Examining the Lived Experience of Students with Reading Comprehension Learning Disabilities and the Perceived Value of the Accommodations Received

ERIC Educational Resources Information Center

Dodge, Katie M.

2012-01-01

Students with learning disabilities, including a reading comprehension learning disability, are attending higher education institutions at an increasing rate. As a result, higher education institutions will need to be prepared to accommodate these students, especially with those accommodations perceived as most valuable by the students who use…

Teaching Grant Writing with Service Learning

ERIC Educational Resources Information Center

Griffith, James D.; Hart, Christian L.; Goodling, Morgan M.

2006-01-01

Grant writing experience can be a valuable asset for students completing masters-level degree programs across a variety of disciplines. A service learning grant writing project was incorporated in a multidisciplinary program evaluation course as part of a writing requirement. Twelve students served as "ghost writers" and wrote grant…

Student Attitudes towards Laboratory Exercises in Medical Biochemistry.

ERIC Educational Resources Information Center

Cronholm, Tomas; Hoog, Jan-Olov; Martenson, Dick

2000-01-01

Examines student attitudes towards biochemical experiments and their effect on student learning. Finds that biochemical experiments in the medical curriculum are valuable, but efforts should be directed more towards the development of students' attitudes and approaches to the exercise. (Author/CCM)

Service-Learning: A Valuable Component of Pre-Service Teacher Education

ERIC Educational Resources Information Center

Chambers, Dianne J.; Lavery, Shane

2012-01-01

There is recognition that involvement in service-learning can impact positively on the development of pre-service teachers professionally, culturally and academically (Billig & Freeman, 2010; Anderson, 1998). This article explores and describes the experiences of pre-service teachers in the School of Education at the University of Notre Dame…

Learning From Pictures.

ERIC Educational Resources Information Center

Williams, Catharine M.

Well prepared, carefully chosen, two-dimensional visual aids are valuable in the learning process as a source of information and as a stimulator of student response. A student's visual perception and his degree of self-awareness can be evaluated by his reaction to pictures. At the instructional level, pictures can expand an experience, dramatize a…

Comparison of Students' Perceptions of Their Teaching-Learning Environments in Three Professional Academic Disciplines: A Valuable Tool for Quality Enhancement

ERIC Educational Resources Information Center

Haarala-Muhonen, Anne; Ruohoniemi, Mirja; Katajavuori, Nina; Lindblom-Ylanne, Sari

2011-01-01

The present study explored differences in students' perceptions of their teaching-learning environments in three professional academic disciplines at the University of Helsinki, using a modified version of the Experiences of Teaching & Learning Questionnaire. A total of 426 first-year students from the Faculties of Law, Pharmacy and Veterinary…

In Search of an Aesthetic Pathway: Young Children's Encounters with Drama

ERIC Educational Resources Information Center

Ho, Ka Lee Carrie

2017-01-01

Aesthetic experiences have proved as a valuable tool to enhance quality childhood life and learning; yet, how young children perceive such experiences is little known. This study investigated the aesthetic experiences and responses of Hong Kong young children through drama improvisation. Deleuzo-Guattarian concept of rhizome was used to form a…

Use of Terrestrial Hermit Crabs in the Study of Habituation

ERIC Educational Resources Information Center

Nolan, Laurence J.

2004-01-01

For small colleges, the use of invertebrates in undergraduate learning laboratory experiments may be a valuable alternative to the use of vertebrate species. This article describes a habituation experiment using terrestrial hermit crabs. All of the materials required are inexpensive and readily available. What makes this experiment unique is that…

Twelve tips for blueprinting.

PubMed

Coderre, Sylvain; Woloschuk, Wayne; McLaughlin, Kevin

2009-04-01

Content validity is a requirement of every evaluation and is achieved when the evaluation content is congruent with the learning objectives and the learning experiences. Congruence between these three pillars of education can be facilitated by blueprinting. Here we describe an efficient process for creating a blueprint and explain how to use this tool to guide all aspects of course creation and evaluation. A well constructed blueprint is a valuable tool for medical educators. In addition to validating evaluation content, a blueprint can also be used to guide selection of curricular content and learning experiences.

Tombstones as Textbooks.

ERIC Educational Resources Information Center

Hansen, Karen L.

1989-01-01

Cemeteries can provide valuable teaching tools for studying art, genealogy, botany, math, geology, and local history. Several activities are suggested that will make a field trip to a local cemetery a learning experience. (IAH)

Practicum Learnings for Counseling and Art Therapy Students: The Shared and the Particular

ERIC Educational Resources Information Center

Van Lith, Theresa; Voronin, Lorelei

2016-01-01

Practicum experience in counseling and therapy training can be an anxiety-inducing time as students begin to apply their acquired theoretical knowledge. On-site supervisors closely monitor students' development by making use of example-based involvements to provide valuable insights and learning opportunities. This paper examines the findings from…

In the Kitchen with Your Young Child.

ERIC Educational Resources Information Center

Giddings, Louise R.

Under the guidance of alert adults, young children can develop new understandings, learn valuable skills, and acquire positive attitudes toward life and learning by taking part in activities in the kitchen. This book provides ideas that parents and parent surrogates can use to provide experiences in the kitchen that will contribute to children's…

Collaborative Learning in Architectural Education: Benefits of Combining Conventional Studio, Virtual Design Studio and Live Projects

ERIC Educational Resources Information Center

Rodriguez, Carolina; Hudson, Roland; Niblock, Chantelle

2018-01-01

Combinations of Conventional Studio and Virtual Design Studio (VDS) have created valuable learning environments that take advantage of different instruments of communication and interaction. However, past experiences have reported limitations in regards to student engagement and motivation, especially when the studio projects encourage abstraction…

Retrieval of "Being" in Early Childhood Music Education

ERIC Educational Resources Information Center

Bell, Sophie

2009-01-01

The intention of this paper is to illustrate and illuminate how my teaching and learning experiences within my own pedagogical practice hold valuable and rich data. Information hidden within these experiences possesses vitality not only for self and professional development but for efficacy also. Disclosures through reflective accounts and…

Student Perceptions of a Recreation Trail Assignment as a Valuable Learning Experience for Geography Undergraduates

ERIC Educational Resources Information Center

Mullens, Jo Beth

2016-01-01

Charging undergraduate geography students with the task of designing a recreational trail in their local community offers an engaging experiential opportunity with potential to advance geographic learning in a real-world setting. This article presents an assignment in which students were asked to develop a recreational trail proposal for an…

Using metacognitive strategies to help students learn in pretest and posttest review.

PubMed

Poorman, Susan G; Mastorovich, Melissa L

2008-01-01

The authors discuss the use of several metacognitive strategies that can help turn test reviews into an active learning experience. With these strategies, test reviews can provide students with valuable tools to enhance their thinking and help them better prepare for the high-level thinking test questions that are seen on nursing examinations.

Youth Voices: The WorkReady Experience

ERIC Educational Resources Information Center

Philadelphia Youth Network, 2009

2009-01-01

WorkReady programs offer young Philadelphians not only their first job, but skills for success. Young people who work during high school often master valuable skills that can help them do better in high school and college; learn new things that open their eyes to career possibilities; and earn more money later in life. When young people learn how…

Thinking outside the Box Office: Using Movies to Build Shared Experiences and Student Engagement in Online or Hybrid Learning

ERIC Educational Resources Information Center

Kresse, William; Watland, Kathleen Hanold

2016-01-01

Movies and films are widely recognized as valuable pedagogical tools. Motion pictures provide concrete and illustrative examples of important concepts and can improve students' understanding of course material as well as increase their satisfaction with courses. Online learning is becoming an increasing dominant facet of higher education. Online…

It's Easier than You Think! Exploring an Outdoor Pedagogy for Teaching Science

ERIC Educational Resources Information Center

Hainsworth, Mark

2018-01-01

As well as providing a valuable and enjoyable experience for pupils, outdoor learning also enhances and contextualises learning in science by helping pupils understand science concepts. Teachers' lack of confidence in which aspects of the science curriculum they can actually teach outdoors deters them from venturing outside the classroom for…

Consulting in an Insurance Company: What We as Academics Can Learn.

ERIC Educational Resources Information Center

Timmons, Theresa Cullen

1988-01-01

Describes a technical writing teacher's experience consulting at a large insurance company. Suggests that consulting provides teachers valuable insight into the real-life writing concerns of writers in service occupations. (ARH)

CSC Tip Sheets: Working with Students

EPA Pesticide Factsheets

Work with students, individually or in teams, who are a volunteer workforce that offers resources to implement projects. In turn, these students are given a valuable hands-on learning experience, academic credit, and a career boost.

Safety Assurances at Space Test Centres: Lessons Learned

NASA Astrophysics Data System (ADS)

Alarcon Ruiz, Raul; O'Neil, Sean; Valls, Rafel Prades

2010-09-01

The European Space Agency’s(ESA) experts in quality, cleanliness and contamination control, safety, test facilities and test methods have accumulated valuable experience during the performance of dedicated audits of space test centres in Europe over a period of 10 years. This paper is limited to a summary of the safety findings and provides a valuable reference to the lessons learned, identifying opportunities for improvement in the areas of risk prevention measures associated to the safety of all test centre personnel, the test specimen, the test facilities and associated infrastructure. Through the analysis of the audit results the authors present what are the main lessons learned, and conclude how an effective safety management system will contribute to successful test campaigns and have a positive impact on the cost and schedule of space projects.

Learning the scientific method using GloFish.

PubMed

Vick, Brianna M; Pollak, Adrianna; Welsh, Cynthia; Liang, Jennifer O

2012-12-01

Here we describe projects that used GloFish, brightly colored, fluorescent, transgenic zebrafish, in experiments that enabled students to carry out all steps in the scientific method. In the first project, students in an undergraduate genetics laboratory course successfully tested hypotheses about the relationships between GloFish phenotypes and genotypes using PCR, fluorescence microscopy, and test crosses. In the second and third projects, students doing independent research carried out hypothesis-driven experiments that also developed new GloFish projects for future genetics laboratory students. Brianna Vick, an undergraduate student, identified causes of the different shades of color found in orange GloFish. Adrianna Pollak, as part of a high school science fair project, characterized the fluorescence emission patterns of all of the commercially available colors of GloFish (red, orange, yellow, green, blue, and purple). The genetics laboratory students carrying out the first project found that learning new techniques and applying their knowledge of genetics were valuable. However, assessments of their learning suggest that this project was not challenging to many of the students. Thus, the independent projects will be valuable as bases to widen the scope and range of difficulty of experiments available to future genetics laboratory students.

Disorientating, Fun or Meaningful? Disadvantaged Families' Experiences of a Science Museum Visit

ERIC Educational Resources Information Center

Archer, Louise; Dawson, Emily; Seakins, Amy; Wong, Billy

2016-01-01

It is widely agreed that there is a need to increase and widen science participation. Informal science learning environments (ISLEs), such as science museums, may provide valuable spaces within which to engage visitors--yet the visitor profile of science museums remains narrow. This paper seeks to understand the experiences of socially…

Effective e-learning in surgical education: the core values underpinning effective e-learning environments and how these may be enhanced for future surgical education.

PubMed

Bamford, R; Coulston, J

2016-01-01

e-learning is a valuable tool that has a number of advantages for Surgical Oncology training and education. The rapidly evolving nature of, and limited clinical exposure to oncological practice creates challenges for surgical trainees to stay up to date and engaged. Online learning can be accessed anywhere at any time and allows trainees to develop, apply and be assessed on their learning. To be effective, it must be educationally sound and embrace technology to enhance learners' experience.

Head and neck trauma in Iraq and Afghanistan: different war, different surgery, lessons learned.

PubMed

Brennan, Joseph

2013-10-01

The objectives are to compare and contrast the head and neck trauma experience in Iraq and Afghanistan and to identify trauma lessons learned that are applicable to civilian practice. A retrospective review of one head and neck surgeon's operative experience in Iraq and Afghanistan was performed using operative logs and medical records. The surgeon's daily operative log book with patient demographic data and operative reports was reviewed. Also, patient medical records were examined to identify the preoperative and postoperative course of care. The head and neck trauma experiences in Iraq and Afghanistan were very different, with a higher percentage of emergent cases performed in Iraq. In Iraq, only 10% of patients were pretreated at a facility with surgical capabilities. In Afghanistan, 93% of patients were pretreated at such facilities. Emergent neck exploration for penetrating neck trauma and emergent airway surgery were more common in Iraq, which most likely accounted for the increased perioperative mortality also seen in Iraq (5.3% in Iraq vs. 1.3% in Afghanistan). Valuable lessons regarding soft tissue trauma repair, midface fracture repair, and mandible fracture repair were learned. The head and neck trauma experiences in Iraq and Afghanistan were very different, and the future training for mass casualty trauma events should reflect these differences. Furthermore, valuable head and neck trauma lessons learned in both war zones are applicable to the civilian practice of trauma. Level 4. Copyright © 2013 The American Laryngological, Rhinological and Otological Society, Inc.

A Theoretical Framework for Serious Game Design: Exploring Pedagogy, Play and Fidelity and Their Implications for the Design Process

ERIC Educational Resources Information Center

Rooney, Pauline

2012-01-01

It is widely acknowledged that digital games can provide an engaging, motivating and "fun" experience for students. However an entertaining game does not necessarily constitute a meaningful, valuable learning experience. For this reason, experts espouse the importance of underpinning serious games with a sound theoretical framework which…

Convenience Matters: A Qualitative Study on the Impact of Use of Social Media and Collaboration Technologies on Learning Experience and Performance in Higher Education

ERIC Educational Resources Information Center

Jang, Yeona

2015-01-01

Social media and collaboration technologies are viewed as valuable tools for creating a new reality of collaborative learning, particularly in higher education facing millennials growing up with various technologies in their daily lives. Using the example of an undergraduate course taught on-campus, this study examines how millennial students in…

Effective e-learning in surgical education: the core values underpinning effective e-learning environments and how these may be enhanced for future surgical education

PubMed Central

Bamford, R; Coulston, J

2016-01-01

e-learning is a valuable tool that has a number of advantages for Surgical Oncology training and education. The rapidly evolving nature of, and limited clinical exposure to oncological practice creates challenges for surgical trainees to stay up to date and engaged. Online learning can be accessed anywhere at any time and allows trainees to develop, apply and be assessed on their learning. To be effective, it must be educationally sound and embrace technology to enhance learners’ experience. PMID:26913075

The Patient Safety Leadership Academy at the University of Pennsylvania: the first cohort's learning experience.

PubMed

Wurster, Angela B; Pearson, Kathy; Sonnad, Seema S; Mullen, James L; Kaiser, Larry R

2007-01-01

We based the Patient Safety Leadership Academy (PSLA) on the premise that improving management skills could improve patient safety and employee satisfaction. Fellows completed baseline surveys on leadership skills knowledge, patient safety knowledge, and program goals. They completed the same surveys 7 months later at the final PSLA session. The fellows also completed a survey assessing how PSLA improved expertise and comparing PSLA to other patient safety learning opportunities. Matched pairs t tests were used to compare baseline and postprogram results. Baseline scores indicated appropriateness of focusing on leadership, with average leadership knowledge (2.48) significantly lower than patient safety knowledge (3.22). For patient safety, postprogram results were significant for 8 of 10 questions. All results were significant for leadership. Fellows also rated skills covered by the curriculum on a scale of 1 to 10. For all areas, the median score for knowledge gained was 7. When compared with other patient safety learning experiences, participants rated PSLA as 4 or 5, where 1 indicated the other experience much more valuable and 5 much more valuable. PSLA demonstrates that leadership skills are perceived as important by physicians and managers in surgical areas. This study demonstrated that a leadership skills approach to patient safety training could improve knowledge in specific leadership areas and general patient safety.

Field experiments for student learning – what I learnt in my first weeks in Sweden two decades ago

NASA Astrophysics Data System (ADS)

Seibert, Jan

2015-04-01

Field experiments can be extremely valuable for obtaining a good understanding of hydrological processes. In this poster I revisit a field course held by Allan Rodhe when I came to Sweden two decades ago, and ask myself, with a long-term perspective, what I learnt during this course. Some of the experiments are described in more detail such as the estimation of hydraulic conductivities based on groundwater salt dilution and an experiment to demonstrate the difference between flood-wave velocity and water particle velocity. Furthermore, some general thoughts on challenges to generate a good learning environment in the field are given based on my personal experiences as a student, an assistant and a teacher.

Redefining a Model

ERIC Educational Resources Information Center

Hodges, Thomas E.

2007-01-01

This article describes an alternate way to utilize a circular model to represent thirds by incorporating areas of circular segments, trigonometric functions, and geometric transformations. This method is appropriate for students studying geometry and trigonometry at the high shool level. This task provides valuable learning experiences that…

A pilot study of team learning on in-patient rounds.

PubMed

Colbert, James; Pelletier, Stephen; Xavier-Depina, Francisca; Shields, Helen

2016-02-01

Medical trainees often do not receive structured teaching during in-patient rounds. To assess whether the addition of a collaborative team learning technique would improve the learning experience on a general medicine in-patient team. Eight learners participated in this pilot study. Learning teams consisted of internal medicine residents and third-year medical students on a general medicine in-patient rotation. The experimental curriculum covered four common topics: cardiac stress testing; syncope; pneumonia; and valvular heart disease. Sessions had the following format: (1) each learner answered five self-assessment questions using an immediate feedback technique; (2) learners were divided into groups of two or three to discuss their answers; (3) the teaching doctor led a discussion to clarify and summarise, and also distributed a handout delineating key learning points. Control sessions consisted of the usual teaching rounds. Learners were e-mailed a daily online survey asking them to rate the rounds and handouts on a Likert scale. Medical trainees often do not receive structured teaching during in-patient rounds All of the learners rated the collaborative team learning intervention as either 'excellent' or 'very good'. Learners also indicated that they found the take-away handout valuable, and positive responses were also noted in the survey comments. A novel collaborative team learning technique resulted in high ratings of teaching rounds by medical residents and medical students. Learners found the sessions engaging, high yield, and educationally valuable. This interactive discussion-based teaching method could be used to enhance the learning experience during teaching rounds on medical, surgical and subspecialty services. © 2015 John Wiley & Sons Ltd.

Establishing a virtual learning environment: a nursing experience.

PubMed

Wood, Anya; McPhee, Carolyn

2011-11-01

The use of virtual worlds has exploded in popularity, but getting started may not be easy. In this article, the authors, members of the corporate nursing education team at University Health Network, outline their experience with incorporating virtual technology into their learning environment. Over a period of several months, a virtual hospital, including two nursing units, was created in Second Life®, allowing more than 500 nurses to role-play in a safe environment without the fear of making a mistake. This experience has provided valuable insight into the best ways to develop and learn in a virtual environment. The authors discuss the challenges of installing and building the Second Life® platform and provide guidelines for preparing users and suggestions for crafting educational activities. This article provides a starting point for organizations planning to incorporate virtual worlds into their learning environment. Copyright 2011, SLACK Incorporated.

In the trenches: lessons for scientists from California's Proposition 71 campaign

PubMed Central

Goldstein, Lawrence S. B.

2011-01-01

I describe a number of valuable lessons I learned from participating in California's Proposition 71 effort about the role that scientists and rigorous scientific advice can play in a public political process. I describe how scientists can provide valuable information and advice and how they can also gain a great deal from the experience that is valuable to a practicing research scientist. Finally, I argue that in the future, building similar broad coalitions to support biomedical and other areas of scientific research will be essential to protect publicly funded science. Thus, a key lesson from the Proposition 71 experience is that engagement of scientists with diverse nonscientific groups can make a big difference and that scientists must actively engage with the public in the future if we are to contribute robustly to the medical and economic health of our communities. PMID:22039069

Innovation in collaborative health research training: the role of active learning.

PubMed

Poole, Gary; Egan, John P; Iqbal, Isabeau

2009-03-01

This paper describes and discusses the essential pedagogical elements of the Partnering in Community Health Research (PCHR) program, which was designed to address the training needs of researchers who participate in collaborative, interdisciplinary health research. These elements were intended to foster specific skills that helped learners develop research partnerships featuring knowledge, capabilities, values and attitudes needed for successful research projects. By establishing research teams called "clusters", PCHR provided research training and experience for graduate students and post-doctoral fellows, as well as for community health workers and professionals. Pedagogical elements relied on active learning approaches such as inquiry-based and experience-based learning. Links between these elements and learning approaches are explained. Through their work in cluster-based applied research projects, the development of learning plans, and cross-cluster learning events, trainees acquired collaborative research competencies that were valuable, relevant and theoretically informed.

Emergency Preparedness: Balancing Electrical Supply and Demand

ERIC Educational Resources Information Center

Rose, Mary Annette

2006-01-01

Integrating technology learning goals and activities with recent experiences created by natural disasters is a valuable motivational strategy. The newfound appreciation that exists for personal emergency preparedness generates unique and sustained interest in alternative energy technologies and conservation. As described in this article, an ice…

Lessons Learned form Selecting and Testing Spaceflight Potentiometers

NASA Technical Reports Server (NTRS)

Iskenderian, T.

1994-01-01

A solar array drive (SAD) was designed for operation on the TOPEX/POSEIDON spacecraft that was launched in August of 1992. The experience gained in selecting, specifying, testing to failure, and redesigning its position sensor produced valuable lessons for future component selection and qualification.

The Art of Giving Online Feedback

ERIC Educational Resources Information Center

Leibold, Nancyruth; Schwarz, Laura Marie

2015-01-01

The cultivation of providing online feedback that is positive, effective, and enhances the learning experience is a valuable educator skill. Acquisition of the art of providing feedback is through education, practice, and faculty development. This article provides information about the best practices for delivering online feedback to learners. An…

Geochemistry in Action: Watch a Dripstone Grow!

ERIC Educational Resources Information Center

Schmidkonz, Bertram

2017-01-01

Learning how cave formations, such as dripstone, take shape can be a valuable pedagogical tool in chemistry and geochemistry. Grasping the underlying processes requires students to synthesize knowledge of several different topical areas. The activity presented here uses an innovative experiment to connect chemistry concepts with an interesting…

Becoming a registered nurse: the nurse extern experience.

PubMed

Starr, Kimberly; Conley, Virginia M

2006-01-01

Little is known about the perceptions of nursing students externing in newly developed hospital-based programs that focus on socialization and transition to the registered nurse (RN) role rather than on institutional recruitment and retention goals. This qualitative study explored student nurse externs' expectations, experiences, and benefits of participation in a student-focused externship program. Externs wanted to gain experience with skills and learn what it was like to be an RN. Goals were met or exceeded by becoming comfortable in the externship role, growing in skill performance and confidence, and becoming members of the healthcare team. The experience fostered growth from the novice to advanced beginner level of nursing practice. Externs saw the program participation as a valuable way to gain experience and learn what it was like to be an RN.

Peer-assisted bedside teaching rounds.

PubMed

Doumouras, Aristithes; Rush, Raphael; Campbell, Anthony; Taylor, David

2015-06-01

Although postgraduate trainees play a well-accepted role in medical education, little consideration has traditionally been given to senior undergraduate trainees as teachers. Recently, research has shown senior medical students (SMS) can play an effective teaching role for junior medical students (JMS) in non-clinical medical settings. The purpose of our study was to understand the perceptions of SMSs as teachers in a clinical environment for JMS. All students who participated in our peer-led bedside teaching programme from September 2010 to May 2012 were invited to complete a questionnaire following their teaching session. Fifty-six of 70 JMS (80%) and 15 of 15 SMS (100%) participated. Survey questions addressed learning, bedside experiences, teacher effectiveness and the overall usefulness of these sessions. The data collected were analysed for significance of the perceptions reported. We found students reported positive and statistically significant results in all domains examined. JMS reported that sessions were highly valuable learning, improved confidence and comfort at the bedside, had excellent teaching and were a valuable addition to their clinical skills training. SMS reported getting highly valuable learning through preparation and developing improved comfort in a teaching role. Little consideration has traditionally been given to senior undergraduate trainees as teachers Our findings demonstrate that peer-directed learning in undergraduate medical education can be effectively implemented in the clinical arena. © 2015 John Wiley & Sons Ltd.

Fostering Classroom Communities through Circling with Teacher Candidates

ERIC Educational Resources Information Center

Bouchard, Karen L.; Hollweck, Trista; Smith, J. David

2016-01-01

Classroom circles have been recognized as a valuable pedagogical approach to develop students' social-emotional learning and to establish a sense of community within a classroom. Until recently, there has been little consideration that teachers, themselves, may benefit from circling experiences. To garner a deeper understanding of circling for…

Teaching through Modeling: Four Schools' Experiences in Sustainability Education

ERIC Educational Resources Information Center

Higgs, Amy Lyons; McMillan, Victoria M.

2006-01-01

In this article, the authors examine how 4 innovative secondary schools model sustainable practices to their students. During school visits, the authors conducted interviews, observed daily life, and reviewed school documents. They found that modeling is a valuable approach to sustainability education, promoting both learning about sustainability…

Upstream/Downstream

ERIC Educational Resources Information Center

Slack, Amy

2014-01-01

In our increasingly digital world, students are often disconnected from the natural environment and may not understand how human actions affect it. One of the most significant human impacts on ecosystems is water pollution. Measuring the water quality of a local stream, river, or lake can be a valuable learning experience but is often impractical.…

Mining Login Data for Actionable Student Insight

ERIC Educational Resources Information Center

Agnihotri, Lalitha; Aghababyan, Ani; Mojarad, Shirin; Riedesel, Mark; Essa, Alfred

2015-01-01

Student login data is a key resource for gaining insight into their learning experience. However, the scale and the complexity of this data necessitate a thorough exploration to identify potential actionable insights, thus rendering it less valuable compared to student achievement data. To compensate for the underestimation of login data…

The 6-E Learning Model

ERIC Educational Resources Information Center

Chessin, Debby A.; Moore, Virginia J.

2004-01-01

Most of teachers are familiar with the 5-E model of science instruction-engage, Explore, Explain, Expand, and Evaluate (Trowbridge and Bybee 1990). It is a valuable tool that allows teachers to structure science experiences so students use the processes of scientific inquiry to construct and connect ideas rather than simply memorize seemingly…

Memory, Sleep and Dreaming: Experiencing Consolidation

PubMed Central

Wamsley, Erin J.; Stickgold, Robert

2010-01-01

Synopsis It is now well established that post-learning sleep is beneficial for human memory performance. At the same time, it has long been known that learning experiences influence the content of subsequent sleep mentation (i.e., “dreaming”). Here, we review evidence that newly encoded memories are reactivated and consolidated in the sleeping brain, and that this process is directly reflected in the content of concomitant sleep mentation, providing a valuable window into the mnemonic functions of sleep. PMID:21516215

Making music in a group: synchronization and shared experience.

