learning in Norway and Portugal: The Case of Primary School Mathematics Teaching

ERIC Educational Resources Information Center

Nortvedt, Guri A.; Santos, Leonor; Pinto, Jorge

2016-01-01

In this study, we aim to understand the forces driving assessment for learning (AfL) in primary school teaching. By applying a case study design, including the two cases of Norway and Portugal and using mathematics teaching as an example, available policy documents and research reports are analysed to identify the differences and similarities that…
Teaching acute care nurses cognitive assessment using LOCFAS: what's the best method?

PubMed

Flannery, J; Land, K

2001-02-01

The Levels of Cognitive Functioning Assessment Scale (LOCFAS) is a behavioral checklist used by nurses in the acute care setting to assess the level of cognitive functioning in severely brain-injured patients in the early post-trauma period. Previous research studies have supported the reliability and validity of LOCFAS. For LOCFAS to become a more firmly established method of cognitive assessment, nurses must become familiar with and proficient in the use of this instrument. The purpose of this study was to find the most effective method of instruction by comparing three methods: a self-directed manual, a teaching video, and a classroom presentation. Videotaped vignettes of actual brain-injured patients were presented at the end of each training session, and participants were required to categorize these videotaped patients by using LOCFAS. High levels of reliability were observed for both the self-directed manual group and the teaching video group, but an overall lower level of reliability was observed for the classroom presentation group. Examination of the accuracy of overall LOCFAS ratings revealed a significant difference for instructional groups; the accuracy of the classroom presentation group was significantly lower than that of either the self-directed manual group or the teaching video group. The three instructional groups also differed on the average accuracy of ratings of the individual behaviors; the accuracy of the classroom presentation group was significantly lower than that of the teaching video group, whereas the self-directed manual group fell in between. Nurses also rated the instructional methods across a number of evaluative dimensions on a 5-point Likert-type scale. Evaluative statements ranged from average to good, with no significant differences among instructional methods.
Teaching crucial skills: An electrocardiogram teaching module for medical students.

PubMed

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

2016-01-01

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

PubMed

Farrell, Susan E; Hopson, Laura R; Wolff, Margaret; Hemphill, Robin R; Santen, Sally A

2016-09-01

The 2012 Academic Emergency Medicine Consensus Conference, "Education Research in Emergency Medicine: Opportunities, Challenges, and Strategies for Success" noted that emergency medicine (EM) educators often rely on theory and tradition in molding their approaches to teaching and learning, and called on the EM education community to advance the teaching of our specialty through the performance and application of research in teaching and assessment methods, cognitive function, and the effects of education interventions. The purpose of this article is to review the research-based evidence for the effectiveness of the one-minute preceptor (OMP) teaching method, and to provide suggestions for its use in clinical teaching and learning in EM. This article reviews hypothesis-testing education research related to the use of the OMP as a pedagogical method applicable to clinical teaching. Evidence indicates that the OMP prompts the teaching of higher level concepts, facilitates the assessment of students' knowledge, and prompts the provision of feedback. Students indicate satisfaction with this method of clinical case-based discussion teaching. Advancing EM education will require that high quality education research results be translated into actual curricular, pedagogical, assessment, and professional development changes. The OMP is a pedagogical method that is applicable to teaching in the emergency department. Copyright © 2016 Elsevier Inc. All rights reserved.
Teaching for Successful Intelligence Raises School Achievement.

ERIC Educational Resources Information Center

Sternberg, Robert J.; Torff, Bruce; Grigorenko, Elena

1998-01-01

A "successful intelligence" intervention improved school achievement for a group of 225 ethnically diverse third-graders, both on performance assessments measuring analytical, creative, and practical achievements and on conventional multiple-choice memory assessments. Teaching for triarchic thinking facilitates factual recall, because learning…
The Development, Field Test and Validation of Scales to Assess Teachers' Attitudes Toward Teaching Elementary School Science.

ERIC Educational Resources Information Center

Moore, Richard W.

The project described in this report is an attempt to develop scales to assess teachers' attitudes toward teaching elementary school science. The instrument produced, Science Teaching Attitude Scales, consists of six scales, each of which has a statement of the attitude to be assessed and five statements to determine the extent to which the…
Teaching basic life support with an automated external defibrillator using the two-stage or the four-stage teaching technique.

PubMed

Bjørnshave, Katrine; Krogh, Lise Q; Hansen, Svend B; Nebsbjerg, Mette A; Thim, Troels; Løfgren, Bo

2018-02-01

Laypersons often hesitate to perform basic life support (BLS) and use an automated external defibrillator (AED) because of self-perceived lack of knowledge and skills. Training may reduce the barrier to intervene. Reduced training time and costs may allow training of more laypersons. The aim of this study was to compare BLS/AED skills' acquisition and self-evaluated BLS/AED skills after instructor-led training with a two-stage versus a four-stage teaching technique. Laypersons were randomized to either two-stage or four-stage teaching technique courses. Immediately after training, the participants were tested in a simulated cardiac arrest scenario to assess their BLS/AED skills. Skills were assessed using the European Resuscitation Council BLS/AED assessment form. The primary endpoint was passing the test (17 of 17 skills adequately performed). A prespecified noninferiority margin of 20% was used. The two-stage teaching technique (n=72, pass rate 57%) was noninferior to the four-stage technique (n=70, pass rate 59%), with a difference in pass rates of -2%; 95% confidence interval: -18 to 15%. Neither were there significant differences between the two-stage and four-stage groups in the chest compression rate (114±12 vs. 115±14/min), chest compression depth (47±9 vs. 48±9 mm) and number of sufficient rescue breaths between compression cycles (1.7±0.5 vs. 1.6±0.7). In both groups, all participants believed that their training had improved their skills. Teaching laypersons BLS/AED using the two-stage teaching technique was noninferior to the four-stage teaching technique, although the pass rate was -2% (95% confidence interval: -18 to 15%) lower with the two-stage teaching technique.
Development of a Peer Teaching-Assessment Program and a Peer Observation and Evaluation Tool

PubMed Central

Trujillo, Jennifer M.; Barr, Judith; Gonyeau, Michael; Van Amburgh, Jenny A.; Matthews, S. James; Qualters, Donna

2008-01-01

Objectives To develop a formalized, comprehensive, peer-driven teaching assessment program and a valid and reliable assessment tool. Methods A volunteer taskforce was formed and a peer-assessment program was developed using a multistep, sequential approach and the Peer Observation and Evaluation Tool (POET). A pilot study was conducted to evaluate the efficiency and practicality of the process and to establish interrater reliability of the tool. Intra-class correlation coefficients (ICC) were calculated. Results ICCs for 8 separate lectures evaluated by 2-3 observers ranged from 0.66 to 0.97, indicating good interrater reliability of the tool. Conclusion Our peer assessment program for large classroom teaching, which includes a valid and reliable evaluation tool, is comprehensive, feasible, and can be adopted by other schools of pharmacy. PMID:19325963
An Assessment of Teaching and Learning Practices: A Questionnaire Study for Dental Educators of Karnataka.

PubMed

Meenakshi, S; Raghunath, N; Shreeshyla, H S

2017-11-01

Faculty members of dental institutions are being asked to assume new academic duties for which they have received no formal training. To succeed in new teaching tasks, faculty development through assessment of teaching skills is essential. A Self-Assessment Questionnaire consisting 18 closed-ended questions was sent to various faculty members of dental colleges of Karnataka. A total of 210 faculty members volunteered to participate in the study. The response rate was 69.8%. Data gathered were statistically analyzed using SPSS software version 16, Chi-square test, and descriptive statistics. In the present study, 27.3% of participants were unaware of andragogy, 33.3% were unaware of teachers development programs, 44.6% do not obtain student feedback after teaching, 52.6% were unaware of peer review of teaching skills, and 50% were unaware of interprofessional education initiatives. By incorporating teaching and learning skills, dental faculty could acquire competencies and academic credentials to become valuable contributors to the institution. This study emphasizes the areas of improvement in dental school learning environment, based on activation of prior knowledge, elaboration of new learning, learning in context, transfer of learning, and organization of knowledge toward learning.
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.
Disentangling Instructional Roles: The Case of Teaching and Summative Assessment

ERIC Educational Resources Information Center

Sasanguie, Delphine; Elen, Jan; Clarebout, Geraldine; Van den Noortgate, Wim; Vandenabeele, Joke; De Fraine, Bieke

2011-01-01

While in some higher education contexts a separation of teaching and summative assessment is assumed to be self-evident, in other contexts the opposite is regarded to be obvious. In this article the different arguments supporting either position are analyzed. Based on a systematic literature review, arguments for and against are classified at the…
Teaching the One-minute Preceptor

PubMed Central

Furney, Scott L; Orsini, Alex N; Orsetti, Kym E; Stern, David T; Gruppen, Larry D; Irby, David M

2001-01-01

OBJECTIVE The One-Minute Preceptor (OMP) model of faculty development is used widely to improve teaching, but its effect on teaching behavior has not been assessed. We aim to evaluate the effect of this intervention on residents' teaching skills. DESIGN Randomized controlled trial. SETTING Inpatient teaching services at both a tertiary care hospital and a Veterans Administration Medical Center affiliated with a University Medical Center. PARTICIPANTS Participants included 57 second- and third-year internal medicine residents that were randomized to the intervention group (n = 28) or to the control group (n = 29). INTERVENTION The intervention was a 1-hour session incorporating lecture, group discussion, and role-play. MEASUREMENTS AND MAIN RESULTS Primary outcome measures were resident self-report and learner ratings of resident performance of the OMP teaching behaviors. Residents assigned to the intervention group reported statistically significant changes in all behaviors (P < .05). Eighty-seven percent of residents rated the intervention as “useful or very useful” on a 1–5 point scale with a mean of 4.28. Student ratings of teacher performance showed improvements in all skills except “Teaching General Rules.” Learners of the residents in the intervention group reported increased motivation to do outside reading when compared to learners of the control residents. Ratings of overall teaching effectiveness were not significantly different between the 2 groups. CONCLUSIONS The OMP model is a brief and easy-to-administer intervention that provides modest improvements in residents' teaching skills. PMID:11556943

Teaching 5- and 6-Year-Olds to Count: Knowledge of South African Educators

ERIC Educational Resources Information Center

Feza, Nosisi N.

2016-01-01

Mathematics learning and teaching continues to be a challenge in the South African education system. This challenge is observed in the poor performance of students in national and international assessments. Research suggests that teachers' content knowledge and knowledge of teaching mathematics contribute significantly to students' performance. In…
Clinical reasoning in nursing: teaching strategies and assessment tools.

PubMed

Carvalho, Emília Campos de; Oliveira-Kumakura, Ana Railka de Souza; Morais, Sheila Coelho Ramalho Vasconcelos

2017-01-01

To present the concept and development of teaching strategies and the assessment tools regarding clinical reasoning for accurate practice. This is a theoretical reflection based on scientific studies. Comprehension of the essential concepts of the thought process and its articulation with the different teaching strategies and the assessment tools which has allowed presenting ways to improve the process of diagnostic or therapeutic clinical reasoning. The use of new strategies and assessment tools should be encouraged in order to contribute to the development of skills that lead to safe and effective decision making. Apresentar o conceito de raciocínio clínico, seu desenvolvimento, as estratégias para seu ensino e os instrumentos de avaliação para uma prática acurada. Trata-se de uma reflexão teórica fundamentada em estudos científicos. A compreensão dos conceitos essenciais do processo de pensamento e sua articulação com as diferentes estratégias de ensino e com os instrumentos de avaliação permitiram exemplificar meios de aprimorar o processo de raciocínio clínico diagnóstico ou terapêutico. A utilização de novas estratégias e instrumentos de avaliação deve ser estimulado para contribuir com o desenvolvimento das habilidades que culminam na tomada de decisão segura e eficaz.
The effects of performance-based assessment criteria on student performance and self-assessment skills

PubMed Central

van der Klink, Marcel R.; van Merriënboer, Jeroen J. G.

2010-01-01

This study investigated the effect of performance-based versus competence-based assessment criteria on task performance and self-assessment skills among 39 novice secondary vocational education students in the domain of nursing and care. In a performance-based assessment group students are provided with a preset list of performance-based assessment criteria, describing what students should do, for the task at hand. The performance-based group is compared to a competence-based assessment group in which students receive a preset list of competence-based assessment criteria, describing what students should be able to do. The test phase revealed that the performance-based group outperformed the competence-based group on test task performance. In addition, higher performance of the performance-based group was reached with lower reported mental effort during training, indicating a higher instructional efficiency for novice students. PMID:20054648
Teaching and Assessing Professionalism in Medical Learners and Practicing Physicians*

PubMed Central

Mueller, Paul S.

2015-01-01

Professionalism is a core competency of physicians. Clinical knowledge and skills (and their maintenance and improvement), good communication skills, and sound understanding of ethics constitute the foundation of professionalism. Rising from this foundation are behaviors and attributes of professionalism: accountability, altruism, excellence, and humanism, the capstone of which is professionalism. Patients, medical societies, and accrediting organizations expect physicians to be professional. Furthermore, professionalism is associated with better clinical outcomes. Hence, medical learners and practicing physicians should be taught and assessed for professionalism. A number of methods can be used to teach professionalism (e.g. didactic lectures, web-based modules, role modeling, reflection, interactive methods, etc.). Because of the nature of professionalism, no single tool for assessing it among medical learners and practicing physicians exists. Instead, multiple assessment tools must be used (e.g. multi-source feedback using 360-degree reviews, patient feedback, critical incident reports, etc.). Data should be gathered continuously throughout an individual’s career. For the individual learner or practicing physician, data generated by these tools can be used to create a “professionalism portfolio,” the totality of which represents a picture of the individual’s professionalism. This portfolio in turn can be used for formative and summative feedback. Data from professionalism assessments can also be used for developing professionalism curricula and generating research hypotheses. Health care leaders should support teaching and assessing professionalism at all levels of learning and practice and promote learning environments and institutional cultures that are consistent with professionalism precepts. PMID:25973263
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.
Teaching child psychiatric assessment skills: Using pediatric mental health screening tools.

PubMed

Hargrave, T M; Arthur, M E

2015-01-01

This article describes the workshop "Teaching Child Psychiatric Assessment Skills: Using Mental Health Screening Instruments," presented at the 35th Forum for Behavioral Sciences in Family Medicine on 20 September 2014. The goals of the presentation were (1) to teach family medicine behavioral health educators to use both general and problem-specific mental health screening tools (MHSTs) in their work with trainees to help satisfy the Accreditation Council for Graduate Medical Education (ACGME) mandate for behavioral and mental health experience during family medicine residency, (2) to reflect on how MHSTs might be integrated into the flow of family medicine teaching practices, and (3) to exemplify how evidence-based methods of adult education might be used in teaching such content. One general MHST, the Pediatric Symptom Checklist-17 and one problem-specific MHST for each of the four commonest pediatric mental health issues: for attention-deficit hyperactivity disorder, the Vanderbilt; for Anxiety, the Screen for Childhood Anxiety-Related Emotional Disorders; for Depression, the Patient Health Questionnaire-9 for teens; and for Aggression, the Retrospective-Modified Overt Aggression Scale, were practiced at least twice in the context of a clinical vignette. All of the selected MHSTs are free in the public domain and available for download from the website: www.CAPPCNY.org. Participants were asked to reflect on their own office practice characteristics and consider how MHSTs might be integrated into their systems of care. This workshop could be replicated by others wishing to teach the use of MHSTs in primary care settings or teaching programs. © The Author(s) 2015.
Teaching a Hypothesis-driven Physical Diagnosis Curriculum to Pulmonary Fellows Improves Performance of First-Year Medical Students.

PubMed

Staitieh, Bashar S; Saghafi, Ramin; Kempker, Jordan A; Schulman, David A

2016-04-01

Hypothesis-driven physical examination emphasizes the role of bedside examination in the refinement of differential diagnoses and improves diagnostic acumen. This approach has not yet been investigated as a tool to improve the ability of higher-level trainees to teach medical students. To assess the effect of teaching hypothesis-driven physical diagnosis to pulmonary fellows on their ability to improve the pulmonary examination skills of first-year medical students. Fellows and students were assessed on teaching and diagnostic skills by self-rating on a Likert scale. One group of fellows received the hypothesis-driven teaching curriculum (the "intervention" group) and another received instruction on head-to-toe examination. Both groups subsequently taught physical diagnosis to a group of first-year medical students. An oral examination was administered to all students after completion of the course. Fellows were comfortable teaching physical diagnosis to students. Students in both groups reported a lack of comfort with the pulmonary examination at the beginning of the course and improvement in their comfort by the end. Students trained by intervention group fellows outperformed students trained by control group fellows in the interpretation of physical findings (P < 0.05). Teaching hypothesis-driven physical examination to higher-level trainees who teach medical students improves the ability of students to interpret physical findings. This benefit should be confirmed using validated testing tools.
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.
Developing a Multi-Dimensional Evaluation Framework for Faculty Teaching and Service Performance

ERIC Educational Resources Information Center

Baker, Diane F.; Neely, Walter P.; Prenshaw, Penelope J.; Taylor, Patrick A.

2015-01-01

A task force was created in a small, AACSB-accredited business school to develop a more comprehensive set of standards for faculty performance. The task force relied heavily on faculty input to identify and describe key dimensions that capture effective teaching and service performance. The result is a multi-dimensional framework that will be used…
Students' Perceptions of Teaching Technologies, Application of Technologies, and Academic Performance

ERIC Educational Resources Information Center

Tang, Thomas Li-Ping; Austin, M. Jill

2009-01-01

This study examined business students' perceptions of four objectives (i.e., Enjoyment, Learning, Motivation, and Career Application) across five teaching technologies (i.e., Projector, PowerPoint, Video, the Internet, and Lecture), business professors' effective application of technologies, and students' academic performance. We collected data…
Using Health Impact Assessment as an Interdisciplinary Teaching Tool.

PubMed

Chinchilla, Melissa; Arcaya, Mariana C

2017-07-08

Health Impact Assessment (HIA) courses are teaching public health and urban planning students how to assess the likely health effects of proposed policies, plans, and projects. We suggest that public health and urban planning have complimentary frameworks for training practitioners to address the living conditions that affect health. Planning perspectives emphasize practical skills for impacting community change, while public health stresses professional purpose and ethics. Frameworks from both disciplines can enhance the HIA learning experience by helping students tackle questions related to community impact, engagement, social justice, and ethics. We also propose that HIA community engagement processes can be enriched through an empathetic practice that focuses on greater personal introspection.
Using Mobile Devices and the Adobe Connect Web Conferencing Tool in the Assessment of EFL Student Teacher Performance

ERIC Educational Resources Information Center

Bolona Lopez, Maria del Carmen; Ortiz, Margarita Elizabeth; Allen, Christopher

2015-01-01

This paper describes a project to use mobile devices and video conferencing technology in the assessment of student English as a Foreign Language (EFL) teacher performance on teaching practice in Ecuador. With the increasing availability of mobile devices with video recording facilities, it has become easier for trainers to capture teacher…
Beyond Testing: Assessment for Teaching and Learning. Viewpoints. [Booklet and Audio Compact Discs].

ERIC Educational Resources Information Center

North Central Regional Educational Lab., Naperville, IL.

This multimedia package, which contains two audio CDs and a short informative booklet, examines the use of assessment to improve teaching and learning. The booklet contains the essay "Assessment-Driven Reform: A Leadership Approach" (Rhetta L. Detrich with Ed Janus and Sabrina W. M. Laine). It discusses the increasing importance of…
Development and assessment of a new 3D neuroanatomy teaching tool for MRI training.

PubMed

Drapkin, Zachary A; Lindgren, Kristen A; Lopez, Michael J; Stabio, Maureen E

2015-01-01

A computerized three-dimensional (3D) neuroanatomy teaching tool was developed for training medical students to identify subcortical structures on a magnetic resonance imaging (MRI) series of the human brain. This program allows the user to transition rapidly between two-dimensional (2D) MRI slices, 3D object composites, and a combined model in which 3D objects are overlaid onto the 2D MRI slices, all while rotating the brain in any direction and advancing through coronal, sagittal, or axial planes. The efficacy of this tool was assessed by comparing scores from an MRI identification quiz and survey in two groups of first-year medical students. The first group was taught using this new 3D teaching tool, and the second group was taught the same content for the same amount of time but with traditional methods, including 2D images of brain MRI slices and 3D models from widely used textbooks and online sources. Students from the experimental group performed marginally better than the control group on overall test score (P = 0.07) and significantly better on test scores extracted from questions involving C-shaped internal brain structures (P < 0.01). Experimental participants also expressed higher confidence in their abilities to visualize the 3D structure of the brain (P = 0.02) after using this tool. Furthermore, when surveyed, 100% of the students in the experimental group recommended this tool for future students. These results suggest that this neuroanatomy teaching tool is an effective way to train medical students to read an MRI of the brain and is particularly effective for teaching C-shaped internal brain structures. © 2015 American Association of Anatomists.
Teaching and Assessing Communication Skills in Medical Undergraduate Training.

PubMed

Modi, Jyoti Nath; Anshu, -; Chhatwal, Jugesh; Gupta, Piyush; Singh, Tejinder

2016-06-08

Good communication skills are essential for an optimal doctor-patient relationship, and also contribute to improved health outcomes. Although the need for training in communication skills is stated as a requirement in the 1997 Graduate Medical Education Regulations of the Medical Council of India, formal training in these skills has been fragmentary and non-uniform in most Indian curricula. The Vision 2015 document of the Medical Council of India reaffirms the need to include training in communication skills in the MBBS curriculum. Training in communication skills needs approaches which are different from that of teaching other clinical subjects. It is also a challenge to ensure that students not only imbibe the nuances of communication and interpersonal skills, but adhere to them throughout their careers. This article addresses the possible ways of standardizing teaching and assessment of communication skills and integrating them into the existing curriculum.
Assessing Faculty Perspectives about Teaching and Working with Students with Disabilities

ERIC Educational Resources Information Center

Becker, Sandra; Palladino, John

2016-01-01

This study presents a unique assessment of faculty perspectives about teaching and working with students with disabilities against the backdrop of the Individuals with Disabilities Education Act (IDEA) and the Americans with Disabilities Act (ADA). A randomized sample of 127 faculty from a large Midwest comprehensive university completed the…
An Assessment of Teaching and Learning Practices: A Questionnaire Study for Dental Educators of Karnataka

PubMed Central

Meenakshi, S.; Raghunath, N.; Shreeshyla, H. S.

2017-01-01

Aims and Objectives: Faculty members of dental institutions are being asked to assume new academic duties for which they have received no formal training. To succeed in new teaching tasks, faculty development through assessment of teaching skills is essential. Materials and Methods: A Self-Assessment Questionnaire consisting 18 closed-ended questions was sent to various faculty members of dental colleges of Karnataka. A total of 210 faculty members volunteered to participate in the study. The response rate was 69.8%. Data gathered were statistically analyzed using SPSS software version 16, Chi-square test, and descriptive statistics. Results: In the present study, 27.3% of participants were unaware of andragogy, 33.3% were unaware of teachers development programs, 44.6% do not obtain student feedback after teaching, 52.6% were unaware of peer review of teaching skills, and 50% were unaware of interprofessional education initiatives. Conclusion: By incorporating teaching and learning skills, dental faculty could acquire competencies and academic credentials to become valuable contributors to the institution. This study emphasizes the areas of improvement in dental school learning environment, based on activation of prior knowledge, elaboration of new learning, learning in context, transfer of learning, and organization of knowledge toward learning. PMID:29285474
Using the Journal Club to teach and assess competence in practice-based learning and improvement: a literature review and recommendation for implementation.

PubMed

Lee, Andrew G; Boldt, H Culver; Golnik, Karl C; Arnold, Anthony C; Oetting, Thomas A; Beaver, Hilary A; Olson, Richard J; Carter, Keith

2005-01-01

The traditional journal club has historically been used to teach residents about critically reading and reviewing the literature in order to improve patient care. The Accreditation Council for Graduate Medical Education competencies mandate requires that ophthalmology residency programs both teach and assess practice-based learning and improvement. A systematically conducted review of the literature regarding the use of the journal club in resident medical education was performed to define specific recommendations for implementation of a journal club tool. Selected best practices for a successful journal club were gleaned from the existing medical literature. These include the following: 1) the use of a structured review checklist, 2) explicit written learning objectives, and 3) a formalized meeting structure and process. The journal club might prove to be an excellent tool for the assessment of competencies like practice-based learning which may be difficult to assess by other means. Future study is necessary to determine if journal club can improve educational outcomes and promote lifelong competence in practice-based learning.
Improving academic performance of sport and exercise science undergraduate students in gross anatomy using a near-peer teaching program.

PubMed

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

2018-04-16

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

ERIC Educational Resources Information Center

Park, Mihwa; Liu, Xiufeng; Waight, Noemi

2017-01-01

This paper describes the development of Connected Chemistry as Formative Assessment (CCFA) pedagogy, which integrates three promising teaching and learning approaches, computer models, formative assessments, and learning progressions, to promote student understanding in chemistry. CCFA supports student learning in making connections among the…

Differential effects of two types of formative assessment in predicting performance of first-year medical students.

PubMed

Krasne, Sally; Wimmers, Paul F; Relan, Anju; Drake, Thomas A

2006-05-01

Formative assessments are systematically designed instructional interventions to assess and provide feedback on students' strengths and weaknesses in the course of teaching and learning. Despite their known benefits to student attitudes and learning, medical school curricula have been slow to integrate such assessments into the curriculum. This study investigates how performance on two different modes of formative assessment relate to each other and to performance on summative assessments in an integrated, medical-school environment. Two types of formative assessment were administered to 146 first-year medical students each week over 8 weeks: a timed, closed-book component to assess factual recall and image recognition, and an un-timed, open-book component to assess higher order reasoning including the ability to identify and access appropriate resources and to integrate and apply knowledge. Analogous summative assessments were administered in the ninth week. Models relating formative and summative assessment performance were tested using Structural Equation Modeling. Two latent variables underlying achievement on formative and summative assessments could be identified; a "formative-assessment factor" and a "summative-assessment factor," with the former predicting the latter. A latent variable underlying achievement on open-book formative assessments was highly predictive of achievement on both open- and closed-book summative assessments, whereas a latent variable underlying closed-book assessments only predicted performance on the closed-book summative assessment. Formative assessments can be used as effective predictive tools of summative performance in medical school. Open-book, un-timed assessments of higher order processes appeared to be better predictors of overall summative performance than closed-book, timed assessments of factual recall and image recognition.
Computer Attitude of Teaching Faculty: Implications for Technology-Based Performance in Higher Education

ERIC Educational Resources Information Center

Larbi-Apau, Josephine A.; Moseley, James L.