PubMed

Overy, Katie

2012-04-01

To consider the full impact of musical learning on the brain, it is important to study the nature of everyday, non-expert forms of musical behavior alongside expert instrumental training. Such informal forms of music making tend to include social interaction, synchronization, body movements, and positive shared experiences. Here, I propose that when designing music intervention programs for scientific purposes, such features may have advantages over instrumental training, depending on the specific research aims, contexts, and measures. With reference to a selection of classroom approaches to music education and to the shared affective motion experience (SAME) model of emotional responses to music, I conclude that group learning may be particularly valuable in music pedagogy. © 2012 New York Academy of Sciences.

Anatomy by whole body dissection: a focus group study of students' learning experience.

PubMed

Burgess, Annette; Ramsey-Stewart, George

2015-01-01

The social construction of knowledge within medical education is essential for learning. Students' interactions within groups and associated learning artifacts can meaningfully impact learning. Situated cognition theory poses that knowledge, thinking, and learning are located in experience. In recent years, there has been a reported decline in time spent on anatomy by whole body dissection (AWBD) within medical programs. However, teaching by surgeons in AWBD provides unique opportunities for students, promoting a deeper engagement in learning. In this study, we apply situated cognition theory as a conceptual framework to explore students' perceptions of their learning experience within the 2014 iteration of an 8-week elective AWBD course. At the end of the course, all students (n=24) were invited to attend one of three focus groups. Framework analysis was used to code and categorize data into themes. In total, 20/24 (83%) students participated in focus groups. Utilizing situated cognition theory as a conceptual framework, we illustrate students' learning experiences within the AWBD course. Students highlighted opportunities to create and reinforce their own knowledge through active participation in authentic dissection tasks; guidance and clinical context provided by surgeons as supervisors; and the provision of an inclusive learning community. Situated cognition theory offers a valuable lens through which to view students' learning experience in the anatomy dissection course. By doing so, the importance of providing clinical relevance to medical teaching is highlighted. Additionally, the value of having surgeons teach AWBD and the experience they share is illustrated. The team learning course design, with varying teaching methods and frequent assessments, prompting student-student and student-teacher interaction, was also beneficial for student learning.

Monitoring Student Progress Using Virtual Appliances: A Case Study

ERIC Educational Resources Information Center

Romero-Zaldivar, Vicente-Arturo; Pardo, Abelardo; Burgos, Daniel; Delgado Kloos, Carlos

2012-01-01

The interactions that students have with each other, with the instructors, and with educational resources are valuable indicators of the effectiveness of a learning experience. The increasing use of information and communication technology allows these interactions to be recorded so that analytic or mining techniques are used to gain a deeper…

More than Volunteering: Active Citizenship through Youth Volunteering

ERIC Educational Resources Information Center

Learning and Skills Network (NJ1), 2007

2007-01-01

This pack aims to provide materials to help all those involved in youth volunteering and post-16 citizenship education to ensure that there are some citizenship learning outcomes from these valuable experiences. The pack has been produced by the Post-16 Citizenship Support Programme to help the integration of citizenship education into post-16…

Team Experiences for Science and Social Studies Preservice Teachers.

ERIC Educational Resources Information Center

Burlbaw, Lynn M.; Borowiec, Jonathan B.; James, Robert K.

2001-01-01

Describes how senior-level, preservice teacher certification candidates in secondary science and social science methods classes work in teams to prepare instructional materials on a community-based issue (such as the effect of the deposition of arsenic in a creek and small city lake). Argues that such projects provide valuable learning experiences…

Parental Involvement in Child Assessment: A Dynamic Approach.

ERIC Educational Resources Information Center

SeokHoon, Alice Seng

This paper examines the status of parents in the developmental assessment process and considers how involving parents jointly with the professional to assess their young child may yield more accurate and valuable information. The paper explores the use of a mediated learning experience (MLE) approach as a framework for increasing support for…

A Multimedia Adaptive Tutoring System for Mathematics That Addresses Cognition, Metacognition and Affect

ERIC Educational Resources Information Center

Arroyo, Ivon; Woolf, Beverly Park; Burelson, Winslow; Muldner, Kasia; Rai, Dovan; Tai, Minghui

2014-01-01

This article describes research results based on multiple years of experimentation and real-world experience with an adaptive tutoring system named Wayang Outpost. The system represents a novel adaptive learning technology that has shown successful outcomes with thousands of students, and provided teachers with valuable information about students'…

Community Connections to Enhance Undergraduate International Business Education: An Example of Business Consulting Projects

ERIC Educational Resources Information Center

Annavarjula, Madan; Trifts, Jack W.

2012-01-01

Practical project experience as a means of augmenting traditional classroom learning has long been viewed as a value adding curricular exercise. While students participating in the projects gain valuable skills that will enhance their personal marketability, successful projects also benefit the client companies involved and help enhance the image…

The Liberal Arts and Applied Learning: Reflections about the Internship Experience.

ERIC Educational Resources Information Center

Chambliss, Catherine; And Others

This document discusses the objectives, advantages, and disadvantages of internships provided by colleges and universities to their students. The advantages of internships are listed as: (1) enhancement of student goals of career development; (2) promotion of favorable public relations for colleges; (3) provision of valuable services to alumni and…

How Valuable Is "Short Project" Placement Experience to Higher Education Students?

ERIC Educational Resources Information Center

Thompson, David W.

2017-01-01

Much of the research into higher education and its role in work-based learning, and especially in supporting undergraduate students on placements, has focused on longer-term internships and sandwich courses. Research has also concentrated on subject areas that have traditionally been associated with the above, for example business, health and…

A Cultural Heritage Exhibit with 21st-Century Technology

ERIC Educational Resources Information Center

Lincoln, Margaret

2013-01-01

Lakeview Schools and the Art Center of Battle Creek, both located in Michigan, have worked together on several beneficial projects. This partnership has resulted in the sharing of valuable material and human resources. In addition, the use of innovative technology has provided a meaningful learning experience for the entire community. As the…

Reflective Practice in a Capstone Business Internship Subject

ERIC Educational Resources Information Center

Lang, Roselynn; McNaught, Keith

2013-01-01

Purpose: Capstone subjects which link students approaching graduation with significant experiential learning and relevant industry placements, have the potential to be very valuable to students. This is particularly evident if they are able to critically reflect on the experience. In light of this, the School of Business at the University of Notre…

Metacognition, Motivation, and Emotions: Contribution of Self-Regulated Learning to Solving Mathematical Problems

ERIC Educational Resources Information Center

Tzohar-Rozen, Meirav; Kramarski, Bracha

2014-01-01

Mathematical problem solving is one of the most valuable aspects of mathematics education. It is also the most difficult for elementary-school students (Verschaffel, Greer, & De Corte, 2000). Students experience cognitive and metacognitive difficulties in this area and develop negative emotions and poor motivation, which hamper their efforts…

Student Voices Speak Quality Assurance: Continual Improvement in Online Social Work Education

ERIC Educational Resources Information Center

Secret, Mary; Bentley, Kia J.; Kadolph, Jessie C.

2016-01-01

As social work education expands instruction through the rise of distance education, educators seek new ways to improve quality in online courses. Quality assurance standards and student feedback offer valuable insights to ensure satisfying and effective online learning experiences. An examination of these two assessment approaches concurrently in…

New Perspectives: TA Preparation for Critical Literacy in First Year Composition.

ERIC Educational Resources Information Center

Duffelmeyer, Barb Blakely

2002-01-01

Notes that new teaching assistants (TAs) and first year composition students similarly grapple with ambiguity, multiplicity, and open-endedness. Contends that new TAs' queries and early classroom experiences can provide a valuable occasion to re-balance the emphasis in a pro-seminar between teaching and learning. Presents strategies for addressing…

Soil, Weeds, and Computers

ERIC Educational Resources Information Center

McClennen, Nate

2004-01-01

Events in a community can lead to valuable learning experiences in science. By the end of the summer of 2001, the Green Knoll Fire had burned almost 4000 acres of forest south of Wilson, Wyoming. This article describes how students at the Journeys School of Teton Science Schools participated in a collaborative project with the United States Forest…

Teaching Literature in Virtual Worlds: Immersive Learning in English Studies

ERIC Educational Resources Information Center

Webb, Allen, Ed.

2011-01-01

What are the realities and possibilities of utilizing on-line virtual worlds as teaching tools for specific literary works? Through engaging and surprising stories from classrooms where virtual worlds are in use, this book invites readers to understand and participate in this emerging and valuable pedagogy. It examines the experience of high…

Measuring the Benefits of a Psychology Placement Year

ERIC Educational Resources Information Center

Reddy, Peter; Moores, Elisabeth

2006-01-01

Placement programmes are considered to provide students with an induction into the work environment and a valuable learning experience. Aston University maintains one of the highest success rates of any UK university for graduate employment and it is thought that the placement year plays a large role in this success. However, the benefits of…

Learning about Haemophilia

PubMed Central

Kendrick, Carol

1986-01-01

In order to learn about Haemophilia from the point of view of the sufferers, I interviewed six severely affected haemophiliacs, discussing with them their past experience, current status and treatment. I found them to be an optimistic and independent group who, despite their memories of a painful childhood and their current disablement, contrived to live in the present with gusto and vigour. They were very knowledgeable about Haemophilia and were happy to teach me, thus providing me with a valuable body of knowledge and ideas on the subject. PMID:3567678

The influence of workplace culture on nurses' learning experiences: a systematic review of qualitative evidence.

PubMed

Davis, Kate; White, Sarahlouise; Stephenson, Matthew

2016-06-01

A healthy workplace culture enables nurses to experience valuable learning in the workplace. Learning in the workplace enables the provision of evidence-based and continuously improving safe patient care, which is central to achieving good patient outcomes. Therefore, nurses need to learn within a workplace that supports the implementation of evidence-based, professional practice and enables the best patient outcomes; the influence of workplace culture may play a role in this. The purpose of this review was to critically appraise and synthesize the best available qualitative evidence to understand both the nurses' learning experiences within the workplace and the factors within the workplace culture that influence those learning experiences. Registered and enrolled nurses regulated by a nursing and midwifery board and/or recognized health practitioner regulation agency (or their international equivalent). This review considered studies that described two phenomena of interest: the nurses' learning experience, either within an acute healthcare workplace or a workplace-related learning environment and the influence of workplace culture on the nurses' learning experience (within the workplace or workplace-related learning environment). This review considered studies that included nurses working in an acute healthcare organization within a Western culture. This review considered studies that focused on qualitative evidence and included the following research designs: phenomenological, grounded theory and critical theory. Published and unpublished studies in English from 1980 to 2013 were identified using a three-step search strategy, searching various databases, and included hand searching of the reference lists within articles selected for appraisal. For studies meeting the inclusion criteria, methodological quality was assessed using a standardized checklist from the Joanna Briggs Institute Qualitative Assessment and Review Instrument (JBI-QARI). Qualitative data were extracted from articles included in the review using the standardized data extraction tool from the JBI-QARI. Qualitative research findings were pooled using the Joanna Briggs Institute Qualitative Appraisal and Review Instrument (JBI-QARI). This involved the aggregation and synthesis of findings to generate a set of categories, which were then subjected to a meta-synthesis to produce a single comprehensive set of synthesized findings that could be used as a basis for evidence-based practice. Fourteen articles were identified following appraisal and a total of 105 findings (85 unequivocal and 20 credible) were extracted from included studies and grouped into eight categories based on similarity of meaning. Subsequently, categories were grouped into two synthesized findings. The two synthesized findings were as follows: ORGANIZATIONAL INFLUENCES: Enabling nurses to demonstrate accountability for their own learning, along with clear organizational systems that provide resources, time, adequate staffing and support, demonstrates encouragement for and the value of nurses' learning and education. Nurses value their peers, expert nurses, preceptors, mentors and educators facilitating and encouraging their learning and professional development. An optimal workplace culture is central for nurses to experience valuable and relevant learning in the workplace. To emphasize the importance of nurses' learning in the workplace, working and learning is understood as an integrated experience. Consequently, a dual system that enables nurses to demonstrate accountability for their own learning, along with clear organizational and educational systems, is required to demonstrate the value in nurses' learning and education.

Self-regulated learning of important information under sequential and simultaneous encoding conditions.

PubMed

Middlebrooks, Catherine D; Castel, Alan D

2018-05-01

Learners make a number of decisions when attempting to study efficiently: they must choose which information to study, for how long to study it, and whether to restudy it later. The current experiments examine whether documented impairments to self-regulated learning when studying information sequentially, as opposed to simultaneously, extend to the learning of and memory for valuable information. In Experiment 1, participants studied lists of words ranging in value from 1-10 points sequentially or simultaneously at a preset presentation rate; in Experiment 2, study was self-paced and participants could choose to restudy. Although participants prioritized high-value over low-value information, irrespective of presentation, those who studied the items simultaneously demonstrated superior value-based prioritization with respect to recall, study selections, and self-pacing. The results of the present experiments support the theory that devising, maintaining, and executing efficient study agendas is inherently different under sequential formatting than simultaneous. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

The Small Helm Project: an academic activity addressing international corruption for undergraduate civil engineering and construction management students.

PubMed

Benzley, Steven E

2006-04-01

This paper presents an academic project that addresses the issue of international corruption in the engineering and construction industry, in a manner that effectively incorporates several learning experiences. The major objectives of the project are to provide the students a learning activity that will 1) make a meaningful contribution within the disciplines being studied; 2) teach by experience a significant principle that can be valuable in numerous situations during an individual's career, and 3) engage the minds, experiences, and enthusiasm of the participants in a real ethical challenge that is prevalent in all of their chosen professional fields. The paper describes the full details of the project, the actual implementation of it during Winter Semester 2005, the experiences gained during the initial trial, and the modifications and improvements incorporated for future implementation.

Storytelling and professional learning: a phenomenographic study of students' experience of patient digital stories in nurse education.

PubMed

Christiansen, Angela

2011-04-01

This paper reports the findings of a phenomenographic study which sought to identify the different ways in which patient digital stories influence students' professional learning. Patient digital stories are short multimedia presentations that combine personal narratives, images and music to create a unique and often emotional story of a patients' experience of health care. While these are increasingly used in professional education little is known about how and what students learn through engagement with patient digital stories. Drawing upon interviews with 20 students within a pre-registration nursing programme in the UK, the study identifies four qualitatively different ways in which students approach and make sense of patient digital stories with implications for learning and professional identity development. Through an identification of the critical aspects of this variation valuable insights are generated into the pedagogic principles likely to engender transformational learning and patient centred practice. Copyright © 2010 Elsevier Ltd. All rights reserved.

Effects of a Multimodal Approach on ESL/EFL University Students' Attitudes towards Poetry

ERIC Educational Resources Information Center

Freyn, Amy L.

2017-01-01

Poetry is a specific genre of literature that has been long argued as being too difficult for ESL/EFL learners. However, poetry is considered a valuable and authentic material for teaching language learners and teaching poetry in the language classroom can lead to a meaningful language learning experience. This study examined the implementation of…

Who Gets to Play? Investigating Equity in Musical Instrument Instruction in Scottish Primary Schools

ERIC Educational Resources Information Center

Moscardini, Lio; Barron, David S.; Wilson, Alastair

2013-01-01

There is a widely held view that learning to play a musical instrument is a valuable experience for all children in terms of their personal growth and development. Although there is no statutory obligation for instrumental music provision in Scottish primary schools, there are well-established Instrumental Music Services in Local Education…

Understanding Disabled Childhoods: What Can We Learn from Population-Based Studies?

ERIC Educational Resources Information Center

Emerson, Eric

2012-01-01

This article illustrates the potential value of undertaking secondary analyses of large-scale population-based survey data to better inform our understanding of disabled childhoods. It is argued that while such approaches can never address the lived experience of growing up with disability, they can provide valuable insights into the ways in which…

Working with Parents: A Handbook. Bulletin, 1948, No. 7

ERIC Educational Resources Information Center

Gabbard, Hazel F.

1949-01-01

Public education in a democracy represents a partnership between home and school. When parents and teachers cooperate in full measure, home and school provide valuable learning experiences that are continuous, unified, and rich in meaning for all children. Because parents have much to give to the teachers who come in contact with their children,…

Diversity in Collaborative Research Communities: A Multicultural, Multidisciplinary Thesis Writing Group in Public Health

ERIC Educational Resources Information Center

Guerin, Cally; Xafis, Vicki; Doda, Diana V.; Gillam, Marianne H.; Larg, Allison J.; Luckner, Helene; Jahan, Nasreen; Widayati, Aris; Xu, Chuangzhou

2013-01-01

Writing groups for doctoral students are generally agreed to provide valuable learning spaces for Ph.D. candidates. Here an academic developer and the eight members of a writing group formed in a Discipline of Public Health provide an account of their experiences of collaborating in a multicultural, multidisciplinary thesis writing group. We…

The Control of Ventilation during Exercise: A Lesson in Critical Thinking

ERIC Educational Resources Information Center

Bruce, Richard M.

2017-01-01

Learning the basic competencies of critical thinking are very important in the education of any young scientist, and teachers must be prepared to help students develop a valuable set of analytic tools. In my experience, this is best achieved by encouraging students to study areas with little scientific consensus, such as the control mechanisms of…

Second Language Research Forum Colloquia 2009: Colloquium--Language Learning Abroad: Insights from the Missionary Experience

ERIC Educational Resources Information Center

Hansen, Lynne

2011-01-01

Recent years have brought increasing attention to studies of language acquisition in a country where the language is spoken, as opposed to formal language study in classrooms. Research on language learners in immersion contexts is important, as the question of whether study abroad is valuable is still somewhat controversial among researchers…

A focus group study of chiropractic students following international service learning experiences

PubMed Central

Boysen, James C.; Salsbury, Stacie A.; Derby, Dustin; Lawrence, Dana J.

2016-01-01

Objective: One objective of chiropractic education is to cultivate clinical confidence in novice practitioners. The purpose of this qualitative study was to describe how participation in a short-term international service learning experience changed perceptions of clinical confidence in senior chiropractic students. Methods: Seventeen senior chiropractic students participated in 4 moderated focus group sessions within 4 months after a clinical educational opportunity held in international settings. Participants answered standard questions on how this educational experience may have changed their clinical confidence. Two investigators performed qualitative thematic analysis of the verbatim transcripts to identify core concepts and supporting themes. Results: The core concept was transformation from an unsure student to a confident doctor. The service learning experience allowed students to deliver chiropractic treatment to patients in a real-world setting, engage in frequent repetitions of technical skills, perform clinical decision-making and care coordination, and communicate with patients and other health professionals. Students described increased clinical confidence in 9 competency areas organized within 3 domains: (1) chiropractic competencies including observation, palpation, and manipulation; (2) clinical competencies including problem solving, clinic flow, and decision-making; and (3) communication competencies, including patient communication, interprofessional communication, and doctor–patient relationship. Students recommended that future service learning programs include debriefing sessions similar to the experience offered by these focus groups to enhance student learning. Conclusion: Senior chiropractic students who participated in an international service learning program gained confidence and valuable practical experience in integrating their chiropractic, clinical, and communication skills for their future practices. PMID:27258817

WHC significant lessons learned 1993--1995

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

Bickford, J.C.

1997-12-12

A lesson learned as defined in DOE-STD-7501-95, Development of DOE Lessons Learned Programs, is: A ``good work practice`` or innovative approach that is captured and shared to promote repeat applications or an adverse work practice or experience that is captured and shared to avoid a recurrence. The key word in both parts of this definition is ``shared``. This document was published to share a wide variety of recent Hanford experiences with other DOE sites. It also provides a valuable tool to be used in new employee and continuing training programs at Hanford facilities and at other DOE locations. This manualmore » is divided into sections to facilitate extracting appropriate subject material when developing training modules. Many of the bulletins could be categorized into more than one section, however, so examination of other related sections is encouraged.« less

Paediatric team handover: a time to learn?

PubMed

Bradley, Stephen; Egan, John P; Henning, Marcus

2018-06-08

Paediatric team handovers provide medical professionals and students with the opportunity to exchange clinically relevant information about patients. This study explored the extent to which learning opportunities existed and were utilised within paediatric team handovers in New Zealand secondary hospitals. We undertook a qualitative, two-site case study within two paediatric departments in 2014 and 2015, and interviewed 29 participants, including medical students, junior doctors and consultants. We conducted a thematic analysis using a general inductive approach. Participants' narratives revealed that safe transfer of pertinent patient information between clinicians was the primary function of team handover. They described learning as an additional key component. Most learning opportunities were reported to be informal and opportunistic, related to the specific patients whose care was discussed within each handover. Handover team members indicated that implicit learning occurred as a feature of their handover experience. Learning opportunities exist within team handovers and the associated learning frequently occurs either opportunistically or implicitly. Adoption of a reflective approach to learning opportunities is likely to result in improved educational experiences for handover participants, particularly medical students and junior doctors. Handover represents a clinical event within which valuable workplace learning occurs.

Creating stories for learning about the neonatal care experience through the eyes of student nurses: An interpretive, narrative study.

PubMed

Petty, Julia

2017-01-01

Storytelling is an increasingly well recognised and valued platform to learn about the human experience within healthcare. Little is known however about how stories can enhance understanding in neonatal care, a specialised field offering rich opportunities for learning. This study focuses on the creation of stories based on the experiences of student nurses to inform teaching and learning strategies in the neonatal field. The study aimed to create stories from the narratives of student nurses working within the neonatal field and identify what key themes for learning emerged in order to develop a storytelling resource to share experiences with their peers. An interpretive, constructivist approach was used to collect, analyse and create stories from student nurse's experiences, in line with narrative inquiry. Six pre-registration children's nursing students were selected by purposive sampling. Interviews were undertaken within six weeks following placement completion in an agreed location. Narratives were obtained by semi-structured interviews. Narrative analysis and core story creation was undertaken to construct stories and key learning themes emerged which provided the pedagogical basis for subsequent digital resource development. Key themes emerged relating to the insight and observances of student nurses and the neonatal journey they had experienced, including the nature of neonatal care, experiences of the neonate and parents, the environment and their own learning transition. Preliminary peer evaluation of the storytelling resource revealed storytelling as an interesting and novel approach to teaching & learning, learning from ones' peers, preparation for practice and a valuable insight into a new specialist area. The study has value to teaching and learning by enabling an appreciation of how narrative can be used to portray the experiences of learners. Findings also support an approach to analysing narrative to create stories for learning and inform subsequent digital resource development. Copyright © 2016 Elsevier Ltd. All rights reserved.

Development of a water-escape motivated version of the Stone T-maze for mice

PubMed Central

Pistell, Paul J.; Ingram, Donald K.

2014-01-01

Mice provide a highly valuable resource for investigating learning and memory processes; however, many of the established tasks for evaluating learning and memory were developed for rats. Behaviors of mice in these tasks appear to be driven by different motivational factors, and as a result, they often do not perform reliably on tasks involving rewards traditionally used for rats. Because of difficulties in measuring learning and memory in mice as well as the need to have a task that can reliably measure these behavioral processes, we have developed a mouse version of the Stone T-maze utilizing what appears to be the primary motivation of mice, escape to a safe location. Specifically, we have constructed a task that requires the mouse to wade through water to reach a dark and dry goal box. To escape this aversive environment, the Stone T-maze requires learning the correct sequence of 13 left and right turns to reach the goal box. Through a series of experiments examining a variety of protocols, it was found that mice will reliably perform this task. This task can be used to assess learning and memory without the potential performance confounds that can affect performance of mice in other tasks. We believe this task offers a valuable new tool for evaluating learning and memory in mice not previously available to researchers. PMID:20026250

Preparation for workplace adversity: Student narratives as a stimulus for learning.

PubMed

Hanson, Julie; McAllister, Margaret

2017-07-01

Nursing students are not always well prepared for the kind of adverse events they may experience in the workplace and yet it seems apparent that future students could benefit from learning about such experiences so that they can be avoided, or their impact minimised. This research aimed to identify nursing students' experiences of adversity, collaborate with students to discern important lessons for future students in their experiences, and make recommendations for other educators on how to use these adversity stories as lessons. Seven Australian nursing students were interviewed using critical incident technique consisting of 7 questions. This paper focuses on the responses to the questions: "Does this story's message have a place in the curriculum?" and "How would you teach this lesson?" Data were analysed using critical discourse analysis. Four recurring discourses emerged including: power relationships are a two-way street; learn from mistakes to prevent mistakes; begin cultural consciousness-raising in first year, first semester; and become critically self-aware. Narratives derived from original stories of adversity may be a valuable source of learning about the realities of the workplace but to benefit fully, educators need to assist students to notice and analyse embedded messages. Copyright © 2017 Elsevier Ltd. All rights reserved.

Experiential learning in high energy physics: a survey of students at the LHC

NASA Astrophysics Data System (ADS)

Camporesi, Tiziano; Catalano, Gelsomina; Florio, Massimo; Giffoni, Francesco

2017-03-01

More than 36 000 students and post-docs will be involved until 2025 in research at the Large Hadron Collider (LHC) mainly through international collaborations. To what extent they value the skills acquired? Do students expect that their learning experience will have an impact on their professional future? By drawing from earlier literature on experiential learning, we have designed a survey of current and former students at LHC. To quantitatively measure the students’ perceptions, we compare the salary expectations of current students with the assessment of those now employed in different jobs. Survey data are analysed by ordered logistic regression models, which allow multivariate statistical analyses with limited dependent variables. Results suggest that experiential learning at LHC positively correlates with both current and former students’ salary expectations. Those already employed clearly confirm the expectations of current students. At least two not mutually exclusive explanations underlie the results. First, the training at LHC is perceived to provide students valuable skills, which in turn affect the salary expectations; secondly, the LHC research experience per se may act as signal in the labour market. Respondents put a price tag on their learning experience, a ‘LHC salary premium’ ranging from 5% to 12% compared with what they would have expected for their career without such an experience at CERN.

Disorientating, fun or meaningful? Disadvantaged families' experiences of a science museum visit

NASA Astrophysics Data System (ADS)

Archer, Louise; Dawson, Emily; Seakins, Amy; Wong, Billy

2016-12-01

It is widely agreed that there is a need to increase and widen science participation. Informal science learning environments (ISLEs), such as science museums, may provide valuable spaces within which to engage visitors—yet the visitor profile of science museums remains narrow. This paper seeks to understand the experiences of socially disadvantaged families within such spaces. Using a Bourdieusian analytic lens, we analyse qualitative data from a small study conducted with ten parents and ten children from an urban school who visited a large science museum. Data includes pre- and post-interviews, audio recordings and visit fieldnotes. We characterised families' experiences as falling into three discourses, as `disorientating', `fun' or `meaningful' visits. Analysis identifies how the families' experiences, and the likelihood of deriving science learning from the visit, were shaped through interactions of habitus and capital. Implications for improving equity and inclusion within ISLEs are discussed.

Turkish Senior Nursing Students' Communication Experience With English-Speaking Patients.

PubMed

Guvenc, Gulten; Unver, Vesile; Basak, Tulay; Yuksel, Cigdem; Ayhan, Hatice; Kok, Gulsah; Konukbay, Dilek; Kose, Gulsah; Aslan, Ozlem; Tastan, Sevinc; Iyigun, Emine

2016-02-01

Simulation has been widely accepted as a valuable learning method in nursing education programs so that nursing students can learn and develop communication skills. The aim of this study was to evaluate nursing students' communication experience with an English-speaking standardized patient in the context of the Rational Administration of Medicines course. Involving both quantitative and qualitative research designs, this descriptive study was conducted with 104 nursing students in Ankara, Turkey, from September 2012 to July 2013. The majority (98.1%) of the participants stated the necessity of improving their English to communicate with English-speaking patients. Three overarching categories, including seven themes, emerged from the description of nursing students' experience: recognition of emotions, experiences during the simulation, and gains. Standardized patient practice emphasized the significance of cultural differences, of knowing and using a foreign language, of communication, and of patient safety. Copyright 2016, SLACK Incorporated.

Inspiring Students to be Scientists: Oceanographic Research Journeys of a Middle School Teacher

NASA Astrophysics Data System (ADS)

Paulishak, E.

2006-12-01

I will present my research and educational experiences with two professional development programs in which I practiced scientific research. Real world applications of scientific principles cause science to be less abstract and allow the students to be involved in genuine science in the field. Students view teachers differently as a teacher brings her/his experience and enthusiasm for learning into the classroom environment. Furthermore, by developing activities around those experiences, the teacher may permit the students to have some direct involvement with scientific research. One of the common goals of these programs is for teachers to understand the research process and the science involved with it. My goal is to remain a teacher and use these valuable experiences to inspire my students. My job, after completing the research experience and doing investigations in the field, becomes one of "translator" taking the content and process knowledge and making it understandable and authentic for the advancement of my students. It also becomes one of "mentor" when helping to develop the skills of new teachers. Both of my experiences included seagoing expeditions. The REVEL program was my first experience in the summer of 2000. It gave me an immense opportunity to become part of a research team studying the underwater volcanic environment of the Juan de Fuca Ridge in the Northeast Pacific Ocean. With the ARMADA project (2006), I learned about SONAR as we traveled via NOAA ship along the Aleutian Islands of Alaska. Using examples from both of these highly valuable programs, I will be presenting my ideas about how to prepare teachers for their research experience, how to make the transition from research experience to practical classroom application, and how these experiences play a role in retaining the best science teachers and developing new science teachers for the future. Research programs such as these, furnish me with an added sense of confidence as I facilitate student learning. Both programs also enhance my credibility in the eyes of my students who ask: "Are you a scientist, too?"

Reflecting on Reflection: A Case Study of One Teacher's Early-Career Professional Learning

ERIC Educational Resources Information Center

Attard, Karl; Armour, Kathleen

2006-01-01

Background: It is widely claimed that critical reflection upon experience is a valuable process in which all teachers should engage in order to improve their professional practice. Assumptions are made about the benefits of reflection both for the teacher as person and professional; however, there is a lack of in-depth research on the reflective…

A Support Group for Home-Quarantined College Students Exposed to SARS: Learning from Practice

ERIC Educational Resources Information Center

Pan, Peter J. D.; Chang, Shih-Hua; Yu, Yen-Yen

2005-01-01

This article is an initial description of a meaningful and valuable clinical experience in interacting with SARS home-quarantined college students in a support group in Taiwan. Information about SARS and home quarantine, the tasks of the Counseling Centers and group work after the SARS outbreak, the support group for home-quarantined members, the…

The Pascal-Fermat Correspondence: How Mathematics Is Really Done

ERIC Educational Resources Information Center

Devlin, Keith

2010-01-01

The mathematics that students see in their textbooks is highly polished. The steps required to solve a problem are all clearly laid out. Thus, students are denied what could be a valuable learning experience. Often when students meet a problem that differs only slightly from the ones in the book, they are unable to proceed and afraid to "play…

D.E.E.P. Learning: Promoting Informal STEM Learning through a Popular Gaming Platform

NASA Astrophysics Data System (ADS)

Simms, E.; Rohrlick, D.; Layman, C.; Peach, C. L.; Orcutt, J. A.

2011-12-01

The research and development of educational games, and the study of the educational value of interactive games in general, have lagged far behind efforts for games created for the purpose of entertainment. But evidence suggests that digital simulations and games have the "potential to advance multiple science learning goals, including motivation to learn science, conceptual understanding, science process skills, understanding of the nature of science, scientific discourse and argumentation, and identification with science and science learning." (NRC, 2011). It is also generally recognized that interactive digital games have the potential to promote the development of valuable learning and life skills, including data processing, decision-making, critical thinking, planning, communication and collaboration (Kirriemuir and MacFarlane, 2006). Video games are now played in 67% of American households (ESA, 2010), and across a broad range of ages, making them a potentially valuable tool for Science, Technology, Engineering and Mathematics (STEM) learning among the diverse audiences associated with informal science education institutions (ISEIs; e.g., aquariums, museums, science centers). We are attempting to capitalize on this potential by developing games based on the popular Microsoft Xbox360 gaming platform and the free Microsoft XNA game development kit. The games, collectively known as Deep-sea Extreme Environment Pilot (D.E.E.P.), engage ISEI visitors in the exploration and understanding of the otherwise remote deep-sea environment. Players assume the role of piloting a remotely-operated vehicle (ROV) to explore ocean observing systems and hydrothermal vent environments, and are challenged to complete science-based objectives in order to earn points under timed conditions. The current games are intended to be relatively brief visitor experiences (on the order of several minutes) that support complementary exhibits and programming, and promote interactive visitor experiences. In addition to creating a unique educational product, our efforts are intended to inform the broader understanding of the key elements of a successful STEM-based game experience at an ISEI. Which characteristics of the ISEI environment (e.g., age and cultural diversity, limited time of engagement) are conducive or inhibitive to learning via digital gaming? Which aspects of game design (e.g., challenge, curiosity, fantasy, personal recognition) are most effective at maximizing both learning and enjoyment? We will share our progress and assessment results to date, and discuss the potential benefits and challenges to interactive gaming as a tool to support STEM literacy at ISEIs.

Near-peer teaching in anatomy: an approach for deeper learning.

PubMed

Evans, Darrell J R; Cuffe, Tracy

2009-10-01

Peer teaching has been recognized as a valuable and effective approach for learning and has been incorporated into medical, dental, and healthcare courses using a variety of approaches. The success of peer teaching is thought to be related to the ability of peer tutors and tutees to communicate more effectively, thereby improving the learning environment. Near-peer teaching involves more experienced students acting as tutors who are ideally placed to pass on their knowledge and experience. The advantage of using near-peer teachers is the opportunity for the teacher to reinforce and expand their own learning and develop essential teaching skills. This study describes the design and implementation of a program for fourth year medical students to teach anatomy to first- and second-year medical students and evaluates the perceptions of the near-peer teachers on the usefulness of the program, particularly in relation to their own learning. Feedback from participants suggests that the program fulfills its aims of providing an effective environment for developing deeper learning in anatomy through teaching. Participants recognize that the program also equips them with more advanced teaching skills that will be required as they move nearer toward taking on supervisory and teaching duties. The program has also provided the school with an additional valuable and appropriate resource for teaching anatomy to first- and second-year students, who themselves view the inclusion of near-peer teachers as a positive element in their learning.

Development of a digital storytelling resource to support children's nursing students in neonatal care.

PubMed

Petty, Julia; Treves, Richard

2017-03-06

A digital storytelling resource focusing on the experience of nursing in neonatal care was developed using the narratives of six undergraduate children's nursing students who had undergone a practice placement on a neonatal unit. An evaluation of the resource in relation to its contribution to learning for students in a new, specialised area of practice revealed that storytelling based on peers' experiences is a valuable and insightful approach to learning. This is particularly important in a specialty such as neonatal care where the unfamiliarity of the environment and patient group can cause anxiety and uncertainty among students. Overall, the resource was seen to be useful to children's nursing students who are preparing for a practice placement in an unfamiliar clinical area.

Portfolios in Saudi medical colleges

PubMed Central

Fida, Nadia M.; Shamim, Muhammad S.

2016-01-01

Over recent decades, the use of portfolios in medical education has evolved, and is being applied in undergraduate and postgraduate programs worldwide. Portfolios, as a learning process and method of documenting and assessing learning, is supported as a valuable tool by adult learning theories that stress the need for learners to be self-directed and to engage in experiential learning. Thoughtfully implemented, a portfolio provides learning experiences unequaled by any single learning tool. The credibility (validity) and dependability (reliability) of assessment through portfolios have been questioned owing to its subjective nature; however, methods to safeguard these features have been described in the literature. This paper discusses some of this literature, with particular attention to the role of portfolios in relation to self-reflective learning, provides an overview of current use of portfolios in undergraduate medical education in Saudi Arabia, and proposes research-based guidelines for its implementation and other similar contexts. PMID:26905344

EpiAssist: Service-learning in public health education.

PubMed

Horney, Jennifer A; Bamrara, Sanjana; Macik, Maria Lazo; Shehane, Melissa

2016-01-01

Although public health degree programs typically require practica and other field experiences, service-learning courses, with a focus on civic engagement and the application of classroom learning in real world settings, can go beyond these requirements and provide benefits to students and community-based practice partners. The goal of this paper is to assess potential benefits of service-learning programs for both graduate-level public health students and state and local public health agency partners. EpiAssist is a new service-learning program developed at the School of Public Health of the Texas A and M University Health Science Center, USA, in January 2015. EpiAssist was integrated into a new course, Methods in Field Epidemiology. The integration of service-learning was guided by a partnership with the Texas A and M Center for Teaching Excellence. State, regional, and local public health partners requested EpiAssist via email or telephone. A listserv was used to recruit student volunteers to meet requests. 54 of 86 registered EpiAssist students (63%) participated in at least one of ten service-learning and three training activities between January and June, 2015. Service-learning activities included questionnaire development, in-person and telephone data collection, and data analysis. Training topics for students included the Epi Info™ software, community assessment and communicable disease reporting. Students and partner organizations provided generally positive assessments of this service learning program through an online evaluation. Service-learning provides students with enhanced classroom learning through applied public health experience in state, regional and local health departments. These experiences provide both needed surge capacity to public health departments and valuable hands-on field experience to students.

The learning environment in the obstetrics and gynecology clerkship: an exploratory study of students' perceptions before and after the clerkship.

PubMed

Baecher-Lind, Laura E; Chang, Katherine; Blanco, Maria A

2015-01-01

For reasons that remain not entirely clear, Obstetrics and Gynecology (Ob/Gyn) clerkships often exhibit comparatively higher rates of medical student mistreatment. To explore perceptions of our local learning environment, focus groups were held with students yet to start (pre-students) and students having completed (post-students) their Ob/Gyn clerkship. Topics of discussion included learning expectations and experiences, perceptions of mistreatment, and suggestions for improving the learning environment and student treatment. Using a naturalistic approach, we conducted a conventional content analysis to identify emergent themes. Nine pre-students and nine post-students participated. While pre-students anticipated being actively engaged, they also expected - based on peer accounts - to be subject to an unwelcoming learning environment on the Ob/Gyn clerkship, despite working hard to become team members. Due to patient advocacy and protection concerns, post-students reported low levels of student involvement and, subsequently, an overall passive learning experience. Students from both groups offered valuable suggestions for improving the learning environment and student treatment. The sensitive nature of Ob/Gyn clinical encounters may lead to overprotective behaviors that contribute to students feeling mistreated and excluded from patient care and team membership. Students' experiences during Ob/Gyn clerkships could be improved by better balancing patient advocacy and student involvement. Practical implications to address these issues are offered.

Improving education in primary care: development of an online curriculum using the blended learning model.

PubMed

Lewin, Linda Orkin; Singh, Mamta; Bateman, Betzi L; Glover, Pamela Bligh

2009-06-10

Standardizing the experiences of medical students in a community preceptorship where clinical sites vary by geography and discipline can be challenging. Computer-assisted learning is prevalent in medical education and can help standardize experiences, but often is not used to its fullest advantage. A blended learning curriculum combining web-based modules with face-to-face learning can ensure students obtain core curricular principles. This course was developed and used at The Case Western Reserve University School of Medicine and its associated preceptorship sites in the greater Cleveland area. Leaders of a two-year elective continuity experience at the Case Western Reserve School of Medicine used adult learning principles to develop four interactive online modules presenting basics of office practice, difficult patient interviews, common primary care diagnoses, and disease prevention. They can be viewed at (http://casemed.case.edu/cpcp/curriculum). Students completed surveys rating the content and technical performance of each module and completed a Generalist OSCE exam at the end of the course. Participating students rated all aspects of the course highly; particularly those related to charting and direct patient care. Additionally, they scored very well on the Generalist OSCE exam. Students found the web-based modules to be valuable and to enhance their clinical learning. The blended learning model is a useful tool in designing web-based curriculum for enhancing the clinical curriculum of medical students.

America's Children Are Counting on You: 10 Reasons To Become a Teacher.

ERIC Educational Resources Information Center

White House Initiative on Educational Excellence for Hispanic Americans, Washington, DC.

This brochure presents 10 reasons for becoming a teacher: (1) to ignite the spark of curiosity in children; (2) to practice three of life's valuable virtues: kindness, patience, and understanding; (3) to experience the joy of seeing children learn to read, write, and do arithmetic and set them on a path to success in school and in life; (4) to…

My most valuable learning experience: Starting a business.

PubMed

Ryu, Alexander Jay

2017-04-01

Alexander is a preliminary medicine resident at State University of New York Upstate Medical University and a recent graduate of Harvard Medical School. While in medical school, he cofounded Wizdy Games, a company developing mobile games that teach children to manage various health conditions, and PreMed Insiders, an advisory service for those considering or applying to medical school. Copyright © 2016 Elsevier Inc. All rights reserved.

Documenting and Analyzing the Results of Non-Formal Adult Education: The Hungarian Experience

ERIC Educational Resources Information Center

Toth, Janos Szigeti

2007-01-01

Many valuable activities and local innovations go on in the field of non-formal adult learning. With the pressures of day-today work it is impossible to have a systematic overview of these, so that they are forgotten and are not continued, developed or passed on to others. More generally, these activities fail to be documented and analysed, even…

Bringing Up Girls in Science (BUGS): The Effectiveness of an Afterschool Environmental Science Program for Increasing Female Students' Interest in Science Careers

ERIC Educational Resources Information Center

Tyler-Wood, Tandra; Ellison, Amber; Lim, Okyoung; Periathiruvadi, Sita

2012-01-01

Bringing Up Girls in Science (BUGS) was an afterschool program for 4th and 5th grade girls that provided authentic learning experiences in environmental science as well as valuable female mentoring opportunities in an effort to increase participants' academic achievement in science. BUGS participants demonstrated significantly greater amounts of…

What the Youngest Transnational Students Have to Say about Their Transition from U.S. Schools to Mexican Ones

ERIC Educational Resources Information Center

Sanchez-Garcia, Juan; Hamann, Edmund T.; Zuniga, Victor

2012-01-01

For 5 years, this research team has sought to learn from more than 700 students encountered in Mexican schools, who had previous experience attending schools in the United States. Although this study has used mixed methods, 1 tool--the written survey--has proven particularly valuable as a means to build profiles of such transnational students.…

Selectively Distracted: Divided Attention and Memory for Important Information.

PubMed

Middlebrooks, Catherine D; Kerr, Tyson; Castel, Alan D

2017-08-01

Distractions and multitasking are generally detrimental to learning and memory. Nevertheless, people often study while listening to music, sitting in noisy coffee shops, or intermittently checking their e-mail. The current experiments examined how distractions and divided attention influence one's ability to selectively remember valuable information. Participants studied lists of words that ranged in value from 1 to 10 points while completing a digit-detection task, while listening to music, or without distractions. Though participants recalled fewer words following digit detection than in the other conditions, there were no significant differences between conditions in terms of selectively remembering the most valuable words. Similar results were obtained across a variety of divided-attention tasks that stressed attention and working memory to different degrees, which suggests that people may compensate for divided-attention costs by selectively attending to the most valuable items and that factors that worsen memory do not necessarily impair the ability to selectively remember important information.

All for one and one for all: understanding health professionals' experience in individual versus collaborative online learning.

PubMed

MacNeill, Heather; Telner, Deanna; Sparaggis-Agaliotis, Alexandra; Hanna, Elizabeth

2014-01-01

Computer-supported collaborative learning (CSCL) may facilitate continuing interprofessional education while overcoming barriers of time and place for busy health care professionals. The purpose of this study was to understand the experiences, advantages, and challenges of group versus individual online learning. Fifteen multidisciplinary health professionals participated in a 12-week online course on either diabetes or traumatic brain injury. This consisted of background e-modules and a longitudinal build-a-case exercise, done either individually or as a group. Focus group sessions exploring participants' experiences after course completion and at 4 months were conducted, transcribed, and analyzed for recurring themes. Participant reflection homework and video-recorded group sessions were used for triangulation of results. Individual learners appreciated the flexibility and control, but experienced decreased motivation. Group learners appreciated the immediate feedback from their co-learners and felt social pressure to come to the weekly sessions prepared but expressed challenges in determining group goal-setting for the session. Both groups felt they learned about interprofessional roles; however, group learners described a richer learning experience and understanding of interprofessional roles through the online collaboration exercise. The intense resources necessary for interprofessional CSCL, including time, faculty development, and technological issues, are described. CSCL is a valuable educational strategy in online learning. While individual online learning may be better suited for short and simple educational interventions such as knowledge acquisition, CSCL seems to allow for richer and deeper learning in complex and interprofessional educational experiences. However, strategies, resources, and faculty development required to enhance CSCL need to be addressed carefully. © 2014 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on Continuing Medical Education, Association for Hospital Medical Education.

Lessons Learned From Atomic Oxygen Interaction With Spacecraft Materials in Low Earth Orbit

NASA Technical Reports Server (NTRS)

Banks, Bruce A.; deGroh, Kim, K.; Miller, Sharon K.; Waters, Deborah L.

2008-01-01

There have been five Materials International Space Station Experiment (MISSE) passive experiment carriers (PECs) (MISSE 1-5) to date that have been launched, exposed in space on the exterior of International Space Station (ISS) and then returned to Earth for analysis. An additional four MISSE PECs (MISSE 6A, 6B, 7A, and 7B) are in various stages of completion. The PECs are two-sided suitcase to size sample carriers that are intended to provide information on the effects of the low Earth orbital environment on a wide variety of materials and components. As a result of post retrieval analyses of the retrieved MISSE 2 experiments and numerous prior space experiments, there have been valuable lessons learned and needs identified that are worthy of being documented so that planning, design, and analysis of future space environment experiments can benefit from the experience in order to maximize the knowledge gained. Some of the lessons learned involve the techniques, concepts, and issues associated with measuring atomic oxygen erosion yields. These are presented along with several issues to be considered when designing experiments, such as the uncertainty in mission duration, scattering and contamination effects on results, and the accuracy of measuring atomic oxygen erosion.

Architecting Learning Continuities for Families Across Informal Science Experiences

NASA Astrophysics Data System (ADS)

Perin, Suzanne Marie

By first recognizing the valuable social and scientific practices taking place within families as they learn science together across multiple, everyday settings, this dissertation addresses questions of how to design and scaffold activities that build and expand on those practices to foster a deep understanding of science, and how the aesthetic experience of learning science builds connections across educational settings. Families were invited to visit a natural history museum, an aquarium, and a place or activity of the family's choice that they associated with science learning. Some families were asked to use a set of activities during their study visits based on the practices of science (National Research Council, 2012), which were delivered via smartphone app or on paper cards. I use design-based research, video data analysis and interaction analysis to examine how families build connections between informal science learning settings. Chapter 2 outlines the research-based design process of creating activities for families that fostered connections across multiple learning settings, regardless of the topical content of those settings. Implications of this study point to means for linking everyday family social practices such as questioning, observing, and disagreeing to the practices of science through activities that are not site-specific. The next paper delves into aesthetic experience of science learning, and I use video interaction analysis and linguistic analysis to show how notions of beauty and pleasure (and their opposites) are perfused throughout learning activity. Designing for aesthetic experience overtly -- building on the sensations of enjoyment and pleasure in the learning experience -- can motivate those who might feel alienated by the common conception of science as merely a dispassionate assembly of facts, discrete procedures or inaccessible theory. The third paper, a case study of a family who learns about salmon in each of the sites they visit, highlights the contributions of multiple sites of learning in an ecological view of learning. Finally, the dissertations' conclusion highlights the broad implications for conceiving of the many varied learning settings in a community as an educational infrastructure, and reflections on using aesthetic experience for broadening participation the sciences through the design of informal environments.

Is that really my movement? - Students' experiences of a video-supported interactive learning model for movement awareness.

PubMed

Backåberg, Sofia; Gummesson, Christina; Brunt, David; Rask, Mikael

2015-01-01

Healthcare staff and students have a great risk of developing musculoskeletal symptoms. One cause of this is heavy load related work activities such as manual handling, in which the quality of individual work technique may play a major role. Preventive interventions and well-defined educational strategies to support movement awareness and long-lasting movement changes need to be developed. The aim of the present study was to explore nursing students' experiences of a newly developed interactive learning model for movement awareness. The learning model, which is based on a life-world perspective with focus on interpersonal interaction, has been used with 11 undergraduate students from the second and final year. Each student participated in three individual video sessions with a facilitator. Two individual interviews were carried out with each student during the learning process and one interview 12-18 months after the last session. The interviews were audio-recorded and transcribed verbatim, and a phenomenological hermeneutic method inspired by Paul Ricoeur and described by Lindseth and Norberg was used to interpret the interviews and diary notes. The interpretation resulted in three key themes and nine subthemes. The key themes were; "Obtaining better preconditions for bodily awareness," "Experiencing changes in one's own movement," and "Experiencing challenges in the learning process." The interactive learning model entails a powerful and challenging experience that develops movement awareness. The experience of meaningfulness and usefulness emerges increasingly and alternates with a feeling of discomfort. The learning model may contribute to the body of knowledge of well-defined educational strategies in movement awareness and learning in, for example, preventive interventions and ergonomic education. It may also be valuable in other practical learning situations where movement awareness is required.

A Journey through Time: From the Present Value to the Future Value and Back Or: Retirement Planning: A Comprehensible Application of the Time Value of Money Concept

ERIC Educational Resources Information Center

Schmidt, Carolin E.

2016-01-01

Real-life applications of financial concepts are a valuable method to get students engaged in financial topics. While especially non-finance majors often struggle to understand the importance of financial topics for their personal lives, applying these theories to real-life examples can significantly improve their learning experience and increase…

Work Term Assignment Spring 2017

NASA Technical Reports Server (NTRS)

Sico, Mallory

2017-01-01

My tour in the Engineering Robotics directorate exceeded my expectations. I learned lessons about Creo, manufacturing and assembly, collaboration, and troubleshooting. During my first tour, last spring, I used Creo on a smaller project, but had limited experience with it before starting in the Dynamic Systems Test branch this spring. I gained valuable experience learning assembly design, sheet metal design and designing with intent for manufacturing and assembly. These skills came from working both on the hatch and the floor. I also learned to understand the intent of other designers on models I worked with. While redesigning the floor, I was modifying an existing part and worked to understand what the previous designer had done to make it fit with the new model. Through working with the machine shop and in the mock-up, I learned much more about manufacturing and assembly. I used a Dremel, rivet gun, belt sander, and countersink for the first time. Through taking multiple safety training for different machine shops, I learned new machine shop safety skills specific to each one. This semester also gave me new collaborative opportunities. I collaborated with engineers within my branch as well as with Human Factors and the building 10 machine shop. This experience helped me learn how to design for functionality and assembly, not only for what would be easiest in my designs. In addition to these experiences, I learned many lessons in troubleshooting. I was the first person in my office to use a Windows 10 computer. This caused unexpected issues with NASA services and programs, such as the Digital Data Management Server (DDMS). Because of this, I gained experience finding solutions to lockout and freeze issues as well as Creo specific settings. These will be useful skills to have in the future and will be implemented in future rotations. This co-op tour has motivated me more to finish my degree and pursue my academic goals. I intend to take a machining Career Gateway Elective in the Fall to improve my skills in building as well as designing with manufacturing intent. I am also inspired to take more mechatronics CGE courses before I graduate to learn more about the crossover between mechanical and electrical engineering. This semester, I worked on multiple projects and had the opportunity to learn from engineers of different disciplines. I became proficient in Creo 2.0, a program I had not used significantly before. I finished modifying the hatch for 3D print and made sizeable modifications to the nose floor support design. I also gained hands-on experience that will be useful in my engineering career in the future. I would consider all of these major achievements from this spring semester. Lastly, I learned to ask more questions and to search for the right people to find answers which I know will be a valuable skill in the future. This summer, I will be completing my last rotation in the Flight Operations Directorate at Ellington Air Field. After this last tour, I will be returning to school for the Fall, Spring and Summer. I will graduate in August of 2018. I am looking forward to learning more about the different jobs available to engineers. This division works directly with many different types of aircrafts and I am excited to learn more about this focus of engineering. The Aircraft Operations Division values team work greatly and I intend to improve my interpersonal skills by working with them this summer.