2012-01-01

This study examined the validity of Selwyn's computer attitude scale (CAS) and its implication for technology-based performance of randomly sampled (n = 167) multidiscipline teaching faculty in higher education in Ghana. Considered, computer attitude is a critical function of computer attitude and potential performance. Composed of four…
A Mixed-Methods Study Assessing Special Education Preservice Candidates' Preparedness for Their First Year of Teaching

ERIC Educational Resources Information Center

Tillman, Beverly A.; Richards, Stephen B.; Frank, Catherine Lawless

2011-01-01

This study employed a Likert-type survey, "Praxis/Pathwise" written observations, as well as guided and open-ended reflections to assess the perceptions of preparedness for the first year of teaching for special education student teaching candidates. Cooperating teachers completed the survey and "Praxis/Pathwise" observations.…
Knowledge and Performance about Nursing Ethic Codes from Nurses' and Patients' Perspective in Tabriz Teaching Hospitals, Iran.

PubMed

Mohajjel-Aghdam, Alireza; Hassankhani, Hadi; Zamanzadeh, Vahid; Khameneh, Saied; Moghaddam, Sara

2013-09-01

Nursing profession requires knowledge of ethics to guide performance. The nature of this profession necessitates ethical care more than routine care. Today, worldwide definition of professional ethic code has been done based on human and ethical issues in the communication between nurse and patient. To improve all dimensions of nursing, we need to respect ethic codes. The aim of this study is to assess knowledge and performance about nursing ethic codes from nurses' and patients' perspective. A descriptive study Conducted upon 345 nurses and 500 inpatients in six teaching hospitals of Tabriz, 2012. To investigate nurses' knowledge and performance, data were collected by using structured questionnaires. Statistical analysis was done using descriptive and analytic statistics, independent t-test and ANOVA and Pearson correlation coefficient, in SPSS13. Most of the nurses were female, married, educated at BS degree and 86.4% of them were aware of Ethic codes also 91.9% of nurses and 41.8% of patients represented nurses respect ethic codes. Nurses' and patients' perspective about ethic codes differed significantly. Significant relationship was found between nurses' knowledge of ethic codes and job satisfaction and complaint of ethical performance. According to the results, consideration to teaching ethic codes in nursing curriculum for student and continuous education for staff is proposed, on the other hand recognizing failures of the health system, optimizing nursing care, attempt to inform patients about Nursing ethic codes, promote patient rights and achieve patient satisfaction can minimize the differences between the two perspectives.
Performance Based Assessment and Instructional Activities in Communication Arts for Marketing Education. Application Activities for Communications in Marketing, Employment and Advancement, and Selling.

ERIC Educational Resources Information Center

Broeker, Arlene M.

This document contains performance-based assessment and instructional activities for Missouri high school teachers to use in teaching the communications arts needed by marketing education students. The activities included were developed to reflect Missouri's new Show-Me Standards, which are knowledge (content) and performance (process) standards…
Talking about Teaching: Curricula for Improving Instructors' Classroom Performance

ERIC Educational Resources Information Center

Strom-Gottfried, Kimberly; Dunlap, Katherine M.

2004-01-01

Although teaching is a primary function of social work educators, most instructors receive little training in teaching methods and, once engaged in teaching, have few opportunities to hone their craft and engage in dialogue about their classroom experiences. Teaching Circles are an example of ongoing curricula designed to improve classroom…
Teaching a Hypothesis-driven Physical Diagnosis Curriculum to Pulmonary Fellows Improves Performance of First-Year Medical Students

PubMed Central

Saghafi, Ramin; Kempker, Jordan A.; Schulman, David A.

2016-01-01

Rationale: Hypothesis-driven physical examination emphasizes the role of bedside examination in the refinement of differential diagnoses and improves diagnostic acumen. This approach has not yet been investigated as a tool to improve the ability of higher-level trainees to teach medical students. Objectives: To assess the effect of teaching hypothesis-driven physical diagnosis to pulmonary fellows on their ability to improve the pulmonary examination skills of first-year medical students. Methods: Fellows and students were assessed on teaching and diagnostic skills by self-rating on a Likert scale. One group of fellows received the hypothesis-driven teaching curriculum (the “intervention” group) and another received instruction on head-to-toe examination. Both groups subsequently taught physical diagnosis to a group of first-year medical students. An oral examination was administered to all students after completion of the course. Measurements and Main Results: Fellows were comfortable teaching physical diagnosis to students. Students in both groups reported a lack of comfort with the pulmonary examination at the beginning of the course and improvement in their comfort by the end. Students trained by intervention group fellows outperformed students trained by control group fellows in the interpretation of physical findings (P < 0.05). Conclusions: Teaching hypothesis-driven physical examination to higher-level trainees who teach medical students improves the ability of students to interpret physical findings. This benefit should be confirmed using validated testing tools. PMID:26730644
The Effects of Performance-Based Assessment Criteria on Student Performance and Self-Assessment Skills

ERIC Educational Resources Information Center

Fastre, Greet Mia Jos; van der Klink, Marcel R.; van Merrienboer, Jeroen J. G.

2010-01-01

This study investigated the effect of performance-based versus competence-based assessment criteria on task performance and self-assessment skills among 39 novice secondary vocational education students in the domain of nursing and care. In a performance-based assessment group students are provided with a preset list of performance-based…
Key Issues in Sex Education: Reflecting on Teaching, Learning and Assessment

ERIC Educational Resources Information Center

Oerton, Sarah; Bowen, Helen

2014-01-01

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

ERIC Educational Resources Information Center

Ford, Judith E.; Ristau, Karen, Ed.; Haney, Regina, Ed.

The As We Teach and Learn program consists of an instrument to assess the Catholic dimension of a school and is designed to be used with study modules in a faculty-meeting format. Module topics include: "Faith Community"; "Faith Development"; "Religion Curriculum Articulation: Faith as the Root of all Instruction";…
Reliable assessment of laparoscopic performance in the operating room using videotape analysis.

PubMed

Chang, Lily; Hogle, Nancy J; Moore, Brianna B; Graham, Mark J; Sinanan, Mika N; Bailey, Robert; Fowler, Dennis L

2007-06-01

The Global Operative Assessment of Laparoscopic Skills (GOALS) is a valid assessment tool for objectively evaluating the technical performance of laparoscopic skills in surgery residents. We hypothesized that GOALS would reliably differentiate between an experienced (expert) and an inexperienced (novice) laparoscopic surgeon (construct validity) based on a blinded videotape review of a laparoscopic cholecystectomy procedure. Ten board-certified surgeons actively engaged in the practice and teaching of laparoscopy reviewed and evaluated the videotaped operative performance of one novice and one expert laparoscopic surgeon using GOALS. Each reviewer recorded a score for both the expert and the novice videotape reviews in each of the 5 domains in GOALS (depth perception, bimanual dexterity, efficiency, tissue handling, and overall competence). The scores for the expert and the novice were compared and statistically analyzed using single-factor analysis of variance (ANOVA). The expert scored significantly higher than the novice did in the domains of depth perception (p = .005), bimanual dexterity (p = .001), efficiency (p = .001), and overall competence ( p = .001). Interrater reliability for the reviewers of the novice tape was Cronbach alpha = .93 and the expert tape was Cronbach alpha = .87. There was no difference between the two for tissue handling. The Global Operative Assessment of Laparoscopic Skills is a valid, objective assessment tool for evaluating technical surgical performance when used to blindly evaluate an intraoperative videotape recording of a laparoscopic procedure.
A Performer's Creative Processes: Implications for Teaching and Learning Musical Interpretation

ERIC Educational Resources Information Center

Silverman, Marissa

2008-01-01

The purpose of this study is to investigate aspects of musical interpretation and suggest guidelines for developing performance students' interpretative processes. Since musical interpretation involves basic issues concerning the nature of music, and competing concepts of "interpretation" and its teaching, an overview of these issues is given.…
Teaching the Korean Folk Song ("Arirang") through Performing, Creating, and Responding

ERIC Educational Resources Information Center

Yoo, Hyesoo; Kang, Sangmi

2017-01-01

This article introduces a pedagogical approach to teaching one of the renowned Korean folk songs ("Arirang") based on the comprehensive musicianship approach and the 2014 Music Standards (competencies in performing, creating, and responding to music). The authors provide in-depth information for music educators to help their students…
Influence of Integration of Information Communication Technology in Teaching on Students' Academic Performance

ERIC Educational Resources Information Center

Mbugua, Stephen Ngugi; Kiboss, Joel; Tanui, Edward

2015-01-01

Teachers must understand the context within which students' performance improvement takes place. Operational effectiveness and strategy are both essential to superior performance and strategy execution is crucial for quality and better students' academic result. ICT can be a catalyst by providing tools which teachers use to improve teaching and…
24 CFR 115.206 - Performance assessments; Performance standards.

Code of Federal Regulations, 2014 CFR

2014-04-01

... 24 Housing and Urban Development 1 2014-04-01 2014-04-01 false Performance assessments; Performance standards. 115.206 Section 115.206 Housing and Urban Development Regulations Relating to Housing... AGENCIES Certification of Substantially Equivalent Agencies § 115.206 Performance assessments; Performance...
24 CFR 115.206 - Performance assessments; Performance standards.

Code of Federal Regulations, 2011 CFR

2011-04-01

... 24 Housing and Urban Development 1 2011-04-01 2011-04-01 false Performance assessments; Performance standards. 115.206 Section 115.206 Housing and Urban Development Regulations Relating to Housing... AGENCIES Certification of Substantially Equivalent Agencies § 115.206 Performance assessments; Performance...
24 CFR 115.206 - Performance assessments; Performance standards.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 24 Housing and Urban Development 1 2010-04-01 2010-04-01 false Performance assessments; Performance standards. 115.206 Section 115.206 Housing and Urban Development Regulations Relating to Housing... AGENCIES Certification of Substantially Equivalent Agencies § 115.206 Performance assessments; Performance...
24 CFR 115.206 - Performance assessments; Performance standards.

Code of Federal Regulations, 2012 CFR

2012-04-01

... 24 Housing and Urban Development 1 2012-04-01 2012-04-01 false Performance assessments; Performance standards. 115.206 Section 115.206 Housing and Urban Development Regulations Relating to Housing... AGENCIES Certification of Substantially Equivalent Agencies § 115.206 Performance assessments; Performance...
24 CFR 115.206 - Performance assessments; Performance standards.

Code of Federal Regulations, 2013 CFR

2013-04-01

... 24 Housing and Urban Development 1 2013-04-01 2013-04-01 false Performance assessments; Performance standards. 115.206 Section 115.206 Housing and Urban Development Regulations Relating to Housing... AGENCIES Certification of Substantially Equivalent Agencies § 115.206 Performance assessments; Performance...
Applying Experiential Learning in College Teaching and Assessment: A Process Model.

ERIC Educational Resources Information Center

Jackson, Lewis, Ed.; And Others

This manual presents a process model in which university teaching and assessment processes are embedded within a broader view of the human learning experience and the outcomes that are required for professional student growth. The model conceptualizes the university's role in the lives of life-long learners and provides a framework for rethinking…

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
Reflectivity and Teaching Performance of Novice Teachers: Three Years of Investigation

ERIC Educational Resources Information Center

Pultorak, Edward; Barnes, Debbie

2009-01-01

The purpose of this 3-year investigation was to determine if a relationship exists between teacher reflectivity and the classroom performance of novice teachers when final evaluations are aligned with national standards. This study included 98 novice teachers enrolled in their final field-based teaching experience. Participants reflected over two…
How personality traits affect clinician-supervisors' work engagement and subsequently their teaching performance in residency training.

PubMed

Scheepers, Renée A; Arah, Onyebuchi A; Heineman, Maas Jan; Lombarts, Kiki M J M H

2016-11-01

Clinician-supervisors often work simultaneously as doctors and teachers. Supervisors who are more engaged for their teacher work are evaluated as better supervisors. Work engagement is affected by the work environment, yet the role of supervisors' personality traits is unclear. This study examined (i) the impact of supervisors' personality traits on work engagement in their doctors' and teachers' roles and (ii) how work engagement in both roles affects their teaching performance. Residents evaluated supervisors' teaching performance, using the validated System for Evaluation of Teaching Qualities. Supervisors' reported work engagement in doctor and teacher roles separately using the validated Utrecht Work Engagement Scale. Supervisors' personality traits were measured using the Big Five Inventory's five factor model covering conscientiousness, agreeableness, extraversion, emotional stability and openness. Overall, 549 (68%) residents and 636 (78%) supervisors participated. Conscientiousness, extraversion and agreeableness were positively associated with supervisors' engagement in their teacher work, which was subsequently positively associated with teaching performance. Conscientious, extraverted, and agreeable supervisors showed more engagement with their teacher work, which made them more likely to deliver adequate residency training. In addition to optimizing the work environment, faculty development and career planning could be tailor-made to fit supervisors' personality traits.
Systems Thinking and Systems-Based Practice Across the Health Professions: An Inquiry Into Definitions, Teaching Practices, and Assessment.

PubMed

Plack, Margaret M; Goldman, Ellen F; Scott, Andrea R; Pintz, Christine; Herrmann, Debra; Kline, Kathleen; Thompson, Tracey; Brundage, Shelley B

2018-01-01

Phenomenon: Systems thinking is the cornerstone of systems-based practice (SBP) and a core competency in medicine and health sciences. Literature regarding how to teach or apply systems thinking in practice is limited. This study aimed to understand how educators in medicine, physical therapy, physician assistant, nursing, and speech-language pathology education programs teach and assess systems thinking and SBP. Twenty-six educators from seven different degree programs across the five professions were interviewed and program descriptions and relevant course syllabi were reviewed. Qualitative analysis was iterative and incorporated inductive and deductive methods as well as a constant comparison of units of data to identify patterns and themes. Six themes were identified: 1) participants described systems thinking as ranging across four major levels of healthcare (i.e., patient, care team, organization, and external environment); 2) participants associated systems thinking with a wide range of activities across the curriculum including quality improvement, Inter-professional education (IPE), error mitigation, and advocacy; 3) the need for healthcare professionals to understand systems thinking was primarily externally driven; 4) participants perceived that learning systems thinking occurred mainly informally and experientially rather than through formal didactic instruction; 5) participants characterized systems thinking content as interspersed across the curriculum and described a variety of strategies for teaching and assessing it; 6) participants indicated a structured framework and inter-professional approach may enhance teaching and assessment of systems thinking. Insights: Systems thinking means different things to different health professionals. Teaching and assessing systems thinking across the health professions will require further training and practice. Tools, techniques, taxonomies and expertise outside of healthcare may be used to enhance the teaching
Effect of moderate learning style–teaching mode mismatch on academic performance among 2nd year medical students in Pakistan

PubMed Central

Hamza, Muhammad; Inam-Ul-Haq; Hamid, Sidra; Nadir, Maha; Mehmood, Nadir

2018-01-01

Introduction: The vagueness surrounding “learning style–teaching mode mismatch” makes its effects uncertain. This study tried to tackle that controversy by comparing and assessing the effect of different learning styles on performance in physiology examination when teaching mode was somewhat different than learning preferences of the 2nd year medical students. Methods: A total of 102 2nd year medical students participated in this study. Honey and Mumford learning style questionnaire was used to categorize the participants into one of the four learning styles (activist, reflector, theorist, and pragmatist). Many teaching modes were used in the medical college. The first professional theory and practical physiology scores of these 102 students of University of Health Sciences were obtained online. Learning styles were compared with physiology scores and age using one-way analysis of variance and post hoc statistical analysis and between males and females by using Chi-square test. Results: Pragmatists had the lowest total physiology score (P < 0.001), while theorists had the highest total physiology scores (P < 0.001). Activists and reflectors had scores in between pragmatists and theorists, and there was no statistical difference between these two styles of learning (P = 0.9). No student scored below 60%. Conclusion: This study demonstrated that the effect of moderate teaching–learning mismatch is different for different learners. Theorists excelled as they had the highest physiology score, while pragmatists lagged in comparison. Reflectors and activists performed better than pragmatists but were worse than theorists. Despite this, none of the students scored below 60%. This shows that a moderate learning style–teaching mode mismatch is not harmful for learning. PMID:29736072
Assessing Faculty Performance: A Test of Method.

ERIC Educational Resources Information Center

Clark, Mary Jo; Blackburn, Robert T.

A methodology for evaluating faculty work performance was discussed, using data obtained from a typical liberal arts college faculty. Separate evaluations of teaching effectiveness and of overall contributions to the college for 45 full-time faculty (85% response rate) were collected from administrators, faculty colleagues, students, and from the…
Developing medical educators – a mixed method evaluation of a teaching education program

PubMed Central

Roos, Marco; Kadmon, Martina; Kirschfink, Michael; Koch, Eginhard; Jünger, Jana; Strittmatter-Haubold, Veronika; Steiner, Thorsten

2014-01-01

Background It is well accepted that medical faculty teaching staff require an understanding of educational theory and pedagogical methods for effective medical teaching. The purpose of this study was to evaluate the effectiveness of a 5-day teaching education program. Methods An open prospective interventional study using quantitative and qualitative instruments was performed, covering all four levels of the Kirkpatrick model: Evaluation of 1) ‘Reaction’ on a professional and emotional level using standardized questionnaires; 2) ‘Learning’ applying a multiple choice test; 3) ‘Behavior’ by self-, peer-, and expert assessment of teaching sessions with semistructured interviews; and 4) ‘Results’ from student evaluations. Results Our data indicate the success of the educational intervention at all observed levels. 1) Reaction: The participants showed a high acceptance of the instructional content. 2) Learning: There was a significant increase in knowledge (P<0.001) as deduced from a pre-post multiple-choice questionnaire, which was retained at 6 months (P<0.001). 3) Behavior: Peer-, self-, and expert-assessment indicated a transfer of learning into teaching performance. Semistructured interviews reflected a higher level of professionalism in medical teaching by the participants. 4) Results: Teaching performance ratings improved in students’ evaluations. Conclusions Our results demonstrate the success of a 5-day education program in embedding knowledge and skills to improve performance of medical educators. This multimethodological approach, using both qualitative and quantitative measures, may serve as a model to evaluate effectiveness of comparable interventions in other settings. PMID:24679671
Teaching Leadership Online: An Exploratory Study of Instructional and Assessment Strategy Use

ERIC Educational Resources Information Center

Jenkins, Daniel M.

2016-01-01

This global, quantitative study explores the instructional and assessment strategy use of leadership educators who teach online, academic credit-bearing leadership studies courses at graduate- and undergraduate-levels. Participants include 81 graduate-level and 37 undergraduate-level instructors who taught an online leadership studies course…
Teacher Pay for Performance: Experimental Evidence from the Project on Incentives in Teaching

ERIC Educational Resources Information Center

Springer, Matthew G.; Hamilton, Laura; McCaffrey, Daniel F.; Ballou, Dale; Le, Vi-Nhuan; Pepper, Matthew; Lockwood, J. R.; Stecher, Brian M.

2010-01-01

In an effort to explore the impact of performance incentives in education, the National Center on Performance Incentives (NCPI) partnered with the Metropolitan Nashville Public Schools (MNPS) to conduct the Project on Incentives in Teaching, or POINT. The study examines the effects on student outcomes of paying eligible teachers bonuses of up to…
Benefits of a programme taking advantage of patient-instructors to teach and assess musculoskeletal skills in medical students.

PubMed

Bideau, M; Guerne, P-A; Bianchi, M-P; Huber, P

2006-12-01

To evaluate a rheumatoid arthritis patient-instructor-based formation-assessment programme for its ability to improve and assess musculoskeletal knowledge and skills in third-year medical students. (1) The quality of our musculoskeletal teaching was assessed before patient-instructor intervention through an open-questions test (pre-test) and performance record forms (PRFs) filled in by the patient-instructors. (2) The improvement afforded by patient-instructors was evaluated through a second (identical) open-questions test (post-test). (3) The resulting skills in the students were further assessed by an individual patient-instructors physical status record form (PSRF), filled in by the students. Pre-tests and post-tests showed an improvement in correct answers from a mean score of 39% to 47%. The history-taking questions that obtained <50% scores in the pre-test mostly dealt with the consequences of a chronic illness. Intervention of patient-instructors especially improved knowledge of the psychosocial aspects and side effects of drugs. With regard to physical examination, patient-instructors makedly improved the identification of assessment of signs of active and chronic inflammation. PRF analysis showed that 10 of 28 questions answered by <50% of the students were related to disease characteristics of rheumatoid arthritis, extra-articular signs, side effects of drugs and psychosocial aspects. Analysis of the PSRF indicated that the weakness of our students' physical examination abilities in particular is related to recognising the types of swelling and differentiating tenderness from pain on motion. This study proves the considerable benefits of the involvement of patient-instructors in the teaching and assessment of clinical skills in students.
Early crisis nontechnical skill teaching in residency leads to long-term skill retention and improved performance during crises: A prospective, nonrandomized controlled study.

PubMed

Doumouras, Aristithes G; Engels, Paul T

2017-07-01

Medical error is common in crises, and the majority of observed errors are nontechnical in nature. The long-term impact of teaching crisis nontechnical skills to residents has not been evaluated. The objective of this study was to determine the effect of simulation-based teaching of crisis nontechnical skills compared to controls one year after initial teaching. This was a prospective study using both historical controls and a before-and-after methodology to evaluate the effect of a high-fidelity simulation curriculum that used crisis resource management principles to teach nontechnical skills. Postgraduate year 2 and 3 residents were invited to take part in a prospective training course over 2 years. The primary outcome was leader performance evaluated by expert raters using the previously validated 7-point Ottawa Global Rating Scale. Overall, 23 residents performed 30 simulations over the 2 years with the intervention group of 7 residents being assessed in both years. After adjustment, the postgraduate year 3 intervention group who received training the previous year had significantly higher overall performance scores than all postgraduate year 2 scores (1.09 95% confidence interval 0.70-1.47, P < .001) and the historical postgraduate year 3 cohort who received no prior training (1.20, 95% confidence interval 0.37-2.03, P = .005). There was no decay of skills noted over the course of the study. Postgraduate year 3 residents who had prior training had significantly improved crisis performance compared to historical postgraduate year 3 controls and untrained postgraduate year 2 residents. There were no significant differences between the crisis performance of postgraduate year 2 residents and the untrained postgraduate year 3 controls. This confirms the beneficial effect and long-term retention after crisis nontechnical skill training. Copyright © 2016 Elsevier Inc. All rights reserved.
Exploring the Effectiveness of Implementing Seminars as a Teaching and an Assessment Method in a Children's Literature Course

ERIC Educational Resources Information Center

Al'Adawi, Sharifa Said Ali

2017-01-01

The classroom environment should support students' autonomy through teaching and assessment methods. This article highlights students' perceptions about the value of implementing seminars as a teaching and an assessment method in a children's literature course in a college of applied sciences (XCAS). Additionally, preparation considerations and…
Tensions between Knowledge Transmission and Student-Focused Teaching Approaches to Assessment Purposes: Helping Students Improve through Transmission

ERIC Educational Resources Information Center

Chen, Junjun; Brown, Gavin T. L.

2016-01-01

This study surveyed 1064 Chinese school teachers' approaches to teaching and conceptions of assessment, and examined their inter-relationship using confirmatory factor analysis and structural equation modeling. Three approaches to teaching (i.e. Knowledge Transmission, Student-Focused, and Examination Preparation) and six conceptions of assessment…
What do faculty feel about teaching in this school? assessment of medical education environment by teachers.

PubMed

Shehnaz, Syed Ilyas; Arifulla, Mohamed; Sreedharan, Jayadevan; Gomathi, Kadayam Guruswami

2017-01-01

Faculty members are major stakeholders in curriculum delivery, and positive student learning outcomes can only be expected in an educational environment (EE) conducive to learning. EE experienced by teachers includes all conditions affecting teaching and learning activities. As the EE of teachers indirectly influences the EE of students, assessment of teachers' perceptions of EE can highlight issues affecting student learning. These perceptions can also serve as a valuable tool for identifying faculty development needs. In this study, we have used the Assessment of Medical Education Environment by Teachers (AMEET) inventory as a tool to assess medical teachers' perceptions of the EE. The AMEET inventory was used to assess perceptions regarding various domains of EE by teachers teaching undergraduate students at the College of Medicine, Gulf Medical University, Ajman, United Arab Emirates. Median total, domain, and individual statement scores were compared between groups using Wilcoxon rank-sum test. Teaching-learning activities, learning atmosphere, collaborative atmosphere, and professional self-perceptions were identified as strengths of the EE while time allocated for various teaching-learning activities, preparedness of students, levels of student stress, learning atmosphere in hospital, and support system for stressed faculty members were areas necessitating improvement. The scores of faculty members teaching in basic medical sciences were found to be significantly higher than those in clinical sciences. The EE of this medical college was generally perceived as being positive by faculty although a few areas of concern were highlighted. Strengths and weaknesses of the EE from the teachers' point of view provide important feedback to curriculum planners, which can be used to improve the working environment of the faculty as well as facilitate a better direction and focus to faculty development programs being planned for the future.
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.
Bedside teaching-making it an effective instructional tool.

PubMed

Khan, Ishtiaq Ali

2014-01-01

Bedside teaching is defined as any teaching in the presence of patient and is the core teaching strategy during the clinical years of a medical student. Although it is considered the most effective method to teach clinical and communication skills but its quality is deteriorating with the passage of time. The objective of this study is to explore faculty's perceptions about bedside teaching. This study was conducted in clinical disciplines of Ayub Medical College and hospital Abbottabad, Pakistan from January 2012 to July 2012. Pragmatic paradigm was selected to gather both quantitative and qualitative information. Data was collected sequentially to validate findings. Perceptions of all professors of clinical subjects about bed side teaching were recorded on a close-ended structured questionnaire. Then in-depth interviews were taken from 5 professors using an open ended questionnaire. Quantitative data was analysed using, SPSS-16. Qualitative research data was analysed through content analysis. Out of 20 professors of clinical departments 18 agreed to respond to the questionnaire assessing their perceptions about bed side teaching. Non-existence of bedside teaching curriculum, lack of discipline in students and faculty, lack of accountability, poor job satisfaction and low salary were identified as major factors responsible for decline in quality of bedside teaching. Most of them advocated that curriculum development, planning bedside teaching, implementation of discipline and accountability, improved job satisfaction and performance based promotions will improve quality of clinical teaching. Curriculum development for bedside teaching, institutional discipline, application of best planning strategies, performance based appraisal of faculty and good job satisfaction can make bedside teaching an effective instructional tool.
[Teacher's perfomance assessment in Family Medicine specialization].

PubMed

Martínez-González, Adrián; Gómez-Clavelina, Francisco J; Hernández-Torres, Isaías; Flores-Hernández, Fernando; Sánchez-Mendiola, Melchor

2016-01-01

In Mexico there is no systematic evaluation of teachers in medical specialties. It is difficult to identify appropriate teaching practices. The lack of evaluation has limited the recognition and improvement of teaching. The objective of this study was to analyze feedback from students about teaching activities of teachers-tutors responsible for the specialization course in family medicine, and evaluate the evidence of reliability and validity of the instrument applied online. It was an observational and cross-sectional study. Seventy eight teachers of Family Medicine of medical residency were evaluated by 734 resident´s opinion. The anonymous questionnaire to assess teaching performance by resident's opinion and it is composed of 5 dimensions using a Likert scale. Descriptive and inferential statistics (t test, one-way ANOVA and factor analysis) were used. Residents stated that teaching performance is acceptable, with an average of 4.25 ± 0.93. The best valued dimension was "Methodology" with an average of 4.34 ± .92 in contrast to the "assessment" dimension with 4.16 ± 1.04. Teachers of specialization in family medicine have acceptable performance by resident's opinion. The online assessment tool meets the criteria of validity and reliability.
Teaching in relationship: the impact on faculty of teaching "the Healer's Art".

PubMed

Rabow, Michael W; Newman, Maya; Remen, Rachel N

2014-01-01

Medical teachers report both positive and negative experiences, but these impacts are not well understood. In particular, the experience of faculty in relationship-centered education is unknown. We sought to assess the benefits to teachers of the Healer's Art, a popular international medical school elective course. We performed quantitative and qualitative analyses of course evaluations completed by 2009-10 Healer's Art faculty from 17 schools. Ninety-nine of 117 faculty (84.6%) completed the evaluation. No differences in quantitative responses based on gender, specialty, medical school, or year of graduation were observed. Respondents were likely or very likely to agree that the course was useful, positively impacted clinical work and teaching, and increased overall commitment to teaching. In describing the benefits of teaching in the Healer's Art, faculty emphasized four themes: Personal Response to Medicine, Professional Growth, Greater Connection, and Greater Empathy and Respect for Students. Healer's Art faculty report personal and professional benefits, as well as increased commitment to teaching and to a relationship-centered educational process.
Teaching New Dogs New Tricks: Teacher Leadership in the Performance Assessment for California Teachers (PACT)

ERIC Educational Resources Information Center

Nordengren, Chase

2016-01-01

Institutions that work with teachers and teaching, from school districts to unions to preparation programs, find themselves under enormous pressure to define who teachers ought to be and what capabilities they ought hold, before outside forces define those ideas for them. Still, consensus is hard to find. While other professions "manage…
Preservice elementary teachers' personal science teaching efficacy and science teaching outcome expectancies: The influence of student teaching

NASA Astrophysics Data System (ADS)

Plourde, Lee Alton

This study was unique in garnering an early view at how the deterioration of science teacher education begins. This investigation examined the impact of the student teaching semester on preservice elementary teachers' personal efficacy beliefs and outcome expectancy beliefs in science teaching. Participants in the study included the student teachers of three separate cohort groups commencing and completing their student teaching semester at the same time. Qualitative data were gathered from interviews and observations from selected individuals of these cohort groups. Quantitative and qualitative research methods were employed in the study. Utilizing a pretest and posttest one group research design, quantitative data were obtained from the administration of a psychometric test, Science Teaching Efficacy Belief Instrument for preservice teachers (STEBI-B). The pretest was administered at the beginning of the student teaching semester, before the student teachers began their "soloing" teaching, and the posttest was administered at the completion of the student teaching semester and "soloing" period. Qualitative data were derived from interviews and observations which were audio recorded and transcribed. The results of this study revealed that the student teaching semester did not have a statistically significant impact on the subjects' sense of personal self-efficacy, but the influence was statistically significant in regards to the student teachers' beliefs about children's ability to learn science. Data gathered through interviews and observations suggested that beliefs appear to originate from one or more of the following: a lack of practical work, personal involvement, and hands-on manipulation in science related activities in elementary, secondary, and tertiary education; a dependence of science courses on textbooks and lectures; the dispassionate association with science teachers/instructors; a focus on formalized tests with no performance assessments; the

Introducing Quality Control in the Chemistry Teaching Laboratory Using Control Charts

ERIC Educational Resources Information Center

Schazmann, Benjamin; Regan, Fiona; Ross, Mary; Diamond, Dermot; Paull, Brett

2009-01-01

Quality control (QC) measures are less prevalent in teaching laboratories than commercial settings possibly owing to a lack of commercial incentives or teaching resources. This article focuses on the use of QC assessment in the analytical techniques of high performance liquid chromatography (HPLC) and ultraviolet-visible spectroscopy (UV-vis) at…
Knowledge and Performance about Nursing Ethic Codes from Nurses' and Patients' Perspective in Tabriz Teaching Hospitals, Iran

PubMed Central

Mohajjel-Aghdam, Alireza; Hassankhani, Hadi; Zamanzadeh, Vahid; Khameneh, Saied; Moghaddam, Sara

2013-01-01

Introduction: Nursing profession requires knowledge of ethics to guide performance. The nature of this profession necessitates ethical care more than routine care. Today, worldwide definition of professional ethic code has been done based on human and ethical issues in the communication between nurse and patient. To improve all dimensions of nursing, we need to respect ethic codes. The aim of this study is to assess knowledge and performance about nursing ethic codes from nurses' and patients' perspective. Methods: A descriptive study Conducted upon 345 nurses and 500 inpatients in six teaching hospitals of Tabriz, 2012. To investigate nurses' knowledge and performance, data were collected by using structured questionnaires. Statistical analysis was done using descriptive and analytic statistics, independent t-test and ANOVA and Pearson correlation coefficient, in SPSS13. Results: Most of the nurses were female, married, educated at BS degree and 86.4% of them were aware of Ethic codes also 91.9% of nurses and 41.8% of patients represented nurses respect ethic codes. Nurses' and patients' perspective about ethic codes differed significantly. Significant relationship was found between nurses' knowledge of ethic codes and job satisfaction and complaint of ethical performance. Conclusion: According to the results, consideration to teaching ethic codes in nursing curriculum for student and continuous education for staff is proposed, on the other hand recognizing failures of the health system, optimizing nursing care, attempt to inform patients about Nursing ethic codes, promote patient rights and achieve patient satisfaction can minimize the differences between the two perspectives. PMID:25276730
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…
Does teaching crisis resource management skills improve resuscitation performance in pediatric residents?*.

PubMed

Blackwood, Jaime; Duff, Jonathan P; Nettel-Aguirre, Alberto; Djogovic, Dennis; Joynt, Chloe

2014-05-01

The effect of teaching crisis resource management skills on the resuscitation performance of pediatric residents is unknown. The primary objective of this pilot study was to determine if teaching crisis resource management to residents leads to improved clinical and crisis resource management performance in simulated pediatric resuscitation scenarios. A prospective, randomized control pilot study. Simulation facility at tertiary pediatric hospital. Junior pediatric residents. Junior pediatric residents were randomized to 1 hour of crisis resource management instruction or no additional training. Time to predetermined resuscitation tasks was noted in simulated resuscitation scenarios immediately after intervention and again 3 months post intervention. Crisis resource management skills were evaluated using the Ottawa Global Rating Scale. Fifteen junior residents participated in the study, of which seven in the intervention group. The intervention crisis resource management group placed monitor leads 24.6 seconds earlier (p = 0.02), placed an IV 47.1 seconds sooner (p = 0.04), called for help 50.4 seconds faster (p = 0.03), and checked for a pulse after noticing a rhythm change 84.9 seconds quicker (p = 0.01). There was no statistically significant difference in time to initiation of cardiopulmonary resuscitation (p = 0.264). The intervention group had overall crisis resource management performance scores 1.15 points higher (Ottawa Global Rating Scale [out of 7]) (p = 0.02). Three months later, these differences between the groups persisted. A 1-hour crisis resource management teaching session improved time to critical initial steps of pediatric resuscitation and crisis resource management performance as measured by the Ottawa Global Rating Scale. The control group did not develop these crisis resource management skills over 3 months of standard training indicating that obtaining these skills requires specific education. Larger studies of crisis resource education are
Pattern of periodontal treatments performed at the periodontology clinic of the Lagos University Teaching Hospital: 22 months review.

PubMed

Umeizudike, K A; Ayanbadejo, P O; Savage, K O; Taiwo, O A

2012-01-01

A critical evaluation of the pattern of periodontal procedures performed is important in providing useful data to the administrator for proper planning and budgeting for dental health service. To assess the pattern of periodontal treatments performed over a given period of time at the Periodontology clinic of the Lagos University Teaching Hospital, Lagos, Nigeria. This was a twenty two months retrospective study of all periodontal procedures performed on patients seen at the periodontology clinic of the Lagos University Teaching Hospital between January 2006 and October 2007. The periodontology treatment record was used to retrieve information which included the patient's age, gender, diagnosis and periodontal procedures given. The procedures were further categorized into surgical and nonsurgical groups. The information obtained was then analyzed using Epi Info 2007 statistical software. A total of 1,938 patients were seen during this period. Females were 1009 (52.1%) and males were 929 (47.9%). (F/M, 1.1:1). A total of 2,110 periodontal treatments were performed. Majority of the patients received non-surgical periodontal therapy which constituted the bulk (96.3%) of the therapies. Scaling and polishing was the most frequently performed non-surgical procedure accounting for 1261 (62.1%) with slightly more males receiving the treatment. Of the surgical treatment modalities, operculectomy accounted for 65.4% and was carried out on more females than males. Regenerative procedures were the least performed surgical treatments. This study highlighted that non-surgical periodontal therapy, particularly scaling and polishing was the most frequently utilized periodontal procedure. Operculectomy was the predominant surgical procedure performed. The low percentage of regenerative surgical procedures was however below the desired expectation.
Classroom Assessment Techniques

NASA Astrophysics Data System (ADS)

Narayanan, M.

2003-12-01

Provost David L. Potter of George Mason University chaired a joint task force and presented a report entitled ``Powerful Partnerships : A Shared Responsibility for Learnin'' in June 1998. The main goal is to make a difference in the quality of student learning. Further, it is important to assess this difference and document it. Clifford O. Young, Sr., & Laura Howzell Young of California State University, San Bernardino argue that a new paradigm for assessment, a learning paradigm, must be constructed to measure the success of new kinds of educational practices. Using two survey instruments, the Instruction Model Learning Model Questionnaire (IMLMQ) and the Student Evaluation of Teaching Effectiveness (SETE), they compared students' responses to the course when taught with traditional methods and with interactive methods. The results suggest that neither instrument effectively measures the kinds of learning promoted under the new paradigm. Linn, Baker, & Dunbar recommend that these newer assessment practices should be more authentic, that is, to involve students in the actual or simulated performance of a task or the documentation of the desired competency in a portfolio. Cerbin says that one of the most unfortunate consequences of a summative emphasis is that it inhibits open and productive discussions about teaching; in essence, it marginalizes the types of activity that could lead to better teaching (Cerbin, 1992). William Cerbin, who is the Director of the Center for Effective Teaching and learning, University Assessment Coordinator, and Professor of Psychology at the University of Wisconsin-LaCrosse is a recognized expert in the areas of cognition, language, and development. Edgerton, Hutchings, & Quinlan indicate that Teaching Portfolios may contain evidence of students' learning, but such information is optional, and when included, it may be only one of many pieces of material. Seldin, also supports this and stresses that the interplay between the instructor
Best practices in teaching echocardiography to cardiology fellows: a review of the evidence.

PubMed

Ruden, Emily A; Way, David P; Nagel, Rollin W; Cheek, Fern; Auseon, Alex J

2016-11-01

Best practices in the teaching of performance and interpretation of echocardiography to cardiology fellows are unknown, and thus, it has traditionally been performed through an apprenticeship model. This review summarizes the existing literature describing evidence-based teaching of echocardiography. A comprehensive search of multiple scientific and educational databases included prospective studies describing an educational intervention for teaching echocardiography to physicians. A total of 288 articles were retrieved, and 10 articles were included in our review. The Medical Education Research Study Quality Instrument (MERSQI), a validated rubric designed to measure the methodological quality of educational research, was used to assign a comprehensive score to each paper. The articles were categorized by educational themes as follows: focused curriculum-based training, simulation, and assessment of competency. Individual study MERSQI scores varied from 8 to 13 (mean 10.55) on a scale of 18 points. The distribution of each group's median score (focused curriculum-based training 11.64; simulation 12.92; assessment of competency 9.39) was analyzed using boxplots with a 95% confidence interval. The median MERSQI score for the assessment of competency group was significantly lower than the others. A review of the data exploring best practices in teaching echocardiography shows only limited effects describing the curricular and assessment components of an overall educational system, rather than one-on-one clinical teaching. Future papers should explore application of point-of-care teaching and the impact of interventions on patient outcomes. © 2016, Wiley Periodicals, Inc.
"Economics with Training Wheels": Using Blogs in Teaching and Assessing Introductory Economics

ERIC Educational Resources Information Center

Cameron, Michael P.

2012-01-01

Blogs provide a dynamic interactive medium for online discussion, consistent with communal constructivist pedagogy. The author of this article describes and evaluates a blog assignment used in the teaching and assessment of a small (40-60 students) introductory economics course. Using qualitative and quantitative data collected across four…
360-degree physician performance assessment.

PubMed

Dubinsky, Isser; Jennings, Kelly; Greengarten, Moshe; Brans, Amy

2010-01-01

Few jurisdictions have a robust common approach to assessing the quantitative and qualitative dimensions of physician performance. In this article, we examine the need for 360-degree physician performance assessment and review the literature supporting comprehensive physician assessment. An evidence-based, "best practice" approach to the development of a 360-degree physician performance assessment framework is presented, including an overview of a tool kit to support implementation. The focus of the framework is to support physician career planning and to enhance the quality of patient care. Finally, the legal considerations related to implementing 360-degree physician performance assessment are explored.
Learning-Style Responsive Approaches for Teaching Typically Performing and At-Risk Adolescents

ERIC Educational Resources Information Center

Honigsfeld, Andera; Dunn, Rita

2009-01-01

The authors recommend practical techniques and resources for teaching at-risk secondary students, who are often nontraditional learners. The article describes tactual and kinesthetic instructional resources that research has shown are effective for typically performing and at-risk students who do not learn conventionally. (Contains 2 figures.)
Assessing and Teaching Competence

ERIC Educational Resources Information Center

Grant, Terri

2004-01-01

The Professional Communication Unit (PCU) at the University of Cape Town (UCT) recently conducted a business communication needs analysis to determine student perceptions of their communicative competence and the teaching strategies being used to develop such competence. Students felt that the specialist, stand-alone communication program was more…
A Survey of Managers' Access to Key Performance Indicators via HIS: The Case of Iranian Teaching Hospitals.

PubMed

Ahmadi, Maryam; Khorrami, Farid; Dehnad, Afsaneh; Golchin, Mohammad H; Azad, Mohsen; Rahimi, Shafei

2018-01-01

The challenges of using health information systems in developing countries are different from developed countries for various reasons such as infrastructure and data culture of organizations. The aim of this study is to assess managers' access to key performance indicators (KPI) via Hospital Information System (HIS) in teaching hospitals of Iran. All managers (Census method) of the four teaching hospitals affiliated to Hormozgan University of Medical Sciences (HUMS) were included in this study. KPIs which are linked to the strategic objectives of organizations were adopted from the strategic plan of HUMS. The questionnaire used in this study included three categories: Financial, Human Resources and clinical. One-sample t-test was used and the significant difference score was calculated for the acceptable level. We found that HIS cannot facilitate access to KPIs for managers in the main categories, but it was effective in two subcategories of income (p = 0.314) and salary (P = 0.289)). A study of barriers to the use of managers of HIS in hospitals is suggested.
Learning, Teaching and Assessment: A Theoretical Overview. SCRE Project Report No. 20.

ERIC Educational Resources Information Center

Black, Harry; And Others

This overview of the literature on teaching, learning, and assessment was prepared to help develop a shared understanding by educators, researchers, and students to inform subsequent research conducted by the Scottish Council for Research in Education (SCRE) into the National Certificate in Scotland. Section 1 serves as an introduction to the…
Online Teaching Needs Assessment

ERIC Educational Resources Information Center

Holland, Glenda; Sivakumaran, Thillainatarajan; Dawson, Marcus Dewayne; Davis, Lucy; Choi, Yung Yu; Absher, Ashley

2010-01-01

The study utilized a descriptive research approach to analyze the professional development needs of participants. Researchers for this study wanted to know the kinds of support and incentives that are being offered for faculty members who are teaching online courses, the kinds of professional development opportunities that are being offered, the…
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
Learning clinical skills in the simulation suite: the lived experiences of student nurses involved in peer teaching and peer assessment.

PubMed

Ramm, Dianne; Thomson, Anna; Jackson, Andrew

2015-06-01

The benefits of peer teaching and assessment are well documented within nurse education literature. However, research to date has predominantly focused on the advantages and disadvantages for the inexperienced learner, with a dearth of knowledge relating to the perceptions of senior nursing students involved in teaching their peers. This study sought to investigate the student experience of taking part in a peer teaching and assessment initiative to include the perceptions of both first year nursing students and second/third year participants. Data were collected via open-ended questionnaires and analysed with qualitative 'Framework' analysis. This initiative received a generally positive response both from students being taught and also from those acting as facilitators. Perceived benefits included the social learning experience, development of teaching skills, self-awareness and the opportunity to communicate both good and bad news. Suggestions for improvement included additional time working in small groups, specific supplementary learning materials and the introduction of peer teaching and assessment into other areas of the Adult Nursing Programme. Peer teaching and assessment principles represent valuable strategies which can be utilised in nurse education to develop clinical skills and prepare nurses for real-life scenarios. Further research needs to investigate how to enhance the student learning experience and to fully exploit the potential for simulated experience to prepare students for their future role as registered nurses in clinical practice. Copyright © 2015 Elsevier Ltd. All rights reserved.
Assessing the Organizational and Administrative Context for Teaching and Learning: An Institutional Self-Study Manual.

ERIC Educational Resources Information Center

Peterson, Marvin W.; And Others

This self-assessment manual is intended to help institutions examine their academic management process to assess how they create and foster a climate that promotes undergraduate teaching and learning. It contains three instruments for self-administration. The "Institutional Case Study Guide" helps users analyze their institution's educational…
Student performance and their perception of a patient-oriented problem-solving approach with audiovisual aids in teaching pathology: a comparison with traditional lectures.

PubMed

Singh, Arjun

2011-01-01

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

PubMed Central

Bideau, M; Guerne, P‐A; Bianchi, M‐P; Huber, P

2006-01-01

Aim To evaluate a rheumatoid arthritis patient‐instructor‐based formation–assessment programme for its ability to improve and assess musculoskeletal knowledge and skills in third‐year medical students. Methods (1) The quality of our musculoskeletal teaching was assessed before patient‐instructor intervention through an open‐questions test (pre‐test) and performance record forms (PRFs) filled in by the patient‐instructors. (2) The improvement afforded by patient‐instructors was evaluated through a second (identical) open‐questions test (post‐test). (3) The resulting skills in the students were further assessed by an individual patient‐instructors physical status record form (PSRF), filled in by the students. Results Pre‐tests and post‐tests showed an improvement in correct answers from a mean score of 39% to 47%. The history‐taking questions that obtained <50% scores in the pre‐test mostly dealt with the consequences of a chronic illness. Intervention of patient‐instructors especially improved knowledge of the psychosocial aspects and side effects of drugs. With regard to physical examination, patient‐instructors makedly improved the identification of assessment of signs of active and chronic inflammation. PRF analysis showed that 10 of 28 questions answered by <50% of the students were related to disease characteristics of rheumatoid arthritis, extra‐articular signs, side effects of drugs and psychosocial aspects. Analysis of the PSRF indicated that the weakness of our students' physical examination abilities in particular is related to recognising the types of swelling and differentiating tenderness from pain on motion. Conclusion This study proves the considerable benefits of the involvement of patient‐instructors in the teaching and assessment of clinical skills in students. PMID:16707537
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.

Effects of team-based learning on perceived teamwork and academic performance in a health assessment subject.

PubMed

Park, Hyung-Ran; Kim, Chun-Ja; Park, Jee-Won; Park, Eunyoung

2015-01-01

The purpose of this study was to examine the effectiveness of team-based learning (a well-recognized learning and teaching strategy), applied in a health assessment subject, on nursing students' perceived teamwork (team-efficacy and team skills) and academic performance (individual and team readiness assurance tests, and examination scores). A prospective, one-group, pre- and post-test design enrolled a convenience sample of 74 second-year nursing students at a university in Suwon, Korea. Team-based learning was applied in a 2-credit health assessment subject over a 16-week semester. All students received written material one week before each class for readiness preparation. After administering individual- and team-readiness assurance tests consecutively, the subject instructor gave immediate feedback and delivered a mini-lecture to the students. Finally, students carried out skill based application exercises. The findings showed significant improvements in the mean scores of students' perceived teamwork after the introduction of team-based learning. In addition, team-efficacy was associated with team-adaptability skills and team-interpersonal skills. Regarding academic performance, team readiness assurance tests were significantly higher than individual readiness assurance tests over time. Individual readiness assurance tests were significantly related with examination scores, while team readiness assurance tests were correlated with team-efficacy and team-interpersonal skills. The application of team-based learning in a health assessment subject can enhance students' perceived teamwork and academic performance. This finding suggests that team-based learning may be an effective learning and teaching strategy for improving team-work of nursing students, who need to collaborate and effectively communicate with health care providers to improve patients' health.
Reliability of Scores Obtained from Self-, Peer-, and Teacher-Assessments on Teaching Materials Prepared by Teacher Candidates

ERIC Educational Resources Information Center

Nalbantoglu Yilmaz, Funda

2017-01-01

This study aims to determine the reliability of scores obtained from self-, peer-, and teacher-assessments in terms of teaching materials prepared by teacher candidates. The study group of this research constitutes 56 teacher candidates. In the scope of research, teacher candidates were asked to develop teaching material related to their study.…
A National Survey on Teaching and Assessing Technical Proficiency in Vascular Surgery in Canada.

PubMed

Drudi, Laura; Hossain, Sajjid; Mackenzie, Kent S; Corriveau, Marc-Michel; Abraham, Cherrie Z; Obrand, Daniel I; Vassiliou, Melina; Gill, Heather; Steinmetz, Oren K

2016-05-01

This survey aims to explore trainees' perspectives on how Canadian vascular surgery training programs are using simulation in teaching and assessing technical skills through a cross-sectional national survey. A 10-min online questionnaire was sent to Program Directors of Canada's Royal College of Physicians and Surgeons' of Canada approved training programs in vascular surgery. This survey was distributed among residents and fellows who were studying in the 2013-2014 academic year. Twenty-eight (58%) of the 48 Canadian vascular surgery trainees completed the survey. A total of 68% of the respondents were part of the 0 + 5 integrated vascular surgery training program. The use of simulation in the assessment of technical skills at the beginning of training was reported by only 3 (11%) respondents, whereas 43% reported that simulation was used in their programs in the assessment of technical skills at some time during their training. Training programs most often provided simulation as a method of teaching and learning endovascular abdominal aortic or thoracic aneurysm repair (64%). Furthermore, 96% of trainees reported the most common resource to learn and enhance technical skills was dialog with vascular surgery staff. Surveyed vascular surgery trainees in Canada report that simulation is rarely used as a tool to assess baseline technical skills at the beginning of training. Less than half of surveyed trainees in vascular surgery programs in Canada report that simulation is being used for skills acquisition. Currently, in Canadian training programs, simulation is most commonly used to teach endovascular skills. Copyright © 2016 Elsevier Inc. All rights reserved.
Educational Technology-Related Performance of Teaching Faculty in Higher Education: Implications for eLearning Management

ERIC Educational Resources Information Center

Larbi-Apau, Josephine A.; Guerra-Lopez, Ingrid; Moseley, James L.; Spannaus, Timothy; Yaprak, Attila

2017-01-01

The study examined teaching faculty's educational technology-related performances (ETRP) as a measure for predicting eLearning management in Ghana. A total of valid data (n = 164) were collected and analyzed on applied ISTE-NETS-T Performance Standards using descriptive and ANOVA statistics. Results showed an overall moderate performance with the…
Application of Data Envelopment Analysis on the Indicators Contributing to Learning and Teaching Performance

ERIC Educational Resources Information Center

Montoneri, Bernard; Lin, Tyrone T.; Lee, Chia-Chi; Huang, Shio-Ling

2012-01-01

This paper applies data envelopment analysis (DEA) to explore the quantitative relative efficiency of 18 classes of freshmen students studying a course of English conversation in a university of Taiwan from the academic year 2004-2006. A diagram of teaching performance improvement mechanism is designed to identify key performance indicators for…
Teaching Thinking Skills in Context-Based Learning: Teachers' Challenges and Assessment Knowledge

ERIC Educational Resources Information Center

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

2012-01-01

For an educational reform to succeed, teachers need to adjust their perceptions to the reform's new curricula and strategies and cope with new content, as well as new teaching and assessment strategies. Developing students' scientific literacy through context-based chemistry and higher order thinking skills was the framework for establishing a new…
Assessing performance in complex team environments.

PubMed

Whitmore, Jeffrey N

2005-07-01

This paper provides a brief introduction to team performance assessment. It highlights some critical aspects leading to the successful measurement of team performance in realistic console operations; discusses the idea of process and outcome measures; presents two types of team data collection systems; and provides an example of team performance assessment. Team performance assessment is a complicated endeavor relative to assessing individual performance. Assessing team performance necessitates a clear understanding of each operator's task, both at the individual and team level, and requires planning for efficient data capture and analysis. Though team performance assessment requires considerable effort, the results can be very worthwhile. Most tasks performed in Command and Control environments are team tasks, and understanding this type of performance is becoming increasingly important to the evaluation of mission success and for overall system optimization.
The teaching of physical assessment skills in pre-registration nursing programmes in Australia: issues for nursing education.

PubMed

Birks, Melanie; James, Ainsley; Chung, Catherine; Cant, Robyn; Davis, Jenny

2014-01-01

Health assessment is a fundamental aspect of the professional nursing role. The teaching of skills in physical assessment is therefore a large component of pre-registration nursing programmes. As the nursing curriculum becomes more crowded with what is deemed to be essential content, there is a need to rationalise what is taught in preparatory nursing programmes to ensure readiness for practice. The study outlined in this paper, as part of a larger project, explored the teaching of physical assessment skills in pre-registration nursing programmes across Australia. Fifty-three academics completed the 121 item online survey, indicating whether each skill was taught with practice, taught with no practice or not taught at all. The results suggest that only half the skills were being taught by more than 80% of the academics and 23 skills (19%) were taught by more than 90%. Of the 121 skills commonly taught--69 skills (57%) were taught with student practice and 29 (24%) were taught with no student practice. The results of this study raise questions about the teaching of physical assessment in pre-registration nursing programmes. The suggestion is not that skills that are used regularly or infrequently should be removed from the curriculum, rather, the authors propose that consideration be given to whether the teaching of skills that are never likely to be used is occurring at the expense of comprehensive mastery of core skills.
Technology Performance Level Assessment Methodology.

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

Roberts, Jesse D.; Bull, Diana L; Malins, Robert Joseph

The technology performance level (TPL) assessments can be applied at all technology development stages and associated technology readiness levels (TRLs). Even, and particularly, at low TRLs the TPL assessment is very effective as it, holistically, considers a wide range of WEC attributes that determine the techno-economic performance potential of the WEC farm when fully developed for commercial operation. The TPL assessment also highlights potential showstoppers at the earliest possible stage of the WEC technology development. Hence, the TPL assessment identifies the technology independent “performance requirements.” In order to achieve a successful solution, the entirety of the performance requirements within themore » TPL must be considered because, in the end, all the stakeholder needs must be achieved. The basis for performing a TPL assessment comes from the information provided in a dedicated format, the Technical Submission Form (TSF). The TSF requests information from the WEC developer that is required to answer the questions posed in the TPL assessment document.« less
The PrOSTE: identifying key components of effective procedural teaching.