Simulation-based learning: Just like the real thing

PubMed Central

Lateef, Fatimah

2010-01-01

Simulation is a technique for practice and learning that can be applied to many different disciplines and trainees. It is a technique (not a technology) to replace and amplify real experiences with guided ones, often “immersive” in nature, that evoke or replicate substantial aspects of the real world in a fully interactive fashion. Simulation-based learning can be the way to develop health professionals’ knowledge, skills, and attitudes, whilst protecting patients from unnecessary risks. Simulation-based medical education can be a platform which provides a valuable tool in learning to mitigate ethical tensions and resolve practical dilemmas. Simulation-based training techniques, tools, and strategies can be applied in designing structured learning experiences, as well as be used as a measurement tool linked to targeted teamwork competencies and learning objectives. It has been widely applied in fields such aviation and the military. In medicine, simulation offers good scope for training of interdisciplinary medical teams. The realistic scenarios and equipment allows for retraining and practice till one can master the procedure or skill. An increasing number of health care institutions and medical schools are now turning to simulation-based learning. Teamwork training conducted in the simulated environment may offer an additive benefit to the traditional didactic instruction, enhance performance, and possibly also help reduce errors. PMID:21063557

Simulation-based learning: Just like the real thing.

PubMed

Lateef, Fatimah

2010-10-01

Simulation is a technique for practice and learning that can be applied to many different disciplines and trainees. It is a technique (not a technology) to replace and amplify real experiences with guided ones, often "immersive" in nature, that evoke or replicate substantial aspects of the real world in a fully interactive fashion. Simulation-based learning can be the way to develop health professionals' knowledge, skills, and attitudes, whilst protecting patients from unnecessary risks. Simulation-based medical education can be a platform which provides a valuable tool in learning to mitigate ethical tensions and resolve practical dilemmas. Simulation-based training techniques, tools, and strategies can be applied in designing structured learning experiences, as well as be used as a measurement tool linked to targeted teamwork competencies and learning objectives. It has been widely applied in fields such aviation and the military. In medicine, simulation offers good scope for training of interdisciplinary medical teams. The realistic scenarios and equipment allows for retraining and practice till one can master the procedure or skill. An increasing number of health care institutions and medical schools are now turning to simulation-based learning. Teamwork training conducted in the simulated environment may offer an additive benefit to the traditional didactic instruction, enhance performance, and possibly also help reduce errors.

Evaluating theories of bird song learning: implications for future directions.

PubMed

Margoliash, D

2002-12-01

Studies of birdsong learning have stimulated extensive hypotheses at all levels of behavioral and physiological organization. This hypothesis building is valuable for the field and is consistent with the remarkable range of issues that can be rigorously addressed in this system. The traditional instructional (template) theory of song learning has been challenged on multiple fronts, especially at a behavioral level by evidence consistent with selectional hypotheses. In this review I highlight the caveats associated with these theories to better define the limits of our knowledge and identify important experiments for the future. The sites and representational forms of the various conceptual entities posited by the template theory are unknown. The distinction between instruction and selection in vocal learning is not well established at a mechanistic level. There is as yet insufficient neurophysiological data to choose between competing mechanisms of error-driven learning and reinforcement learning. Both may obtain for vocal learning. The possible role of sleep in acoustic or procedural memory consolidation, while supported by some physiological observations, does not yet have support in the behavioral literature. The remarkable expansion of knowledge in the past 20 years and the recent development of new technologies for physiological and behavioral experiments should permit direct tests of these theories in the coming decade.

What can we learn from problem-based learning tutors at a graduate entry medical school? A mixed method approach.

PubMed

O Doherty, Diane; Mc Keague, Helena; Harney, Sarah; Browne, Gerard; McGrath, Deirdre

2018-05-04

Problem-based learning (PBL) has been adopted by many medical schools as an innovative method to deliver an integrated medical curriculum since its inception at McMaster University (Dornan et al., Med Educ 39(2):163-170, 2005; Finucane et al., Med Educ 35(1):56-61, 2001; Barrows, Tutorials in problem-based learning: A new direction in teaching the health professions, 1984). The student experience in PBL has been explored in detail (Merriam, New Directions for Adult and Continuing Education 89: 3-13, 2001; Azer, Kaohsiung J Med Sci 25(5): 240-249, 2009; Boelens et al., BMC Med Ed 15(1): 84, 2015; Dolmans et al., Med Teach 24(2):173-180, 2002; Lee et al., Med Teach 35(2): e935-e942, 2013) but the tutors who facilitate PBL have valuable insight into how PBL functions and this aspect has not been extensively researched. The integrated curriculum for years 1 and 2 at the Graduate Entry Medical School at the University of Limerick is delivered though problem-based learning (PBL). This programme requires collaborative teamwork between students and the tutors who facilitate small-group tutorial sessions. All PBL tutors at GEMS are medically qualified, with the majority (68%) currently working in clinical practice. A mixed-methods approach was adopted, utilising two surveys and follow-up focus groups to fully understand the tutor experience. Thirty-three tutors took part in two online surveys with a response rate of 89%. Thirteen tutors participated in two focus groups. Descriptive analysis was completed on survey data and thematic analysis on focus group discussions which highlighted five main themes. Tutors reported challenges with managing group dynamics, development of confidence in tutoring with experience and a willingness to learn from peers to improve practice. Findings are in keeping with previously published work. Results also identified several less commonly discussed issues impacting student engagement in PBL including the use of mobile device technology, unauthorised access to learning objectives and PBL cases, and the importance and need for professional development amongst tutors, including the impact of tutoring on clinical practice. This study revealed that experienced tutors spend considerable time preparing for PBL tutorials in the basic sciences and that this input is rewarded by the benefits it brings to their clinical practice. Understanding PBL from the tutor's perspective reveals valuable insights which can inform ongoing tutor development and support. Limited research exists in the area of PBL tutor's experiences which may be of interest to medical educators, clinicians and the wider medical community. Findings highlight the value of shared tutor experiences as a resource that can be capitalised on to benefit both novice and experienced tutors.

Science Teachers' Perceptions of the Relationship Between Game Play and Inquiry Learning

NASA Astrophysics Data System (ADS)

Mezei, Jessica M.

The implementation of inquiry learning in American science classrooms remains a challenge. Teachers' perceptions of inquiry learning are predicated on their past educational experiences, which means outdated methods of learning may influence teachers' instructional approaches. In order to enhance their understanding and ultimately their implementation of inquiry learning, teachers need new and more relevant models. This study takes a preliminary step exploring the potential of game play as a valuable experience for science teachers. It has been proposed that game play and inquiry experiences can embody constructivist processes of learning, however there has been little work done with science teachers to systematically explore the relationship between the two. Game play may be an effective new model for teacher education and it is important to understand if and how teachers relate game playing experience and knowledge to inquiry. This study examined science teachers' game playing experiences and their perceptions of inquiry experiences and evaluated teacher's recognition of learning in both contexts. Data was collected through an online survey (N=246) and a series of follow-up interviews (N=29). Research questions guiding the study were: (1) What is the nature of the relationship between science teachers' game experience and their perceptions of inquiry? (2) How do teachers describe learning in and from game playing as compared with inquiry science learning? and (3) What is the range of similarities and differences teachers articulate between game play and inquiry experiences?. Results showed weak quantitative links between science teachers' game experiences and their perceptions of inquiry, but identified promising game variables such as belief in games as learning tools, game experiences, and playing a diverse set of games for future study. The qualitative data suggests that teachers made broad linkages in terms of parallels of both teaching and learning. Teachers mostly articulated learning connections in terms of the active or participatory nature of the experiences. Additionally, a majority of teachers discussed inquiry learning in concert with inquiry teaching which led to a wider range of comparisons made based on the teacher's interpretation of inquiry as a pedagogical approach instead of focusing solely on inquiry learning. This study has implications for both research and practice. Results demonstrate that teachers are interested in game play as it relates to learning and the linkages teachers made between the domains suggests it may yet prove to be a fruitful analogical device that could be leveraged for teacher development. However, further study is needed to test these claims and ultimately, research that further aligns the benefits of game play experiences to teacher practice is encouraged in order to build on the propositions and findings of this thesis.

Service Learning in Undergraduate Nursing Education: Strategies to Facilitate Meaningful Reflection.

PubMed

Schmidt, Nola A; Brown, Janet M

2016-01-01

Service learning is recognized as a valuable pedagogy involving experiential learning, reflection, and reciprocal learning. Students develop critical thinking and social awareness by using the crucial activity of reflecting upon their experiential learning with community partners. The purpose of this paper is to demystify the process of reflection by identifying best practices to enhance reflection and offering suggestions for grading. By understanding "the what" and "the how" of reflection, educators can implement service learning experiences designed to include the essential component of reflection. Strategies for facilitating meaningful reflection are described including descriptions of what students should reflect upon and how to initiate reflection through writing, reading, doing, and telling. Grading rubrics are suggested to facilitate evaluation of student reflection. When properly implemented, service learning encourages students to be good citizens of the world. By using best practices associated with reflection, students can be challenged to think critically about the world and how their service can achieve community goals. Copyright © 2016. Published by Elsevier Inc.

ISS Training Best Practices and Lessons Learned

NASA Technical Reports Server (NTRS)

Barshi, Immanuel; Dempsey, Donna L.

2017-01-01

Training our crew members for long duration exploration-class missions (LDEM) will have to be qualitatively and quantitatively different from current training practices. However, there is much to be learned from the extensive experience NASA has gained in training crew members for missions on board the International Space Station (ISS). Furthermore, the operational experience on board the ISS provides valuable feedback concerning training effectiveness. Keeping in mind the vast differences between current ISS crew training and training for LDEM, the needs of future crew members, and the demands of future missions, this ongoing study seeks to document current training practices and lessons learned. The goal of the study is to provide input to the design of future crew training that takes as much advantage as possible of what has already been learned and avoids as much as possible past inefficiencies. Results from this study will be presented upon its completion. By researching established training principles, examining future needs, and by using current practices in spaceflight training as test beds, this research project is mitigating program risks and generating templates and requirements to meet future training needs.

ISS Training Best Practices and Lessons Learned

NASA Technical Reports Server (NTRS)

Dempsey, Donna L.; Barshi, Immanuel

2018-01-01

Training our crew members for long-duration Deep Space Transport (DST) missions will have to be qualitatively and quantitatively different from current training practices. However, there is much to be learned from the extensive experience NASA has gained in training crew members for missions on board the International Space Station (ISS). Furthermore, the operational experience on board the ISS provides valuable feedback concerning training effectiveness. Keeping in mind the vast differences between current ISS crew training and training for DST missions, the needs of future crew members, and the demands of future missions, this ongoing study seeks to document current training practices and lessons learned. The goal of the study is to provide input to the design of future crew training that takes as much advantage as possible of what has already been learned and avoids as much as possible past inefficiencies. Results from this study will be presented upon its completion. By researching established training principles, examining future needs, and by using current practices in spaceflight training as test beds, this research project is mitigating program risks and generating templates and requirements to meet future training needs.

The Oklahoma bombing. Lessons learned.

PubMed

Anteau, C M; Williams, L A

1997-06-01

The Oklahoma City bombing experience in April of 1995 provided a unique opportunity to test the effectiveness of an existing disaster plan. The critical care nurses at Columbia Presbyterian Hospital learned valuable lessons about managing intense activity, equipment and supplies, staffing resources, and visitor issues. The degree to which the bombing affected the emotional state of personnel was unanticipated, and leaders learned that critical stress management interventions should be included in every emergency preparedness plan. Additionally, recommendations include using runners for communication; assigning specific roles (supplies, staffing, triage); keeping additional staff in reserve for shift relief; ensuring ample hospital staff members are available to coordinate visitors and media; and setting up record systems to preserve continuity. The unique lessons learned as a result of this terrorist attack can be used by other critical care nurses to understand and refine disaster plans.

The use of multimodal strategies for distance education in the GRECCs.

PubMed

Kresevic, Denise; Burant, Christopher; Denton, Jennifer; Heath, Barbara; Kypriotakis, George

2011-01-01

The Department of Veterans Affairs (VA) has found distance education to be particularly valuable as a means to disseminate information to large numbers of busy learners in geographically diverse settings. Specifically, Geriatric Research, Education and Clinical Centers (GRECCs) of the VA have used various forms of distance learning to provide geriatrics-focused education to diverse health care providers. Such formats allow programs to be available to audiences regardless of distance or time. Although the distance-learning format has clear benefits, there are also some barriers that have hindered its wider adoption, including technical difficulties and ease of use. Organizers of distance education programs are challenged to overcome these barriers to provide a quality learning experience for the audience. The GRECCs will likely continue to be leaders in exploring innovative distance-learning strategies to accomplish their mission of quality geriatric education.

Teachers Talking about Writing Assessment: Valuable Professional Learning?

ERIC Educational Resources Information Center

Reid, Lesley

2007-01-01

This article argues that the engagement of teachers in collaborative discussions about assessment can provide a fruitful context for valuable professional learning. It is of interest to those who provide Continuous Professional Development (CPD) opportunities for teachers and teachers themselves. It looks particularly at the value of writing…

Diversity characteristics and the experiences of nursing students' during clinical placements: A qualitative study of students and supervisors views.

PubMed

Koch, Jane; Everett, Bronwyn; Phillips, Jane; Davidson, Patricia M

2014-11-10

Abstract Background: Little is known about which diversity characteristics if any, impact on nursing students' clinical placements or how these may affect the quality of their learning experiences. There is therefore a need to better understand these effects not only from the student's perspective but also from the perspective of the staff who supervise them, in order to ensure students obtain maximal benefit from their placements. Aim: To describe the clinical experiences of nursing students and the diversity characteristics that affect this learning experience. Methods: Data were collected from a series of open-ended questions embedded within a larger anonymous web-based survey, from August 2011 to March 2012. Participants included first, second and third year undergraduate Bachelor of Nursing students (N=704) and faculty members involved in the clinical learning environment (N = 165) from seven Australian universities. Findings: Qualitative findings were clustered into three main themes, differences, difficulty and discrimination, each with three subthemes. Conclusion: Findings suggest a need to offer appropriate support for nursing students who feel different because of diversity characteristics. Whilst some of the participant perceptions are confronting they provide valuable insights for universities developing curricula and the clinical placement facilities where students obtain their experience.

Diversity characteristics and the experiences of nursing students during clinical placements: A qualitative study of student, faculty and supervisors' views.

PubMed

Koch, Jane; Everett, Bronwyn; Phillips, Jane; Davidson, Patricia M

2014-01-01

Abstract Background: Little is known about which diversity characteristics if any, impact on nursing students' clinical placements or how these may affect the quality of their learning experiences. There is therefore a need to better understand these effects not only from the student's perspective but also from the perspective of the staff who supervise them, in order to ensure students obtain maximal benefit from their placements. To describe the clinical experiences of nursing students and the diversity characteristics that affect this learning experience. Data were collected from a series of open-ended questions embedded within a larger anonymous web-based survey, from August 2011 to March 2012. Participants included first, second and third year undergraduate Bachelor of Nursing students (N = 704) and faculty members involved in the clinical learning environment (N = 165) from seven Australian universities. Qualitative findings were clustered into three main themes: differences, difficulty and discrimination, each with three sub-themes. FINDINGS suggest a need to offer appropriate support for nursing students who feel different because of diversity characteristics. Whilst some of the participant perceptions are confronting they provide valuable insights for universities developing curricula and the clinical placement facilities where students obtain their experience.

Lessons learned from translators and interpreters from the Dinka tribe of southern Sudan.

PubMed

Baird, Martha B

2011-04-01

This article discusses the methodological challenges associated with working with translators and interpreters from the Dinka tribe of southern Sudan during an ethnographic study with refugee Dinka women who were resettled with their children in the United States. Navigating the cultural differences between the researcher, the translator, and the interpreters provided a deeper understanding about the culture of the study population. The lessons learned included the importance of cultural congruence between the interpreters and participants; the education, training, and experience of the interpreters; and the difficulties encountered in preparing interpreters according to university institutional review board requirements. Cultural differences such as time perception and communication and literacy styles were negotiated throughout each phase of the study. The most valuable lesson learned from this experience was the importance of the relationship between the researcher, the translator, and the interpreters as well as between the interpreters and participants to achieve credibility and trustworthiness of the study results.

Cooperative Learning through Team-Based Projects in the Biotechnology Industry †

PubMed Central

Luginbuhl, Sarah C.; Hamilton, Paul T.

2013-01-01

We have developed a cooperative-learning, case studies project model that has teams of students working with biotechnology professionals on company-specific problems. These semester-long, team-based projects can be used effectively to provide students with valuable skills in an industry environment and experience addressing real issues faced by biotechnology companies. Using peer-evaluations, we have seen improvement in students’ professional skills such as time-management, quality of work, and level of contribution over multiple semesters. This model of team-based, industry-sponsored projects could be implemented in other college and university courses/programs to promote professional skills and expose students to an industry setting. PMID:24358386

Cooperative Learning through Team-Based Projects in the Biotechnology Industry.

PubMed

Luginbuhl, Sarah C; Hamilton, Paul T

2013-01-01

We have developed a cooperative-learning, case studies project model that has teams of students working with biotechnology professionals on company-specific problems. These semester-long, team-based projects can be used effectively to provide students with valuable skills in an industry environment and experience addressing real issues faced by biotechnology companies. Using peer-evaluations, we have seen improvement in students' professional skills such as time-management, quality of work, and level of contribution over multiple semesters. This model of team-based, industry-sponsored projects could be implemented in other college and university courses/programs to promote professional skills and expose students to an industry setting.

Using e-learning to support clinical skills acquisition: exploring the experiences and perceptions of graduate first-year pre-registration nursing students - a mixed method study.

PubMed

Bloomfield, Jacqueline G; Jones, Anne

2013-12-01

Clinical skills education must accommodate the different needs of nursing students, particularly in view of increasing numbers of graduate entrants. E-learning has been promoted for its ability to engage learners and customise the learning process and evidence supports its use for clinical skill acquisition. However, graduate nursing students have unique needs, and their perceptions and experiences of e-learning require exploration. The aim of the study was to explore graduate first year nursing students' perceptions and experiences of e-learning when used to supplement traditional methods to learn clinical skills. Mixed methods, employing qualitative and quantitative approaches, were used. Eighty-three (46%) participants were recruited from a cohort of graduate students (n=180) enrolled in an accelerated pre-registration nursing programme. Participants completed e-learning educational materials prior to attendance at clinical skills sessions. Focus groups (n=2) explored participants' (n=15) experiences and perceptions of e-learning and identified common issues. Discussions were transcribed verbatim and analysed using a thematic approach. Findings informed the development of a questionnaire which sought to confirm perceptions of e-learning and the perceived value for clinical skills acquisition in the larger student group. Data from questionnaires (n=83) were analysed using descriptive statistics. Students found e-learning valuable for developing clinical skills and, although they viewed it positively, they did not want to relinquish conventional teaching methods, preferring both in combination. Video clips were perceived as the most useful feature while online readings were viewed as the least useful. An underestimate of time requirements, navigational issues and technical difficulties were reported frustrations. Although limited by potential volunteer bias, findings contribute to the ongoing discourse on how e-learning can support clinical skills education and provides insights from the perspective of graduate nursing students. E-learning does not suit the needs of all learners. This must be recognised to enhance the learning experience. Crown Copyright © 2013. Published by Elsevier Ltd. All rights reserved.

How Do Lessons Learned on the International Space Station (ISS) Help Plan Life Support for Mars?

NASA Technical Reports Server (NTRS)

Jones, Harry W.; Hodgson, Edward W.; Gentry, Gregory J.; Kliss, Mark H.

2016-01-01

How can our experience in developing and operating the International Space Station (ISS) guide the design, development, and operation of life support for the journey to Mars? The Mars deep space Environmental Control and Life Support System (ECLSS) must incorporate the knowledge and experience gained in developing ECLSS for low Earth orbit, but it must also meet the challenging new requirements of operation in deep space where there is no possibility of emergency resupply or quick crew return. The understanding gained by developing ISS flight hardware and successfully supporting a crew in orbit for many years is uniquely instructive. Different requirements for Mars life support suggest that different decisions may be made in design, testing, and operations planning, but the lessons learned developing the ECLSS for ISS provide valuable guidance.

Learning to care: medical students' reported value and evaluation of palliative care teaching involving meeting patients and reflective writing.

PubMed

Borgstrom, Erica; Morris, Rachel; Wood, Diana; Cohn, Simon; Barclay, Stephen

2016-11-25

Over recent years there has been an increase in teaching of both palliative care and reflective practice in UK medical schools. The palliative care teaching at the University of Cambridge School of Clinical Medicine is multi-faceted and involves students writing reflective essays after individually meeting patients approaching the end of life during their final year general practice and hospital medicine placements. This paper draws on two studies examining this teaching element to analyse what the students found valuable about it and to comment on the practice of meeting patients and subsequent reflective writing. Two studies have explored students' perceptions of these course components. The first was a thematic analysis of 234 reflective essays from 123 students written in 2007-2008, including examining what students wrote about the exercise itself. The second project involved a semi-structured questionnaire that students completed anonymously; this paper reports on the free text elements of that study [sample size =107]. Since similar themes were found in both studies, the coding structures from each project were compared and combined, enabling triangulation of the findings around what the students found valuable from the palliative care teaching involving meeting patients and reflective writing. Overall, students reported that these components of the palliative care teaching are valuable. Four main themes were identified as aspects that students valued: (1) dedicated time with patients, (2) learning about wider elements of treatment and holistic care, (3) practicing communication skills, and (4) learning about themselves through reflective writing. Some students expressed a dislike for having to formally write a reflective essay. It is possible to arrange for all of the medical students to individually meet at least two patients receiving palliative or end of life care. Students found these encounters valuable and many wrote about the benefit of formally writing about these experiences. Students reported finding this model useful in widening their skill-set and understanding of palliative care.

Factors associated with student learning processes in primary health care units: a questionnaire study.

PubMed

Bos, Elisabeth; Alinaghizadeh, Hassan; Saarikoski, Mikko; Kaila, Päivi

2015-01-01

Clinical placement plays a key role in education intended to develop nursing and caregiving skills. Studies of nursing students' clinical learning experiences show that these dimensions affect learning processes: (i) supervisory relationship, (ii) pedagogical atmosphere, (iii) management leadership style, (iv) premises of nursing care on the ward, and (v) nursing teachers' roles. Few empirical studies address the probability of an association between these dimensions and factors such as student (a) motivation, (b) satisfaction with clinical placement, and (c) experiences with professional role models. The study aimed to investigate factors associated with the five dimensions in clinical learning environments within primary health care units. The Swedish version of Clinical Learning Environment, Supervision and Teacher, a validated evaluation scale, was administered to 356 graduating nursing students after four or five weeks clinical placement in primary health care units. Response rate was 84%. Multivariate analysis of variance is determined if the five dimensions are associated with factors a, b, and c above. The analysis revealed a statistically significant association with the five dimensions and two factors: students' motivation and experiences with professional role models. The satisfaction factor had a statistically significant association (effect size was high) with all dimensions; this clearly indicates that students experienced satisfaction. These questionnaire results show that a good clinical learning experience constitutes a complex whole (totality) that involves several interacting factors. Supervisory relationship and pedagogical atmosphere particularly influenced students' satisfaction and motivation. These results provide valuable decision-support material for clinical education planning, implementation, and management. Copyright © 2014 Elsevier Ltd. All rights reserved.

Needs assessment as a marketing strategy: an experience for baccalaureate nursing students.

PubMed

Colangelo, R; Goldrick, B

1991-04-01

A marketing needs assessment was undertaken as a community health project for baccalaureate nursing students. The objective of the project were: (1) to conduct a needs assessment utilizing the concepts of marketing in health planning, and (2) to identify health needs of a community based on active participation by members of the community. Through a collaborative effort with a community health agency, students were able to integrate the principles of marketing and participative decision-making into a learning experience. The results of the needs assessment provided the agency with valuable information for strategic planning.

Label Information Guided Graph Construction for Semi-Supervised Learning.

PubMed

Zhuang, Liansheng; Zhou, Zihan; Gao, Shenghua; Yin, Jingwen; Lin, Zhouchen; Ma, Yi

2017-09-01

In the literature, most existing graph-based semi-supervised learning methods only use the label information of observed samples in the label propagation stage, while ignoring such valuable information when learning the graph. In this paper, we argue that it is beneficial to consider the label information in the graph learning stage. Specifically, by enforcing the weight of edges between labeled samples of different classes to be zero, we explicitly incorporate the label information into the state-of-the-art graph learning methods, such as the low-rank representation (LRR), and propose a novel semi-supervised graph learning method called semi-supervised low-rank representation. This results in a convex optimization problem with linear constraints, which can be solved by the linearized alternating direction method. Though we take LRR as an example, our proposed method is in fact very general and can be applied to any self-representation graph learning methods. Experiment results on both synthetic and real data sets demonstrate that the proposed graph learning method can better capture the global geometric structure of the data, and therefore is more effective for semi-supervised learning tasks.

Characterizing the development of students' understandings regarding the second law of thermodynamics: Using learning progressions to illuminate thinking in high school chemistry

NASA Astrophysics Data System (ADS)

Cunningham, Kevin D.

As demonstrated by their emphasis in the new, national, science education standards, learning progressions (LPs) have become a valuable means of informing teaching and learning. LPs serve this role by isolating the key components of central skills and understandings, and by describing how those abilities and concepts tend to develop over time among students in a particular context. Some LPs also identify common challenges students experience in learning specific content and suggest methods of instruction and assessment, particularly ways in which difficulties can be identified and addressed. LPs are research-based and created through the integration of content analyses and interpretations of student performances with respect to the skills and understandings in question. The present research produced two LPs portraying the development of understandings associated with the second law of thermodynamics as evidenced by the evolving explanations for the spontaneity and irreversibility of diffusion and the cooling of a hot object constructed periodically by twenty students over two consecutive years in high school chemistry. While the curriculum they experienced did not emphasize the processes of diffusion and cooling or the second law and its applications, these students received prolonged instruction regarding key aspects of the particulate nature of matter. Working in small groups and as individuals, they were also taught and regularly expected to create, test, and revise particulate-based, conceptual models to account for the properties and behavior of a wide variety of common phenomena. Although some students quickly exhibited dramatic improvements in explaining and understanding the phenomena of interest, conceptual development for most was evolutionary rather than revolutionary, and success in explaining one phenomenon did not generally translate into successes in explaining related but different phenomena. Few students reached the uppermost learning goals of either LP, but the results of this study nevertheless provide valuable guidance in ways that the desired understandings can be cultivated in more students. These cognitive models of learning can provide teachers with valuable information capable of supporting improvements in instructional techniques and materials, assessment tools and methods, and perhaps even their own understandings of fundamental, scientific concepts.