PubMed

McSparron, Jakob I; Ricotta, Daniel N; Moskowitz, Ari; Volpicelli, Frank M; Roberts, David H; Schwartzstein, Richard M; Huang, Grace C

2015-02-01

Novel approaches for faculty development and assessment of procedural teaching skills are needed to improve the procedural education of trainees. The Objective Structured Teaching Exercise (OSTE) entails a simulated encounter in which faculty are observed teaching a standardized student and has been used to evaluate teaching skills. Use of an OSTE to assess the teaching of central venous catheterization has not been reported. The purpose of this study was to develop a procedural OSTE for subclavian central venous catheter (CVC) insertion and to determine specific aspects of procedural teaching associated with improved skills in novices. Critical care faculty/fellows taught a standardized student to insert a CVC in a simulator. We assessed the instructor's teaching skills using rating scales to generate a procedural teaching score. After this encounter, the instructor taught novice medical students to place CVCs in simulators. Novices then independently placed catheters in simulators and were evaluated by trained observers using a checklist. Generalized estimating equations were used to examine the correlation between specific teaching behaviors and the novices' skills in CVC placement. We recruited 10 participants to serve as teachers and 30 preclinical medical students to serve as novice learners. The overall mean procedural teaching score was 85.5 (±15.4). Improved student performance was directly related to the degree to which the teacher "provided positive feedback" (β = 1.53, SE = 0.44, P = 0.001), "offered learner suggestions for improvement" (β = 1.40, SE = 0.35, P < 0.001), and "demonstrated the procedure in a step-by-step manner" (β = 2.50, SE = 0.45, P < 0.001). There was no significant correlation between total scores and student skills (β = 0.06, SE = 0.46, P = 0.18). The OSTE is a standardized method to assess procedural teaching skills. Our findings suggest that specific aspects of procedural
Teaching and assessing professionalism in medicine.

PubMed

Duff, Patrick

2004-12-01

Professionalism is the single most important of the clinical competencies. Lack of professional behavior, in turn, is the single most common cause for disciplinary action against third and fourth-year medical students, residents, fellows, and clinical practitioners. Desirable professional attributes include humility, honesty, responsibility, reliability, and accountability. The ability to preserve an appropriate balance between patient care responsibilities and personal commitments also is an important feature of professional behavior. Altruism, respectfulness, loyalty, compassion, sensitivity, and tactfulness are other desirable professional attributes. In addition, professionalism requires a heightened sense of intellectual curiosity, insight into personal strengths and weaknesses, maturity, and commitment to clinical excellence and self-directed learning. Professionalism can be taught and assessed through lectures, small-group seminars, role-playing exercises, directed reading, and one-on-one observation and counseling. However, the most effective way of teaching professionalism is for instructors to model appropriate behavior and to impose a consistent policy of zero tolerance for unprofessional behavior.
Sustaining High Quality Teaching and Evidence-based Curricula: Follow-up Assessment of Teachers in the REDI Project

PubMed Central

Bierman, Karen L; DeRousie, Rebecca M. Sanford; Heinrichs, Brenda; Domitrovich, Celene E.; Greenberg, Mark T.; Gill, Sukhdeep

2013-01-01

Recent research has validated the power of evidence-based preschool interventions to improve teaching quality and promote child school readiness when implemented in the context of research trials. However, very rarely are follow-up assessments conducted with teachers in order to evaluate the maintenance of improved teaching quality or sustained use of evidence-based curriculum components after the intervention trial. In the current study, we collected follow-up assessments of teachers one year after their involvement in the REDI research trial to evaluate the extent to which intervention teachers continued to implement the REDI curriculum components with high-quality, and to explore possible pre-intervention predictors of sustained implementation. In addition, we conducted classroom observations to determine whether general improvements in the teaching quality of intervention teachers (relative to control group teachers) were sustained. Results indicated sustained high-quality implementation of some curriculum components (the PATHS curriculum), but decreased implementation of other components (the language-literacy components). Sustained intervention effects were evident on most aspects of general teaching quality targeted by the intervention. Implications for practice and policy are discussed. PMID:24204101
Anesthesiology residents' perspective about good teaching--a qualitative needs assessment.

PubMed

Ortwein, Heiderose; Blaum, Wolf E; Spies, Claudia D

2014-01-01

Germany, like many other countries, will soon have a shortage of qualified doctors. One reason for the dissatisfaction amongst medical residents are the relatively unstructured residency training programs despite increasing importance of outcome-based education. The aim of our study was to identify characteristics and requirements for good teaching during anesthesiology residency training from the resident's point of view. A consensus workshop with residents from all medical universities in Germany was held. Participants were allocated to one of the three topics, chosen based on a 2009 nationwide evaluation of residency. The three topics were (A) characteristics of helpful/good teachers, (B) characteristics of helpful/good conditions and (C) characteristics of helpful/good curricular structure. Each group followed a nominal group technique consensus process to define and rank characteristics for a good residency. 31 (79.5%) resident representatives were present. The consented results put emphasis on the importance of structured curricula including transparent goals and objectives, in training formative assessments and quality assurance measures for the program. Residents further long for trained trainers with formal teaching qualifications and protected teaching time. Good residency training requires careful consideration of all stakeholders' needs. Results reflect and extend previous findings and are at least to some degree easily implemented. These findings are an important step to establish a broader consensus within the discipline.
Can Graduate Teaching Assistants Teach Inquiry-Based Geology Labs Effectively?

ERIC Educational Resources Information Center

Ryker, Katherine; McConnell, David

2014-01-01

This study examines the implementation of teaching strategies by graduate teaching assistants (GTAs) in inquiry-based introductory geology labs at a large research university. We assess the degree of inquiry present in each Physical Geology lab and compare and contrast the instructional practices of new and experienced GTAs teaching these labs. We…
Teaching Quality, Learning Satisfaction, and Academic Performance among Hospitality Students in Taiwan

ERIC Educational Resources Information Center

Ko, Wen-Hwa; Chung, Feng-Ming

2014-01-01

The purpose of this study is to examine the effect of the teaching quality of culinary arts teachers and student learning satisfaction on the academic performance of hospitality students. This study surveys the students in hospitality departments at universities in Taiwan. A total of 406 (81.2%) valid questionnaires were received. Research results…
Assessing Graduate Teaching Assistants' Beliefs and Practices

ERIC Educational Resources Information Center

Douglas, Jennifer; Powell, Darcey N.; Rouamba, Nathalie H.

2016-01-01

Graduate teaching assistants (GTAs) play a crucial role in North American colleges. At a mid-Atlantic, land grant institution, GTAs instruct 34,000 undergraduates per semester. Given this scope, GTAs exert a powerful influence on undergraduate learning, yet little is known about their teaching beliefs in relation to their classroom practices. This…
Teaching Cardiac Examination Skills

PubMed Central

Smith, Christopher A; Hart, Avery S; Sadowski, Laura S; Riddle, Janet; Evans, Arthur T; Clarke, Peter M; Ganschow, Pamela S; Mason, Ellen; Sequeira, Winston; Wang, Yue

2006-01-01

OBJECTIVE To determine if structured teaching of bedside cardiac examination skills improves medical residents' examination technique and their identification of key clinical findings. DESIGN Firm-based single-blinded controlled trial. SETTING Inpatient service at a university-affiliated public teaching hospital. PARTICIPANTS Eighty Internal Medicine residents. METHODS The study assessed 2 intervention groups that received 3-hour bedside teaching sessions during their 4-week rotation using either: (1) a traditional teaching method, “demonstration and practice” (DP) (n=26) or (2) an innovative method, “collaborative discovery” (CD) (n=24). The control group received their usual ward teaching sessions (n=25). The main outcome measures were scores on examination technique and correct identification of key clinical findings on an objective structured clinical examination (OSCE). RESULTS All 3 groups had similar scores for both their examination technique and identification of key findings in the preintervention OSCE. After teaching, both intervention groups significantly improved their technical examination skills compared with the control group. The increase was 10% (95% confidence interval [CI] 4% to 17%) for CD versus control and 12% (95% CI 6% to 19%) for DP versus control (both P<.005) equivalent to an additional 3 to 4 examination skills being correctly performed. Improvement in key findings was limited to a 5% (95% CI 2% to 9%) increase for the CD teaching method, CD versus control P=.046, equivalent to the identification of an additional 2 key clinical findings. CONCLUSIONS Both programs of bedside teaching increase the technical examination skills of residents but improvements in the identification of key clinical findings were modest and only demonstrated with a new method of teaching. PMID:16423116
[Peer teaching and peer assessment are appropriate tools in medical education in otorhinolaryngology].

PubMed

Kemper, M; Linke, J; Zahnert, T; Neudert, M

2014-06-01

The use of student tutors (peers) is an accepted method in medical education. In 2011, final year students of the otorhinolaryngology (ORL) department of the University Hospital in Dresden were appointed as peers for the clinical ORL examination. They assisted in the instruction of the clinical ORL examination (peer teaching, PT) and served as examiners (peer assessment, PA) in the final objective structured clinical examination (OSCE). The effect on the quality of education and examination was examined. 248 medical students (5(th) year) were divided in 2 groups. They were trained and finally examined in the standardized clinical ORL examination by peers and/or physicians. Group I (n=118) was exclusively trained and examined by physicians and group II (n=130) by peers and physicians. The results of the OSCE were stratified for the 2 groups and in group II for the subgroups according to the instructors' and examiners' qualification (peer or physician). The students evaluated the internship and the instructors' and examiners' quality with a validated questionnaire. In the OSCE, group I scored in the mean 59.9±4.9 points (max. 65). In group II the mean score was 58.3±4.3 points examined by the peers and 59.5±4.8 points for same performance assessed by the physicians. There were no statistical significant differences in the examination results when stratified for the instructors' and examiners' qualification. The evaluation results were consistently positive and identical when compared to the previous year without use of PT and PA and between the 2 groups and subgroups. When using a standardized clinical examination routine peers can be used for PT and PA to appropriate tools in student's medical education without any decrease in the teaching and examination quality. © Georg Thieme Verlag KG Stuttgart · New York.
Student Pedagogical Teams: Students as Course Consultants Engaged in Process of Teaching and Learning

ERIC Educational Resources Information Center

Hayward, Lorna; Ventura, Susan; Schuldt, Hilary; Donlan, Pamela

2018-01-01

Faculty engage in "pedagogical solitude," in which they plan, teach, and assess their work alone. To optimize teaching environments and learning outcomes, students can serve as "student pedagogical teams" (SPT) and provide feedback on instructor performance, course structure, and content. Using self-determination theory, this…
The availability of teaching-pedagogical resources used for promotion of learning in teaching human anatomy.

PubMed

Aragão, José Aderval; Fonseca-Barreto, Ana Terra; Brito, Ciro José; Guerra, Danilo Ribeiro; Nunes-Mota, José Carlos; Reis, Francisco Prado

2013-01-01

Five hundred students attending higher education institutions in northeastern Brazil responded to questionnaires about their anatomy classes; students represented a variety of different health sciences disciplines. Analysis of the responses revealed the participation of teaching assistants in a large percentage of classes and the use of teaching resources, particularly images, from conventional radiographs to magnetic resonance images. The number of classes for cadaver dissection and the number of students with access to that type of class were small. In most cases, dissection was performed according to anatomic regions or systems. Medicine and nursing students had the highest number of practical dissection classes. Most students were assessed using practical and theoretical tests. Findings revealed conditions similar to those found elsewhere. Resources should be renewed and used to improve teaching for students whose courses demand the study of human anatomy.

Development of an Instrument to Measure Teaching Style in Japan: The Teaching Style Assessment Scale

ERIC Educational Resources Information Center

Yoshida, Fumiko; Conti, Gary J.; Yamauchi, Toyoaki; Iwasaki, Takaaki

2014-01-01

Teaching style has been a popular concept for many years. Teaching style refers to the distinct qualities displayed by a teacher that are persistent from situation to situation regardless of the content. The Principles of Adult Learning Scale (PALS) has been used extensively in the West for measuring teaching style in relationship to the adult…
Using Qualitative Research to Assess Teaching and Learning in Technology-Infused TILE Classrooms

ERIC Educational Resources Information Center

Van Horne, Sam; Murniati, Cecilia Titiek; Saichaie, Kem; Jesse, Maggie; Florman, Jean C.; Ingram, Beth F.

2014-01-01

This chapter describes the results of an assessment project whose purpose was to improve the faculty-development program for instructors who teach in technology-infused TILE (Transform, Interact, Learn, Engage) classrooms at the University of Iowa. Qualitative research methods were critical for (1) learning about how students and instructors…
Development and Evaluation of a Novel Survey Tool Assessing Inpatient Consult Service Performance.

PubMed

Miloslavsky, Eli M; Chang, Yuchiao

2017-12-01

Subspecialty consultation in inpatient medicine is increasing, and enhancing performance of consultation services may have a broad-reaching impact. Multisource feedback is an important tool in assessing competence and improving performance. A mechanism for primary team resident feedback on performance of consult services has not been described. We developed and evaluated an instrument designed to assess internal medicine (IM) subspecialty inpatient consult service performance. We hypothesized that the instrument would be feasible to administer and provide important information to fellowship directors. The instrument was administered in 2015 and 2016 at a single academic center. All IM residents were invited to evaluate 10 IM subspecialty consult services on 4 items and an overall satisfaction rating. The instrument allowed for free-text feedback to fellows. Program directors completed another survey assessing the impact of the consult service evaluation. A total of 113 residents responded (47 in 2015 and 66 in 2016, for a combined response rate of 35%). Each of the 4 items measured (communication, professionalism, teaching, and pushback) correlated significantly with the overall satisfaction rating in univariate and multivariate analyses. There were no differences in ratings across postgraduate year or year of administration. There was considerable variation in ratings among the services evaluated. The 7 program directors who provided feedback found the survey useful and made programmatic changes following evaluation implementation. A primary team resident evaluation of inpatient medicine subspecialty consult services is feasible, provides valuable information, and is associated with changes in consult service structure and curricula.
Evaluating peer teaching about chronic disease.

PubMed

Guenther, Sylvia; Shadbolt, Narelle; Roberts, Chris; Clark, Tyler

2014-12-01

The primary care areas of priority (PCAP) activity was developed to engage medical students in learning about chronic disease management in a clinical context from their peers. It is one of several summative assessment tasks that occur during a primary care community term rotation in a graduate-entry medical programme. We evaluated the acceptability and effectiveness of the PCAP activity as a combined teaching, learning and assessment innovation. Evaluation and assessment data from students who rotated through the four community term blocks during the 2011-2012 academic year was analysed using both qualitative and quantitative methods. PCAP peer teaching activity is an effective format for teaching about the management of chronic conditions in the community Analysis indicated that 89 per cent (n = 148/166) of responding students rated the PCAP as satisfactory, good or excellent. The marking rubric contained 11 assessable components, including teaching skills, mastery of clinical knowledge, developing a management plan, disease prevention and health promotion opportunities, identifying patient safety issues, the impact of the clinical presentation on the patient and family, and consideration of health equity factors. Analysis of the assessment scores indicated that the majority of students achieved the specified learning outcomes. The PCAP peer teaching activity was an acceptable and effective format for teaching about the management of chronic conditions in the community, and is adaptable to other teaching contexts. Students enjoyed teaching and being taught by their peers, and assessment results indicated that they developed their clinical knowledge as well as their teaching ability regarding chronic disease management. © 2014 John Wiley & Sons Ltd.
A Rapid Assessment of Instructional Strategies to Teach Auditory-Visual Conditional Discriminations to Children with Autism

ERIC Educational Resources Information Center

Kodak, Tiffany; Clements, Andrea; LeBlanc, Brittany

2013-01-01

The purpose of the present investigation was to evaluate a rapid assessment procedure to identify effective instructional strategies to teach auditory-visual conditional discriminations to children diagnosed with autism. We replicated and extended previous rapid skills assessments (Lerman, Vorndran, Addison, & Kuhn, 2004) by evaluating the effects…
Minimal supervision out-patient clinical teaching.

PubMed

Figueiró-Filho, Ernesto Antonio; Amaral, Eliana; McKinley, Danette; Bezuidenhout, Juanita; Tekian, Ara

2014-08-01

Minimal faculty member supervision of students refers to a method of instruction in which the patient-student encounter is not directly supervised by a faculty member, and presents a feasible solution in clinical teaching. It is unclear, however, how such practices are perceived by patients and how they affect student learning. We aimed to assess patient and medical student perceptions of clinical teaching with minimal faculty member supervision. Questionnaires focusing on the perception of students' performance were administered to patients pre- and post-consultation. Students' self-perceptions on their performance were obtained using a questionnaire at the end of the consultation. Before encounters with students, 22 per cent of the 95 patients were not sure if they would feel comfortable or trust the students; after the consultation, almost all felt comfortable (97%) and relied on the students (99%). The 81 students surveyed agreed that instruction with minimal faculty member supervision encouraged their participation and engagement (86%). They expressed interest in knowing patients' opinions about their performance (94%), and they felt comfortable about being assessed by the patients (86%). The minimal faculty member supervision model was well accepted by patients. Responses from the final-year students support the use of assessments that incorporate feedback from patients in their overall clinical evaluations. © 2014 John Wiley & Sons Ltd.
Authentic Teaching and Assessment: Policy and Practice. Examples from the Field. Annual National Center for Restructuring Education, Schools, and Teaching Affiliates' Meeting (2nd, New York, New York, March 19, 1993).

ERIC Educational Resources Information Center

Harrington, Diane, Comp.; And Others

The second annual Affiliates' meeting of the National Center for Restructuring Education, Schools, and Teaching brought together 200 people to examine authentic teaching and assessment practices and policies. Nine presentations from the meeting are compiled in this document, illustrating different approaches to developing alternative assessment…
Investigating Factors Affecting Science Teachers' Performance and Satisfaction toward Their Teaching Process at Najran University for Girls' Science Colleges

ERIC Educational Resources Information Center

Alshehry, Amel Thafer

2014-01-01

In Saudi educational system, many factors have led to a various need for teaching qualifications in higher educational institutions. One main aim of this study was to determine the perception of college teachers on how to assess the effectiveness of the teaching process and what most students consider when evaluating their teachers. Further, it…
Teaching Efficacy and Teaching Performance among Student Teachers in a Jordanian Childhood Education Program

ERIC Educational Resources Information Center

Weshah, Hani A.

2012-01-01

This study aimed to investigate the teaching efficacy of student teachers in the Childhood Education Program at the University of Jordan. The sample consisted of (106) female student teachers. The Teacher Efficacy Scale and the Effective Teaching Behaviors Scale were used to collect the data of this study. Results showed that a third of the…
A theory of planned behaviour-based analysis of TIMSS 2011 to determine factors influencing inquiry teaching practices in high-performing countries

NASA Astrophysics Data System (ADS)

Pongsophon, Pongprapan; Herman, Benjamin C.

2017-07-01

Given the abundance of literature describing the strong relationship between inquiry-based teaching and student achievement, more should be known about the factors impacting science teachers' classroom inquiry implementation. This study utilises the theory of planned behaviour to propose and validate a causal model of inquiry-based teaching through analysing data relating to high-performing countries retrieved from the 2011 Trends in International Mathematics and Science Study assessments. Data analysis was completed through structural equation modelling using a polychoric correlation matrix for data input and diagonally weighted least squares estimation. Adequate fit of the full model to the empirical data was realised. The model demonstrates that the extent the teachers participated in academic collaborations was positively related to their occupational satisfaction, confidence in teaching inquiry, and classroom inquiry practices. Furthermore, the teachers' confidence with implementing inquiry was positively related to their classroom inquiry implementation and occupational satisfaction. However, perceived student-generated constraints demonstrated a negative relationship with the teachers' confidence with implementing inquiry and occupational satisfaction. Implications from this study include supporting teachers through promoting collaborative opportunities that facilitate inquiry-based practices and occupational satisfaction.
Practicing Learner-Centered Teaching: Pedagogical Design and Assessment of a Second Life Project

ERIC Educational Resources Information Center

Schiller, Shu Z.

2009-01-01

Guided by the principles of learner-centered teaching methodology, a Second Life project is designed to engage students in active learning of virtual commerce through hands-on experiences and teamwork in a virtual environment. More importantly, an assessment framework is proposed to evaluate the learning objectives and learning process of the…
Developing an Assessment Instrument to Measure Early Elementary Teachers' Mathematical Knowledge for Teaching

ERIC Educational Resources Information Center

Schoen, Robert C.; Bray, Wendy; Wolfe, Christopher; Tazaz, Amanda M.; Nielsen, Lynne

2017-01-01

This study reports on the development and field study of K-TEEM, a web-based assessment instrument designed to measure mathematical knowledge for teaching (MKT) at the early elementary level. The development process involved alignment with early elementary curriculum standards, expert review of items and scoring criteria, cognitive interviews with…
Implementation of Personalized E-Assessment for Remedial Teaching in an E-Learning Environment

ERIC Educational Resources Information Center

Lin, Chen-Yu; Wang, Tzu-Hua

2017-01-01

This research explored how different models of Web-based dynamic assessment in remedial teaching improved junior high school student learning achievement and their misconceptions about the topic of "Weather and Climate." This research adopted a quasi-experimental design. A total of 58 7th graders participated in this research.…
Using Explicit C-R-A Instruction to Teach Fraction Word Problem Solving to Low-Performing Asian English Learners

ERIC Educational Resources Information Center

Kim, Sun A.; Wang, Peishi; Michaels, Craig A.

2015-01-01

This article investigates the effects of fraction word problem-solving instruction involving explicit teaching of the concrete-representational-abstract sequence with culturally relevant teaching examples for 3 low-performing Asian immigrant English learners who spoke a language other than English at home. We used a multiple probe design across…
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.
The Southeast Scotland Foundation Doctor Teaching Programme--is "near-peer" teaching feasible, efficacious and sustainable on a regional scale?

PubMed

Rodrigues, Jeremy; Sengupta, Anshuman; Mitchell, Alana; Kane, Christopher; Kane, Clare; Maxwell, Simon; Cameron, Helen; Ross, Michael; Ford, Michael

2009-02-01

Peer-assisted learning has advantages for students and tutors. We aimed to establish a novel 'near-peer' teaching scheme delivered by junior doctors for final-year medical students in Southeast Scotland. We report feedback from students regarding the perceived utility of this scheme, the results of a randomized controlled trial (RCT) of its impact, and mechanisms for quality assurance and sustainability. The scheme was devised by newly qualified doctors. Following open recruitment and tutor training, junior doctor-led sessions were provided on clinical examination and practical prescribing in 2006-2008. Feedback was sought using anonymized questionnaires. An RCT was performed to assess the effect of attendance at a prescribing tutorial on performance in a mock assessment. Of 271 students in 2006-2007, 234 (86%) completed voluntary feedback and 233 (99%) expressed interest in attending more tutorials. In the RCT, students who received a tutorial made fewer dosing errors (9 vs. 22, p = 0.049). The majority of tutors attending the training symposium felt the experience was useful and helped prepare them for teaching. 'Near-peer' teaching is a popular adjunct to the undergraduate programme and may promote junior doctors' professional development. Such schemes can be devised and delivered by juniors in conjunction with university staff.
Effects of Explicit Teaching and Peer Tutoring on the Reading Achievement of Learning-Disabled and Low-Performing Students in Regular Classrooms.

ERIC Educational Resources Information Center

Simmons, Deborah C.; And Others

1995-01-01

Examined effects of explicit teaching and peer tutoring on reading achievement of learning-disabled students and nondisabled, low-performing readers in academically integrated classrooms. Found that explicit-teaching students did not achieve reliably better than controls; students in the explicit teaching plus peer tutoring condition scored higher…
Feel, Think, Teach--Emotional Underpinnings of Approaches to Teaching in Higher Education

ERIC Educational Resources Information Center

Kordts-Freudinger, Robert

2017-01-01

The paper investigates relations between higher education teachers' approaches to teaching and their emotions during teaching, as well as their emotion regulation strategies. Based on the assumption that the approaches hinge on emotional experiences with higher education teaching and learning, three studies assessed teachers' emotions, their…
Measuring Teaching Best Practice in the Induction Years: Development and Validation of an Item-Level Assessment

ERIC Educational Resources Information Center

Kingsley, Laurie; Romine, William

2014-01-01

Schools and teacher induction programs around the world routinely assess teaching best practice to inform accreditation, tenure/promotion, and professional development decisions. Routine assessment is also necessary to ensure that teachers entering the profession get the assistance they need to develop and succeed. We introduce the Item-Level…
Relating Knowledge about Reading to Teaching Practice: An Exploratory Validity Study of a Teacher Knowledge Assessment

ERIC Educational Resources Information Center

Phelps, Geoffrey; Johnson, David; Carlisle, Joanne

2009-01-01

The research reported in this paper is focused directly on assessing the validity of the "Teaching Knowledge about Reading and Reading Practices" (TKRRP) assessment. Following the recommendations of the Standards for Educational and Psychological Testing (APA/AERA, 1999), the authors see validation as a process of constructing an…

The Effect of Formative Assessments on Language Performance

ERIC Educational Resources Information Center

Radford, Brian W.

2014-01-01

This study sought to improve the language learning outcomes at the Missionary Training Center in Provo, Utah. Young men and women between the ages of 19-24 are taught a foreign language in an accelerated environment. In an effort to improve learning outcomes, computer-based practice and teaching of language performance criteria were provided to…
Performance and Perception in the Flipped Learning Model: An Initial Approach to Evaluate the Effectiveness of a New Teaching Methodology in a General Science Classroom

NASA Astrophysics Data System (ADS)

González-Gómez, David; Jeong, Jin Su; Airado Rodríguez, Diego; Cañada-Cañada, Florentina

2016-06-01

"Flipped classroom" teaching methodology is a type of blended learning in which the traditional class setting is inverted. Lecture is shifted outside of class, while the classroom time is employed to solve problems or doing practical works through the discussion/peer collaboration of students and instructors. This relatively new instructional methodology claims that flipping your classroom engages more effectively students with the learning process, achieving better teaching results. Thus, this research aimed to evaluate the effects of the flipped classroom on the students' performance and perception of this new methodology. This study was conducted in a general science course, sophomore of the Primary Education bachelor degree in the Training Teaching School of the University of Extremadura (Spain) during the course 2014/2015. In order to assess the suitability of the proposed methodology, the class was divided in two groups. For the first group, a traditional methodology was followed, and it was used as control. On the other hand, the "flipped classroom" methodology was used in the second group, where the students were given diverse materials, such as video lessons and reading materials, before the class to be revised at home by them. Online questionnaires were as well provided to assess the progress of the students before the class. Finally, the results were compared in terms of students' achievements and a post-task survey was also conducted to know the students' perceptions. A statistically significant difference was found on all assessments with the flipped class students performing higher on average. In addition, most students had a favorable perception about the flipped classroom noting the ability to pause, rewind and review lectures, as well as increased individualized learning and increased teacher availability.
Predictive Power of the Test of Everyday Attention for Children (TEA-CH) on Various Methods of Reading Comprehension Assessment among Low-Income Fourth Grade Children of Color

ERIC Educational Resources Information Center

Vavassoeur, Lether Christine

2016-01-01

The purpose of this dissertation was to investigate the extent to which the Test of Everyday Attention for Children (TEA-Ch) in isolation and in combination with parent ratings of inattention predicted performance on reading comprehension assessments presented in various formats (question and answer, cloze, and recall) among a non-clinical sample…
Assessing Student Teaching Experiences: Teacher Candidates' Perceptions of Preparedness

ERIC Educational Resources Information Center

Lee, Joohi; Tice, Kathleen; Collins, Denise; Brown, Amber; Smith, Cleta; Fox, Jill

2012-01-01

The purpose of this study is to investigate the effectiveness of student teaching experiences by measuring teacher candidates' perceptions of their preparedness. The participants were 130 teacher candidates who had completed their student teaching as part of a program preparing them to teach children in pre-K through grade 4. Teacher candidates…
OTLA: A New Model for Online Teaching, Learning and Assessment in Higher Education

ERIC Educational Resources Information Center

Ghilay, Yaron; Ghilay, Ruth

2013-01-01

The study examined a new asynchronous model for online teaching, learning and assessment, called OTLA. It is designed for higher-education institutions and is based on LMS (Learning Management System) as well as other relevant IT tools. The new model includes six digital basic components: text, hypertext, text reading, lectures (voice/video),…
Teaching Students How to Integrate and Assess Social Networking Tools in Marketing Communications

ERIC Educational Resources Information Center

Schlee, Regina Pefanis; Harich, Katrin R.