Learning by viewing versus learning by doing: A comparative study of observer and participant experiences during an interprofessional simulation training.

PubMed

Reime, Marit Hegg; Johnsgaard, Tone; Kvam, Fred Ivan; Aarflot, Morten; Engeberg, Janecke Merethe; Breivik, Marit; Brattebø, Guttorm

2017-01-01

Larger student groups and pressure on limited faculty time have raised the question of the learning value of merely observing simulation training in emergency medicine, instead of active team participation. The purpose of this study was to examine observers and hands-on participants' self-reported learning outcomes during simulation-based interprofessional team training regarding non-technical skills. In addition, we compared the learning outcomes for different professions and investigated team performance relative to the number of simulations in which they participated. A concurrent mixed-method design was chosen to evaluate the study, using questionnaires, observations, and focus group interviews. Participants included a total of 262 postgraduate and bachelor nursing students and medical students, organised into 44 interprofessional teams. The quantitative data showed that observers and participants had similar results in three of six predefined learning outcomes. The qualitative data emphasised the importance of participating in different roles, training several times, and training interprofessionally to enhance realism. Observing simulation training can be a valuable learning experience, but the students' preferred hands-on participation and learning by doing. For this reason, one can legitimise the observer role, given the large student groups and limited faculty time, as long as the students are also given some opportunity for hands-on participation in order to become more confident in their professional roles.

Experiences of nursing undergraduates on a redesigned blended communication module: A descriptive qualitative study.

PubMed

Shorey, Shefaly; Siew, An Ling; Ang, Emily

2018-02-01

Education is going through accelerated changes to accommodate the needs of contemporary students. However, there are ongoing concerns regarding the quality of education in communication skills for nurses and other healthcare professionals. Many studies have been conducted to evaluate the effectiveness of a blended learning pedagogical tool in enhancing the learning of nursing undergraduates. However, little is known about students' experiences of a blended learning model for teaching communication skills. To explore first year nursing students' experiences of the blended learning design adopted in a communication module. A descriptive qualitative design was adopted. Data were collected in the form of written reflections from 74 first year nursing undergraduates who were enrolled in a university-affiliated nursing school. Students were asked to complete an online reflective exercise regarding an undergraduate communication module on their last day of class, and the submitted reflections were analyzed. A thematic analysis was conducted and ethics approval was obtained for this study. Six overarching themes and fifteen subthemes were generated. The six overarching themes were: 1) Helpful and engaging classroom experience, 2) valuable online activities, 3) meaningful assessment, 4) appreciation for interprofessional education, 5) personal enrichment, and 6) overall feedback and recommendations. The students in this study felt that the blended pedagogy communication module enhanced their learning and boosted their confidence in facing similar situations. Interprofessional education was well-accepted among students as they attained a deeper understanding on the importance of interprofessional learning and an appreciation towards other professionals. Blended pedagogy can be used in teaching communication skills to nursing students to provide a holistic and up-to-date learning experience. Future studies should consider engaging students in face-to-face interviews to obtain a deeper understanding on their experiences of a blended pedagogy incorporated communication module. Copyright © 2017 Elsevier Ltd. All rights reserved.

Service-Learning in Communities of Elders (SLICE): Development and Evaluation of an Introductory Geriatrics Course for Medical Students.

PubMed

Laks, Jordana; Wilson, Lindsay A; Khandelwal, Christine; Footman, Eleni; Jamison, Margaret; Roberts, Ellen

2016-01-01

Medical students have limited exposure to Geriatrics in their traditional training. Service-learning offers students the opportunity to engage with older adult communities and become more comfortable interacting with this population. A preclinical elective course was developed to expand medical students' experiences in Geriatrics through service-learning. In this course, students conducted needs assessments in diverse older adult communities, created health education projects to address community-identified needs, and reflected on their experiences through written assignments and presentations. The course instructor presented lectures on special topics in Geriatrics, including ageism and health literacy. The curriculum aimed to familiarize students with older adults' needs in a variety of settings. Over 3 years, 74 students participated in the service-learning course. Students were assigned to older adult community sites, where they conducted needs assessments and designed and implemented original educational projects targeting community concerns. Program evaluation methods included a validated survey assessing students' attitudes toward older adults, course evaluations, review of student assignments and projects, and feedback from older adult participants and site coordinators. Students gained hands-on experience working with older adults and designing appropriate health education projects. Analysis of attitude surveys demonstrated students' increased interest in Geriatrics as a career. Both students and older adult participants described enjoyable, valuable experiences gained from service-learning activities. Students appreciated the combination of community and classroom learning about Geriatrics. Service-learning was most constructive at sites with responsive coordinators, engaged older adults, and a need for health education resources. The course challenged students to assess health needs in communities that included cognitively impaired elders and to design educational projects tailored to older adults.

Vocational trainees' views and experiences regarding the learning and teaching of communication skills in general practice.

PubMed

Van Nuland, Marc; Thijs, Gabie; Van Royen, Paul; Van den Noortgate, Wim; Goedhuys, Jo

2010-01-01

To explore the views and experiences of general practice (GP) vocational trainees regarding communication skills (CS) and the teaching and learning of these skills. A purposive sample of second and third (final) year GP trainees took part in six focus group (FG) discussions. Transcripts were coded and analysed in accordance with a grounded theory approach by two investigators using Alas-ti software. Finally results were triangulated by means of semi-structured telephone interviews. The analysis led to three thematic clusters: (1) trainees acknowledge the essential importance of communication skills and identified contextual factors influencing the learning and application of these skills; (2) trainees identified preferences for learning and receiving feedback on their communication skills; and (3) trainees perceived that the assessment of communication skills is subjective. These themes are organised into a framework for a better understanding of trainees' communication skills as part of their vocational training. The framework helps in leading to a better understanding of the way in which trainees learn and apply communication skills. The unique context of vocational training should be taken into account when trainees' communication skills are assessed. The teaching and learning should be guided by a learner-centred approach. The framework is valuable for informing curricular reform and future research.

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.

High-Stakes Collaborative Testing: Why Not?

PubMed

Levine, Ruth E; Borges, Nicole J; Roman, Brenda J B; Carchedi, Lisa R; Townsend, Mark H; Cluver, Jeffrey S; Frank, Julia; Morey, Oma; Haidet, Paul; Thompson, Britta M

2018-01-01

Phenomenon: Studies of high-stakes collaborative testing remain sparse, especially in medical education. We explored high-stakes collaborative testing in medical education, looking specifically at the experiences of students in established and newly formed teams. Third-year psychiatry students at 5 medical schools across 6 sites participated, with 4 participating as established team sites and 2 as comparison team sites. For the collaborative test, we used the National Board of Medical Examiners Psychiatry subject test, administering it via a 2-stage process. Students at all sites were randomly selected to participate in a focus group, with 8-10 students per site (N = 49). We also examined quantitative data for additional triangulation. Students described a range of heightened emotions around the collaborative test yet perceived it as valuable regardless if they were in established or newly formed teams. Students described learning about the subject matter, themselves, others, and interpersonal dynamics during collaborative testing. Triangulation of these results via quantitative data supported these themes. Insights: Despite student concerns, high-stakes collaborative tests may be both valuable and feasible. The data suggest that high-stakes tests (tests of learning or summative evaluation) could also become tests for learning or formative evaluation. The paucity of research into this methodology in medical education suggests more research is needed.

Learning curve evaluation using cumulative summation analysis-a clinical example of pediatric robot-assisted laparoscopic pyeloplasty.

PubMed

Cundy, Thomas P; Gattas, Nicholas E; White, Alan D; Najmaldin, Azad S

2015-08-01

The cumulative summation (CUSUM) method for learning curve analysis remains under-utilized in the surgical literature in general, and is described in only a small number of publications within the field of pediatric surgery. This study introduces the CUSUM analysis technique and applies it to evaluate the learning curve for pediatric robot-assisted laparoscopic pyeloplasty (RP). Clinical data were prospectively recorded for consecutive pediatric RP cases performed by a single-surgeon. CUSUM charts and tests were generated for set-up time, docking time, console time, operating time, total operating room time, and postoperative complications. Conversions and avoidable operating room delay were separately evaluated with respect to case experience. Comparisons between case experience and time-based outcomes were assessed using the Student's t-test and ANOVA for bi-phasic and multi-phasic learning curves respectively. Comparison between case experience and complication frequency was assessed using the Kruskal-Wallis test. A total of 90 RP cases were evaluated. The learning curve transitioned beyond the learning phase at cases 10, 15, 42, 57, and 58 for set-up time, docking time, console time, operating time, and total operating room time respectively. All comparisons of mean operating times between the learning phase and subsequent phases were statistically significant (P=<0.001-0.01). No significant difference was observed between case experience and frequency of post-operative complications (P=0.125), although the CUSUM chart demonstrated a directional change in slope for the last 12 cases in which there were high proportions of re-do cases and patients <6 months of age. The CUSUM method has a valuable role for learning curve evaluation and outcome quality monitoring. In applying this statistical technique to the largest reported single surgeon series of pediatric RP, we demonstrate numerous distinctly shaped learning curves and well-defined learning phase transition points. Copyright © 2015 Elsevier Inc. All rights reserved.

Expanding the Caring Lens: Nursing and Medical Students Reflecting on Images of Older People.

PubMed

Brand, Gabrielle; Miller, Karen; Saunders, Rosemary; Dugmore, Helen; Etherton-Beer, Christopher

2016-01-01

In changing higher education environments, health profession's educators have been increasingly challenged to prepare future health professionals to care for aging populations. This article reports on an exploratory, mixed-method research study that used an innovative photo-elicitation technique and interprofessional small-group work in the classroom to enhance the reflective learning experience of medical and nursing students. Data were collected from pre- and postquestionnaires and focus groups to explore shifts in perceptions toward older persons following the reflective learning session. The qualitative data revealed how using visual images of older persons provides a valuable learning space for reflection. Students found meaning in their own learning by creating shared storylines that challenged their perceptions of older people and themselves as future health professionals. These data support the use of visual methodologies to enhance engagement, reflection, and challenge students to explore and deepen their understanding in gerontology.

Guided Inquiry Learning With Sea Water Battery Project

NASA Astrophysics Data System (ADS)

Mashudi, A.

2017-02-01

Science learning process is expected to produce valuable product, innovative and real learning environment, and provide memorable learning experience. That orientation can be contained in Inquiry Based Learning. SMP N 4 Juwana is located close to the beach. That’s why, Sea Water Battery Project is very suitable to be applied in learning activity as an effort to fulfill the renewable energy based on local wisdom. This study aims to increase interest, activity and achievement of students. Learning implementation stage, namely : Constructing Sea Water Battery project, observation, group presentations, and feedback. Sea Water Battery is renewable energy battery from materials easily found around the learner. The materials used are copper plate as the anode, zinc plate as the cathode and sea water as the electrolyte. Average score of students Interest on the first cycle 76, while on the second cycle 85. Average score of students Activity on the first cycle 76 and on the second cycle 86. Average score of students achievement on the first cycle 75, while on the second cycle 84. This learning process gave nurturant effect for students to keep innovating and construct engineering technology for the future.

Preregistration nursing students' perspectives on the learning, teaching and application of bioscience knowledge within practice.

PubMed

Molesworth, Mark; Lewitt, Moira

2016-03-01

This paper aims to explore student nurses' experiences of bioscience learning, teaching and application within the practice setting. It draws upon the social learning theory of communities of practice to consider the issues raised. The teaching of bioscience within many nursing curricula has shifted from traditional to more integrated approaches. Student nurses recognise bioscience as a valuable component of their studies, but many find it challenging. The focus of previous research in this area has often focussed on bioscience learning in theoretical rather than practice settings. A phenomenological study. Data were collected via focus group or interview with a total of seven students across two campuses in a Scottish university. Participants were offered the opportunity to share their experiences at both the end of year one and year two of their studies. A thematic analysis was undertaken independently then jointly by the authors. The findings suggest that although participants recognise the value of bioscience within practice settings, they found that opportunities for learning were often limited. Bioscience-related learning, teaching and application was perceived to have been given less legitimacy by the practice setting than other aspects of placement activity. To enhance bioscience approaches participants expressed a desire for more structured and integrated approaches within both practice and university along with further peer learning opportunities. Students recognise that bioscience knowledge is important in relation to the provision of safe and effective care. They request greater structure and consistency in relation to the learning, teaching and application of this topic during their placements. Those with a stake in educating nurses within clinical settings may find the views of student nurses on the topic of bioscience learning useful when planning and facilitating placement experiences. © 2015 John Wiley & Sons Ltd.

Conservation Learning in Wildlife Tourism Settings: Lessons from Research in Zoos and Aquariums

ERIC Educational Resources Information Center

Ballantyne, Roy; Packer, Jan; Hughes, Karen; Dierking, Lynn

2007-01-01

Zoos and aquariums have shifted their focus over recent years, taking a much more active role in wildlife conservation and in promoting conservation learning among their visitors. Research in these settings provides a valuable foundation for the emerging field of non-captive wildlife tourism. In particular, valuable lessons regarding the potential…

The benefits for children's nurses of overseas placements: where is the evidence?

PubMed

Standage, Richard; Randall, Duncan

2014-06-01

Overseas placements are presumed to provide students with experiences to enhance their cultural competence and to give them insights into other healthcare systems. However, the literature has not focused on what students of children's nursing might gain from an overseas placement. This paper is a report of a literature review (2003-2011) and our own student evaluation, both aimed at shedding new light on this important opportunity for learning for children's nurses. The literature review indicates that current research does not address the learning from overseas placements for children's nurses. Our student evaluation suggests children's nursing students are able to explore the position of children in the host culture and to place this in a healthcare context. Students also reported that they adhered to UK scope of student practice when delivering care to children on overseas placement. These placements provide a valuable learning experience for children's nurses. However, consideration in the shorter term is required to address issues of equity. Looking forward, further large scale studies are required to determine the long term effects of such experience on the health outcomes for children, and development of children's nurses and children's nursing globally.

Confessions of an Accidental E/POnomer, from in Front of the Camera and Behind the Pixels

NASA Astrophysics Data System (ADS)

Durda, Daniel D.

2015-11-01

The various techniques, styles, and venues for popularizing the research outputs from our planetary science community reflect the diversity of the community itself. While some are eloquent public speakers or gifted writers, other colleagues are regularly sought for television appearances or for artwork to illustrate press releases. Whatever the method or medium, the collection of experiences we have had in ‘getting the word out’ represents a valuable resource pool of ideas and lessons learned from which we can all learn and improve. I will share some of my experiences from working with a number of television productions and magazine editors, with some thoughts on contemporary television production styles. I will also discuss life as both a planetary scientist and digital artist and share some resources that are ready, willing, and quite able to help tell the visual story of your research.

A listening skill educational intervention for pediatric rehabilitation clinicians: A mixed-methods pilot study.

PubMed

King, Gillian; Servais, Michelle; Shepherd, Tracy A; Willoughby, Colleen; Bolack, Linda; Moodie, Sheila; Baldwin, Patricia; Strachan, Deborah; Knickle, Kerry; Pinto, Madhu; Parker, Kathryn; McNaughton, Nancy

2017-01-01

To prepare for an RCT by examining the effects of an educational intervention on the listening skills of pediatric rehabilitation clinicians, piloting study procedures, and investigating participants' learning experiences. Six experienced clinicians received the intervention, consisting of video simulations and solution-focused coaching regarding personal listening goals. Self- and observer-rated measures of listening skill were completed and qualitative information was gathered in interviews and a member checking session. Significant change on self-reported listening skills was found from pre- to post-test and/or follow-up. The pilot provided useful information to improve the study protocol, including the addition of an initial orientation to listening skills. Participants found the intervention to be a highly valuable and intense learning experience, and reported immediate changes to their clinical and interprofessional practice. The educational intervention has the potential to be an effective means to enhance the listening skills of practicing pediatric rehabilitation clinicians.

Interactive Visualization of Infrared Spectral Data: Synergy of Computation, Visualization, and Experiment for Learning Spectroscopy

NASA Astrophysics Data System (ADS)

Lahti, Paul M.; Motyka, Eric J.; Lancashire, Robert J.

2000-05-01

A straightforward procedure is described to combine computation of molecular vibrational modes using commonly available molecular modeling programs with visualization of the modes using advanced features of the MDL Information Systems Inc. Chime World Wide Web browser plug-in. Minor editing of experimental spectra that are stored in the JCAMP-DX format allows linkage of IR spectral frequency ranges to Chime molecular display windows. The spectra and animation files can be combined by Hypertext Markup Language programming to allow interactive linkage between experimental spectra and computationally generated vibrational displays. Both the spectra and the molecular displays can be interactively manipulated to allow the user maximum control of the objects being viewed. This procedure should be very valuable not only for aiding students through visual linkage of spectra and various vibrational animations, but also by assisting them in learning the advantages and limitations of computational chemistry by comparison to experiment.

Report and recommendations on multimedia materials for teaching and learning electricity and magnetism

NASA Astrophysics Data System (ADS)

Dȩbowska, E.; Girwidz, R.; Greczyło, T.; Kohnle, A.; Mason, B.; Mathelitsch, L.; Melder, T.; Michelini, M.; Ruddock, I.; Silva, J.

2013-05-01

This paper presents the results of a peer review of multimedia materials for teaching and learning electricity and magnetism prepared as a part of the annual activities undertaken by an international group of scientists associated with Multimedia Physics in Teaching and Learning. The work promotes the use of valuable and freely accessible information technology materials for different levels of teaching, mostly higher education. The authors discuss the process of selecting resources and the rubrics used in the rating process. The reviews of high-quality learning resources are presented along with descriptions of valuable didactical features.

Developing a practice-based learning and improvement curriculum for an academic general surgery residency.

PubMed

O'Connor, Erin S; Mahvi, David M; Foley, Eugene F; Lund, Dennis; McDonald, Robert

2010-04-01

Program directors in surgery are now facing the challenge of incorporating the ACGME's practice-based learning and improvement (PBLI) competency into residency curriculum. We introduced a comprehensive PBLI experience for postgraduate year 2 (PGY2) residents designed to integrate specific competency goals (ie, quality improvement, clinical thinking, and self-directed learning) within the context of residents' clinical practice. Fourteen PGY2 residents participated in a 3-week PBLI curriculum consisting of 3 components: complex clinical decision making, individual learning plan, and quality improvement (QI). To assess how effectively the curriculum addressed these 3 competencies, residents rated their understanding of PBLI by answering a 12-question written survey given pre- and post-rotation. Resident satisfaction was assessed through standard post-rotation evaluations. Analysis of the pre- and post-rotation surveys from the 14 participants showed an increase in all measured elements, including knowledge of PBLI (p < 0.001), ability to assess learning needs (p < 0.001), set learning goals (p < 0.001), understanding of QI concepts (p = 0.001), and experience with QI projects (p < 0.001). Fourteen QI projects were developed. Although many residents found the creation of measurable learning goals to be challenging, the process of identifying strengths and weaknesses enhanced the resident's self-understanding and contributed to overall satisfaction with the rotation. The initial implementation of our PBLI curriculum demonstrated that residents report personal progress in their clinical decision making, self-directed learning, and familiarity with QI. This comprehensive PBLI curriculum was accepted by surgical residents as a valuable part of their training. We are encouraged to continue a clinically grounded PBLI experience for PGY2 residents. Copyright (c) 2010 American College of Surgeons. Published by Elsevier Inc. All rights reserved.

Developing a Practice-Based Learning and Improvement Curriculum for an Academic General Surgery Residency

PubMed Central

O'Connor, Erin S.; Mahvi, David M.; Foley, Eugene F.; Lund, Dennis; McDonald, Robert

2010-01-01

Background Program Directors in Surgery are now facing the challenge of incorporating the ACGME's practice-based learning and improvement (PBLI) competency into residency curriculum. We introduced a comprehensive PBLI experience for PG2 residents designed to integrate specific competency goals (quality improvement, clinical thinking, and self-directed learning) within the context of residents’ clinical practice. Study Design Fourteen PG2 residents participated in a three-week PBLI curriculum consisting of three components: Complex Clinical Decision Making (CCDM), Individual Learning Plan, and Quality Improvement (QI). To assess how effectively the curriculum addressed these three competencies, residents rated their understanding of PBLI by answering a 12-question written survey given pre- and post-rotation. Resident satisfaction was assessed through standard post-rotation evaluations. Results Analysis of the pre and post rotation surveys from the fourteen participants showed an increase in all measured elements, including knowledge of PBLI (p<0.001), ability to assess learning needs (p<0.001) and set learning goals (p<0.001), understanding of QI concepts (p=0.001), and experience with QI projects (p<0.001). Fourteen QI projects were developed. Although many residents found the creation of measurable learning goals to be challenging, the process of identifying strengths and weaknesses enhanced the resident's self-understanding, and contributed to overall satisfaction with the rotation. Conclusions The initial implementation of our PBLI curriculum demonstrated that residents report personal progress in their clinical decision making, self-directed learning, and familiarity with quality improvement. This comprehensive PBLI curriculum was accepted by surgical residents as a valuable part of their training. We are encouraged to continue a clinically-grounded PBLI experience for PG2 residents. PMID:20347732

Learning through service: student perceptions on volunteering at interprofessional hepatitis B student-run clinics.

PubMed

Sheu, Leslie C; Zheng, Patricia; Coelho, Anabelle D; Lin, Lisa D; O'Sullivan, Patricia S; O'Brien, Bridget C; Yu, Albert Y; Lai, Cindy J

2011-06-01

Student-run clinics (SRCs) are widespread, but studies on their educational impact are limited. We surveyed preclinical medical, nursing, and pharmacy students about their experiences in a hepatitis B elective which provided opportunities to they could volunteer at hepatitis B screening and vaccination SRCs. Student responses revealed positive perceptions of the volunteer experience. Benefits included interacting with patients, developing clinical skills, providing service to disadvantaged populations, and collaborating with health professional peers. Students who participated in clinic reported enhanced skills compared to those who did not attend. SRCs play a valuable role in instilling positive attitudes and improving skills.

Teaching and learning curriculum programs: recommendations for postgraduate pharmacy experiences in education.

PubMed

Wright, Eric A; Brown, Bonnie; Gettig, Jacob; Martello, Jay L; McClendon, Katie S; Smith, Kelly M; Teeters, Janet; Ulbrich, Timothy R; Wegrzyn, Nicole; Bradley-Baker, Lynette R

2014-08-01

Recommendations for the development and support of teaching and learning curriculum (TLC) experiences within postgraduate pharmacy training programs are discussed. Recent attention has turned toward meeting teaching- and learning-related educational outcomes through a programmatic process during the first or second year of postgraduate education. These programs are usually coordinated by schools and colleges of pharmacy and often referred to as "teaching certificate programs," though no national standards or regulation of these programs currently exists. In an effort to describe the landscape of these programs and to develop a framework for their basic design and content, the American Association of Colleges of Pharmacy Pharmacy Practice Section's Task Force on Student Engagement and Involvement, with input from the American Society of Health-System Pharmacists, reviewed evidence from the literature and conference proceedings and considered author experience and expertise over a two-year period. The members of the task force created and reached consensus on a policy statement and 12 recommendations to guide the development of best practices of TLC programs. The recommendations address topics such as the value of TLC programs, program content, teaching and learning experiences, feedback for participants, the development of a teaching portfolio, the provision of adequate resources for TLC programs, programmatic assessment and improvement, program transparency, and accreditation. TLC programs provide postgraduate participants with valuable knowledge and skills in teaching applicable to the practitioner and academician. Postgraduate programs should be transparent to candidates and seek to ensure the best experiences for participants through systematic program implementation and assessments. Copyright © 2014 by the American Society of Health-System Pharmacists, Inc. All rights reserved.

Galaxy morphology - An unsupervised machine learning approach

NASA Astrophysics Data System (ADS)

Schutter, A.; Shamir, L.

2015-09-01

Structural properties poses valuable information about the formation and evolution of galaxies, and are important for understanding the past, present, and future universe. Here we use unsupervised machine learning methodology to analyze a network of similarities between galaxy morphological types, and automatically deduce a morphological sequence of galaxies. Application of the method to the EFIGI catalog show that the morphological scheme produced by the algorithm is largely in agreement with the De Vaucouleurs system, demonstrating the ability of computer vision and machine learning methods to automatically profile galaxy morphological sequences. The unsupervised analysis method is based on comprehensive computer vision techniques that compute the visual similarities between the different morphological types. Rather than relying on human cognition, the proposed system deduces the similarities between sets of galaxy images in an automatic manner, and is therefore not limited by the number of galaxies being analyzed. The source code of the method is publicly available, and the protocol of the experiment is included in the paper so that the experiment can be replicated, and the method can be used to analyze user-defined datasets of galaxy images.

Enhancing Postgraduate Learning and Teaching: Postgraduate Summer School in Dairy Science

PubMed Central

Gabai, Gianfranco; Morgante, Massimo; Gallo, Luigi

2014-01-01

Dairy science is a multidisciplinary area of scientific investigation and Ph.D. students aiming to do research in the field of animal and/or veterinary sciences must be aware of this. Ph.D. students often have vast spectra of research interests, and it is quite challenging to satisfy the expectation of all of them. The aim of this study was to establish an international Ph.D. training program based on research collaboration between the University of Sydney and the University of Padova. The core component of this program was a two-week Postgraduate Summer School in Dairy Science, which was held at the University of Padova, for Ph.D. students of both universities. Therefore, we designed a program that encompassed seminars, workshops, laboratory practical sessions, and farm visits. Participants were surveyed using a written questionnaire. Overall, participants have uniformly praised the Summer School calling it a rewarding and valuable learning experience. The Ph.D. Summer School in Dairy Science provided its participants a positive learning experience, provided them the opportunity to establish an international network, and facilitated the development of transferable skills. PMID:24575312

Mentorship for operational research capacity building: hands-on or hands-off?

PubMed Central

Marais, B.; Kool, B.; Ram, S.; Kumar, A. M. V.; Gounder, S.; Viney, K.; Brostrom, R.; Roseveare, C.; Bissell, K.; Reid, A. J.; Zachariah, R.; Hill, P. C.