2013-01-01

This research is based on two studies that focus on teaching students how to integrate and assess social networking tools in marketing communications. Study 1 examines how students in marketing classes utilize social networking tools and explores their attitudes regarding the use of such tools for marketing communications. Study 2 focuses on an…
Teaching Strategies for the Forearm Pass in Volleyball

ERIC Educational Resources Information Center

Casebolt, Kevin; Zhang, Peng; Brett, Christine

2014-01-01

This article shares teaching strategies for the forearm pass in the game of volleyball and identifies how they will help students improve their performance and development of forearm passing skills. The article also provides an assessment rubric to facilitate student understanding of the skill.
TEACHING ENGINEERING DESIGN, A STUDY OF JOBSHOP.

ERIC Educational Resources Information Center

ENTWISLE, DORIS R.; HUGGINS, W.H.

THE USE OF A COMPUTER PROGRAM BY ENGINEERING STUDENTS TO SIMULATE A JOB SHOP THAT MANUFACTURES ELECTRONIC DEVICES HAS INDICATED THAT SIMULATION METHODS OFFER REALISTIC ASSISTANCE IN TEACHING. EACH STUDENT IN THE STUDY SUBMITTED SPECIFICATIONS FOR A CIRCUIT DESIGN AND, FROM THE COMPUTER, RECEIVED PERFORMANCE ASSESSMENTS OF THE CIRCUIT WHICH…
What Do We Know About Intraoperative Teaching?: A Systematic Review.

PubMed

Timberlake, Matthew D; Mayo, Helen G; Scott, Lauren; Weis, Joshua; Gardner, Aimee K

2017-08-01

There is increasing attention on enhancing surgical trainee performance and competency. The purpose of this review is to identify characteristics and themes related to intraoperative teaching that will better inform interventions and assessment endeavors. A systematic search was carried out of the Ovid MEDLINE, Ovid MEDLINE InProcess, Ovid Embase, and the Cochrane Library databases to identify all studies that discussed teaching in the operating room for trainees at the resident and fellow level. Evidence for main outcome categories was evaluated with the Medical Education Research Study Quality Instrument (MERSQI). A total of 2101 records were identified. After screening by title, abstract, and full text, 34 studies were included. We categorized these articles into 3 groups on the basis of study methodology: perceptions, best practices, and interventions to enhance operative teaching. Overall strength of evidence for each type of study was as follows: perceptions (MERSQI: 7.5-10); best practices (6.5-11.5), and interventions (8-15). Although very few studies (n = 5) examined interventions for intraoperative teaching, these studies demonstrate the efficacy of techniques designed to enhance faculty teaching behaviors. Interventions have a positive impact on trainee ratings of their faculty intraoperative teaching performance. There is discordance between trainee perceptions of quantity and quality of teaching, compared with faculty perceptions of their own teaching behaviors. Frameworks and paradigms designed to provide best practices for intraoperative teaching agree that effective teaching spans 3 phases that take place before, during, and after cases.
Using case method to explicitly teach formative assessment in preservice teacher science education

NASA Astrophysics Data System (ADS)

Bentz, Amy Elizabeth

The process of formative assessment improves student understanding; however, the topic of formative assessment in preservice education has been severely neglected. Since a major goal of teacher education is to create reflective teaching professionals, preservice teachers should be provided an opportunity to critically reflect on the use of formative assessment in the classroom. Case method is an instructional methodology that allows learners to engage in and reflect on real-world situations. Case based pedagogy can play an important role in enhancing preservice teachers' ability to reflect on teaching and learning by encouraging alternative ways of thinking about assessment. Although the literature on formative assessment and case methodology are extensive, using case method to explore the formative assessment process is, at best, sparse. The purpose of this study is to answer the following research questions: To what extent does the implementation of formative assessment cases in methods instruction influence preservice elementary science teachers' knowledge of formative assessment? What descriptive characteristics change between the preservice teachers' pre-case and post-case written reflection that would demonstrate learning had occurred? To investigate these questions, preservice teachers in an elementary methods course were asked to reflect on and discuss five cases. Pre/post-case data was analyzed. Results indicate that the preservice teachers modified their ideas to reflect the themes that were represented within the cases and modified their reflections to include specific ideas or examples taken directly from the case discussions. Comparing pre- and post-case reflections, the data supports a noted change in how the preservice teachers interpreted the case content. The preservice teachers began to evaluate the case content, question the lack of formative assessment concepts and strategies within the case, and apply formative assessment concepts and
Classroom Assessments of 6000 Teachers: What Do the Results Show about the Effectiveness of Teaching and Learning?

ERIC Educational Resources Information Center

Hill, Flo H.; And Others

This paper presents the results of a series of summary analyses of descriptive statistics concerning 5,720 Louisiana teachers who were assessed with the System for Teaching and Learning Assessment and Review (STAR)--a comprehensive on-the-job statewide teacher assessment system--during the second pilot year (1989-90). Data were collected by about…
Preparing for Online Teaching: Web-Based Assessment and Communication Skills in K12

ERIC Educational Resources Information Center

DeNisco, Alison

2013-01-01

Students are doing less hand-raising and more clicking as online classes become increasingly popular in K12 instruction, both in combination with brick-and-mortar classrooms and in independent full-time virtual schools. With online instruction comes a change in the nature of teaching, communicating with, and assessing students. As schools move to…
Teaching Evidence-Based Approaches to Suicide Risk Assessment and Prevention that Enhance Psychiatric Training

PubMed Central

Zisook, Sidney; Anzia, Joan; Atri, Ashutosh; Baroni, Argelinda; Clayton, Paula; Haller, Ellen; Lomax, Jim; Mann, J. John; Oquendo, Maria A.; Pato, Michele; Perez-Rodriguez, M. Mercedes; Prabhakar, Deepak; Sen, Srijan; Thrall, Grace; Yaseen, Zimri S.

2012-01-01

This report describes one in a series of National Institute of Health (NIH) supported conferences aimed at enhancing the ability of leaders of psychiatry residency training to teach research literacy and produce both clinician-scholars and physician-scientists in their home programs. Most psychiatry training directors would not consider themselves research scholars or even well-schooled in evidence based practice. Yet they are the front line educators to prepare tomorrow’s psychiatrists to keep up with, critically evaluate, and in some cases actually participate in the discovery of new and emerging psychiatric knowledge. This annual conference is meant to help psychiatry training directors become more enthusiastic, knowledgeable and pedagogically prepared to create research-friendly environments at their home institutions, so that more trainees will, in turn, become research literate, practice evidence-based psychiatry, and enter research fellowships and careers. The overall design of each year’s meeting is a series of plenary sessions introducing participants to new information pertaining to the core theme of that year’s meeting, integrated with highly interactive small group teaching sessions designed to consolidate knowledge and provide pragmatic teaching tools appropriate for residents at various levels of training. The theme of each meeting, selected to be a compelling and contemporary clinical problem, serves as a vehicle to capture training directors’ attention while teaching relevant brain science, research literacy and effective pedagogy. This report describes the content and assessment of the 2011 annual pre-meeting, “Evidence-based Approaches to Suicide Risk Assessment and Prevention: Insights from the Neurosciences and Behavioral Sciences for use in Psychiatry Residency Training.” PMID:22995449
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
Practice Guidelines for Operative Performance Assessments.

PubMed

Williams, Reed G; Kim, Michael J; Dunnington, Gary L

2016-12-01

To provide recommended practice guidelines for assessing single operative performances and for combining results of operative performance assessments into estimates of overall operative performance ability. Operative performance is one defining characteristic of surgeons. Assessment of operative performance is needed to provide feedback with learning benefits to surgical residents in training and to assist in making progress decisions for residents. Operative performance assessment has been a focus of investigation over the past 20 years. This review is designed to integrate findings of this research into a set of recommended operative performance practices. Literature from surgery and from other pertinent research areas (psychology, education, business) was reviewed looking for evidence to inform practice guideline development. Guidelines were created along with a conceptual and scientific foundation for each guideline. Ten guidelines are provided for assessing individual operative performances and 10 are provided for combing data from individual operative performances into overall judgments of operative performance ability. The practice guidelines organize available information to be immediately useful to program directors, to support surgical training, and to provide a conceptual framework upon which to build as the base of pertinent knowledge expands through future research and development efforts.
Validation Study of the Scale for "Assessment of the Teaching-Learning Process", Student Version (ATLP-S)

ERIC Educational Resources Information Center

de la Fuente, Jesus; Sander, Paul; Justicia, Fernando; Pichardo, M. Carmen; Garcia-Berben, Ana B.

2010-01-01

Introduction: The main goal of this study is to evaluate the psychometric and assessment features of the Scale for the "Assessment of the Teaching-Learning Process, Student Version" (ATLP-S), for both practical and theoretical reasons. From an applied point of view, this self-report measurement instrument has been designed to encourage…
A Quantitative Assessment of Student Performance and Examination Format

ERIC Educational Resources Information Center

Davison, Christopher B.; Dustova, Gandzhina

2017-01-01

This research study describes the correlations between student performance and examination format in a higher education teaching and research institution. The researchers employed a quantitative, correlational methodology utilizing linear regression analysis. The data was obtained from undergraduate student test scores over a three-year time span.…
Assessing Instructor Performance: Best Practices from the Intelligence Community

ERIC Educational Resources Information Center

Hennessey, Megan J.

2017-01-01

Throughout continuing education focusing on the adult learner, standardized and sometimes even effective measures of instructor performance have remained elusive. As Smith (2012) stated, "Teaching practice cannot be measured according to lists of competencies or techniques, it cannot be safeguarded by a collection of prescriptions for good…
Student performance and their perception of a patient-oriented problem-solving approach with audiovisual aids in teaching pathology: a comparison with traditional lectures

PubMed Central

Singh, Arjun

2011-01-01

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

ERIC Educational Resources Information Center

O'Sullivan, Rita G.; Johnson, Robert L.

The development and pilot testing of a set of performance assessments to determine classroom teachers' measurement competencies in areas covered by "Standards for Teacher Competence in Educational Assessment of Students" (1990) are described. How the use of performance assessments in a graduate-level classroom-assessment course can…

A Heuristic Tool for Teaching Business Writing: Self-Assessment, Knowledge Transfer, and Writing Exercises

ERIC Educational Resources Information Center

Ortiz, Lorelei A.

2013-01-01

To teach effective business communication, instructors must target students’ current weaknesses in writing. One method for doing so is by assigning writing exercises. When used heuristically, writing exercises encourage students to practice self-assessment, self-evaluation, active learning, and knowledge transfer, all while reinforcing the basics…
Communicating Feedback in Teaching Practice Supervision in a Learning-Oriented Field Experience Assessment Framework

ERIC Educational Resources Information Center

Tang, Sylvia Yee Fang; Chow, Alice Wai Kwan

2007-01-01

This article seeks to understand the ways in which feedback was communicated in post-observation conferences in teaching practice supervision within the learning-oriented field experience assessment (LOFEA) framework. 32 post-observation conferences between 21 pairs of supervisors and participants of in-service teacher education programmes, and…
Assessing a Broad Teaching Approach: The Impact of Combining Active Learning Methods on Student Performance in Undergraduate Peace and Conflict Studies

ERIC Educational Resources Information Center

Sjöstedt, Roxanna

2015-01-01

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

ERIC Educational Resources Information Center

Ewan, Christine

1986-01-01

Reviews the literature regarding the teaching of ethics in medical schools. Defines medical ethics and attempts to determine the scope of medical ethics teaching. Discusses ways medical ethics could be taught and how that teaching can be assessed. Calls for increased attention into the teaching of medical ethics. (TW)
Teaching students behavior change skills: description and assessment of a new Motivational interviewing curriculum.

PubMed

White, Laura L; Gazewood, John D; Mounsey, Anne L

2007-05-01

One of the US government health goals outlined in the Healthy People 2010 document (2000) is to increase the number of physicians who counsel their patients regarding unhealthy behaviors. Studies have shown a low rate of physicians provide smoking cessation counseling. We introduced a motivational interviewing curriculum into our medical school for first and third year students and then evaluated the effect of this curriculum on third year students counseling skills. The motivational interviewing curriculum was comprised of a lecture series and small group teaching with practice in role plays. The effectiveness of the curriculum was evaluated by student performance in a videotaped interview with a standardized patient who portrayed a smoker. The interview was rated using the Motivational Interviewing Treatment Integrity scoring tool (MITI). The MITI assesses 6 criteria: empathy, MI spirit (autonomy, evocation and collaboration), MI adherence (asking permission, affirmation, emphasis of control and support), MI non adherence (advise, confront and direct), the types of questions (open or closed) and the number of reflections. Secondary outcomes included a knowledge exam related to motivational interviewing and students' evaluations of the effectiveness of the motivational interviewing curriculum. Analysis of the MITI scores showed that students reached a proficiency level on the rate of reflections, were just below proficiency in assessment of empathy and motivational interviewing spirit and substantially below proficiency in the percent of open ended questions. These proficiency scores were for professional counselors but nevertheless provided us with information on the effectiveness of the new curriculum and where the focus of our teaching should be. On the optional evaluation of the first-year MI curriculum by 112 students, 83% felt that the MI curriculum had helped them be more comfortable in discussing behavior change with patients and 98% felt it was an
Teaching and Assessing ED Handoffs: A Qualitative Study Exploring Resident, Attending, and Nurse Perceptions.

PubMed

Flanigan, Moira; Heilman, James A; Johnson, Tom; Yarris, Lalena M

2015-11-01

The Accreditation Council for Graduate Medical Education requires that residency programs ensure resident competency in performing safe, effective handoffs. Understanding resident, attending, and nurse perceptions of the key elements of a safe and effective emergency department (ED) handoff is a crucial step to developing feasible, acceptable educational interventions to teach and assess this fundamental competency. The aim of our study was to identify the essential themes of ED-based handoffs and to explore the key cultural and interprofessional themes that may be barriers to developing and implementing successful ED-based educational handoff interventions. Using a grounded theory approach and constructivist/interpretivist research paradigm, we analyzed data from three primary and one confirmatory focus groups (FGs) at an urban, academic ED. FG protocols were developed using open-ended questions that sought to understand what participants felt were the crucial elements of ED handoffs. ED residents, attendings, a physician assistant, and nurses participated in the FGs. FGs were observed, hand-transcribed, audio-recorded and subsequently transcribed. We analyzed data using an iterative process of theme and subtheme identification. Saturation was reached during the third FG, and the fourth confirmatory group reinforced the identified themes. Two team members analyzed the transcripts separately and identified the same major themes. ED providers identified that crucial elements of ED handoff include the following: 1) Culture (provider buy-in, openness to change, shared expectations of sign-out goals); 2) Time (brevity, interruptions, waiting); 3) Environment (physical location, ED factors); 4) Process (standardization, information order, tools). Key participants in the ED handoff process perceive that the crucial elements of intershift handoffs involve the themes of culture, time, environment, and process. Attention to these themes may improve the feasibility and
Intimate examination teaching with volunteers: implementation and assessment at the University of Antwerp.

PubMed

Hendrickx, Kristin; De Winter, Benedicte Y; Wyndaele, Jean-Jacques; Tjalma, Wiebren A A; Debaene, Luc; Selleslags, Bert; Mast, Frieda; Buytaert, Philippe; Bossaert, Leo

2006-10-01

Teaching intimate physical examinations in medical schools generates practical, didactical and ethical problems. At the University of Antwerp, a unique program with intimate examination assistants (IEA) was implemented for fifth year's undergraduate students. They learn gynaecological and urological skills in healthy volunteers. Technical, communicative and attitude aspects are taken into account. Description of the implementation of the project. Assessment of the project by questionnaires, written reflections and round table conferences. The results provide detailed information about the student's perceptions of each component of the program as well as the perceptions of the IEA's and the teachers. The multilevel evaluation of the program supports the surplus value of working with IEA's in medical education. The eye-catcher in this program is the integration of clinical skills with communicative skills and attention for students' attitude. Working with IEA's for intimate examinations represents a benefit in medical education by lowering the student's threshold to perform the intimate physical examination on both men and women during their fulltime clerkships.
Results of a study assessing teaching methods of faculty after measuring student learning style preference.

PubMed

Stirling, Bridget V

2017-08-01

Learning style preference impacts how well groups of students respond to their curricula. Faculty have many choices in the methods for delivering nursing content, as well as assessing students. The purpose was to develop knowledge around how faculty delivered curricula content, and then considering these findings in the context of the students learning style preference. Following an in-service on teaching and learning styles, faculty completed surveys on their methods of teaching and the proportion of time teaching, using each learning style (visual, aural, read/write and kinesthetic). This study took place at the College of Nursing a large all-female university in Saudi Arabia. 24 female nursing faculty volunteered to participate in the project. A cross-sectional design was used. Faculty reported teaching using mostly methods that were kinesthetic and visual, although lecture was also popular (aural). Students preferred kinesthetic and aural learning methods. Read/write was the least preferred by students and the least used method of teaching by faculty. Faculty used visual methods about one third of the time, although they were not preferred by the students. Students' preferred learning style (kinesthetic) was the method most used by faculty. Copyright © 2017 Elsevier Ltd. All rights reserved.
Self-Assessment of the University Teaching Staff Functions

ERIC Educational Resources Information Center

Duarte Clemente, Mariana Vilela; Ferrándiz-Vindel, Isabel-María

2012-01-01

The Higher Education institutions should offer excellence teaching and qualification opportunities for the university teaching staff. La Facultad Integrada de Pernambuco (FACIPE) (the Integrated School of Pernambuco) in Brazil, following the global trend, has been involved in implementing changes to help improve the quality of education in our…
Teaching children in low-income countries to assess claims about treatment effects: prioritization of key concepts.

PubMed

Nsangi, Allen; Semakula, Daniel; Oxman, Andrew D; Sewankambo, Nelson K

2015-11-01

Health-related knowledge and behaviours developed during childhood are increasingly being recognized as foundational, deeply rooted and resistant to change as children mature into adulthood. The aim of this study was to engage stakeholders in prioritizing key concepts that children need to understand when assessing claims about treatment effects. A list of 30 concepts developed prior was categorized into six groups considered important for children to understand in order to assess claims about the effects of "treatments" (any type of healthcare intervention). A teachers' network was established comprising of primary school teachers, who attended a three-day meeting where the concepts were presented, discussed and prioritized using a pre-set criteria thus: (i) relevance of concepts for children, (ii) ease of comprehension of concepts for children, (iii) potential for developing resources to teach the children and (iv) whether the resources once developed would have an impact on children's ability to assess claims. Using a modified Delphi technique, participants ranked each group of concepts using the four criteria on a Likert scale of one to six (1 = lowest, 6 = highest). The rankings were analysed using STATA statistical software. Twenty-two of the 24 participants reported having understood the concepts well; with self-assessments of their own understanding above 75 on a scale of (1 to 100). All six groups of concepts were considered relevant. It is important to teach children how to assess claims about benefits and harms of treatments. Resources will be developed to teach children these concepts. © 2015 Chinese Cochrane Center, West China Hospital of Sichuan University and Wiley Publishing Asia Pty Ltd.
Obstetric skills drills: evaluation of teaching methods.

PubMed

Birch, L; Jones, N; Doyle, P M; Green, P; McLaughlin, A; Champney, C; Williams, D; Gibbon, K; Taylor, K

2007-11-01

To determine the most effective method of delivering training to staff on the management of an obstetric emergency. The research was conducted in a District General Hospital in the UK, delivering approximately 3500 women per year. Thirty-six staff, comprising of junior and senior medical and midwifery staff were included as research subjects. Each of the staff members were put into one of six multi-professional teams. Effectively, this gave six teams, each comprising of six members. Three teaching methods were employed. Lecture based teaching (LBT), simulation based teaching (SBT) or a combination of these two (LAS). Each team of staff were randomly allocated to undertake a full day of training in the management of Post Partum Haemorrhage utilising one of these three teaching methods. Team knowledge and performance were assessed pre-training, post training and at three months later. In addition to this assessment of knowledge and performance, qualitative semi-structured interviews were carried out with 50% of the original cohort one year after the training, to explore anxiety, confidence, communication, knowledge retention, enjoyment and transferable skills. All teams improved in their performance and knowledge. The teams taught using simulation only (SBT) were the only group to demonstrate sustained improvement in clinical management of the case, confidence, communication skills and knowledge. However, the study did not have enough power to reach statistical significance. The SBT group reported transferable skills and less anxiety in subsequent emergencies. SBT and LAS reported improved multidisciplinary communication. Although tiring, the SBT was enjoyed the most. Obstetrics is a high risk speciality, in which emergencies are to some extent, inevitable. Training staff to manage these emergencies is a fundamental principal of risk management. Traditional risk management strategies based on incident reporting and event analysis are reactive and not always effective
Computer-enhanced visual learning method: a paradigm to teach and document surgical skills.

PubMed

Maizels, Max; Mickelson, Jennie; Yerkes, Elizabeth; Maizels, Evelyn; Stork, Rachel; Young, Christine; Corcoran, Julia; Holl, Jane; Kaplan, William E

2009-09-01

Changes in health care are stimulating residency training programs to develop new methods for teaching surgical skills. We developed Computer-Enhanced Visual Learning (CEVL) as an innovative Internet-based learning and assessment tool. The CEVL method uses the educational procedures of deliberate practice and performance to teach and learn surgery in a stylized manner. CEVL is a learning and assessment tool that can provide students and educators with quantitative feedback on learning a specific surgical procedure. Methods involved examine quantitative data of improvement in surgical skills. Herein, we qualitatively describe the method and show how program directors (PDs) may implement this technique in their residencies. CEVL allows an operation to be broken down into teachable components. The process relies on feedback and remediation to improve performance, with a focus on learning that is applicable to the next case being performed. CEVL has been shown to be effective for teaching pediatric orchiopexy and is being adapted to additional adult and pediatric procedures and to office examination skills. The CEVL method is available to other residency training programs.
Computer-Enhanced Visual Learning Method: A Paradigm to Teach and Document Surgical Skills

PubMed Central

Maizels, Max; Mickelson, Jennie; Yerkes, Elizabeth; Maizels, Evelyn; Stork, Rachel; Young, Christine; Corcoran, Julia; Holl, Jane; Kaplan, William E.

2009-01-01

Innovation Changes in health care are stimulating residency training programs to develop new methods for teaching surgical skills. We developed Computer-Enhanced Visual Learning (CEVL) as an innovative Internet-based learning and assessment tool. The CEVL method uses the educational procedures of deliberate practice and performance to teach and learn surgery in a stylized manner. Aim of Innovation CEVL is a learning and assessment tool that can provide students and educators with quantitative feedback on learning a specific surgical procedure. Methods involved examine quantitative data of improvement in surgical skills. Herein, we qualitatively describe the method and show how program directors (PDs) may implement this technique in their residencies. Results CEVL allows an operation to be broken down into teachable components. The process relies on feedback and remediation to improve performance, with a focus on learning that is applicable to the next case being performed. CEVL has been shown to be effective for teaching pediatric orchiopexy and is being adapted to additional adult and pediatric procedures and to office examination skills. The CEVL method is available to other residency training programs. PMID:21975716
Introduction to the Special Section on Teaching, Training, and Supervision in Personality and Psychological Assessment.

PubMed

Smith, Justin D

2017-01-01

This special section contains empirical and conceptual articles pertaining to the broad topic of teaching, training, and supervision of assessment. Despite some evidence of a decline in recent decades, assessment remains a defining practice of professional psychologists in many subfields, including clinical, counseling, school, and neuropsychology, that consumes a consequential proportion of their time. To restore assessment to its rightful place of prominence, a clear agenda needs to be developed for advancing teaching and training methods, increasing instruction to state-of-the-art methods, and defining aims that could be elucidated through empirical inquiry. The 7 articles in this special section provide a developmental perspective of these issues that collectively provide practical tools for instructors and begin to set the stage for a research agenda in this somewhat neglected area of study that is vital to the identity of professional psychology. Additionally, 2 comments are provided by distinguished figures in the field concerning the implications of the articles in the special section to health services psychology and the competencies-based movement in applied psychology.
An online spaced-education game to teach and assess medical students: a multi-institutional prospective trial.