2014-01-01

Mentorship is a key feature of operational research training courses run by the International Union Against Tuberculosis and Lung Disease and Médecins Sans Frontières. During the recent South Pacific paper writing module, the faculty discussed ‘hands-on’ mentorship (direct technical assistance) vs. ‘hands-off’ mentorship (technical advice). This article explores the advantages and disadvantages of each approach. Our collective experience indicates that ‘hands-on’ mentorship is a valuable learning experience for the participant and a rewarding experience for the mentor. This approach increases the likelihood of successful course completion, including publishing a well written paper. However, mentors must allow participants to lead and take ownership of the paper, in keeping with a first author position. PMID:26477290

Mentorship for operational research capacity building: hands-on or hands-off?

PubMed

Harries, A D; Marais, B; Kool, B; Ram, S; Kumar, A M V; Gounder, S; Viney, K; Brostrom, R; Roseveare, C; Bissell, K; Reid, A J; Zachariah, R; Hill, P C

2014-06-21

Mentorship is a key feature of operational research training courses run by the International Union Against Tuberculosis and Lung Disease and Médecins Sans Frontières. During the recent South Pacific paper writing module, the faculty discussed 'hands-on' mentorship (direct technical assistance) vs. 'hands-off' mentorship (technical advice). This article explores the advantages and disadvantages of each approach. Our collective experience indicates that 'hands-on' mentorship is a valuable learning experience for the participant and a rewarding experience for the mentor. This approach increases the likelihood of successful course completion, including publishing a well written paper. However, mentors must allow participants to lead and take ownership of the paper, in keeping with a first author position.

The use of plastinated prosections for teaching anatomy--the view of medical students on the value of this learning resource.

PubMed

Fruhstorfer, B H; Palmer, J; Brydges, S; Abrahams, P H

2011-03-01

Over the past decade, the role of anatomical teaching in the undergraduate medical curriculum has changed considerably. At some medical schools, active dissection of cadaveric specimens is gradually being replaced by prosection-based methods and other resources such as e-learning. Warwick Medical School has recently obtained a large collection of plastinated prosections, which replace wet cadaveric specimens in undergraduate anatomy teaching. The aim of this study was to examine students' views on the use of plastinated prosections for their anatomical learning. A mixed method approach was employed using a questionnaire and focus group for data collection. The questionnaire was completed by 125 first-year medical students (response rate 68%). The majority of students (94%) rated plastinated prosections as a valuable resource for their anatomical learning. Various features of the specimens were highlighted, such as the detailed view of relevant anatomy, appreciation of relations between structures, and visualization of anatomy in real life. However, learning on plastinated prosections was perceived to be compromised because of limitations in terms of tactile and emotional experience. We conclude that plastinated prosections are an adequate resource for the early stages of undergraduate training, but that the learning experience may be further enhanced by providing opportunity for the study of wet cadaveric material. Copyright © 2011 Wiley-Liss, Inc.

Pharmacology podcasts: a qualitative study of non-medical prescribing students' use, perceptions and impact on learning.

PubMed

Meade, Oonagh; Bowskill, Dianne; Lymn, Joanne S

2011-01-11

There is growing research on student use of podcasts in academic settings. However, there is little in-depth research focusing on student experience of podcasts, in particular in terms of barriers to, and facilitators of, podcast use and students' perceptions of the usefulness of podcasts as learning tools. This study aimed to explore the experiences of non-medical prescribing students who had access to podcasts of key pharmacology lectures as supplementary learning tools to their existing course materials. Semi-structured interviews were carried out with seven non-medical prescribing students (average age = 43 years), all of whom were nurses, who had access to seven podcasts of key pharmacology lectures. These podcasts took the form of downloadable audio lecture recordings available through the virtual learning environment WebCT. Low, medium and high users of the podcasts took part in the interviews in order to access a variety of student experiences. Interview data was analysed using thematic template analysis to identify key themes surrounding student experience of podcast availability, particularly in relation to barriers to and facilitators of podcast use, and students' experiences of podcasts as a learning tool. Students used podcasts for a variety of reasons such as revisiting lectures, preparing for exams, to clarify or revise specific topics and, to a lesser extent, to catch up on a missed lecture. Barriers to podcast use centred mainly around technological issues. Lack of experience of the technology required to access podcasts proved a barrier for some students. A lack of access to suitable technology was also a reported barrier. Family assistance and I.T. assistance from the university helped facilitate students' use of the podcasts. Students found that using podcasts allowed them to have greater control over their learning and to gauge their learning needs, as well as helping them build their understanding of a complex topic. Students used podcasts for a variety of reasons. Barriers to podcasts use were generally related to technological issues. Students often found that once assistance had been gained regarding these technological issues, they accessed the podcasts more easily. Students felt that access to podcasts added value to their learning materials by allowing them to better manage their learning and build their understanding. Podcasts represent a valuable additional learning tool for this specific group of older students.

Pharmacology podcasts: a qualitative study of non-medical prescribing students' use, perceptions and impact on learning

PubMed Central

2011-01-01

Background There is growing research on student use of podcasts in academic settings. However, there is little in-depth research focusing on student experience of podcasts, in particular in terms of barriers to, and facilitators of, podcast use and students' perceptions of the usefulness of podcasts as learning tools. This study aimed to explore the experiences of non-medical prescribing students who had access to podcasts of key pharmacology lectures as supplementary learning tools to their existing course materials. Methods Semi-structured interviews were carried out with seven non-medical prescribing students (average age = 43 years), all of whom were nurses, who had access to seven podcasts of key pharmacology lectures. These podcasts took the form of downloadable audio lecture recordings available through the virtual learning environment WebCT. Low, medium and high users of the podcasts took part in the interviews in order to access a variety of student experiences. Interview data was analysed using thematic template analysis to identify key themes surrounding student experience of podcast availability, particularly in relation to barriers to and facilitators of podcast use, and students' experiences of podcasts as a learning tool. Results Students used podcasts for a variety of reasons such as revisiting lectures, preparing for exams, to clarify or revise specific topics and, to a lesser extent, to catch up on a missed lecture. Barriers to podcast use centred mainly around technological issues. Lack of experience of the technology required to access podcasts proved a barrier for some students. A lack of access to suitable technology was also a reported barrier. Family assistance and I.T. assistance from the university helped facilitate students' use of the podcasts. Students found that using podcasts allowed them to have greater control over their learning and to gauge their learning needs, as well as helping them build their understanding of a complex topic. Conclusions Students used podcasts for a variety of reasons. Barriers to podcasts use were generally related to technological issues. Students often found that once assistance had been gained regarding these technological issues, they accessed the podcasts more easily. Students felt that access to podcasts added value to their learning materials by allowing them to better manage their learning and build their understanding. Podcasts represent a valuable additional learning tool for this specific group of older students. PMID:21223547

First year medical students' learning style preferences and their correlation with performance in different subjects within the medical course.

PubMed

Hernández-Torrano, Daniel; Ali, Syed; Chan, Chee-Kai

2017-08-08

Students commencing their medical training arrive with different educational backgrounds and a diverse range of learning experiences. Consequently, students would have developed preferred approaches to acquiring and processing information or learning style preferences. Understanding first-year students' learning style preferences is important to success in learning. However, little is understood about how learning styles impact learning and performance across different subjects within the medical curriculum. Greater understanding of the relationship between students' learning style preferences and academic performance in specific medical subjects would be valuable. This cross-sectional study examined the learning style preferences of first-year medical students and how they differ across gender. This research also analyzed the effect of learning styles on academic performance across different subjects within a medical education program in a Central Asian university. A total of 52 students (57.7% females) from two batches of first-year medical school completed the Index of Learning Styles Questionnaire, which measures four dimensions of learning styles: sensing-intuitive; visual-verbal; active-reflective; sequential-global. First-year medical students reported preferences for visual (80.8%) and sequential (60.5%) learning styles, suggesting that these students preferred to learn through demonstrations and diagrams and in a linear and sequential way. Our results indicate that male medical students have higher preference for visual learning style over verbal, while females seemed to have a higher preference for sequential learning style over global. Significant associations were found between sensing-intuitive learning styles and performance in Genetics [β = -0.46, B = -0.44, p < 0.01] and Anatomy [β = -0.41, B = -0.61, p < 0.05] and between sequential-global styles and performance in Genetics [β = 0.36, B = 0.43, p < 0.05]. More specifically, sensing learners were more likely to perform better than intuitive learners in the two subjects and global learners were more likely to perform better than sequential learners in Genetics. This knowledge will be helpful to individual students to improve their performance in these subjects by adopting new sensing learning techniques. Instructors can also benefit by modifying and adapting more appropriate teaching approaches in these subjects. Future studies to validate this observation will be valuable.

Cross-disciplinary thermoregulation and sweat analysis laboratory experiences for undergraduate Chemistry and Exercise Science students.

PubMed

Mulligan, Gregory; Taylor, Nichole; Glen, Mary; Tomlin, Dona; Gaul, Catherine A

2011-06-01

Cross-disciplinary (CD) learning experiences benefit student understanding of concepts and curriculum by offering opportunities to explore topics from the perspectives of alternate fields of study. This report involves a qualitative evaluation of CD health sciences undergraduate laboratory experiences in which concepts and students from two distinct disciplines [chemistry (CHEM) and exercise physiology (EPHE)] combined to study exercise thermoregulation and sweat analysis. Twenty-eight senior BSc Kinesiology (EPHE) students and 42 senior BSc CHEM students participated as part of their mutually exclusive, respective courses. The effectiveness of this laboratory environment was evaluated qualitatively using written comments collected from all students as well as from formal focus groups conducted after the CD laboratory with a representative cohort from each class (n = 16 CHEM students and 9 EPHE students). An open coding strategy was used to analyze the data from written feedback and focus group transcripts. Coding topics were generated and used to develop five themes found to be consistent for both groups of students. These themes reflected the common student perceptions that the CD experience was valuable and that students enjoyed being able to apply academic concepts to practical situations as well as the opportunity to interact with students from another discipline of study. However, students also reported some challenges throughout this experience that stemmed from the combination of laboratory groups from different disciplines with limited modification to the design of the original, pre-CD, learning environments. The results indicate that this laboratory created an effective learning opportunity that fostered student interest and enthusiasm for learning. The findings also provide information that could inform subsequent design and implementation of similar CD experiences to enhance engagement of all students and improve instructor efficacy.

Beyond the Didactic Classroom: Educational Models to Encourage Active Student Involvement in Learning

PubMed Central

Shreeve, Michael W.

2008-01-01

In a chiropractic college that utilizes a hybrid curriculum model composed of adult-based learning strategies along with traditional lecture-based course delivery, a literature search for educational delivery methods that would integrate the affective domain and the cognitive domain of learning provided some insights into the use of problem-based learning (PBL), experiential learning theory (ELT), and the emerging use of appreciative inquiry (AI) to enhance the learning experience. The purpose of this literature review is to provide a brief overview of key components of PBL, ELT, and AI in educational methodology and to discuss how these might be used within the chiropractic curriculum to supplement traditional didactic lecture courses. A growing body of literature describes the use of PBL and ELT in educational settings across many disciplines, both at the undergraduate and graduate levels. The use of appreciative inquiry as an instructional methodology presents a new area for exploration and study in the academic environment. Educational research in the chiropractic classroom incorporating ELT and appreciative inquiry might provide some valuable insights for future curriculum development. PMID:18483586

Beyond the didactic classroom: educational models to encourage active student involvement in learning.

PubMed

Shreeve, Michael W

2008-01-01

In a chiropractic college that utilizes a hybrid curriculum model composed of adult-based learning strategies along with traditional lecture-based course delivery, a literature search for educational delivery methods that would integrate the affective domain and the cognitive domain of learning provided some insights into the use of problem-based learning (PBL), experiential learning theory (ELT), and the emerging use of appreciative inquiry (AI) to enhance the learning experience. The purpose of this literature review is to provide a brief overview of key components of PBL, ELT, and AI in educational methodology and to discuss how these might be used within the chiropractic curriculum to supplement traditional didactic lecture courses. A growing body of literature describes the use of PBL and ELT in educational settings across many disciplines, both at the undergraduate and graduate levels. The use of appreciative inquiry as an instructional methodology presents a new area for exploration and study in the academic environment. Educational research in the chiropractic classroom incorporating ELT and appreciative inquiry might provide some valuable insights for future curriculum development.

Peer Development of Undergraduate Astronomers and Physicists at the University of Wisconsin - Madison

NASA Astrophysics Data System (ADS)

Abler, Melissa; UW-Madison, Physics Club of

2014-01-01

The physics club at the University of Wisconsin - Madison is actively engaged in many peer-led activities that foster development of career-oriented skills. Peer mentoring through drop-in tutoring provides peer support to promote retention in the astronomy and physics majors, as well as developing valuable teaching and communication strategies. The physics club is also heavily involved in outreach and education through demonstrations on campus, strengthening student connections to and aiding in retention of classroom information. Public demonstrations also develop valuable communication skills which will be required as a professional. Application-oriented development of students is further enhanced by semiannual visits to research facilities in the surrounding area which provide interested students the opportunity to see non-university facilities firsthand. Close contact with faculty - a valuable resource for undergraduates - is achieved through faculty attendance at club events and presentation of faculty research to interested students. Undergraduates also have the opportunity through the physics club to speak with the weekly colloquium presenter, learning more about each presenter’s experiences with graduate school, research, and career path.

Evaluating an undergraduate interprofessional education session for medical and pharmacy undergraduates on therapeutics and prescribing: the medical student perspective

PubMed Central

Shelvey, Bethany M; Coulman, Sion A; John, Dai N

2016-01-01

Background The current literature on undergraduate interprofessional education (IPE) for pharmacy and medical students highlights a range of positive outcomes, although to date IPE has focused predominantly on student views and experiences of IPE sessions with these opinions being sought at the end of the sessions. This study aimed to evaluate medical students’ experiences of therapeutics and prescribing IPE, with pharmacy students, 1 year following the session. Methods Following ethics committee approval, 3rd year medical students at Cardiff University were invited to participate using non-probability sampling. Topic guide development was informed by the literature and research team discussions, including a review of the materials used in the IPE session. Semi-structured one-to-one interviews explored experiences, prior to, during, and after the IPE session. Interviews were audio-recorded, transcribed verbatim, and analyzed thematically. Results Eighteen medical students were interviewed; 11 were females. Seven themes were identified, namely 1) refinement of pre-session preparation, 2) session value, 3) learning with a pharmacy student, 4) learning about a pharmacist, 5) learning from a pharmacy student, 6) importance and application of what was learnt into practice, and 7) suggestions for change. Conclusion This study provides a valuable insight into medical students’ experiences of a therapeutics and prescribing IPE session and emphasizes the value they placed on interaction with pharmacy students. Medical students were able to recall clear learning experiences from the IPE session that had taken place 12 months earlier, which itself is an indicator of the impact of the session on the students. Furthermore, they were able to describe how knowledge and skills learnt had been applied to subsequent learning activities. Those developing IPE sessions should consider the following: clarify professional roles in the session content, incorporate IPE as a series of activities, and use small groups of students to optimize student–student interaction and active learning. PMID:27980450

The GI Project: a prototype electronic textbook for high school biology.

PubMed

Calhoun, P S; Fishman, E K

1997-01-01

A prototype electronic science textbook for secondary education was developed to help bridge the gap between state-of-the-art medical technology and the basic science classroom. The prototype combines the latest in radiologic imaging techniques with a user-friendly multimedia computer program to teach the anatomy, physiology, and diseases of the gastrointestinal (GI) tract. The program includes original text, illustrations, photographs, animations, images from upper GI studies, plain radiographs, computed tomographic images, and three-dimensional reconstructions. These features are intended to create a stimulus-rich environment in which the high school science student can enjoy a variety of interactive experiences that will facilitate the learning process. The computer-based book is a new educational tool that promises to play a prominent role in the coming years. Current research suggests that computer-based books are valuable as an alternative educational medium. Although it is not yet clear what form textbooks will take in the future, computer-based books are already proving valuable as an alternative educational medium. For beginning students, they reinforce the material found in traditional textbooks and class presentations; for advanced students, they provide motivation to learn outside the traditional classroom.

Permanent foresty plots: a potentially valuable teaching resource in undergraduate biology porgrams for the Caribbean

Treesearch

H. Valles; C.M.S. Carrington

2016-01-01

There has been a recent proposal to change the way that biology is taught and learned in undergraduate biology programs in the USA so that students develop a better understanding of science and the natural world. Here, we use this new, recommended teaching– learning framework to assert that permanent forestry plots could be a valuable tool to help develop biology...

Exploring home visits in a faith community as a service-learning opportunity.

PubMed

du Plessis, Emmerentia; Koen, Magdalene P; Bester, Petra

2013-08-01

Within South Africa the Psychiatric Nursing Science curriculum in undergraduate Baccalaureate nursing education utilizes home visits as a service-learning opportunity. In this context faith communities are currently unexplored with regards to service-learning opportunities. With limited literature available on this topic, the question was raised as to what are these students' and family members' experience of home visits within a faith community. To explore and describe nursing students' and family members' experiences of home visits within a faith community. A qualitative approach was used that was phenomenological, explorative and descriptive and contextual in nature. The research was conducted within a faith community as service learning opportunity for Baccalaureate degree nursing students. This community was situated in a semi-urban area in the North-West Province, South Africa. Eighteen (n=18) final year nursing students from different cultural representations, grouped into seven groups conducted home visits at seven (n=7) families. Comprehensive reflective reporting after the visits, namely that the students participated in a World Café data collection technique and interviews were conducted with family members. Three main themes emerged: students' initial experiences of feeling overwhelmed but later felt more competent; students' awareness of religious and cultural factors; and students' perception of their role. Two main themes from the family members emerged: experiencing caring and growth. There is mutual benefit for nursing students and family members. Students' experiences progress during home visits from feeling overwhelmed and incompetent towards a trusting relationship. Home visits in a faith community seems to be a valuable service learning opportunity, and the emotional competence, as well as spiritual and cultural awareness of nursing students should be facilitated in preparation for such home visits. Copyright © 2012 Elsevier Ltd. All rights reserved.

Learning experience in endodontics: Brazilian students' perceptions.

PubMed

Seijo, Marilia O S; Ferreira, Efigênia F; Ribeiro Sobrinho, Antônio P; Paiva, Saul M; Martins, Renata C

2013-05-01

Including students' perceptions in the educational process is considered a key component in monitoring the quality of academic programs. This study aimed to evaluate the concept of one's learning experience in endodontic teaching from the perspective of a group of Brazilian students. A total of 126 self-administered, structured questionnaires were distributed to undergraduate dental students enrolled in endodontics courses during the second semester of the 2009 academic year. The questionnaires were administered during final examinations and focused on students' opinions concerning learning during endodontic treatments, time spent during endodontic treatments, difficulties found during endodontic treatments, quality of endodontic treatments performed, characteristics of the technique employed, and suggestions to improve endodontic teaching. Ninety-one percent of the questionnaires were returned for evaluation. The obtained answers were discussed and analyzed, thereby generating quantitative and qualitative data showing students' perceptions of their experiences in endodontics courses. The main points that can affect the teaching of endodontics, according to the undergraduate students, included patients' absences and delays, selection of patients, preclinical and clinical training, difficulties found, type of technique employed, and teachers' orientation during endodontic treatment. The students' perceptions provided valuable information about the development of the course and the teacher-student relationship, together with the added intention of enhancing the teaching of endodontics as well as other courses.

Programming and Technology for Accessibility in Geoscience

NASA Astrophysics Data System (ADS)

Sevre, E.; Lee, S.

2013-12-01

Many people, students and professors alike, shy away from learning to program because it is often believed to be something scary or unattainable. However, integration of programming into geoscience education can be a valuable tool for increasing the accessibility of content for all who are interested. It is my goal to dispel these myths and convince people that: 1) Students with disabilities can use programming to increase their role in the classroom, 2) Everyone can learn to write programs to simplify daily tasks, 3) With a deep understanding of the task, anyone can write a program to do a complex task, 4) Technology can be combined with programming to create an inclusive environment for all students of geoscience, and 5) More advanced knowledge of programming and technology can lead geoscientists to create software to serve as assistive technology in the classroom. It is my goal to share my experiences using technology to enhance the classroom experience as a way of addressing the aforementioned issues. Through my experience, I have found that programming skills can be included and learned by all to enhance the content of courses without detracting from curriculum. I hope that, through this knowledge, geoscience courses can become more accessible for people with disabilities by including programming and technology to the benefit of all involved.

METALS (Minority Education Through Traveling and Learning in the Sciences) and the Value of Collaborative Field-centered Experiences in the Geosciences (Invited)

NASA Astrophysics Data System (ADS)

White, L. D.

2013-12-01

METALS (Minority Education Through Traveling and Learning in the Sciences) is a field-based, geoscience diversity program developed by a collaborative venture among San Francisco State University, the University of Texas at El Paso, the University of New Orleans, and Purdue University. Since 2010, this program has created meaningful geoscience experiences for underrepresented minorities by engaging 30 high school students in experiential learning opportunities each year. During METALS field trips, the primarily urban students observe natural landforms, measure water quality, conduct beach profiles, and interpret stratigraphic and structural features in locations that have included southern Utah, southern Louisiana, central Wyoming, and northern California. In these geological settings participants are also able to focus on societally relevant, community-related issues. Results from program evaluation suggest that student participants view METALS as: (1) opening up new opportunities for field-based science not normally available to them, (2) engaging in a valuable science-based field experience, (3) an inspirational, but often physically challenging, undertaking that combines high-interest geology content with an exciting outdoor adventure, and (4) a unique social experience that brings together people from various parts of the United States. Further evaluation findings from the four summer trips completed thus far demonstrate that active learning opportunities through direct interaction with the environment is an effective way to engage students in geoscience-related learning. Students also seem to benefit from teaching strategies that include thoughtful reflection, journaling, and teamwork, and mentors are positive about engaging with these approaches. Participants appear motivated to explore geoscience topics further and often discuss having new insights and new perspectives leading to career choices in geosciences. Additionally, students who had a prior and similar fieldtrip experience that included outdoor expeditions and/or a geoscience focus, were able to utilize and build on those prior experiences during their participation in METALS.

Simulation teaching method in Engineering Optics

NASA Astrophysics Data System (ADS)

Lu, Qieni; Wang, Yi; Li, Hongbin

2017-08-01

We here introduce a pedagogical method of theoretical simulation as one major means of the teaching process of "Engineering Optics" in course quality improvement action plan (Qc) in our school. Students, in groups of three to five, complete simulations of interference, diffraction, electromagnetism and polarization of light; each student is evaluated and scored in light of his performance in the interviews between the teacher and the student, and each student can opt to be interviewed many times until he is satisfied with his score and learning. After three years of Qc practice, the remarkable teaching and learning effect is obatined. Such theoretical simulation experiment is a very valuable teaching method worthwhile for physical optics which is highly theoretical and abstruse. This teaching methodology works well in training students as to how to ask questions and how to solve problems, which can also stimulate their interest in research learning and their initiative to develop their self-confidence and sense of innovation.

Development and Validation of the Elder Learning Barriers Scale Among Older Chinese Adults.

PubMed

Wang, Renfeng; De Donder, Liesbeth; De Backer, Free; He, Tao; Van Regenmortel, Sofie; Li, Shihua; Lombaerts, Koen

2017-12-01

This study describes the development and validation of the Elder Learning Barriers (ELB) scale, which seeks to identify the obstacles that affect the level of educational participation of older adults. The process of item pool design and scale development is presented, as well as the testing and scale refinement procedure. The data were collected from a sample of 579 older Chinese adults (aged over 55) in the Xi'an region of China. After randomly splitting the sample for cross-validation purposes, the construct validity of the ELB scale was confirmed containing five dimensions: dispositional, informational, physical, situational, and institutional barriers. Furthermore, developmental differences in factor structure have been examined among older age groups. The results indicated that the scale demonstrated good reliability and validity. We conclude in general that the ELB scale appears to be a valuable instrument for examining the learning barriers that older Chinese citizens experience for participating in organized educational activities.

Transfer Learning for Improved Audio-Based Human Activity Recognition.

PubMed

Ntalampiras, Stavros; Potamitis, Ilyas

2018-06-25

Human activities are accompanied by characteristic sound events, the processing of which might provide valuable information for automated human activity recognition. This paper presents a novel approach addressing the case where one or more human activities are associated with limited audio data, resulting in a potentially highly imbalanced dataset. Data augmentation is based on transfer learning; more specifically, the proposed method: (a) identifies the classes which are statistically close to the ones associated with limited data; (b) learns a multiple input, multiple output transformation; and (c) transforms the data of the closest classes so that it can be used for modeling the ones associated with limited data. Furthermore, the proposed framework includes a feature set extracted out of signal representations of diverse domains, i.e., temporal, spectral, and wavelet. Extensive experiments demonstrate the relevance of the proposed data augmentation approach under a variety of generative recognition schemes.

Development of a group work assessment pedagogy using constructive alignment theory.

PubMed

Croy, Suzanne R

2018-02-01

The purpose of this paper is to explore group work assessment underpinned by constructive alignment theory to develop a new assessment pedagogy. A review was undertaken of an existing module 'Mental Health Nursing 1', with student nurses participating in the BSc (Hons) Nursing Programme. Constructive alignment theory requires teachers to adopt a deep approach to learning where module learning outcomes are aligned with the teaching environment and modes of assessment. As the module progressed, reviewing the Mental Health Nursing 1 module became an excellent opportunity to begin to understand how constructive alignment theory can inform a group work assessment pedagogy. Working using a constructively aligned assessment process became a valuable learning experience for the module leader whilst at the same time revealed a gap in the research around the impact of constructively aligned teaching and group work assessment. Copyright © 2017 Elsevier Ltd. All rights reserved.

Are animals necessary in biological education?

PubMed

Jukes, Nick

2004-06-01

Ensuring the most ethical and effective ways of meeting teaching objectives requires good curricular design. Such design should be informed by knowledge of the available learning tools and approaches, and by reviews and studies that investigate their pedagogical efficacy. Alternatives have been shown to meet teaching objectives as least as well as conventional animal use, and they do not share the "hidden curriculum" of animal practicals that can teach disrespect for life and hinder the development of critical thinking skills. Most alternatives have been developed by teachers for their pedagogical and scientific benefits, and their implementation can bring cutting-edge technology to the process of learning. For the minority of students who genuinely need hands-on experience with animals, the use of ethically sourced animal cadavers and tissue, and clinical work with animal patients, can offer valuable learning opportunities. No animal needs to be killed or harmed within biological education.