PubMed

Kerfoot, B Price; Baker, Harley; Pangaro, Louis; Agarwal, Kathryn; Taffet, George; Mechaber, Alex J; Armstrong, Elizabeth G

2012-10-01

To investigate whether a spaced-education (SE) game can be an effective means of teaching core content to medical students and a reliable and valid method of assessing their knowledge. This nine-month trial (2008-2009) enrolled students from three U.S. medical schools. The SE game consisted of 100 validated multiple-choice questions-explanations in preclinical/clinical domains. Students were e-mailed two questions daily. Adaptive game mechanics re-sent questions in three or six weeks if answered, respectively, incorrectly or correctly. Questions expired if not answered on time (appointment dynamic). Students retired questions by answering each correctly twice consecutively (progression dynamic). Posting of relative performance fostered competition. Main outcome measures were baseline and completion scores. Seven-hundred thirty-one students enrolled. Median baseline score was 53% (interquartile range [IQR] 16) and varied significantly by year (P<.001, dmax=2.08), school (P<.001, dmax=0.75), and gender (P<.001, d=0.38). Median completion score was 93% (IQR 12) and varied significantly by year (P=.001, dmax=1.12), school (P<.001, dmax=0.34), and age (P=.019, dmax=0.43). Scores did not differ significantly between years 3 and 4. Seventy percent of enrollees (513/731) requested to participate in future SE games. An SE game is an effective and well-accepted means of teaching core content and a reliable and valid method to assess student knowledge. SE games may be valuable tools to identify and remediate students who could benefit from additional educational support.
43 CFR 3836.10 - Performing assessment work.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 43 Public Lands: Interior 2 2011-10-01 2011-10-01 false Performing assessment work. 3836.10... MANAGEMENT, DEPARTMENT OF THE INTERIOR MINERALS MANAGEMENT (3000) ANNUAL ASSESSMENT WORK REQUIREMENTS FOR MINING CLAIMS Performing Assessment Work § 3836.10 Performing assessment work. ...
Quality assessment of clinical education services in teaching hospitals located in Kerman, Iran

PubMed Central

Yazdi-Feyzabadi, Vahid; Gozashti, Mohammad Hossein; Komsari, Samane; Mohammadtaghizadeh, Sedigheh; Amiresmaili, Mohammadreza

2015-01-01

Introduction Clinical education is one of the most important components of the resource generation function of health systems, and it has a very important role in graduates’ competency with respect to effective, practical education. This study aimed to assess the quality of clinical services in Kerman’s teaching hospitals located in southeastern Iran. Methods This cross-sectional study was conducted in 2011 on 303 medical students at different levels of medical education at Kerman’s teaching hospitals. A modified SERVQUAL instrument was used to collect the data after its validity and reliability were checked. The data were analyzed by SPSS 18.0 using the paired t-test, Kruskal-Wallis, and post hoc tests, when appropriate. Results In all five dimensions of quality, gaps were observed between students’ perceptions and expectations as follows: Assurance (mean = −1.18), Responsiveness (−1.56), Empathy (−1.4), Reliability (−1.27), and Tangibles (−1.21). There was a significant difference between the quality perceptions and expectations of the medical students (p < 0.001). A significant difference was observed between three educational levels, including externships, internships, and assistantships regarding the dimensions of the quality gaps (p < 0.001). Conclusion The clinical services provided by teaching hospitals in the study did not meet the students’ expectations at any of the three educational levels. As we precisely assessed the dimensions and items that had the higher quality gaps, it was apparent that, for most part, clinical education officials could improve the quality by designing interventions, which would not be very difficult to do. PMID:26767094
Quality assessment of clinical education services in teaching hospitals located in Kerman, Iran.

PubMed

Yazdi-Feyzabadi, Vahid; Gozashti, Mohammad Hossein; Komsari, Samane; Mohammadtaghizadeh, Sedigheh; Amiresmaili, Mohammadreza

2015-11-01

Clinical education is one of the most important components of the resource generation function of health systems, and it has a very important role in graduates' competency with respect to effective, practical education. This study aimed to assess the quality of clinical services in Kerman's teaching hospitals located in southeastern Iran. This cross-sectional study was conducted in 2011 on 303 medical students at different levels of medical education at Kerman's teaching hospitals. A modified SERVQUAL instrument was used to collect the data after its validity and reliability were checked. The data were analyzed by SPSS 18.0 using the paired t-test, Kruskal-Wallis, and post hoc tests, when appropriate. In all five dimensions of quality, gaps were observed between students' perceptions and expectations as follows: Assurance (mean = -1.18), Responsiveness (-1.56), Empathy (-1.4), Reliability (-1.27), and Tangibles (-1.21). There was a significant difference between the quality perceptions and expectations of the medical students (p < 0.001). A significant difference was observed between three educational levels, including externships, internships, and assistantships regarding the dimensions of the quality gaps (p < 0.001). The clinical services provided by teaching hospitals in the study did not meet the students' expectations at any of the three educational levels. As we precisely assessed the dimensions and items that had the higher quality gaps, it was apparent that, for most part, clinical education officials could improve the quality by designing interventions, which would not be very difficult to do.
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
Performance assessment in algebra learning process

NASA Astrophysics Data System (ADS)

Lestariani, Ida; Sujadi, Imam; Pramudya, Ikrar

2017-12-01

The purpose of research to describe the implementation of performance assessment on algebra learning process. The subject in this research is math educator of SMAN 1 Ngawi class X. This research includes descriptive qualitative research type. Techniques of data collecting are done by observation method, interview, and documentation. Data analysis technique is done by data reduction, data presentation, and conclusion. The results showed any indication that the steps taken by the educator in applying the performance assessment are 1) preparing individual worksheets and group worksheets, 2) preparing rubric assessments for independent worksheets and groups and 3) making performance assessments rubric to learners’ performance results with individual or groups task.

Assessing the Teaching and Student Learning Outcomes of the Katz/Henry Faculty Development Model.

ERIC Educational Resources Information Center

Finkelstein, Martin

The impact of the Katz/Henry Faculty Development Model on teaching behaviors and student learning outcomes was assessed with 24 faculty members at 4 institutions in New Jersey. This model, known as "Partners in Learning" involved: faculty pairs who observe one another's class, partner meetings to discuss shared experience in the…
Assessing the Comparative Effectiveness of Teaching Undergraduate Intermediate Accounting in the Online Classroom Format

ERIC Educational Resources Information Center

Rich, Anne J.; Dereshiwsky, Mary I.

2011-01-01

This paper presents the results of a study assessing the comparative effectiveness of teaching an undergraduate intermediate accounting course in the online classroom format. Students in a large state university were offered an opportunity to complete the first course in intermediate accounting either online or on-campus. Students were required to…
A Collaborative Data Chat: Teaching Summative Assessment Data Use in Pre-Service Teacher Education

ERIC Educational Resources Information Center

Piro, Jody S.; Dunlap, Karen; Shutt, Tammy

2014-01-01

As the quality of educational outputs has been problematized, accountability systems have driven reform based upon summative assessment data. These policies impact the ways that educators use data within schools and subsequently, how teacher education programs may adjust their curricula to teach data-driven decision-making to inform instruction.…
Developing an Assessment Instrument to Measure Early Elementary Teachers' Mathematical Knowledge for Teaching

ERIC Educational Resources Information Center

Schoen, Robert C.; Bray, Wendy; Wolfe, Christopher; Tazaz, Amanda M.; Nielsen, Lynne

2017-01-01

This study reports on the development and field study of K-TEEM, a web-based assessment instrument designed to measure mathematical knowledge for teaching (MKT) at the early elementary level. The development process involved alignment with early elementary curriculum standards, expert review of items and scoring criteria, cognitive interviews with…
Performance Assessment Links in Science.

ERIC Educational Resources Information Center

Quellmalz, Edys; Schank, Patricia; Hinojosa, Thomas; Padilla, Christine

1999-01-01

Describes work in progress at SRI International in the Performance Assessment Links in Science (PALS) project, which is developing an online, standards-based, interactive resource bank of science performance assessments. Coupled with the development of the resource bank is a program of research on effective use of these resources. (SLD)
Evaluation of Teaching Performance of English Courses by Applying Data Envelopment Analysis and Two-Phase Segmentation

ERIC Educational Resources Information Center

Montoneri, Bernard

2013-01-01

Effective teaching performance is a crucial factor contributing to students' learning improvement. Students' ratings of teachers at the end of each semester can indirectly provide valuable information about teachers' performance. This paper selects classes of freshmen students taking a course of English in a university of Taiwan from the academic…
Validation of the Physician Teaching Motivation Questionnaire (PTMQ).

PubMed

Dybowski, Christoph; Harendza, Sigrid

2015-10-02

Physicians play a major role as teachers in undergraduate medical education. Studies indicate that different forms and degrees of motivation can influence work performance in general and that teachers' motivation to teach can influence students' academic achievements in particular. Therefore, the aim of this study was to develop and to validate an instrument measuring teaching motivations in hospital-based physicians. We chose self-determination theory as a theoretical framework for item and scale development. It distinguishes between different dimensions of motivation depending on the amount of self-regulation and autonomy involved and its empirical evidence has been demonstrated in other areas of research. To validate the new instrument (PTMQ = Physician Teaching Motivation Questionnaire), we used data from a sample of 247 physicians from internal medicine and surgery at six German medical faculties. Structural equation modelling was conducted to confirm the factorial structure, correlation analyses and linear regressions were performed to examine concurrent and incremental validity. Structural equation modelling confirmed a good global fit for the factorial structure of the final instrument (RMSEA = .050, TLI = .957, SRMR = .055, CFI = .966). Cronbach's alphas indicated good internal consistencies for all scales (α = .75 - .89) except for the identified teaching motivation subscale with an acceptable internal consistency (α = .65). Tests of concurrent validity with global work motivation, perceived teaching competence, perceived teaching involvement and voluntariness of lesson allocation delivered theory-consistent results with slight deviations for some scales. Incremental validity over global work motivation in predicting perceived teaching involvement was also confirmed. Our results indicate that the PTMQ is a reliable, valid and therefore suitable instrument for assessing physicians' teaching motivation.
Good Teaching: What Matters to University Students

ERIC Educational Resources Information Center

Lee, Hwee Hoon; Kim, Grace May Lin; Chan, Ling Ling

2015-01-01

Institutions assess teaching effectiveness in various ways, such as classroom observation, peer evaluation and self-assessment. In higher education, student feedback continues to be the main teaching evaluation tool. However, most of such forms include characteristics of good teaching that the institutions deem important and may not adequately…
Performing Identities in the Classroom: Teaching Jewish Women's Studies

ERIC Educational Resources Information Center

Friedman, Kathie; Rosenberg, Karen

2007-01-01

Teaching about intersecting, fluid and historically contingent identities has been taken up extensively within the sociology of race, class and gender and women's studies. Oddly, the case of Jewish women has been virtually left out of this robust literature. This article explores the challenges raised through teaching the course "Jewish Women in…
High definition video teaching module for learning neck dissection.

PubMed

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

2014-03-25

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

ERIC Educational Resources Information Center

Gürsoy, Esim; Kesner, John Edward; Salihoglu, Umut Muharrem

2016-01-01

In search for better practices there has been a plethora of research in preservice teacher training. To contribute to the literature, the current study aims at investigating teacher trainees' and cooperating teachers' views about the performance and contribution of supervisors during teaching practice after using Clinical Supervision Model.…
Assessing Facilitator Performance as an Influence on Student Satisfaction

ERIC Educational Resources Information Center

Dunlap, Scotty; May, David

2011-01-01

Growth in class size within the online environment has resulted in a facilitator model in which an instructor teaches the class with the assistance of facilitators who interact with students in smaller groups. This research sought to determine the effectiveness of a structured performance evaluation for facilitators and the correlation to student…
Teacher Pay for Performance: Experimental Evidence from the Project on Incentives in Teaching. [Executive Summary

ERIC Educational Resources Information Center

Springer, Matthew G.; Hamilton, Laura; McCaffrey, Daniel F.; Ballou, Dale; Le, Vi-Nhuan; Pepper, Matthew; Lockwood, J. R.; Stecher, Brian M.

2013-01-01

The Project on Incentives in Teaching (POINT) was a three-year study conducted in the Metropolitan Nashville School System from 2006-07 through 2008-09, in which middle school mathematics teachers voluntarily participated in a controlled experiment to assess the effect of financial rewards for teachers whose students showed unusually large gains…
Assessment of Teaching Methods and Critical Thinking in a Course for Science Majors

NASA Astrophysics Data System (ADS)

Speck, Angela; Ruzhitskaya, L.; Whittington, A. G.

2014-01-01

Ability to think critically is a key ingredient to the scientific mindset. Students who take science courses may or may not be predisposed to critical thinking - the ability to evaluate information analytically. Regardless of their initial stages, students can significantly improve their critical thinking through learning and practicing their reasoning skills, critical assessments, conducting and reflecting on observations and experiments, building their questioning and communication skills, and through the use of other techniques. While, there are several of teaching methods that may help to improve critical thinking, there are only a few assessment instruments that can help in evaluating the efficacy of these methods. Critical thinking skills and improvement in those skills are notoriously difficult to measure. Assessments that are based on multiple-choice questions demonstrate students’ final decisions but not their thinking processes. In addition, during the course of studies students may develop subject-based critical thinking while not being able to extend the skills to the general critical thinking. As such, we wanted to design and conduct a study on efficacy of several teaching methods in which we would learn how students’ improve their thinking processes within a science discipline as well as in everyday life situations. We conducted a study among 20 astronomy, physics and geology majors-- both graduate and undergraduate students-- enrolled in our Solar System Science course (mostly seniors and early graduate students) at the University of Missouri. We used the Ennis-Weir Critical Thinking Essay test to assess students’ general critical thinking and, in addition, we implemented our own subject-based critical thinking assessment. Here, we present the results of this study and share our experience on designing a subject-based critical thinking assessment instrument.
Provisional Teachers Failing the Mississippi Teacher Assessment Instruments for Certification: An Evaluation for 1991-92.

ERIC Educational Resources Information Center

Amos, Neil; Cheeseman, Robert H.

The Mississippi Teacher Assessment Instruments (MTAIs) contain 16 teaching competencies (14 competencies measured by 3 separate instruments of the MTAI, and 2 performance standards assessed by the local district). The Teaching Plans and Materials MTAI guides assessment of beginning teachers' competence in planning instruction, selecting…
Learning to Teach as Assisted Performance

ERIC Educational Resources Information Center

Mewborn, Denise S.; Stinson, David W.

2007-01-01

Background: Although preservice teachers bring well-established views of teaching to their teacher education programs, Tabachnick and Zeichner (1984) claimed that it is possible to amend preservice teachers' views. They portrayed the learning of teachers as a negotiated and interactive process rather than as one that is predetermined by teachers'…
Use of Chemistry Software to Teach and Assess Model-Based Reaction and Equation Knowledge

ERIC Educational Resources Information Center

Pyatt, Kevin

2014-01-01

This study investigated the challenges students face when learning chemical reactions in a first-year chemistry course and the effectiveness of a curriculum and software implementation that was used to teach and assess student understanding of chemical reactions and equations. This study took place over a two year period in a public suburban…
Further Education Performance Indicators: A Motivational or a Performative Tool?

ERIC Educational Resources Information Center

Boocock, Andrew

2013-01-01

Ethnographic research in a further education College (Borough College) between 2000 and 2005 assessed the impact of performance indicators (PIs) within a department teaching GCSEs and A-levels. Research focused on PIs integral to the Learning and Skills Council funding formula, the Common Inspection Framework and newspaper league tables, and the…
Analysis of Praxis Physics Subject Assessment Examinees and Performance: Who Are Our Prospective Physics Teachers?

ERIC Educational Resources Information Center

Shah, Lisa; Hao, Jie; Rodriguez, Christian A.; Fallin, Rebekah; Linenberger-Cortes, Kimberly; Ray, Herman E.; Rushton, Gregory T.

2018-01-01

A generally agreed-upon tenant of the physics teaching community is the centrality of subject-specific expertise in effective teaching. However, studies which assess the content knowledge of incoming K-12 physics teachers in the U.S. have not yet been reported. Similarly lacking are studies on if or how the demographic makeup of aspiring physics…
Improving college science teaching through peer coaching and classroom assessment

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

Sode, J.R.

Peer coaching involves the observation of one teacher by another. This observation is accompanied by open and honest reflective discussion. The three main components of peer coaching are pre conference (for setting observation guidelines and building trust), observation (the sytematic collection of classroom data), and post conference (a non evaluative examination and discussion of the classroom). The non-evaluative post conference involves an examination of the teaching/learning process that occurred during the observation phase. In effective assessment, information on what and how well students are learning is used to make decisions about overall program improvement and to implement continuous classroom improvement.more » During peer coaching and assessment neither the instructor nor the students are formally evaluated. This session presents a sequential process in which the peer coaching steps of pre conference, observation, and post conference are combined with assessment to provide instructional guidance. An actual cast study, using the student complaint, {open_quotes}Lectures are boring and useless,{close_quotes} is used to demonstrate the process.« less

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

PubMed

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

2017-03-01

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

PubMed

Zackoff, Matthew; Jerardi, Karen; Unaka, Ndidi; Sucharew, Heidi; Klein, Melissa

2015-06-01

Residents play a critical role in the education of peers and medical students, yet attainment of teaching skills is not routinely assessed. The primary aim of this study was to develop a novel, skill-based Observed Structured Teaching Evaluation (OSTE) and self-assessment survey to measure the impact of a resident-as-teacher curriculum on teaching competency. The secondary aim was to determine interrater reliability of the OSTE. A prospective study quantitatively assessed intern teaching competency via videotaped teaching encounters (videos) before and after a month-long hospital medicine rotation and self-assessment surveys over a 5-month period. The intervention group received the resident-as-teacher curriculum. Videos were evaluated by 2 blinded faculty via an OSTE covering 9 skills within 3 core components: preparation, teaching, and reflection. Pre- to post-HM rotation month differences were evaluated within and between groups using the Wilcoxon signed rank test and Wilcoxon rank-sum test, respectively. Twenty-two of 25 (88%) control and 27 of 28 (96%) intervention interns participated; 100% of participants completed the study. The intervention group's pre-post difference for the total OSTE score and the average self-assessed competence statistically improved; however, no significant difference was seen between groups. The difference in preparation scores was significant for the intervention compared with the control. The OSTE's interrater reliability demonstrated good agreement with weighted kappas of 0.86 for preparation, 0.71 for teaching, and 0.93 for reflection. Implementation of an objective, skill-based OSTE detected observable changes in interns' teaching competency after implementation of a brief resident-as-teacher curriculum. The OSTE's good interrater reliability may allow standardized assessment of skill attainment over time. Copyright © 2015 by the American Academy of Pediatrics.
Inquiry-based training improves teaching effectiveness of biology teaching assistants

PubMed Central

Hughes, P. William; Ellefson, Michelle R.

2013-01-01

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

ERIC Educational Resources Information Center

Elder, Cathie; Pill, John; Woodward-Kron, Robyn; McNamara, Tim; Manias, Elizabeth; Webb, Gillian; McColl, Geoff

2012-01-01

The gap between linguistic and professional criteria is a widely acknowledged but unresolved issue in the teaching and assessment of languages for specific purposes (LSP). In the teaching of professional writing, language experts and workplace professionals have been characterized as living worlds apart with respect to their views of…
Sensitivity of Four Subtests of the Test of Everyday Attention For Children (TEA-Ch) to Stimulant Medication in Children with ADHD

ERIC Educational Resources Information Center

Sutcliffe, Paul A.; Bishop, Dorothy V.M.; Houghton, Stephen

2006-01-01

Children with attention deficit hyperactivity disorder (ADHD) were examined on four subtests of the Test of Everyday Attention for Children (TEA-Ch) when on and off stimulant medication. Performance was assessed relative to 18 individually age-matched controls. Children with ADHD performed significantly worse on TEA-Ch measures when off compared…
Peer teaching in paediatrics - medical students as learners and teachers on a paediatric course.

PubMed

Schauseil-Zipf, Ulrike; Karay, Yassin; Ehrlich, Roland; Knoop, Kai; Michalk, Dietrich

2010-01-01

Peer assisted learning is known as an effective educational strategy in medical teaching. We established a peer assisted teaching program by student tutors with a focus on clinical competencies for students during their practical training on paediatric wards. It was the purpose of this study to investigate the effects of a clinical skills training by tutors, residents and consultants on students evaluations of the teaching quality and the effects of a peer teaching program on self assessed clinical competencies by the students. Medical student peers in their 6(th) year were trained by an intensive instruction program for teaching clinical skills by paediatric consultants, doctors and psychologists. 109 students in their 5(th) year (study group) participated in a peer assisted teaching program for training clinical skills in paediatrics. The skills training by student peer teachers were supervised by paediatric doctors. 45 students (control group) participated in a conventional paediatric skills training by paediatric doctors and consultants. Students from both groups, which were consecutively investigated, completed a questionnaire with an evaluation of the satisfaction with their practical training and a self assessment of their practical competencies. The paediatric skills training with student peer teachers received significantly better ratings than the conventional skills training by paediatric doctors concerning both the quality of the practical training and the support by the teaching medical staff. Self assessed learning success in practical skills was higher rated in the peer teaching program than in the conventional training. The peer assisted teaching program of paediatric skills training was rated higher by the students regarding their satisfaction with the teaching quality and their self assessment of the acquired skills. Clinical skills training by student peer teachers have to be supervised by paediatric doctors. Paediatric doctors seem to be more
Assessing team performance in the operating room: development and use of a "black-box" recorder and other tools for the intraoperative environment.

PubMed

Guerlain, Stephanie; Adams, Reid B; Turrentine, F Beth; Shin, Thomas; Guo, Hui; Collins, Stephen R; Calland, J Forrest

2005-01-01

The objective of this research was to develop a digital system to archive the complete operative environment along with the assessment tools for analysis of this data, allowing prospective studies of operative performance, intraoperative errors, team performance, and communication. Ability to study this environment will yield new insights, allowing design of systems to avoid preventable errors that contribute to perioperative complications. A multitrack, synchronized, digital audio-visual recording system (RATE tool) was developed to monitor intraoperative performance, including software to synchronize data and allow assignment of independent observational scores. Cases were scored for technical performance, participants' situational awareness (knowledge of critical information), and their comfort and satisfaction with the conduct of the procedure. Laparoscopic cholecystectomy (n = 10) was studied. Technical performance of the RATE tool was excellent. The RATE tool allowed real time, multitrack data collection of all aspects of the operative environment, while permitting digital recording of the objective assessment data in a time synchronized and annotated fashion during the procedure. The mean technical performance score was 73% +/- 28% of maximum (perfect) performance. Situational awareness varied widely among team members, with the attending surgeon typically the only team member having comprehensive knowledge of critical case information. The RATE tool allows prospective analysis of performance measures such as technical judgments, team performance, and communication patterns, offers the opportunity to conduct prospective intraoperative studies of human performance, and allows for postoperative discussion, review, and teaching. This study also suggests that gaps in situational awareness might be an underappreciated source of operative adverse events. Future uses of this system will aid teaching, failure or adverse event analysis, and intervention research.
Construction, implementation, and evaluation of an undergraduate biology laboratory teaching model

NASA Astrophysics Data System (ADS)

Tarrant, Todd M.

This dissertation documents a time series study in which an undergraduate non-majors biology laboratory was revised, leading to the development of a new teaching model. The course model was developed at a large Midwestern university enrolling about 827 students in 32 sections per semester and using graduate teaching assistants as primary instructors. The majority of the students consisted of freshman and sophomores, with the remainder being juniors and seniors. This dissertation explains the rationale leading to the development and implementation of this educational model using graduate teaching assistants as the primary course instructors and embedded course assessment as evidence of its success. The major components of this model include six major items including: learning community, course design, GTA professional development, course delivery, assessment, and the filter. The major aspects of this model include clear links between instruction, GTA professional development, embedded assessment (student and GTA), course revision, student perceptions, and performance. The model includes the following components: Formal and informal discourse in the learning community, teaching assistant professional development, the use of multiple assessment tools, a filter to guide course evaluation, and redirection and delivery of course content based on embedded formal course assessment. Teaching assistants receive both initial and ongoing professional development throughout the semester in effective instructional pedagogy from an instructor of record. Results for three years of operation show a significant increase in student biology content knowledge and the use of scientific process/critical thinking skills with mean improvement in student performance of 25.5% and 18.9% respectively. Mean attendance for ISB 208L is 95% for the six semesters of this study showing students regularly attend the laboratory classes and remain in the course with a completion rate of 93
Validation of Assessment Vignettes and Scoring Rubric of Multicultural and International Competency in Faculty Teaching

ERIC Educational Resources Information Center

Henderson, Sheila J.; Horton, Ruth A.; Saito, Paul K.; Shorter-Gooden, Kumea

2016-01-01

The purpose of this research was to develop a new tool for assessing multicultural and international competency in faculty teaching through vignette scenarios of university classroom critical incidents--across disciplines of clinical and forensics psychology, business, and education. Construct and content validity of the initial draft vignettes…
A Qualitative Assessment of the Learning Outcomes of Teaching Introductory American Politics in Comparative Perspective

ERIC Educational Resources Information Center

Gelbman, Shamira M.

2011-01-01

This article discusses the findings of an ethnographic content analysis of students' written reflections as a means for assessing the learning outcomes of teaching introductory American politics in comparative perspective. It focuses especially on determining whether and how this approach enhanced students' understanding and retention of knowledge…
The Impact of Micro-Teaching on the Teaching Practice Performance of Undergraduate Agricultural Education Students in College of Education, Azare

ERIC Educational Resources Information Center

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

2015-01-01

Micro-teaching and teaching practices are two integral parts of teacher education programme. Therefore, this study investigated the impact of micro-teaching on the teaching practice of the undergraduate Agricultural Education Students admitted in 2012/2013 Academic session in College of Education, Azare, Bauchi State, Nigeria. The 400 level…
A randomised controlled trial of a blended learning education intervention for teaching evidence-based medicine.

PubMed

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

2015-03-10

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

PubMed

Sommer, Johanna; Lanier, Cédric; Perron, Noelle Junod; Nendaz, Mathieu; Clavet, Diane; Audétat, Marie-Claude

2016-04-01

The aim of this study was to develop a descriptive tool for peer review of clinical teaching skills. Two analogies framed our research: (1) between the patient-centered and the learner-centered approach; (2) between the structures of clinical encounters (Calgary-Cambridge communication model) and teaching sessions. During the course of one year, each step of the action research was carried out in collaboration with twelve clinical teachers from an outpatient general internal medicine clinic and with three experts in medical education. The content validation consisted of a literature review, expert opinion and the participatory research process. Interrater reliability was evaluated by three clinical teachers coding thirty audiotaped standardized learner-teacher interactions. This tool contains sixteen items covering the process and content of clinical supervisions. Descriptors define the expected teaching behaviors for three levels of competence. Interrater reliability was significant for eleven items (Kendall's coefficient p<0.05). This peer assessment tool has high reliability and can be used to facilitate the acquisition of teaching skills. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.
Perceptions of College-Level Music Performance Majors Teaching Applied Music Lessons to Young Students

ERIC Educational Resources Information Center

Fredrickson, William E.

2007-01-01

The present study was designed to examine the reflections of college music performance majors (N = 12) who were teaching private music lessons. Students were instructed to keep a journal during one private lesson of their choice per week. Results indicated initial expectations of lessons that were consistently lower than lesson evaluations after…
Developing a Differentiated Model for the Teaching of Creative Writing to High Performing Students

ERIC Educational Resources Information Center

Ngo, Thu Thi Bich

2016-01-01

Differentiating writing instruction has been a puzzling matter for English teachers when it comes to teaching creative writing to high potential and high performing (HPHP) students. The lack of differentiation in creative writing pedagogy for HPHP students in Australia is due to two major issues: (1) teachers' lack of high-level linguistic and…
Student performance on practical gross anatomy examinations is not affected by assessment modality.

PubMed

Meyer, Amanda J; Innes, Stanley I; Stomski, Norman J; Armson, Anthony J

2016-01-01

Anatomical education is becoming modernized, not only in its teaching and learning, but also in its assessment formats. Traditional "steeplechase" examinations are being replaced with online gross anatomy examinations. The aims of this study were to: (1) determine if online anatomy practical examinations are equivalent to traditional anatomy practical examinations; and (2) to examine if students' perceptions of the online or laboratory testing environments influenced their performance on the examinations. In phase one, 10 third-year students were interviewed to generate perception items to which five anatomy lecturers assigned content validity. In phase two, students' gross anatomical knowledge was assessed by examinations in two modes and their perceptions were examined using the devised survey instrument. Forty-five second-year chiropractic students voluntarily participated in Phase Two. The two randomly allocated groups completed the examinations in a sequential cross-over manner. Student performance on the gross anatomy examination was not different between traditional "steeplechase" (mean ± standard deviation (SD): 69 ± 11%) and online (68 ± 15%) modes. The majority of students (87%) agreed that they felt comfortable using computers for gross anatomy examinations. However, fewer students found it easy to orientate images of cadaver specimens online. The majority of students (85%) agreed that they felt comfortable working with cadavers but there was less agreement on the effect of moving around the laboratory during practical examinations. This data will allow anatomists to confidently implement online assessments without fear of jeopardizing academic rigor or student performance. © 2015 American Association of Anatomists.
Does a surgical simulator improve resident operative performance of laparoscopic tubal ligation?

PubMed

Banks, Erika H; Chudnoff, Scott; Karmin, Ira; Wang, Cuiling; Pardanani, Setul

2007-11-01

The purpose of this study was to assess whether a surgical skills simulator laboratory improves resident knowledge and operative performance of laparoscopic tubal ligation. Twenty postgraduate year 1 residents were assigned randomly to either a surgical simulator laboratory on laparoscopic tubal ligation together with apprenticeship teaching in the operating room or to apprenticeship teaching alone. Tests that were given before and after the training assessed basic knowledge. Attending physicians who were blinded to resident randomization status evaluated postgraduate year 1 performance on a laparoscopic tubal ligation in the operating room with 3 validated tools: a task-specific checklist, global rating scale, and pass/fail grade. Postgraduate year 1 residents who were assigned randomly to the surgical simulator laboratory performed significantly better than control subjects on all 3 surgical assessment tools (the checklist, the global score, and the pass/fail analysis) and scored significantly better on the knowledge posttest (all P < .0005). Compared with apprenticeship teaching alone, a surgical simulator laboratory on laparoscopic tubal ligation improved resident knowledge and performance in the operating room.
Learning to teach effectively: Science, technology, engineering, and mathematics graduate teaching assistants' teaching self-efficacy

NASA Astrophysics Data System (ADS)

Dechenne, Sue Ellen

Graduate teaching assistants (GTAs) from science, technology, engineering, and mathematics (STEM) are important in the teaching of undergraduate students (Golde & Dore, 2001). However, they are often poorly prepared for teaching (Luft, Kurdziel, Roehrig, & Turner, 2004). This dissertation addresses teaching effectiveness in three related manuscripts: (1) A position paper that summarizes the current research on and develops a model of GTA teaching effectiveness. (2) An adaptation and validation of two instruments; GTA perception of teaching training and STEM GTA teaching self-efficacy. (3) A model test of factors that predict STEM GTA teaching self-efficacy. Together these three papers address key questions in the understanding of teaching effectiveness in STEM GTAs including: (a) What is our current knowledge of factors that affect the teaching effectiveness of GTAs? (b) Given that teaching self-efficacy is strongly linked to teaching performance, how can we measure STEM GTAs teaching self-efficacy? (c) Is there a better way to measure GTA teaching training than currently exists? (d) What factors predict STEM GTA teaching self-efficacy? An original model for GTA teaching effectiveness was developed from a thorough search of the GTA teaching literature. The two instruments---perception of training and teaching self-efficacy---were tested through self-report surveys using STEM GTAs from six different universities including Oregon State University (OSU). The data was analyzed using exploratory and confirmatory factor analysis. Using GTAs from the OSU colleges of science and engineering, the model of sources of STEM GTA teaching self-efficacy was tested by administering self-report surveys and analyzed by using OLS regression analysis. Language and cultural proficiency, departmental teaching climate, teaching self-efficacy, GTA training, and teaching experience affect GTA teaching effectiveness. GTA teaching self-efficacy is a second-order factor combined from self
The effects of teacher anxiety and modeling on the acquisition of a science teaching skill and concomitant student performance

NASA Astrophysics Data System (ADS)

Koran, John J., Jr.; Koran, Mary Lou

In a study designed to explore the effects of teacher anxiety and modeling on acquisition of a science teaching skill and concomitant student performance, 69 preservice secondary teachers and 295 eighth grade students were randomly assigned to microteaching sessions. Prior to microteaching, teachers were given an anxiety test, then randomly assigned to one of three treatments; a transcript model, a protocol model, or a control condition. Subsequently both teacher and student performance was assessed using written and behavioral measures. Analysis of variance indicated that subjects in the two modeling treatments significantly exceeded performance of control group subjects on all measures of the dependent variable, with the protocol model being generally superior to the transcript model. The differential effects of the modeling treatments were further reflected in student performance. Regression analysis of aptitude-treatment interactions indicated that teacher anxiety scores interacted significantly with instructional treatments, with high anxiety teachers performing best in the protocol modeling treatment. Again, this interaction was reflected in student performance, where students taught by highly anxious teachers performed significantly better when their teachers had received the protocol model. These results were discussed in terms of teacher concerns and a memory model of the effects of anxiety on performance.
Integration of Teaching Processes and Learning Assessment in the Prefrontal Cortex during a Video Game Teaching–learning Task

PubMed Central

Takeuchi, Naoyuki; Mori, Takayuki; Suzukamo, Yoshimi; Izumi, Shin-Ichi

2017-01-01

Human teaching is a social interaction that supports reciprocal and dynamical feedback between the teacher and the student. The prefrontal cortex (PFC) is a region of particular interest due to its demonstrated role in social interaction. In the present study, we evaluated the PFC activity simultaneously in two individuals playing the role of a teacher and student in a video game teaching–learning task. For that, we used two wearable near-infrared spectroscopy (NIRS) devices in order to elucidate the neural mechanisms underlying cognitive interactions between teachers and students. Fifteen teacher–student pairs in total (N = 30) participated in this study. Each teacher was instructed to teach the video game to their student partner, without speaking. The PFC activity was simultaneously evaluated in both participants using a wearable 16-channel NIRS system during the video game teaching–learning task. Two sessions, each including a triplet of a 30-s teaching–learning task, were performed in order to evaluate changes in PFC activity after advancement of teaching–learning state. Changes in the teachers’ left PFC activity between the first and second session positively correlated with those observed in students (r = 0.694, p = 0.004). Moreover, among teachers, multiple regression analysis revealed a correlation between the left PFC activity and the assessment gap between one’s own teaching and the student’s understanding (β = 0.649, p = 0.009). Activity in the left PFC changed synchronously in both teachers and students after advancement of the teaching–learning state. The left PFC of teachers may be involved in integrating information regarding one’s own teaching process and the student’s learning state. The present observations indicate that simultaneous recording and analysis of brain activity data during teacher–student interactions may be useful in the field of educational neuroscience. PMID:28119650

Evaluation matters: lessons learned on the evaluation of surgical teaching.

PubMed

Woods, Nicole N

2011-01-01

The traditional system of academic promotion and tenure can make it difficult to reward those who excel at surgical teaching. A successful faculty evaluation process can provide the objective measures of teaching performance needed for performance appraisals and promotion decisions. Over the course of two decades, an extensive faculty evaluation process has been developed in the Department of Surgery at the University of Toronto. This paper presents some of the non-psychometric characteristics of that system. Faculty awareness of the evaluation process, the consistency of its application, trainee anonymity and the materiality of the results are described key factors of a faculty evaluation system that meets the assessment needs of individual teachers and raises the profile of teaching in surgical departments. Copyright © 2010 Royal College of Surgeons of Edinburgh (Scottish charity number SC005317) and Royal College of Surgeons in Ireland. Published by Elsevier Ltd. All rights reserved.
Primary Teacher Commitment and the Attractions of Teaching

ERIC Educational Resources Information Center

Troman, Geoff; Raggl, Andrea

2008-01-01

The article examines data collected from six primary schools in the ESRC Project: Primary Teacher Identity, Commitment and Career in Performative Cultures, and compares it to classic analyses of teacher commitment made by Dan Lortie and Jennifer Nias in order to assess continuity and change. The "mission" to teach is still there, as is…
[Software for performing a global phenotypic and genotypic nutritional assessment].

PubMed

García de Diego, L; Cuervo, M; Martínez, J A

2013-01-01

The nutritional assessment of a patient needs the simultaneous managing a extensive information and a great number of databases, as both aspects of the process of nutrition and the clinical situation of the patient are analyzed. The introduction of computers in the nutritional area constitutes an extraordinary advance in the administration of nutrition information, providing a complete assessment of nutritional aspects in a quick and easy way. To develop a computer program that can be used as a tool for assessing the nutritional status of the patient, the education of clinical staff, for epidemiological studies and for educational purposes. Based on a computer program which assists the health specialist to perform a full nutritional evaluation of the patient, through the registration and assessment of the phenotypic and genotypic features. The application provides nutritional prognosis based on anthropometric and biochemical parameters, images of states of malnutrition, questionnaires to characterize diseases, diagnostic criteria, identification of alleles associated with the development of specific metabolic illnesses and questionnaires of quality of life, for a custom actuation. The program includes, as part of the nutritional assessment of the patient, food intake analysis, design of diets and promotion of physical activity, introducing food frequency questionnaires, dietary recalls, healthy eating indexes, model diets, fitness tests, and recommendations, recalls and questionnaires of physical activity. A computer program performed under Java Swing, using SQLite database and some external libraries such as JfreeChart for plotting graphs. This brand new designed software is composed of five blocks categorized into ten modules named: Patients, Anthropometry, Clinical History, Biochemistry, Dietary History, Diagnostic (with genetic make up), Quality of life, Physical activity, Energy expenditure and Diets. Each module has a specific function which evaluates a
Cultural diversity and patient teaching.

PubMed

Price, J L; Cordell, B

1994-01-01

Cultural diversity challenges health care providers to facilitate bridging cross-cultural gaps with clients. It is through providing culturally relevant care that health care practitioners truly serve the needs of all clients in our diverse society. A theory of Cultural Care Diversity and Universality offers a framework for building linkages of clinical knowledge to cultural care. A four-step approach to providing culturally sensitive patient teaching is described: (1) health care providers should assess their own cultural beliefs and be aware of general ethnic, regional, and religious beliefs and practices in their area; (2) develop a teaching plan; (3) implement the plan; (4) evaluate the success of the teaching-learning process and make alterations based on evaluation. When providers assess clients' beliefs and practices and incorporate them into the teaching plan design, teaching becomes more relevant and clients become more successful at learning.
Students' Performance When Aurally Identifying Musical Harmonic Intervals: Experimentation of a Teaching Innovation Proposal

ERIC Educational Resources Information Center

Ponsatí, Imma; Miranda, Joaquim; Amador, Miquel; Godall, Pere

2016-01-01

The aim of the study was to measure the performance reached by students (N = 138) when aurally identifying musical harmonic intervals (from m2 to P8) after having experienced a teaching innovation proposal for the Music Conservatories of Catalonia (Spain) based on observational methodology. Its design took into account several issues, which had…
Peer-assisted teaching of basic surgical skills.

PubMed

Preece, Ryan; Dickinson, Emily Clare; Sherif, Mohamed; Ibrahim, Yousef; Ninan, Ann Susan; Aildasani, Laxmi; Ahmed, Sartaj; Smith, Philip

2015-01-01

Basic surgical skills training is rarely emphasised in undergraduate medical curricula. However, the provision of skills tutorials requires significant commitment from time-constrained surgical faculty. We aimed to determine how a peer-assisted suturing workshop could enhance surgical skills competency among medical students and enthuse them towards a career in surgery. Senior student tutors delivered two suturing workshops to second- and third- year medical students. Suturing performance was assessed before and after teaching in a 10-min suturing exercise (variables measured included number of sutures completed, suture tension, and inter-suture distance). Following the workshop, students completed a questionnaire assessing the effect of the workshop on their suturing technique and their intention to pursue a surgical career. Thirty-five students attended. Eighty-one percent believed their medical school course provided insufficient basic surgical skills training. The mean number of sutures completed post-teaching increased significantly (p < 0.001), and the standard deviation of mean inter-suture distance halved from ± 4.7 mm pre-teaching, to ± 2.6 mm post-teaching. All students found the teaching environment to be relaxed, and all felt the workshop helped to improve their suturing technique and confidence; 87% found the peer-taught workshop had increased their desire to undertake a career in surgery. Peer-assisted learning suturing workshops can enhance medical students' competence with surgical skills and inspire them towards a career in surgery. With very little staff faculty contribution, it is a cheap and sustainable way to ensure ongoing undergraduate surgical skills exposure.
Impact of Faculty Development Workshops in Student-Centered Teaching Methodologies on Faculty Members' Teaching and Their Students' Perceptions.

PubMed

Tricio, Jorge A; Montt, Juan E; Ormeño, Andrea P; Del Real, Alberto J; Naranjo, Claudia A

2017-06-01

The aim of this study was to assess, after one year, the impact of faculty development in teaching and learning skills focused on a learner-centered approach on faculty members' perceptions of and approaches to teaching and on their students' learning experiences and approaches. Before training (2014), all 176 faculty members at a dental school in Chile were invited to complete the Approaches to Teaching Inventory (ATI) to assess their teaching approaches (student- vs. teacher-focused). In 2015, all 496 students were invited to complete the Study Process Questionnaire (R-SPQ-2F) to assess their learning approaches (deep or surface) and the Course Experience Questionnaire (CEQ) to measure their teaching quality perceptions. Subsequently, faculty development workshops on student-centered teaching methodologies were delivered, followed by peer observation. In March 2016, all 176 faculty members and 491 students were invited to complete a second ATI (faculty) and R-SPQ-2 and CEQ (students). Before (2014) and after (2016) the training, 114 (65%) and 116 (66%) faculty members completed the ATI, respectively, and 89 (49%) of the then-181 faculty members completed the perceptions of skills development questionnaire in September 2016. In 2015, 373 students (75%) completed the R-SPQ-2F and CEQ; 412 (83%) completed both questionnaires in 2016. In 2014, the faculty results showed that student-focused teaching was significantly higher in preclinical and clinical courses than in the basic sciences. In 2016, teacher-focused teaching fell significantly; basic science teaching improved the most. Students in both the 2015 and 2016 cohorts had lower mean scores for deep learning approaches from year 1 on, while they increased their scores for surface learning. The students' perceptions of faculty members' good teaching, appropriate assessment, clear goals, and e-learning improved significantly, but perception of appropriate workload did not. Teaching and learning skills development
Making Performance Assessments a Part of Accountability

ERIC Educational Resources Information Center

Haun, Billy

2018-01-01

The purpose of this commentary is to describe recent efforts in Virginia to develop and use performance assessments, including the challenges that emerged during this process and key considerations for states that integrate performance assessment into their systems. Performance assessments can play an important role in preparing students for…
Informing web-based communication curricula in veterinary education: a systematic review of web-based methods used for teaching and assessing clinical communication in medical education.

PubMed

Artemiou, Elpida; Adams, Cindy L; Toews, Lorraine; Violato, Claudio; Coe, Jason B

2014-01-01

We determined the Web-based configurations that are applied to teach medical and veterinary communication skills, evaluated their effectiveness, and suggested future educational directions for Web-based communication teaching in veterinary education. We performed a systematic search of CAB Abstracts, MEDLINE, Scopus, and ERIC limited to articles published in English between 2000 and 2012. The review focused on medical or veterinary undergraduate to clinical- or residency-level students. We selected studies for which the study population was randomized to the Web-based learning (WBL) intervention with a post-test comparison with another WBL or non-WBL method and that reported at least one empirical outcome. Two independent reviewers completed relevancy screening, data extraction, and synthesis of results using Kirkpatrick and Kirkpatrick's framework. The search retrieved 1,583 articles, and 10 met the final inclusion criteria. We identified no published articles on Web based communication platforms in veterinary medicine; however, publications summarized from human medicine demonstrated that WBL provides a potentially reliable and valid approach for teaching and assessing communication skills. Student feedback on the use of virtual patients for teaching clinical communication skills has been positive,though evidence has suggested that practice with virtual patients prompted lower relation-building responses.Empirical outcomes indicate that WBL is a viable method for expanding the approach to teaching history taking and possibly to additional tasks of the veterinary medical interview.
Learning-Oriented Assessment Increases Performance and Written Skills in a Second Year Metabolic Biochemistry Course

ERIC Educational Resources Information Center

Vanderlelie, Jessica J.; Alexander, Heather. G.

2016-01-01

Assessment plays a critical role in learning and teaching and its power to enhance engagement and student outcomes is still underestimated in tertiary education. The current project considers the impact of a staged redesign of an assessment strategy that emphasized relevance of learning, formative assessment, student engagement, and feedback on…
Teaching and assessment of communication skills in undergraduate dental education - a survey in German-speaking countries.

PubMed

Rüttermann, S; Sobotta, A; Hahn, P; Kiessling, C; Härtl, A

2017-08-01

Teaching communication is perceived to be of importance in dental education. Several reports have been published worldwide in the educational literature describing modifications of the dental curriculum by implementing the teaching of communication skills. Surveys which evaluate the current state of training and assessment of communication skills in dental education in different countries exist already in some countries, but little information is available about German-speaking countries. In a cross-sectional study with the aim of a census, all 36 dental schools in Germany (30), Austria (3), and Switzerland (3) were surveyed. The present survey revealed that at 26 of the 34 dental schools (76%), communication skills training has been implemented. Training of communication skills mainly takes place between the 6th and the 9th semester. Ten schools were able to implement a partly longitudinal curriculum, while the other sites only offer stand-alone courses. Of the 34 dental schools, six assess communication skills in a summative way. Three of those schools also use formative assessments for their students. Another seven sites only use formative assessment. From the various formats of assessment, OSCE is mentioned most frequently. The necessity to train and assess communication skills has reached German-speaking dental schools. The present survey allows an overview of the training and assessment of communication skills in undergraduate dental education in German-speaking Europe. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.
Noninvariant Measurement in Rater-Mediated Assessments of Teaching Quality

ERIC Educational Resources Information Center

Kelcey, Ben

2014-01-01

Valid and reliable measurement of teaching is essential to evaluating and improving teacher effectiveness and advancing large-scale policy-relevant research in education (Raudenbush & Sadoff, 2008). One increasingly common component of teaching evaluations is the direct observation of teachers in their classrooms. Classroom observations have…
Catalyzing Graduate Teaching Assistants' Laboratory Teaching through Design Research

ERIC Educational Resources Information Center

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

2006-01-01

We report on a study of a laboratory teaching apprenticeship program designed to improve graduate teaching assistant (GTA) performance. To catalyze GTAs as laboratory teachers we constructed learning goals, synthesized previous literature into a design model and a developmental path, and built two instruments to measure 12 strategic pedagogical…
Assessing the Implementation Fidelity of a School-Based Teaching Personal and Social Responsibility Program in Physical Education and Other Subject Areas

ERIC Educational Resources Information Center

Escartí, Amparo; Liops-Goig, Ramon; Wright, Paul M.

2018-01-01

Purpose: The Teaching Personal and Social Responsibility (TPSR) model was developed to foster responsibility and teach life skills that transfer to various settings. The purpose of this study was to assess the implementation fidelity of a school-based TPSR program in physical education and other subject areas. Method: Systematic observation was…
Teaching core competencies of reconstructive microsurgery with the use of standardized patients.

PubMed

Son, Ji; Zeidler, Kamakshi R; Echo, Anthony; Otake, Leo; Ahdoot, Michael; Lee, Gordon K

2013-04-01

The Accreditation Council of Graduate Medical Education has defined 6 core competencies that residents must master before completing their training. Objective structured clinical examinations (OSCEs) using standardized patients are effective educational tools to assess and teach core competencies. We developed an OSCE specific for microsurgical head and neck reconstruction. Fifteen plastic surgery residents participated in the OSCE simulating a typical new patient consultation, which involved a patient with oral cancer. Residents were scored in all 6 core competencies by the standardized patients and faculty experts. Analysis of participant performance showed that although residents performed well overall, many lacked proficiency in systems-based practice. Junior residents were also more likely to omit critical elements of the physical examination compared to senior residents. We have modified our educational curriculum to specifically address these deficiencies. Our study demonstrates that the OSCE is an effective assessment tool for teaching and assessing all core competencies in microsurgery.
Applying the PDCA Cycle to the Complex Task of Teaching and Assessing Public Relations Writing

ERIC Educational Resources Information Center

Knight, John E.; Allen, Sandra

2012-01-01

Teaching skills, knowledge and abilities appropriate for career-ready graduates and assessing learning are complex issues. Developing a valid and reliable approach is often by trial and error. Instead, the authors employed Deming's PDCA Cycle of continuous improvement as a systematic procedure to incrementally move closer to their goal. This paper…
Approaches to Teaching.

ERIC Educational Resources Information Center

Fenstermacher, Gary D.; Soltis, Jonas F.

This book is designed to help teachers critically assess major ideas about what teaching is and should be. Using both classical and contemporary perspectives, three basic approaches to teaching are offered, and the strengths and weaknesses of each are explored. The "executive approach" views the teacher as an executor, using the best learning…
Teaching as Chaos

ERIC Educational Resources Information Center

Moseley, Bryan; Dustin, Daniel

2008-01-01

In this article, the authors advance a metaphor born of chaos theory that views the college classroom as a complex dynamical system. The authors reason further that "teaching as chaos" provides a more accurate representation of the teaching-learning process than the existing linear scientific metaphors on which traditional learning assessments are…
Using Gagne's theory to teach chest X-ray interpretation.

PubMed

Belfield, Jane

2010-03-01

as a Radiologist providing teaching for medical students and junior doctors, I have spent time devising lesson plans. It is vital to know the aims and objectives prior to teaching sessions in order that the students benefit as much as possible. This article describes a lesson plan for interpretation of a chest X-Ray using a theory described by Robert Gagne. Gagne developed a model of instructional design, which provides information and interaction to enhance the learning process. This model is based on nine instructional events used during a teaching session. These are: gaining attention, informing the learner of the objective, stimulating recall of prior material, presenting the stimulus material, providing learning guidance, eliciting the performance, providing feedback, assessing the performance and enhancing retention and transfer. this article uses the nine points described by Gagne and describes a model of how to teach chest X-ray interpretation. Each of Gagne's points is illustrated with a specific example of how this would fit into the Radiology teaching session. Gagne's theory of instructional design can be adapted depending on the subject being taught. It is useful, both for the teacher and the student, to prepare a lesson plan in advance with knowledge of required aims and objectives. Having run teaching sessions which use Gagne's theory, students have given very positive feedback and as a teacher I found the lesson ran more smoothly. Blackwell Publishing Ltd 2010.
Assessment of CPR-D skills of nurses in Göteborg, Sweden and Espoo, Finland: teaching leadership makes a difference.

PubMed

Mäkinen, M; Aune, S; Niemi-Murola, L; Herlitz, J; Varpula, T; Nurmi, J; Axelsson, A B; Thorén, A-B; Castrén, M

2007-02-01

Construction of an effective in-hospital resuscitation programme is challenging. To document and analyse resuscitation skills assessment must provide reliable data. Benchmarking with a hospital having documented excellent results of in-hospital resuscitation is beneficial. The purpose of this study was to assess the resuscitation skills to facilitate construction of an educational programme. Nurses working in a university hospital Jorvi, Espoo (n=110), Finland and Sahlgrenska University Hospital, Göteborg (n=40), Sweden were compared. The nurses were trained in the same way in both hospitals except for the defining and teaching of leadership applied in Sahlgrenska. Jorvi nurses are not trained to be, nor do they act as, leaders in a resuscitation situation. Their cardiopulmonary resuscitation (CPR) skills using an automated external defibrillator (AED) were assessed using Objective Structured Clinical Examination (OSCE) which was build up as a case of cardiac arrest with ventricular fibrillation (VF) as the initial rhythm. The subjects were tested in pairs, each pair alone. Group-working skills were registered. All Sahlgrenska nurses, but only 49% of Jorvi nurses, were able to defibrillate. Seventy percent of the nurses working in the Sahlgrenska hospital (mean score 35/49) and 27% of the nurses in Jorvi (mean score 26/49) would have passed the OSCE test. Statistically significant differences were found in activating the alarm (P<0.001), activating the AED without delay (P<0.01), setting the lower defibrillation electrode correctly (P<0.001) and using the correct resuscitation technique (P<0.05). The group-working skills of Sahlgrenska nurses were also significantly better than those of Jorvi nurses. Assessment of CPR-D skills gave valuable information for further education in both hospitals. Defining and teaching leadership seems to improve resuscitation performance.

Assessing Scientific Performance.

ERIC Educational Resources Information Center

Weiner, John M.; And Others

1984-01-01

A method for assessing scientific performance based on relationships displayed numerically in published documents is proposed and illustrated using published documents in pediatric oncology for the period 1979-1982. Contributions of a major clinical investigations group, the Childrens Cancer Study Group, are analyzed. Twenty-nine references are…
Teaching of clinical pharmacology and therapeutics in UK medical schools: current status in 2009.

PubMed

O'Shaughnessy, Lelia; Haq, Inam; Maxwell, Simon; Llewelyn, Martin

2010-07-01

written examinations. 90% of respondents believed that their students were 'fairly' to 'well' prepared for the foundation year but only 37% of schools gather data on the competence of their graduates. CPT teaching in UK medical schools is very diverse. Most schools do not assess the performance of their graduates as prescribers and there is a lack of evidence that many of the teaching approaches employed are suitable for the development of prescribing skills. It is vital that developments in CPT teaching are driven by validated, real-world assessments of the prescribing skills of medical students and newly qualified doctors.
Applying the Balanced Scorecard approach in teaching hospitals: a literature review and conceptual framework.

PubMed

Trotta, Annarita; Cardamone, Emma; Cavallaro, Giusy; Mauro, Marianna

2013-01-01

Teaching hospitals (THs) simultaneously serve three different roles: offering medical treatment, teaching future doctors and promoting research. The international literature recognises such organisations as 'peaks of excellence' and highlights their economic function in the health system. In addition, the literature describes the urgent need to manage the complex dynamics and inefficiency issues that threaten the survival of teaching hospitals worldwide. In this context, traditional performance measurement systems that focus only on accounting and financial measures appear to be inadequate. Given that THs are highly specific and complex, a multidimensional system of performance measurement, such as the Balanced Scorecard (BSC), may be more appropriate because of the multitude of stakeholders, each of whom seek a specific type of accountability. The aim of the paper was twofold: (i) to review the literature on the BSC and its applications in teaching hospitals and (ii) to propose a scorecard framework that is suitable for assessing the performance of THs and serving as a guide for scholars and practitioners. In addition, this research will contribute to the ongoing debate on performance evaluation systems by suggesting a revised BSC framework and proposing specific performance indicators for THs. Copyright © 2012 John Wiley & Sons, Ltd.
Teaching undergraduate biomechanics with Just-in-Time Teaching.