Benefits of Student Engagement in Intervention Research.

PubMed

Schwartz, Jaclyn K; Smith, Roger O

2015-01-01

Accreditation standards require entry-level occupational therapy students to understand, critique, and design research. However, the extent to which students should be embedded in research projects is unclear. The purpose of this study was to understand the benefits of student immersion in research for student learning and research quality. Using a multiple case study design, the principal investigator trained six occupational therapy students to implement a manualized intervention with research participants. Learning quizzes, video analysis of research activities, a practical exam, student documentation, an exit interview, and an exit survey identified student learning and research outcomes. Students successfully implemented the study protocols with good reliability (intraclass correlation coefficient = .89) and fidelity (99%). Students also reported improvements in comfort with client interactions, confidence in practice skills, self-efficacy in research, and clinical reasoning. Student participation in hands-on research supports researchers in attaining their research goals and provides students with valuable learning experiences. Copyright © 2015 by the American Occupational Therapy Association, Inc.

Acquiring experience in pathology predominantly from what you see, not from what you read: the HIPON e-learning platform.

PubMed

Riccioni, Olga; Vrasidas, Charalambos; Brcic, Luka; Armenski, Goce; Seiwerth, Sven; Smeets, Annemieke; van Krieken, J Han Jm; Lazaris, Andreas C

2015-01-01

It is indisputable that nowadays one of the hardest and most important tasks in medicine and especially in medical education, is the conversion of the extensive amount of available data, into medical experience, after a proper analysis. A project under the title "ICT (Information and Communication Technology) eModules on HistoPathology: a useful online tool for students, researchers and professionals - HIPON", co-financed by the Lifelong Learning Program of the Education, Audiovisual and Culture Executive Agency (EACEA), The Commission of the European Union, has been launched at the beginning of 2013. HIPON's purpose is not to provide just another pathology website atlas, but to convey professional experience and thinking in pathology. HIPON has resulted in a well-structured and user-friendly, open resource, multi-language, e-learning platform which, taking advantage of modern image technology, offers medical students, researchers, and professionals a valuable teaching instrument so that they can acquire professional experience in pathology. The mid-term report of HIPON has been favorably evaluated by the EACEA experts who appreciated the potential of our teaching tool in providing the opportunity and the means to acquire medical experience. Through the use of virtual slides, educative videos and microscopic, high resolution, marked images accompanied by relevant questions and answers, HIPON project aims to make end-users able to think as experienced pathologists and become highly efficient in correlating pathologic data with other clinical-laboratory information.

Developing Effective Undergraduate Research Experience

NASA Astrophysics Data System (ADS)

Evans, Michael; Ilie, Carolina C.

2011-03-01

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

Impact of a Dedicated Emergency Medicine Teaching Resident Rotation at a Large Urban Academic Center.

PubMed

Ahn, James; Golden, Andrew; Bryant, Alyssa; Babcock, Christine

2016-03-01

In the face of declining bedside teaching and increasing emergency department (ED) crowding, balancing education and patient care is a challenge. Dedicated shifts by teaching residents (TRs) in the ED represent an educational intervention to mitigate these difficulties. We aimed to measure the perceived learning and departmental impact created by having TR. TRs were present in the ED from 12 pm-10 pm daily, and their primary roles were to provide the following: assist in teaching procedures, give brief "chalk talks," instruct junior trainees on interesting cases, and answer clinical questions in an evidence-based manner. This observational study included a survey of fourth-year medical students (MSs), residents and faculty at an academic ED. Surveys measured the perceived effect of the TR on teaching, patient flow, ease of procedures, and clinical care. Survey response rates for medical students, residents, and faculty are 56%, 77%, and 75%, respectively. MSs perceived improved procedure performance with TR presence and the majority agreed that the TR was a valuable educational experience. Residents perceived increased patient flow, procedure performance, and MS learning with TR presence. The majority agreed that the TR improved patient care. Faculty agreed that the TR increased resident and MS learning, as well as improved patient care and procedure performance. The presence of a TR increased MS and resident learning, improved patient care and procedure performance as perceived by MSs, residents and faculty. A dedicated TR program can provide a valuable resource in achieving a balance of clinical education and high quality healthcare.

Impact of a Dedicated Emergency Medicine Teaching Resident Rotation at a Large Urban Academic Center

PubMed Central

Ahn, James; Golden, Andrew; Bryant, Alyssa; Babcock, Christine

2016-01-01

Introduction In the face of declining bedside teaching and increasing emergency department (ED) crowding, balancing education and patient care is a challenge. Dedicated shifts by teaching residents (TRs) in the ED represent an educational intervention to mitigate these difficulties. We aimed to measure the perceived learning and departmental impact created by having TR. Methods TRs were present in the ED from 12pm–10pm daily, and their primary roles were to provide the following: assist in teaching procedures, give brief “chalk talks,” instruct junior trainees on interesting cases, and answer clinical questions in an evidence-based manner. This observational study included a survey of fourth-year medical students (MSs), residents and faculty at an academic ED. Surveys measured the perceived effect of the TR on teaching, patient flow, ease of procedures, and clinical care. Results Survey response rates for medical students, residents, and faculty are 56%, 77%, and 75%, respectively. MSs perceived improved procedure performance with TR presence and the majority agreed that the TR was a valuable educational experience. Residents perceived increased patient flow, procedure performance, and MS learning with TR presence. The majority agreed that the TR improved patient care. Faculty agreed that the TR increased resident and MS learning, as well as improved patient care and procedure performance. Conclusion The presence of a TR increased MS and resident learning, improved patient care and procedure performance as perceived by MSs, residents and faculty. A dedicated TR program can provide a valuable resource in achieving a balance of clinical education and high quality healthcare. PMID:26973739

Integrating Emotion and Cognition in Successful Service Learning: A Complex System Approach (Invited)

NASA Astrophysics Data System (ADS)

Raia, F.

2010-12-01

Service-learning (S-L) has evolved as valuable pedagogic concept during the last two decades, based on the hypothesis that learning can best be accomplished when placed in the context of real-life social settings, e.g. schools, production, research, healthcare etc. What students learn in the academic course/context must be elaborated in the context of the S-L experience. In return for the authentic learning experience, the learner provides the service-provider with a "free" service. This reciprocality makes service-learning an appealing concept. Because of its attractive "win-win" design, the field of service-learning is continuously expanding. At a major public university CCNY with a very diverse student population, we were interested in developing and participating in S-L experience in the field of Earth System Science. We designed an upper level undergraduate course - Environmental Soil Science for Urban Sustainability - specifically targeted to students of Earth Science, Engineering, Economics and, Political Sciences to support environmental entrepreneurship. Specifically, we integrated S-L activities in the exploration of soil studies and urban agriculture. Students worked together in small groups both in class and for their S-L experience (30 hours) with urban garden and agriculture organizations. Students were required to apply the content learned in the academic course providing soil testing and soil evaluation to the partners, generate reports through a series of homework assignments and journal entries connecting three major components: Community Service, Personal Experience and Course Content. Our experience with this course shows the following results: S-L must be considered a complex system characterized by the continually changing interactions among the above mentioned three major components and three social and academic diverse groups of people involved: Students, Service-Providers and Academic Instructors. Because experience alone does not produce learning, this system requires participants to elaborate and connect the three major components and continually update, modify and build on the learning experience and personal growth. Critical reflection activities are considered to be a powerful tool to bridge community service activities and the educational content. Reflection activities gauge students’ expectations, thoughts and understanding and, by making these evident to the students, can reveal less obvious aspects of the experience and support different interpretations of an event. However, in the form of critical reflection, they tend to exclude the role emotion may play throughout the learning process specifically for one of the three components -Personal Growth. Moreover, in the last decade neuroscience and psychology research shows that emotion is indispensable for conceiving rational thoughts, understanding and memory development and that a purely cognitive view on learning is not working. In our course we strove to design reflections that involve emotion and cognition and their interdependence in connecting the three components of S-L. A complex system approach is fundamental when challenges of integrating emotion and cognition in Service Learning need to be addressed.

Measuring the surgical 'learning curve': methods, variables and competency.

PubMed

Khan, Nuzhath; Abboudi, Hamid; Khan, Mohammed Shamim; Dasgupta, Prokar; Ahmed, Kamran

2014-03-01

To describe how learning curves are measured and what procedural variables are used to establish a 'learning curve' (LC). To assess whether LCs are a valuable measure of competency. A review of the surgical literature pertaining to LCs was conducted using the Medline and OVID databases. Variables should be fully defined and when possible, patient-specific variables should be used. Trainee's prior experience and level of supervision should be quantified; the case mix and complexity should ideally be constant. Logistic regression may be used to control for confounding variables. Ideally, a learning plateau should reach a predefined/expert-derived competency level, which should be fully defined. When the group splitting method is used, smaller cohorts should be used in order to narrow the range of the LC. Simulation technology and competence-based objective assessments may be used in training and assessment in LC studies. Measuring the surgical LC has potential benefits for patient safety and surgical education. However, standardisation in the methods and variables used to measure LCs is required. Confounding variables, such as participant's prior experience, case mix, difficulty of procedures and level of supervision, should be controlled. Competency and expert performance should be fully defined. © 2013 The Authors. BJU International © 2013 BJU International.

The simulation method in learning interpersonal communication competence--experiences of masters' degree students of health sciences.

PubMed

Saaranen, Terhi; Vaajoki, Anne; Kellomäki, Marjaana; Hyvärinen, Marja-Leena

2015-02-01

This article describes the experiences of master students of nursing science in learning interpersonal communication competence through the simulation method. The exercises reflected challenging interactive situations in the field of health care. Few studies have been published on using the simulation method in the communication education of teachers, managers, and experts in this field. The aim of this study is to produce information which can be utilised in developing the simulation method to promote the interpersonal communication competence of master-level students of health sciences. This study used the qualitative, descriptive research method. At the Department of Nursing Science, the University of Eastern Finland, students major in nursing science specialise in nursing leadership and management, preventive nursing science, or nurse teacher education. Students from all three specialties taking the Challenging Situations in Speech Communication course participated (n=47). Essays on meaningful learning experiences collected using the critical incident technique, underwent content analysis. Planning of teaching, carrying out different stages of the simulation exercise, participant roles, and students' personal factors were central to learning interpersonal communication competence. Simulation is a valuable method in developing the interpersonal communication competence of students of health sciences at the masters' level. The methods used in the simulation teaching of emergency care are not necessarily applicable as such to communication education. The role of teacher is essential to supervising students' learning in simulation exercises. In the future, it is important to construct questions that help students to reflect specifically on communication. Copyright © 2014 Elsevier Ltd. All rights reserved.

Movement and Learning: A Valuable Connection

ERIC Educational Resources Information Center

Stevens-Smith, Deborah

2004-01-01

In this article, the author discusses the relatedness between movement and learning for students. The process of learning involves basic nerve cells that transmit information and create numerous neural connections essential to learning. One way to increase learning is to encourage creation of more synaptic connections in the brain through…

A naturalistic study of children and their parents in family learning courses in science

NASA Astrophysics Data System (ADS)

Ostlund, Karen; Gennaro, Eugene; Dobbert, Marion

During the 1960s and 1970s a number of family learning projects evolved, most of which focused on pre-schoolers and their parents. The goal of some of these programs was to provide enjoyable, structured experiences in which parents and their children learned together. Recently, a number of institutions have been sponsoring enrichment science classes or learning experiences for parents and older children. The study described here is based on a project funded by the National Science Foundation (DISE No. 07872) which was attempting to show that it was possible to increase scientific literacy of two different age groups by simultaneously exposing parents and their middle school children to short courses in science. The project is an outgrowth of a study previously reported (Gennaro, Bullock, & Alden, 1980) carried out at the Minnesota Zoological Gardens. The study is based on data obtained during the first two years of the project and used various data gathering procedures such as the use of questionnaires, interviews, observations, and cognitive testing. It was found that children register for the courses primarily because of interest in the subject matter of the courses and that parents register because of their desire to nurture the child and the child's interest in the subject matter of the course. Both parents and children made significant gains in learning as measured by subject matter tests. Participants reported that the experience was both enjoyable and valuable. Children's attitudes toward their parents and the course were significantly higher if the children perceived a highly cooperative learning environment with their parents. Parents who scored in the medium or high range on the pretest had significantly more interactions with their children concerning information about course tasks than those who scored low on the pretest.

Taking action to close the nursing-finance gap: learning from success.

PubMed

Douglas, Kathy

2010-01-01

Nurse leaders control the largest part of a hospital labor budget, in some cases the largest part of the overall budget. The effectiveness of overseeing this responsibility can mean the difference between an organization's financial stability and financial turmoil. The nursing department at Northwestern Memorial Hospital took ownership of its financial performance. Over the past 2 years, their financial performance saved $4.9 million in productivity while reducing nurses turnover costs by $7.6 million. Valuable lessons from their experience are offered for improving health care's financial and operational outlook.

Earthdata Search Usability Study Process

NASA Technical Reports Server (NTRS)

Reese, Mark

2016-01-01

User experience (UX) design is the process of enhancing user satisfaction by improving various aspects of the user's interaction with an application or website. One aspect of UX design is usability, or the extent to which an application can be used to to accomplish tasks efficiently, effectively, and with satisfaction. NASA's Earthdata Search Client recently underwent a focused usability testing project to measure usability and gain valuable user feedback and insights to increase usability for its end-users. This presentation focuses on the process by which the usability tests were administered and the lessons learned throughout the process.

Learning Physics from the Real World by Direct Observation

NASA Astrophysics Data System (ADS)

Shaibani, Saami J.

2012-03-01

It is axiomatic that hands-on experience provides many learning opportunities, which lectures and textbooks cannot match. Moreover, experiments involving the real world are beneficial in helping students to gain a level of understanding that they might not otherwise achieve. One practical limitation with the real world is that simplifications and approximations are sometimes necessary to make the material accessible; however, these types of adjustments can be viewed with misgiving when they appear arbitrary and/or convenience-based. The present work describes a very familiar feature of everyday life, whose underlying physics is examined without modifications to mitigate difficulties from the lack of control in a non-laboratory environment. In the absence of any immediate formula to process results, students are encouraged to reach ab initio answers with guidance provided by a structured series of worksheets. Many of the latter can be completed as homework assignments prior to activity in the field. This approach promotes thinking and inquiry as valuable attributes instead of unquestioningly following a prescribed path.

Medical student web-based formative assessment tool for renal pathology.

PubMed

Bijol, Vanesa; Byrne-Dugan, Cathryn J; Hoenig, Melanie P

2015-01-01

Background Web-based formative assessment tools have become widely recognized in medical education as valuable resources for self-directed learning. Objectives To explore the educational value of formative assessment using online quizzes for kidney pathology learning in our renal pathophysiology course. Methods Students were given unrestricted and optional access to quizzes. Performance on quizzed and non-quizzed materials of those who used ('quizzers') and did not use the tool ('non-quizzers') was compared. Frequency of tool usage was analyzed and satisfaction surveys were utilized at the end of the course. Results In total, 82.6% of the students used quizzes. The greatest usage was observed on the day before the final exam. Students repeated interactive and more challenging quizzes more often. Average means between final exam scores for quizzed and unrelated materials were almost equal for 'quizzers' and 'non-quizzers', but 'quizzers' performed statistically better than 'non-quizzers' on both, quizzed (p=0.001) and non-quizzed (p=0.024) topics. In total, 89% of surveyed students thought quizzes improved their learning experience in this course. Conclusions Our new computer-assisted learning tool is popular, and although its use can predict the final exam outcome, it does not provide strong evidence for direct improvement in academic performance. Students who chose to use quizzes did well on all aspects of the final exam and most commonly used quizzes to practice for final exam. Our efforts to revitalize the course material and promote learning by adding interactive online formative assessments improved students' learning experience overall.

Learning Curve and Clinical Outcomes of Performing Surgery with the InterTan Intramedullary Nail in Treating Femoral Intertrochanteric Fractures

PubMed Central

2017-01-01

Purpose. The purpose of this study is to evaluate the learning curve of performing surgery with the InterTan intramedullary nail in treating femoral intertrochanteric fractures, to provide valuable information and experience for surgeons who decide to learn a new procedure. Methods. We retrospectively analyzed data from 53 patients who underwent surgery using an InterTan intramedullary nail at our hospital between July 2012 and September 2015. The negative exponential curve-fit regression analysis was used to evaluate the learning curve. According to 90% learning milestone, patients were divided into two group, and the outcomes were compared. Results. The mean operative time was 69.28 (95% CI 64.57 to 74.00) minutes; with the accumulation of surgical experience, the operation time was gradually decreased. 90% of the potential improvement was expected after 18 cases. In terms of operative time, intraoperative blood loss, hospital stay, and Harris hip score significant differences were found between two groups (p = 0.009, p = 0.000, p = 0.030, and p = 0.002, resp.). Partial weight bearing time, fracture union time, tip apex distance, and the number of blood transfusions and complications were similar between two groups (p > 0.5). Conclusion. This study demonstrated that the learning curve of performing surgery with the InterTan intramedullary nail is acceptable and 90% of the expert's proficiency level is achieved at around 18 cases. PMID:28503572

Students mentoring students in a service-learning clinical supervision experience: an educational case report.

PubMed

Lattanzi, Jill Black; Campbell, Sandra L; Dole, Robin L; Palombaro, Kerstin M

2011-10-01

Service-learning projects present the opportunity to combine academic skill practice and peer mentorship with meaningful community service. Implicit learning outcomes include an enhanced understanding of social responsibility and professional development-concepts difficult to teach in the classroom. The purpose of this educational case report is to describe the development, application, and outcomes of a service-learning project designed to facilitate peer mentorship and the development of social responsibility. DEVELOPMENT OF THE PROCESS: Widener University mandated that all programs offer student community service opportunities on Martin Luther King Day. In response, the physical therapy program developed a plan to clean and screen assistive and mobility devices and provide blood pressure screening at designated community sites. APPLICATION OF THE PROCESS: All faculty and all members of the first-year and third-year Doctor of Physical Therapy (DPT) classes participated. The students and a faculty member traveled to designated community sites in teams. First-year students were able to practice newly acquired skills under the supervision and peer mentorship of third-year students. Outcomes of the service-learning project were assessed through a tally of services rendered, measurement of curricular goal achievement, a survey of the community partners' satisfaction with the event, and consideration of both first-year and third-year DPT student reflection papers. The service-learning project was effective in meeting a community need, enhancing community partner relationships, fostering student understandings of social responsibility, and creating a valuable peer mentorship experience.

Development of Scientific Approach Based on Discovery Learning Module

NASA Astrophysics Data System (ADS)

Ellizar, E.; Hardeli, H.; Beltris, S.; Suharni, R.

2018-04-01

Scientific Approach is a learning process, designed to make the students actively construct their own knowledge through stages of scientific method. The scientific approach in learning process can be done by using learning modules. One of the learning model is discovery based learning. Discovery learning is a learning model for the valuable things in learning through various activities, such as observation, experience, and reasoning. In fact, the students’ activity to construct their own knowledge were not optimal. It’s because the available learning modules were not in line with the scientific approach. The purpose of this study was to develop a scientific approach discovery based learning module on Acid Based, also on electrolyte and non-electrolyte solution. The developing process of this chemistry modules use the Plomp Model with three main stages. The stages are preliminary research, prototyping stage, and the assessment stage. The subject of this research was the 10th and 11th Grade of Senior High School students (SMAN 2 Padang). Validation were tested by the experts of Chemistry lecturers and teachers. Practicality of these modules had been tested through questionnaire. The effectiveness had been tested through experimental procedure by comparing student achievement between experiment and control groups. Based on the findings, it can be concluded that the developed scientific approach discovery based learning module significantly improve the students’ learning in Acid-based and Electrolyte solution. The result of the data analysis indicated that the chemistry module was valid in content, construct, and presentation. Chemistry module also has a good practicality level and also accordance with the available time. This chemistry module was also effective, because it can help the students to understand the content of the learning material. That’s proved by the result of learning student. Based on the result can conclude that chemistry module based on discovery learning and scientific approach in electrolyte and non-electrolyte solution and Acid Based for the 10th and 11th grade of senior high school students were valid, practice, and effective.

The reward of seeing: Different types of visual reward and their ability to modify oculomotor learning.

PubMed

Meermeier, Annegret; Gremmler, Svenja; Richert, Kerstin; Eckermann, Til; Lappe, Markus

2017-10-01

Saccadic adaptation is an oculomotor learning process that maintains the accuracy of eye movements to ensure effective perception of the environment. Although saccadic adaptation is commonly considered an automatic and low-level motor calibration in the cerebellum, we recently found that strength of adaptation is influenced by the visual content of the target: pictures of humans produced stronger adaptation than noise stimuli. This suggests that meaningful images may be considered rewarding or valuable in oculomotor learning. Here we report three experiments that establish the boundaries of this effect. In the first, we tested whether stimuli that were associated with high and low value following long term self-administered reinforcement learning produce stronger adaptation. Twenty-eight expert gamers participated in two sessions of adaptation to game-related high- and low-reward stimuli, but revealed no difference in saccadic adaptation (Bayes Factor01 = 5.49). In the second experiment, we tested whether cognitive (literate) meaning could induce stronger adaptation by comparing targets consisting of words and nonwords. The results of twenty subjects revealed no difference in adaptation strength (Bayes Factor01 = 3.21). The third experiment compared images of human figures to noise patterns for reactive saccades. Twenty-two subjects adapted significantly more toward images of human figures in comparison to noise (p < 0.001). We conclude that only primary (human vs. noise), but not secondary, reinforcement affects saccadic adaptation (words vs. nonwords, high- vs. low-value video game images).

Talent development of high performance coaches in team sports in Ireland.

PubMed

Sherwin, Ian; Campbell, Mark J; Macintyre, Tadhg Eoghan

2017-04-01

Coaches are central to the development of the expert performer and similarly to continued lifelong participation in sport. Coaches are uniquely positioned to deliver specific technical and tactical instruction and mentoring programmes that support the psychological and social development of athletes in a challenging, goal-oriented and motivational environment. The current study aimed to qualitatively investigate current coach learning sources and coaches' educational backgrounds in team sports in Ireland. Coaches from five team sports in Ireland were asked to complete an online questionnaire. Subsequently male coaches (n = 19) from five team sports who completed the questionnaire and met the inclusion criteria were invited to attend a follow-up semi-structured interview. Inclusion criteria for coaches were that they possess at least 10 years' experience coaching their sport and were coaching more than 4 hours per week. Formal coach education does not meet the needs of high performance coaches who rely more on self-directed learning and coaching experience as their main sources of CPD. Although prior playing experience at a high level is both valuable and desirable, there are concerns about fast-tracking of ex-players into high performance coaching roles. Preferred sources of education and the best learning environment for coaches of team sports in Ireland are more informal than formal. Further research is needed to examine how this learning is applied in a practical manner by examining coaching behaviours and the impact it has on the athlete development process.

The experiences of undergraduate nursing students with bots in Second LifeRTM

NASA Astrophysics Data System (ADS)

Rose, Lesele H.

As technology continues to transform education from the status quo of traditional lecture-style instruction to an interactive engaging learning experience, students' experiences within the learning environment continues to change as well. This dissertation addressed the need for continuing research in advancing implementation of technology in higher education. The purpose of this phenomenological study was to discover more about the experiences of undergraduate nursing students using standardized geriatric evaluation tools when interacting with scripted geriatric patient bots tools in a simulated instructional intake setting. Data was collected through a Demographics questionnaire, an Experiential questionnaire, and a Reflection questionnaire. Triangulation of data collection occurred through an automatically created log of the interactions with the two bots, and by an automatically recorded log of the participants' movements while in the simulated geriatric intake interview. The data analysis consisted of an iterative review of the questionnaires and the participants' logs in an effort to identify common themes, recurring comments, and issues which would benefit from further exploration. Findings revealed that the interactions with the bots were perceived as a valuable experience for the participants from the perspective of interacting with the Geriatric Evaluation Tools in the role of an intake nurse. Further research is indicated to explore instructional interactions with bots in effectively mastering the use of established Geriatric Evaluation Tools.

Learning globally to enhance local practice: an international programme in primary care & family health.

PubMed

Godoy-Ruiz, Paula; Rodas, Jamie; Talbot, Yves; Rouleau, Katherine

2016-09-01

In a global context of growing health inequities, international learning experiences have become a popular strategy for equipping health professionals with skills, knowledge, and competencies required to work with the populations they serve. This study sought to analyse the Chilean Interprofessional Programme in Primary Health Care (CIPPHC), a 5 week international learning experience funded by the Ministry of Health in Chile targeted at Chilean primary care providers and delivered in Toronto by the Department of Family and Community Medicine at the University of Toronto. The study focused on three cohorts of students (2010-2012). Anonymous programme evaluations were analysed and semi-structured interviews conducted with programme alumni. Simple descriptive statistics were gathered from the evaluations and the interviews were analysed via thematic content analysis. The majority of participants reported high levels of satisfaction with the training programme, knowledge gain, particularly in the areas of the Canadian model of primary care, and found the materials delivered to be applicable to their local context. The CIPPHC has proven to be a successful educational initiative and provides valuable lessons for other academic centres in developing international interprofessional training programmes for primary care health care providers.

Nursing and midwifery students' perception of learning enablers and gains in the first semester of their BSc programmes: A cross sectional study.

PubMed

Redmond, Catherine; Davies, Carmel; Halligan, Phil; Joye, Regina; Carroll, Lorraine; Frawley, Timothy

2018-06-01

The student experience in the first year of university is fundamental to successful adaption to the higher education environment and shapes student engagement with their chosen degree. Students' feedback on this experience is essential when designing or reviewing curricula. The aim of this study was to explore students' perceptions of their learning gains to identify factors that support student learning and identify elements that need improvement if specific learning needs are to be met. A cross sectional descriptive study. A large urban university in Ireland that provides undergraduate nursing and midwifery degree programmes. The study was conducted using the Student Assessment of Learning Gains (SALG) questionnaire. This instrument consists of a series of closed questions which explore perceived student gains in skills, cognitions and attitudes. The questionnaire was adapted for a semester rather than a module evaluation. The tool also includes a series of open questions inviting students to comment in each section. Students (n = 206) positively evaluated teaching and learning approaches used. The greatest enablers of learning were clinical skills laboratory small group teaching and support followed by online learning materials and multiple choice formative assessment questions. They reported gains in knowledge, generic skills development and an increase in confidence and enthusiasm for their chosen career. The feedback gained in this study provides valuable knowledge about the elements that support nursing and midwifery students learning and highlights areas that require attention. This is particularly useful for faculty who are involved in curriculum review and enhancement and in student engagement and retention. Copyright © 2018 Elsevier Ltd. All rights reserved.