PubMed

Riskowski, Jody L

2015-06-01

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

PubMed

Schuetz, Elisabeth; Obirei, Barbara; Salat, Daniela; Scholz, Julia; Hann, Dagmar; Dethleffsen, Kathrin

2017-08-01

performance in first assessments. 94% of the students participating in tutorials offered in the study year 2013/14 rated the tutorials as "excellent" or "good". An objective benefit has been shown by a significant increase in re-assessment scores with an effect size between the medium and large magnitudes for participants of tutorials compared to non-participants in the years 2012, 2013 and 2014. In addition, significantly higher pass rates of re-assessments could be observed. Acceptance, utilisation and benefit of the assessed peer teaching programme are high. Beyond the support of students, a contribution to the individualisation of studies and teaching is made. Further studies are necessary to investigate possible influences of large-scale peer teaching programmes, for example on the reduction of study length and drop-off rates, as well as additional effects on academic achievements. Copyright © 2017. Published by Elsevier GmbH.
Teacher Evaluation: Organizational Maintenance Versus Stimulation of Improved Teaching Performance. The New Mexico Principalship Study.

ERIC Educational Resources Information Center

Wood, Carolyn J.; Pohland, Paul A.

Teacher evaluation procedures appear to focus on organizational maintenance aspects more heavily than on helping teachers improve their teaching performance. This conclusion was reached after a content analysis of teacher evaluation instruments used in New Mexico schools. Items focusing on the instructional role constituted only 28% of the items…
Assessing the Impact of Group Projects on Examination Performance in Social Statistics

ERIC Educational Resources Information Center

Delucchi, Michael

2007-01-01

College teachers in the sciences and professional studies have endorsed collaborative learning group strategies for teaching undergraduate statistics courses, but few researchers provide empirical evidence that students' quantitative skills actually increase as a result of the collaborative experience. Assessment of the efficacy of collaborative…
DARTTS Diagnostic Assessments of Reading with Trial Teaching Strategies: Administrator's Summary. Report No. 9-49040.

ERIC Educational Resources Information Center

Riverside Publishing Co., Chicago. IL.

The Diagnostic Assessments of Reading with Trial Teaching Strategies (DARTTS) is a program of diagnostic tests with sample lessons in aspects of literacy. Developed by Florence G. Roswell and Jeanne S. Chall, the DARTTS program is published in a multilevel format for beginning through advanced (high school) readers. Teachers administer and score…
Teachers' Professional Knowledge for Teaching English as a Foreign Language: Assessing the Outcomes of Teacher Education

ERIC Educational Resources Information Center

König, Johannes; Lammerding, Sandra; Nold, Günter; Rohde, Andreas; Strauß, Sarah; Tachtsoglou, Sarantis

2016-01-01

Despite an increasing research interest in subject-specific teacher knowledge, the scientific understanding regarding teachers' professional knowledge for teaching English as a foreign language (TEFL) is very limited. This study therefore applies standardized tests to directly assess content knowledge (CK), pedagogical content knowledge (PCK), and…
Beyond the Fringe: A Framework for Assessing Teach-Yourself Materials for ab initio English-Speaking Learners.

ERIC Educational Resources Information Center

Jones, Francis R.

1993-01-01

A detailed, nonimpressionistic assessment checklist is presented for teach-yourself language packages. Two example research applications are given: a survey of a range of course packages, and an analysis of the patterns of materials used by an individual learner of Hungarian. (39 references) (Author/LB)
Modelling discrete choice variables in assessment of teaching staff work satisfaction.

PubMed

Mieilă, Mihai; Popescu, Constanţa; Tudorache, Ana-Maria; Toplicianu, Valerică

2015-01-01

Levels of self-reported job satisfaction and motivation were measured by survey in a sample of 286 teachers. Using the discrete choice framework, the paper tries to assess the relevance of the considered indicators (demographic, social, motivational) in overall teaching work satisfaction. The findings provide evidence that job satisfaction is correlated significantly with level of university degree held by the teacher, type of secondary school where the teacher is enrolled, revenues, and salary-tasks adequacy. This is important for the Romanian economy, since the education system is expected to provide future human resources with enhanced skills and abilities.
Modelling Discrete Choice Variables in Assessment of Teaching Staff Work Satisfaction

PubMed Central

2015-01-01

Levels of self-reported job satisfaction and motivation were measured by survey in a sample of 286 teachers. Using the discrete choice framework, the paper tries to assess the relevance of the considered indicators (demographic, social, motivational) in overall teaching work satisfaction. The findings provide evidence that job satisfaction is correlated significantly with level of university degree held by the teacher, type of secondary school where the teacher is enrolled, revenues, and salary-tasks adequacy. This is important for the Romanian economy, since the education system is expected to provide future human resources with enhanced skills and abilities. PMID:25849295
["Flipped classroom" teaching model into the curriculum of Theories of Different Schools of Acupuncture and Moxibustion:exploration and practice].

PubMed

Liu, Mailan; Yuan, Yiqin; Chang, Xiaorong; Tang, Yulan; Luo, Jian; Li, Nan; Yu, Jie; Yang, Qianyun; Liu, Mi

2016-08-12

The "flipped classroom" teaching model practiced in the teaching of Theories of Different Schools of Acupuncture and Moxibustion curriculum was introduced. Firstly, the roles and responsibilities of teachers were clarified, indicating teachers provided examples and lectures, and a comprehensive assessment system was established. Secondly, the "flipped classroom" teaching model was split into online learning, classroom learning and offline learning. Online learning aimed at forming a study report by a wide search of relevant information, which was submitted to teachers for review and assessment. Classroom learning was designed to communicate study ideas among students and teachers. Offline learning was intended to revise and improve the study report and refined learning methods. Lastly, the teaching practice effects of "flip classroom" were evaluated by comprehensive rating and questionnaire assessment, which assessed the overall performance of students and overall levels of paper; the learning ability was enhanced, and the interest and motivation of learning were also improved. Therefore, "flipped classroom" teaching mode was suitable for the curriculum of Theories of Different Schools of Acupuncture and Moxibustion , and could be recommended into the teaching practice of related curriculum of acupuncture and tuina.
The Auckland Cataract Study: Assessing Preoperative Risk Stratification Systems for Phacoemulsification Surgery in a Teaching Hospital.

PubMed

Kim, Bia Z; Patel, Dipika V; Sherwin, Trevor; McGhee, Charles N J

2016-11-01

To evaluate 2 preoperative risk stratification systems for assessing the risk of complications in phacoemulsification cataract surgery, performed by residents, fellows, and attending physicians in a public teaching hospital. Cohort study. One observer assessed the clinical data of 500 consecutive cases, prior to phacoemulsification cataract surgery performed between April and June 2015 at Greenlane Clinical Centre, Auckland, New Zealand. Preoperatively 2 risk scores were calculated for each case using the Muhtaseb and Buckinghamshire risk stratification systems. Complications, intraoperative and postoperative, and visual outcomes were analyzed in relation to these risk scores. Intraoperative complication rates increased with higher risk scores using the Muhtaseb or Buckinghamshire stratification system (P = .001 and P = .003, respectively, n = 500). The odds ratios for residents and fellows were not significantly different from attending physicians after case-mix adjustment according to risk scores (P > .05). Postoperative complication rates increased with higher Buckinghamshire risk scores but not with Muhtaseb scores (P = .014 and P = .094, respectively, n = 476). Postoperative corrected-distance visual acuity was poorer with higher risk scores (P < .001 for both, n = 476). This study confirms that the risk of intraoperative complications increases with higher preoperative risk scores. Furthermore, higher risk scores correlate with poorer postoperative visual acuity and the Buckinghamshire risk score also correlates with postoperative complications. Therefore, preoperative assessment using such risk stratification systems could assist individual informed consent, preoperative surgical planning, safe allocation of cases to trainees, and more meaningful analyses of outcomes for individual surgeons and institutions. Copyright © 2016 Elsevier Inc. All rights reserved.
Problems and Methods of Teaching and Assessment of Students on Day Release in Higher Education.

ERIC Educational Resources Information Center

Trotman-Dickenson, Danusia

1980-01-01

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

ERIC Educational Resources Information Center

Stosich, Elizabeth Leisy; Snyder, Jon; Wilczak, Katie

2018-01-01

This paper reviews state strategies for incorporating performance assessment in policy and practice. Specifically, the paper reviews the use of performance assessment in 12 states in the Innovation Lab Network, a group committed to developing systems of assessment that provide meaningful measures of college and career readiness. This review…
Differential Effects of Two Types of Formative Assessment in Predicting Performance of First-Year Medical Students

ERIC Educational Resources Information Center

Krasne, Sally; Wimmers, Paul F.; Relan, Anju; Drake, Thomas A.

2006-01-01

Formative assessments are systematically designed instructional interventions to assess and provide feedback on students' strengths and weaknesses in the course of teaching and learning. Despite their known benefits to student attitudes and learning, medical school curricula have been slow to integrate such assessments into the curriculum. This…
Teaching diversity to medical undergraduates: Curriculum development, delivery and assessment. AMEE GUIDE No. 103.

PubMed

Dogra, Nisha; Bhatti, Farah; Ertubey, Candan; Kelly, Moira; Rowlands, Angela; Singh, Davinder; Turner, Margot

2016-01-01

The aim of this Guide is to support teacher with the responsibility of designing, delivering and/or assessing diversity education. Although, the focus is on medical education, the guidance is relevant to all healthcare professionals. The Guide begins by providing an overview of the definitions used and the principles that underpin the teaching of diversity as advocated by Diversity and Medicine in Health (DIMAH). Following an outline of these principles we highlight the difference between equality and diversity education. The Guide then covers diversity education throughout the educational process from the philosophical stance of educators and how this influences the approaches used through to curriculum development, delivery and assessment. Appendices contain practical examples from across the UK, covering lesson plans and specific exercises to deliver teaching. Although, diversity education remains variable and fragmented there is now some momentum to ensure that the principles of good educational practice are applied to diversity education. The nature of this topic means that there are a range of different professions and medical disciplines involved which leads to a great necessity for greater collaboration and sharing of effective practice.
Improving gross anatomy learning using reciprocal peer teaching.

PubMed

Manyama, Mange; Stafford, Renae; Mazyala, Erick; Lukanima, Anthony; Magele, Ndulu; Kidenya, Benson R; Kimwaga, Emmanuel; Msuya, Sifael; Kauki, Julius

2016-03-22

The use of cadavers in human anatomy teaching requires adequate number of anatomy instructors who can provide close supervision of the students. Most medical schools are facing challenges of lack of trained individuals to teach anatomy. Innovative techniques are therefore needed to impart adequate and relevant anatomical knowledge and skills. This study was conducted in order to evaluate the traditional teaching method and reciprocal peer teaching (RPT) method during anatomy dissection. Debriefing surveys were administered to the 227 first year medical students regarding merits, demerits and impact of both RPT and Traditional teaching experiences on student's preparedness prior to dissection, professionalism and communication skills. Out of this, 159 (70 %) completed the survey on traditional method while 148 (65.2 %) completed survey on RPT method. An observation tool for anatomy faculty was used to assess collaboration, professionalism and teaching skills among students. Student's scores on examinations done before introduction of RPT were compared with examinations scores after introduction of RPT. Our results show that the mean performance of students on objective examinations was significantly higher after introduction of RPT compared to the performance before introduction of RPT [63.7 ± 11.4 versus 58.6 ± 10, mean difference 5.1; 95 % CI = 4.0-6.3; p-value < 0.0001]. Students with low performance prior to RPT benefited more in terms of examination performance compared to those who had higher performance [Mean difference 7.6; p-value < 0.0001]. Regarding student's opinions on traditional method versus RPT, 83 % of students either agreed or strongly agreed that they were more likely to read the dissection manual before the RPT dissection session compared to 35 % for the traditional method. Over 85 % of respondents reported that RPT improved their confidence and ability to present information to peers and faculty compared to 38 % for
Language Performance Assessment: Current Trends in Theory and Research

ERIC Educational Resources Information Center

El-Koumy, Abdel-Salam Abdel-Khalek

2004-01-01

The purpose of this paper is to review the theoretical and empirical literature relevant to language performance assessment. Following a definition of performance assessment, this paper considers: (1) theoretical assumptions underlying performance assessment; (2) purposes of performance assessment; (3) performance assessment procedures; (4) merits…

Does Burnout Begin with Student-Teaching? Analyzing Efficacy, Burnout, and Support during the Student-Teaching Semester

ERIC Educational Resources Information Center

Fives, Helenrose; Hamman, Doug; Olivarez, Arturo

2007-01-01

The burnout process may begin as early as the student-teaching experience [Gold, Y., 1985. Does teacher burnout begin with student teaching? "Education", 105, 254-257]. Data from 49 student-teachers in the southwest United States were gathered twice during their student-teaching practicum. Data assessing teacher efficacy, teacher…
The NASA performance assessment workstation: Cognitive performance during head-down bed rest

NASA Astrophysics Data System (ADS)

Shehab, Randa L.; Schlegel, Robert E.; Schiflett, Samuel G.; Eddy, Douglas R.

The NASA Performance Assessment Workstation was used to assess cognitive performance changes in eight males subjected to seventeen days of 6 ° head-down bed rest. PAWS uses six performance tasks to assess directed and divided attention, spatial, mathematical, and memory skills, and tracking ability. Subjective scales assess overall fatigue and mood state. Subjects completed training trials, practice trials, bed rest trials, and recovery trials. The last eight practice trials and all bed rest trials were performed with subjects lying face-down on a gurney. In general, there was no apparent cumulative effect of bed rest. Following a short period of performance stabilization, a slight but steady trend of performance improvement was observed across all trials. For most tasks, this trend of performance improvement was enhanced during recovery. No statistically significant differences in performance were observed when comparing bed rest with the control period. Additionally, fatigue scores showed little change across all periods.
The NASA Performance Assessment Workstation: cognitive performance during head-down bed rest.

PubMed

Shehab, R L; Schlegel, R E; Schiflett, S G; Eddy, D R

1998-01-01

The NASA Performance Assessment Workstation was used to assess cognitive performance changes in eight males subjected to seventeen days of 6 degrees head-down bed rest. PAWS uses six performance tasks to assess directed and divided attention, spatial, mathematical, and memory skills, and tracking ability. Subjective scales assess overall fatigue and mood state. Subjects completed training trials, practice trials, bed rest trials, and recovery trials. The last eight practice trials and all bed rest trials were performed with subjects lying face-down on a gurney. In general, there was no apparent cumulative effect of bed rest. Following a short period of performance stabilization, a slight but steady trend of performance improvement was observed across all trials. For most tasks, this trend of performance improvement was enhanced during recovery. No statistically significant differences in performance were observed when comparing bed rest with the control period. Additionally, fatigue scores showed little change across all periods.
Clinical nutrition and foodservice personnel in teaching hospitals have different perceptions of total quality management performance.

PubMed

Chong, Y; Unklesbay, N; Dowdy, R

2000-09-01

To investigate the perceived total quality management (TQM) performance of their department by clinical nutrition managers and dietitians, and foodservice managers and supervisors, in hospital food and nutrition service departments. Using a 2-part questionnaire containing items about 3 constructs of TQM performance and demographic characteristics, participants rated their perceptions of TQM performance. Employees in 7 Council of Teaching Hospitals. Of the 128 possible respondents, 73 (57%) completed the study. Correlation analysis to identify relationships between demographic characteristics and TQM performance. Analysis of variance to investigate statistical differences among hospitals and between subject groups and types of employment positions. Three TQM constructs--organization, information, and quality management--were evaluated. The clinical nutrition manager and dietitian group had mean ratings between 3.1 and 4.7 (5-point Likert scale); the foodservice manager and supervisor group had mean ratings from 2.7 to 4.0. Education level was significantly correlated (r = 0.44) to performance of employee training in the clinical nutrition group. The number of employees directly supervised was negatively correlated (r = -0.21) to the performance of employee training in the foodservice group. As the dynamic roles of dietitians change, many dietitians will occupy management positions in organizations such as restaurants, health food stores, food processing/distribution companies, and schools. This study demonstrates how a TQM survey instrument could be applied to clinical nutrition and foodservice settings. Dietitians will need to assess TQM in their workplace facilities, especially because of the direct links of TQM to productivity and client satisfaction.
Educational Assessment via a Web-Based Intelligent System

ERIC Educational Resources Information Center

Huang, Jingshan; He, Lei; Davidson-Shivers, Gayle V.

2011-01-01

Effective assessment is vital in educational activities. We propose IWAS (intelligent Web-based assessment system), an intelligent, generalized and real-time system to assess both learning and teaching. IWAS provides a foundation for more efficiency in instructional activities and, ultimately, students' performances. Our contributions are…
Designing Personalized Online Teaching Professional Development through Self-Assessment

ERIC Educational Resources Information Center

Rhode, Jason; Richter, Stephanie; Miller, Tracy

2017-01-01

Many institutions use a one-size-fits-all approach to faculty development for online teaching, which does not meet the needs of faculty who often have different levels of experience, skill, and self-efficacy in online teaching and learning. To address these issues, the [university name removed] [center name removed] designed and implemented an…
Temporal Learning Analytics for Adaptive Assessment

ERIC Educational Resources Information Center

Papamitsiou, Zacharoula; Economides, Anastasios A.

2014-01-01

Accurate and early predictions of student performance could significantly affect interventions during teaching and assessment, which gradually could lead to improved learning outcomes. In our research, we seek to identify and formalize temporal parameters as predictors of performance ("temporal learning analytics" or TLA) and examine…
Can Different Teaching Strategies or Methods of Preparing Pupils Lead to Greater Improvements from GCSE to A Level Performance?

ERIC Educational Resources Information Center

Greatorex, Jackie; Malacova, Eva

2006-01-01

There is no published empirically based research on the new GCE synoptic assessment. Consequently no published research has been undertaken on its role, how it is taught or how pupils are prepared for the assessment. Neither is there a published evaluation of the effectiveness of teaching the synoptic units. It is these issues which are addressed…
Does Teaching Practice Effectively Prepare Student-Teachers to Teach Creative and Performing Arts? The Case of Botswana

ERIC Educational Resources Information Center

Mannathoko, Magdeline C.

2013-01-01

Teacher Education involves the policies and procedures designed to equip teachers with the knowledge and skills they require to teach effectively. Teaching practice (TP) is an integral part in teacher education because it allows student-teachers to apply the theories into practice. Effective preparation of student-teachers in practical subjects…
Educational Needs Assessment Highlights Several Areas of Emphasis in Teaching Evidence-Based Medicine Skills to Physician Assistant Students.

PubMed

Kuntz, Susan; Ali, Syed Haris; Hahn, Emily

2016-08-03

An assessment of educational needs is essential for curricular reform in medical education. Using the conceptual framework of needs assessment, this study aimed to determine which content should be emphasized in teaching evidence-based medicine (EBM) skills to physician assistant (PA) students. Key content areas were identified from the published literature and objectives for previous courses. A questionnaire-type needs assessment instrument was created and given to a graduating class of PA students (n = 21) at the University of North Dakota. The response format had two 5-option scales, one to assess current skill levels and the other to assess ideal skill levels. Means for each category were calculated, and a mean difference analysis was performed. An average mean difference of 0.5 was noted in 3 domains (information retrieval skills, writing skills, and overall gains), and a mean difference of 0.7 was noted in one domain (statistical skills). Items with a mean difference of ≥ 0.7 were identified for prioritization for curricular reform. Open-ended input from respondents substantiated the need for greater emphasis on these content areas. Several content areas related to EBM skills can be identified and prioritized through a systematically conducted educational needs assessment. This method can be used to identify discrepancies between the existing and ideal states of affairs in PA education.
Teaching science, technology, and society to engineering students: a sixteen year journey.

PubMed

Ozaktas, Haldun M

2013-12-01

The course Science, Technology, and Society is taken by about 500 engineering students each year at Bilkent University, Ankara. Aiming to complement the highly technical engineering programs, it deals with the ethical, social, cultural, political, economic, legal, environment and sustainability, health and safety, reliability dimensions of science, technology, and engineering in a multidisciplinary fashion. The teaching philosophy and experiences of the instructor are reviewed. Community research projects have been an important feature of the course. Analysis of teaching style based on a multi-dimensional model is given. Results of outcome measurements performed for ABET assessment are provided. Challenges and solutions related to teaching a large class are discussed.
Student Evaluation of Teaching Effectiveness: An Assessment of Student Perception and Motivation.

ERIC Educational Resources Information Center

Chen, Yining; Hoshower, Leon B

2003-01-01

Evaluated key factors motivating students to participate in teaching evaluation. Found that students generally consider an improvement in teaching to be the most attractive outcome. The second most attractive outcome was using teaching evaluations to improve course content and format. Using teaching evaluations for a professor's tenure, promotion,…
Developing a Technological Pedagogical Content Knowledge (TPACK) Assessment for Preservice Teachers Learning to Teach English as a Foreign Language

ERIC Educational Resources Information Center

Baser, Derya; Kopcha, Theodore J.; Ozden, M. Yasar

2016-01-01

This paper reports the development and validation process of a self-assessment survey that examines technological pedagogical content knowledge (TPACK) among preservice teachers learning to teach English as a foreign language (EFL). The survey, called TPACK-EFL, aims to provide an assessment tool for preservice foreign language teachers that…
The Relationship between Teachers' Performance on the Ventures for Excellence and Their Teaching Effectiveness

ERIC Educational Resources Information Center

Winters, Michael Joseph

2017-01-01

This quantitative correlational study examined the relationship between teacher pre-hiring effectiveness evaluation and their performance evaluation scores at the end of the first year of teaching. Prior to this study, it was not known if and to what degree teachers' scores on the Ventures for Excellence B-22 screening interview correlated to…
Redesign of the System for Evaluation of Teaching Qualities in Anesthesiology Residency Training (SETQ Smart).

PubMed

Lombarts, Kiki M J M H; Ferguson, Andrew; Hollmann, Markus W; Malling, Bente; Arah, Onyebuchi A

2016-11-01

Given the increasing international recognition of clinical teaching as a competency and regulation of residency training, evaluation of anesthesiology faculty teaching is needed. The System for Evaluating Teaching Qualities (SETQ) Smart questionnaires were developed for assessing teaching performance of faculty in residency training programs in different countries. This study investigated (1) the structure, (2) the psychometric qualities of the new tools, and (3) the number of residents' evaluations needed per anesthesiology faculty to use the instruments reliably. Two SETQ Smart questionnaires-for faculty self-evaluation and for resident evaluation of faculty-were developed. A multicenter survey was conducted among 399 anesthesiology faculty and 430 residents in six countries. Statistical analyses included exploratory factor analysis, reliability analysis using Cronbach α, item-total scale correlations, interscale correlations, comparison of composite scales to global ratings, and generalizability analysis to assess residents' evaluations needed per faculty. In total, 240 residents completed 1,622 evaluations of 247 faculty. The SETQ Smart questionnaires revealed six teaching qualities consisting of 25 items. Cronbach α's were very high (greater than 0.95) for the overall SETQ Smart questionnaires and high (greater than 0.80) for the separate teaching qualities. Interscale correlations were all within the acceptable range of moderate correlation. Overall, questionnaire and scale scores correlated moderately to highly with the global ratings. For reliable feedback to individual faculty, three to five resident evaluations are needed. The first internationally piloted questionnaires for evaluating individual anesthesiology faculty teaching performance can be reliably, validly, and feasibly used for formative purposes in residency training.
E-learning and near-peer teaching in electrocardiogram education: a randomised trial.

PubMed

Davies, Andrew; Macleod, Rachael; Bennett-Britton, Ian; McElnay, Philip; Bakhbakhi, Danya; Sansom, Jane

2016-06-01

Near-peer teaching and electronic learning (e-learning) are two effective modern teaching styles. Near-peer sessions provide a supportive learning environment that benefits both the students and the tutor. E-learning resources are flexible and easily distributed. Careful construction and regular editing can ensure that students receive all of the essential material. The aim of this study is to compare the efficacy of e-learning and near-peer teaching during the pre-clinical medical curriculum. Thirty-nine second-year medical students were consented and randomised into two groups. Each group received teaching on electrocardiogram (ECG) interpretation from a predefined syllabus. Eighteen students completed an e-learning module and 21 students attended a near-peer tutorial. Students were asked to complete a multiple-choice exam, scored out of 50. Each student rated their confidence in ECG interpretation before and after their allocated teaching session. The near-peer group (84%) demonstrated a significantly higher performance than the e-learning group (74.5%) on the final assessment (p = 0.002). Prior to the teaching, the students' mean confidence scores were 3/10 in both the near-peer and e-learning groups (0, poor; 10, excellent). These increased to 6/10 in both cases following the teaching session. Both teaching styles were well received by students and improved their confidence in ECG interpretation. Near-peer teaching led to superior scores in our final assessment. Given the congested nature of the modern medical curriculum, direct comparison of the efficacy of these methods may aid course design. The aim of this study is to compare the efficacy of e-learning and near-peer teaching. © 2015 John Wiley & Sons Ltd.
A New Self-Assessment Teaching Assistant Survey for Growth and Development

ERIC Educational Resources Information Center

Mewis, Keith; Dee, Jaclyn; Lam, Vivienne; Obradovich, Shannon; Cassidy, Alice

2018-01-01

During their time as Teaching Assistants (TAs), graduate students develop a variety of skills, knowledge, and attitudes (SKAs) based on teaching and related facilitation experiences. As TAs move on to future opportunities, their prior experiences form a foundation upon which additional teaching experience builds. Presently, there are few tools to…
Assessment for Closing the Achievement Gap. Research Brief

ERIC Educational Resources Information Center

Muir, Mike

2005-01-01

Assessment "for" learning is not the same as assessment "of" learning. Assessment of learning is assessment for accountability purposes, to determine a student's level of performance on a specific task or at the conclusion of a unit of teaching and learning. The information gained from this kind of assessment is often used in reporting. Assessment…
Training to Perform Ankle-Brachial Index: Systematic Review and Perspectives to Improve Teaching and Learning.

PubMed

Chaudru, S; de Müllenheim, P-Y; Le Faucheur, A; Kaladji, A; Jaquinandi, V; Mahé, G

2016-02-01

To conduct a systematic review focusing on the impact of training programs on ankle-brachial index (ABI) performance by medical students, doctors and primary care providers. Lower extremity peripheral artery disease (PAD) is a highly prevalent disease affecting ∼202 million people worldwide. ABI is an essential component of medical education because of its ability to diagnose PAD, and as it is a powerful prognostic marker for overall and cardiovascular related mortality. A systematic search was conducted (up to May 2015) using Medline, Embase, and Web of Science databases. Five studies have addressed the impact of a training program on ABI performance by either medical students, doctors or primary care providers. All were assigned a low GRADE system quality. The components of the training vary greatly either in substance (what was taught) or in form (duration of the training, and type of support which was used). No consistency was found in the outcome measures. According to this systematic review, only few studies, with a low quality rating, have addressed which training program should be performed to provide the best way of teaching how to perform ABI. Future high quality researches are required to define objectively the best training program to facilitate ABI teaching and learning. Copyright © 2015 European Society for Vascular Surgery. Published by Elsevier Ltd. All rights reserved.
Secondary School Science Teachers' Knowledge and Implementation of Effective Teaching Strategies in High-Performing Schools in Swaziland

ERIC Educational Resources Information Center

Mamba, Dudu; Putsoa, Bongile

2018-01-01

This paper investigates the teaching strategies used by secondary school science teachers in Swazi schools that perform well in national examinations. The performance of learners in science in these examinations is generally low, as indicated by the public examination results published by the Examinations Council of Swaziland. However, a few…

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