Operation ARA: A Computerized Learning Game that Teaches Critical Thinking and Scientific Reasoning

ERIC Educational Resources Information Center

Halpern, Diane F.; Millis, Keith; Graesser, Arthur C.; Butler, Heather; Forsyth, Carol; Cai, Zhiqiang

2012-01-01

Operation ARA (Acquiring Research Acumen) is a computerized learning game that teaches critical thinking and scientific reasoning. It is a valuable learning tool that utilizes principles from the science of learning and serious computer games. Students learn the skills of scientific reasoning by engaging in interactive dialogs with avatars. They…

Online Learning: E-Learning Fast, Cheap, and Good

ERIC Educational Resources Information Center

Piskurich, George M.

2006-01-01

There is a variation of e-learning, used mainly in academic settings, that can be a valuable intervention tool for the performance technologist. It is often referred to as online learning. In the performance improvement field, this term is often used interchangeably with synchronous e-learning, but there are some major differences between these…

Action Learning in China

ERIC Educational Resources Information Center

Marquardt, Michael J.

2015-01-01

Action learning was introduced into China less than 20 years ago, but has rapidly become a valuable tool for organizations seeking to solve problems, develop their leaders, and become learning organizations. This article provides an historical overview of action learning in China, its cultural underpinnings, and five case studies. It concludes…

Similar exemplar pooling processes underlie the learning of facial identity and handwriting style: Evidence from typical observers and individuals with Autism.

PubMed

Ipser, Alberta; Ring, Melanie; Murphy, Jennifer; Gaigg, Sebastian B; Cook, Richard

2016-05-01

Considerable research has addressed whether the cognitive and neural representations recruited by faces are similar to those engaged by other types of visual stimuli. For example, research has examined the extent to which objects of expertise recruit holistic representation and engage the fusiform face area. Little is known, however, about the domain-specificity of the exemplar pooling processes thought to underlie the acquisition of familiarity with particular facial identities. In the present study we sought to compare observers' ability to learn facial identities and handwriting styles from exposure to multiple exemplars. Crucially, while handwritten words and faces differ considerably in their topographic form, both learning tasks share a common exemplar pooling component. In our first experiment, we find that typical observers' ability to learn facial identities and handwriting styles from exposure to multiple exemplars correlates closely. In our second experiment, we show that observers with Autism Spectrum Disorder (ASD) are impaired at both learning tasks. Our findings suggest that similar exemplar pooling processes are recruited when learning facial identities and handwriting styles. Models of exemplar pooling originally developed to explain face learning, may therefore offer valuable insights into exemplar pooling across a range of domains, extending beyond faces. Aberrant exemplar pooling, possibly resulting from structural differences in the inferior longitudinal fasciculus, may underlie difficulties recognising familiar faces often experienced by individuals with ASD, and leave observers overly reliant on local details present in particular exemplars. Copyright © 2016 Elsevier Ltd. All rights reserved.

The Surgical Learning and Instructional Portfolio (SLIP) as a self-assessment educational tool demonstrating practice-based learning.

PubMed

Webb, Travis P; Aprahamian, Charles; Weigelt, John A; Brasel, Karen J

2006-01-01

Time constraints on the teaching and evaluation of residents continue to alter the way in which medical knowledge must be imparted and assessed. Lifelong learning is a component of the practice-based learning competency. A portfolio is one way to assess practice-based learning, but its use is unfamiliar to most surgical programs. The authors describe the evolution of the Surgical Learning and Instructional Portfolio (SLIP) into a worthwhile educational tool. In March 2001, the authors began a program to encourage residents to develop a case-based portfolio to document their experience and demonstrate acquisition of knowledge in caring for a variety of surgical diseases. The monthly case topic was chosen by the resident and reported using a template: case history, supporting diagnostic studies, differential diagnosis, final diagnosis with ICD-9 coding, management options, treatment used, 3 lessons learned, embellishment of 1 lesson, and 2 articles supporting the experience. Initially, cases were submitted to the program coordinator and reviewed every 6 months with a faculty advisor to provide feedback. After the first 18 months of this program, resident compliance was less than 50%, satisfaction was low, and formal review did not occur. In July 2004, a single faculty member became responsible for evaluating and providing feedback on the monthly SLIPs. The assignments were handled electronically with feedback delivered within the month via e-mail. SLIP quality as measured by resident compliance and satisfaction improved. These SLIPs have matured into a valuable educational tool satisfying multiple ACGME competencies. This portfolio system required direct faculty feedback to become successful.

Numbers Are Not Enough. Why e-Learning Analytics Failed to Inform an Institutional Strategic Plan

ERIC Educational Resources Information Center

Macfadyen, Leah P.; Dawson, Shane

2012-01-01

Learning analytics offers higher education valuable insights that can inform strategic decision-making regarding resource allocation for educational excellence. Research demonstrates that learning management systems (LMSs) can increase student sense of community, support learning communities and enhance student engagement and success, and LMSs…

Flipped Education: Transitioning to the Homeschool Environment

ERIC Educational Resources Information Center

Alamry, Adel; karaali, Abeer

2016-01-01

This paper seeks to introduce flipped learning as a viable learning method that can be used in the homeschool environment. Flipped learning can become a valuable aspect of homeschooling when the learning environment is conducive to the application of self-taught knowledge. In fact, the sessions evidently act as clarification bridges and…

Kinaesthetic Learning Activities and Learning about Solar Cells

ERIC Educational Resources Information Center

Richards, A. J.; Etkina, Eugenia

2013-01-01

Kinaesthetic learning activities (KLAs) can be a valuable pedagogical tool for physics instructors. They have been shown to increase engagement, encourage participation and improve learning outcomes. This paper details several KLAs developed at Rutgers University for inclusion in an instructional unit about semiconductors, p-n junctions and solar…

Students Talking about Assessment: Insights on Program Learning Outcomes

ERIC Educational Resources Information Center

Donohue, William J.

2017-01-01

This study examines the student writer perspective of a first-year composition program's student learning outcomes. Student descriptions of learning are a valuable, yet often overlooked data source. The student voice broadens a first-year composition program's outcomes-based, student learning assessment process as program assessment data is often…

Community Partners' Assessment of Service Learning in an Interpersonal and Small Group Communication Course

ERIC Educational Resources Information Center

Steimel, Sarah J.

2013-01-01

This assessment explored community partners' perceptions of service learning in a required communication course. Semi-structured interviews revealed that community partners believed that students were providing needed and valuable service, students were learning about the community, and students were learning through their application of course…

Curriculum renewal: Alignment of introductory pharmacy practice experiences with didactic course content.

PubMed

Nuffer, Wesley; Botts, Sheila; Franson, Kari; Gilliam, Eric; Knutsen, Randy; Nuffer, Monika; O'Brien, Elizabeth; Saseen, Joseph; Thompson, Megan; Vande Griend, Joseph; Willis, Robert

2017-11-01

The University of Colorado Skaggs School of Pharmacy and Pharmaceutical Sciences (SSPPS) used the opportunity of curriculum renewal to integrate knowledge and skills learned from didactic courses into the introductory pharmacy practice experiences (IPPEs) occurring simultaneously. This paper describes and evaluates the meaningful application of course content into IPPEs, and evaluates the success using qualitative feedback. Students entering the renewed curriculum starting in fall 2012 were provided a list of pharmacy skills and activities from didactic course directors that reinforced course content for that semester. The skills and activities were to be completed during the students' IPPE visits in the community or health systems settings, depending on the program year and semester. Students successfully completed course assignments during their IPPE course program. Not all activities could be completed as designed, and many required modification, including simulated experiences. Feedback from faculty and preceptor members of the school's experiential education committee demonstrated that these activities were valuable and improved learning of course material, but were challenging to implement. A renewed curriculum that mapped course assignments for completion in experiential settings was successfully established, after some modifications. The program was modified at regular intervals to improve the ability of preceptors to complete these activities in their individual practice environment. A balance between the school providing guidance on what activities students should perform and allowing unstructured independent learning with the preceptor is needed for an optimal experience. Copyright © 2017 Elsevier Inc. All rights reserved.

Service-Learning and Mathematics

ERIC Educational Resources Information Center

Roemer, Cynthia Anne

2009-01-01

Contemporary educational theory has given increased attention to service-learning as valuable pedagogy. Ever-changing technology progress and applications demand a quantitatively literate population, supporting the need for experiential activities in mathematics. This study addresses service-learning pedagogy in mathematics through a study of the…

The mind as a process.

PubMed

Bruhn, John G; Wolf, Stewart

2003-01-01

Essentially all behavior is regulated by the brain in response to information received from within the body or from the environment. The tangible structures of the brain serve as devices for processing thoughts and emotions as well as information. Stored among the interacting neural structures are memories of past experiences and responses to them. These intangibles participate in determining the decisions made and the actions performed by the brain's structures. There are valuable studies of the clinical and neurological effects of environmental stimuli, but we need to learn more about the processes that lead to these effects. More definitive correlations could be made between environmental stimuli and the neurological pathways they create by studying individual's real life experiences rather than laboratory simulations alone.

On the hitchhiker Robot Operated Materials Processing System: Experiment data system

NASA Technical Reports Server (NTRS)

Kizhner, Semion; Jenstrom, Del

1995-01-01

The Space Shuttle Discovery STS-64 mission carried the first American autonomous robot into space, the Robot Operated Materials Processing System (ROMPS). On this mission ROMPS was the only Hitchhiker experiment and had a unique opportunity to utilize all Hitchhiker space carrier capabilities. ROMPS conducted rapid thermal processing of the one hundred semiconductor material samples to study how micro gravity affects the resulting material properties. The experiment was designed, built and operated by a small GSFC team in cooperation with industry and university based principal investigators who provided the material samples and data interpretation. ROMPS' success presents some valuable lessons in such cooperation, as well as in the utilization of the Hitchhiker carrier for complex applications. The motivation of this paper is to share these lessons with the scientific community interested in attached payload experiments. ROMPS has a versatile and intelligent material processing control data system. This paper uses the ROMPS data system as the guiding thread to present the ROMPS mission experience. It presents an overview of the ROMPS experiment followed by considerations of the flight and ground data subsystems and their architecture, data products generation during mission operations, and post mission data utilization. It then presents the lessons learned from the development and operation of the ROMPS data system as well as those learned during post-flight data processing.

Flight Experience from Space Photovoltaic Concentrator Arrays and its Implication on Terrestrial Concentrator Systems

NASA Technical Reports Server (NTRS)

Piszczor, Michael F., Jr.

2003-01-01

Nearly all photovoltaic solar arrays flown in space have used a planar (non- concentrating) design. However, there have been a few notable exceptions where photovoltaic concentrators have been tested and used as the mission s primary power source. Among these are the success experienced by the SCARLET (Solar Concentrator Array with Refractive Linear Element Technology) concept used to power NASA's Deep Space 1 mission and the problems encountered by the original Boeing 702 reflective trough concentrator design. This presentation will give a brief overview of past photovoltaic concentrator systems that have flown in space, specifically addressing the valuable lessons learned from flight experience, and other viable concentrator concepts that are being proposed for the future. The general trends of this flight experience will be noted and discussed with regard to its implications on terrestrial photovoltaic concentrator designs.

The production of audiovisual teaching tools in minimally invasive surgery.

PubMed

Tolerton, Sarah K; Hugh, Thomas J; Cosman, Peter H

2012-01-01

Audiovisual learning resources have become valuable adjuncts to formal teaching in surgical training. This report discusses the process and challenges of preparing an audiovisual teaching tool for laparoscopic cholecystectomy. The relative value in surgical education and training, for both the creator and viewer are addressed. This audiovisual teaching resource was prepared as part of the Master of Surgery program at the University of Sydney, Australia. The different methods of video production used to create operative teaching tools are discussed. Collating and editing material for an audiovisual teaching resource can be a time-consuming and technically challenging process. However, quality learning resources can now be produced even with limited prior video editing experience. With minimal cost and suitable guidance to ensure clinically relevant content, most surgeons should be able to produce short, high-quality education videos of both open and minimally invasive surgery. Despite the challenges faced during production of audiovisual teaching tools, these resources are now relatively easy to produce using readily available software. These resources are particularly attractive to surgical trainees when real time operative footage is used. They serve as valuable adjuncts to formal teaching, particularly in the setting of minimally invasive surgery. Copyright © 2012 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

What Corporate Training Professionals Think About e-Learning: Practitioners' Views on the Potential of e-Learning in the Workplace

ERIC Educational Resources Information Center

Rossett, Allison; Marshall, James

2010-01-01

An exploratory study of 954 mostly veteran workplace learning professionals sought to determine why respondents adopt e-learning. The results indicated that they see e-learning was most valuable for delivering instruction governing familiar company tasks, such as providing information about products, fulfilling compliance requirements, and…

Improving Pedagogy through Action Learning and Scholarship of Teaching and Learning

ERIC Educational Resources Information Center

Albers, Cheryl

2008-01-01

This ASA Teaching Workshop explored the potential of Action Learning to use teachers' tacit knowledge to collaboratively confront pedagogical issues. The Action Learning model grows out of industrial management and is based on the notion that peers are a valuable resource for learning about how to solve the problems encountered in the workplace.…

3D-Printed specimens as a valuable tool in anatomy education: A pilot study.

PubMed

Garas, Monique; Vaccarezza, Mauro; Newland, George; McVay-Doornbusch, Kylie; Hasani, Jamila

2018-06-06

Three-dimensional (3D) printing is a modern technique of creating 3D-printed models that allows reproduction of human structures from MRI and CT scans via fusion of multiple layers of resin materials. To assess feasibility of this innovative resource as anatomy educational tool, we conducted a preliminary study on Curtin University undergraduate students to investigate the use of 3D models for anatomy learning as a main goal, to assess the effectiveness of different specimen types during the sessions and personally preferred anatomy learning tools among students as secondary aim. The study consisted of a pre-test, exposure to test (anatomical test) and post-test survey. During pre-test, all participants (both without prior experience and experienced groups) were given a brief introduction on laboratory safety and study procedure thus participants were exposed to 3D, wet and plastinated specimens of the heart, shoulder and thigh to identify the pinned structures (anatomical test). Then, participants were provided a post-test survey containing five questions. In total, 23 participants completed the anatomical test and post-test survey. A larger number of participants (85%) achieved right answers for 3D models compared to wet and plastinated materials, 74% of population selected 3D models as the most usable tool for identification of pinned structures and 45% chose 3D models as their preferred method of anatomy learning. This preliminary small-size study affirms the feasibility of 3D-printed models as a valuable asset in anatomy learning and shows their capability to be used adjacent to cadaveric materials and other widely used tools in anatomy education. Copyright © 2018 Elsevier GmbH. All rights reserved.

Two to the sixth and counting: a lifetime of optical experiences

NASA Astrophysics Data System (ADS)

Mayo, Jim

2014-12-01

This presentation will cover 64 years of experience with telescopes, optical components, optical coatings, large optics, optical fabrication, lasers and related subjects. It will focus on five topic areas paying special attention to critical lessons learned in these areas. Part 1 will cover contributions and inherent value of mentoring in optical and astronomical sciences. This will include specific personal experiences and valuable lessons learned from teachers and mentors going back to the beginning of the space age and the first satellites. It will also cover selected examples from the author's mentoring and community optics and astronomy outreach efforts. Part 2 will delineate the lessons learned from the investigation and independent expert review and assessment of optical damage incidents over a period of five decades. It will also recount frequent optical misconceptions that have negatively impacted efficient system development and implementation over the years and how to avoid them. Part 3 will consist of a short tutorial on the tools, techniques, and the "how and why" of optical inspection. This will be interlinked with the previous optical damage and mistakes topic, where possible. Part 4 will consist of the author's involvement and experiences in optical education with emphasis on the founding and early years of the University of Arizona Optical Sciences Center, now the College of Optical Sciences. Part 5 will cover the enduring issues and challenges for managers, planners and contributing scientists for large optics and telescope projects. This brief overview will follow up and expand upon the author's presentation on this topic at the 1985 "SPIE Optical Fabrication and Testing Workshop: Large Telescope Optics", Albuquerque, NM. Throughout all topic areas presented, the author will stress the lessons learned and the value of these lessons to the planning, management and successful execution of future optics projects and programs.

Distributed learning or medical tourism? A Canadian residency program's experience in global health.

PubMed

Kelly, Kate; McCarthy, Anne; McLean, Laurie

2015-01-01

Global health experiences (GHEs) are becoming increasingly prevalent in surgical residency education. Although it may seem intuitive that participation in GHEs develops CanMEDS competencies, this has not been studied in depth in surgery. The purpose of this study is (1) to explore if and how otolaryngology-head and neck surgery (OHNS) resident participation in GHEs facilitates the development of CanMEDS competencies and (2) to develop an OHNS GHE tool to facilitate the integration of CanMEDS into GHE participation and evaluation. An online survey explored the GHEs of current and past OHNS residents in Canada. Based on the data collected and a literature review, a foundational tool was then created to (1) enable OHNS residents to structure their GHEs into CanMEDS-related learning objectives and (2) enable OHNS program directors to more effectively evaluate residents' GHEs with respect to CanMEDS competencies. Participants' GHEs varied widely. These experiences often contributed informally to the development of several CanMEDS competencies. However, few residents had concrete objectives, rarely were CanMEDS roles clearly incorporated, and most residents were not formally evaluated during their experience. Residents felt they achieved greater learning when predeparture objectives and postexperience reflections were integrated into their GHEs. Although GHEs vary widely, they can serve as valuable forums for developing CanMEDS competencies among participating residents. Without clear objectives that adhere to the CanMEDS framework or formal assessment methods however, residents in GHEs risk becoming medical tourists. The use of an objective and evaluation tool may facilitate the creation of predeparture learning objectives, encourage self-reflection on their GHE, and better enable program directors to evaluate residents participating in GHEs. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

The child and adolescent psychiatry trials network (CAPTN): infrastructure development and lessons learned

PubMed Central

Shapiro, Mark; Silva, Susan G; Compton, Scott; Chrisman, Allan; DeVeaugh-Geiss, Joseph; Breland-Noble, Alfiee; Kondo, Douglas; Kirchner, Jerry; March, John S

2009-01-01

Background In 2003, the National Institute of Mental Health funded the Child and Adolescent Psychiatry Trials Network (CAPTN) under the Advanced Center for Services and Intervention Research (ACSIR) mechanism. At the time, CAPTN was believed to be both a highly innovative undertaking and a highly speculative one. One reviewer even suggested that CAPTN was "unlikely to succeed, but would be a valuable learning experience for the field." Objective To describe valuable lessons learned in building a clinical research network in pediatric psychiatry, including innovations intended to decrease barriers to research participation. Methods The CAPTN Team has completed construction of the CAPTN network infrastructure, conducted a large, multi-center psychometric study of a novel adverse event reporting tool, and initiated a large antidepressant safety registry and linked pharmacogenomic study focused on severe adverse events. Specific challenges overcome included establishing structures for network organization and governance; recruiting over 150 active CAPTN participants and 15 child psychiatry training programs; developing and implementing procedures for site contracts, regulatory compliance, indemnification and malpractice coverage, human subjects protection training and IRB approval; and constructing an innovative electronic casa report form (eCRF) running on a web-based electronic data capture system; and, finally, establishing procedures for audit trail oversight requirements put forward by, among others, the Food and Drug Administration (FDA). Conclusion Given stable funding for network construction and maintenance, our experience demonstrates that judicious use of web-based technologies for profiling investigators, investigator training, and capturing clinical trials data, when coupled to innovative approaches to network governance, data management and site management, can reduce the costs and burden and improve the feasibility of incorporating clinical research into routine clinical practice. Having successfully achieved its initial aim of constructing a network infrastructure, CAPTN is now a capable platform for large safety registries, pharmacogenetic studies, and randomized practical clinical trials in pediatric psychiatry. PMID:19320979

Student perspectives on their recent dental outreach placement experiences.

PubMed

Smith, M; Lennon, M A; Brook, A H; Ritucci, L; Robinson, P G

2006-05-01

Dental schools are developing new curricula, with outreach placements enhancing the hospital-based training. To assess the students' experience of outreach as one component of determining the value and feasibility of outreach placements. Six-week block placements for 10 undergraduates and 3 weeks for 11 hygiene and hygiene and therapy students in existing primary care clinics, in areas of need, to work supervised by local dentists. Semi-structured interviews with 20 students by staff independent of the course team. Interviews were audio-recorded, transcribed and content analysed before being verified by a second observer. Findings were triangulated against a peer-run focus group and students' clinical records. Students were very positive about their experience and the potential role of outreach training in dental education. They described: gaining greater experience of new types of patients and their communities; learning from broader clinical experience, alternative approaches and practicing or observing dentistry in different settings; the benefits of team working; and, acquiring a more holistic and pragmatic view of health care. Many students reported gaining greater confidence, wider awareness of potential careers in dentistry and a greater sense of realism in their experience. Some reflected on their own training needs. Students also discussed the importance of preparation for the placements and the merits of different styles of supervision. Dental outreach training can provide students with valuable learning experience in a range of areas. It requires careful management to ensure those experiences match individuals' needs and the programme's purposes.

Familia and Comunidad-Based Saberes: Learning in an Indigenous Heritage Community

ERIC Educational Resources Information Center

Urrieta, Luis, Jr.

2013-01-01

This article explores how children and youth learned indigenous heritage "saberes" (knowings) through intent community participation in Nocutzepo, Mexico. The "familia" (family) and "comunidad" (community)-based saberes were valuable for skills acquisition, but most important for learning indigenous forms of…

Data Mining Student Answers with Moodle to Investigate Learning Pathways in an Introductory Geohazards Course

NASA Astrophysics Data System (ADS)

Sit, S. M.; Brudzinski, M. R.; Colella, H. V.

2012-12-01

The recent growth of online learning in higher education is primarily motivated by a desire to (a) increase the availability of learning experiences for learners who cannot, or choose not, to attend traditional face-to-face offerings, (b) assemble and disseminate instructional content more cost-efficiently, or (c) enable instructors to handle more students while maintaining a learning outcome quality that is equivalent to that of comparable face-to-face instruction. However, a less recognized incentive is that online learning also provides an opportunity for data mining, or efficient discovery of non-obvious valuable patterns from a large collection of data, that can be used to investigate learning pathways as opposed to focusing solely on assessing student outcomes. Course management systems that enable online courses provide a means to collect a vast amount of information to analyze students' behavior and the learning process in general. One of the most commonly used is Moodle (modular object-oriented developmental learning environment), a free learning management system that enables creation of powerful, flexible, and engaging online courses and experiences. In order to examine student learning pathways, the online learning modules we are constructing take advantage of Moodle capabilities to provide immediate formative feedback, verifying answers as correct or incorrect and elaborating on knowledge components to guide students towards the correct answer. By permitting multiple attempts in which credit is diminished for each incorrect answer, we provide opportunities to use data mining strategies to assess thousands of students' actions for evidence of problem solving strategies and mastery of concepts. We will show preliminary results from application of this approach to a ~90 student introductory geohazard course that is migrating toward online instruction. We hope more continuous assessment of students' performances will help generate cognitive models that can inform instructional redesign, improve overall efficiency of student learning, and, potentially, be used to create an intelligent tutoring system.

Insights into cortical mechanisms of behavior from microstimulation experiments

PubMed Central

Histed, Mark H.; Ni, Amy M.; Maunsell, John H.R.

2012-01-01

Even the simplest behaviors depend on a large number of neurons that are distributed across many brain regions. Because electrical microstimulation can change the activity of localized subsets of neurons, it has provided valuable evidence that specific neurons contribute to particular behaviors. Here we review what has been learned about cortical function from behavioral studies using microstimulation in animals and humans. Experiments that examine how microstimulation affects the perception of stimuli have shown that the effects of microstimulation are usually highly specific and can be related to the stimuli preferred by neurons at the stimulated site. Experiments that ask subjects to detect cortical microstimulation in the absence of other stimuli have provided further insights. Although subjects typically can detect microstimulation of primary sensory or motor cortex, they are generally unable to detect stimulation of most of cortex without extensive practice. With practice, however, stimulation of any part of cortex can become detected. These training effects suggest that some patterns of cortical activity cannot be readily accessed to guide behavior, but that the adult brain retains enough plasticity to learn to process novel patterns of neuronal activity arising anywhere in cortex. PMID:22307059

Breaking bad news--parents' experience of learning that their child has leukaemia.

PubMed

Oshea, J; Smith, O; O'Marcaigh, A; McMahon, C; Geoghegan, R; Cotter, M

2007-10-01

This study aimed to seek parents' experiences of how they learned their child had leukaemia and therefore identify ways of improving this process. To achieve this task a questionnaire was designed to ask parents about specific elements of the initial interview and give them opportunity to add their thoughts and feelings on the subject. All children with a diagnosis of leukaemia over an eighteen-year period were identified and parents of those children still alive were invited to partake in the study. 49 out of 50 families agreed to participate of which 35 (72%) returned completed questionnaires. The majority 29 (83%) expressed overall satisfaction. Their replies confirmed some findings of previous studies, and also offered some new insights. Examples of new findings or expansion on previous findings include observations on the presence of young children at the initial interview; the importance of the language used in conveying the diagnosis and prognostic information, and a preference for actuarial terms when discussing prognosis. Telling parents their child has leukaemia is a challenging and important task. The experience of parents gives us valuable insights into our own communication skills and highlights areas of possible improvement in this difficult area.

Computational Investigations for Undergraduate Organic Chemistry: Predicting the Mechanism of the Ritter Reaction

NASA Astrophysics Data System (ADS)

Hessley, Rita K.

2000-02-01

In an effort to engage students more deeply in their laboratory work and provide them with valuable learning experiences in the applications and limitations of computational chemistry as a research tool, students are instructed to carry out a computational pre-lab exercise. Before carrying out a laboratory experiment that investigates the mechanism for the formation of N-t-butylbenzamide, students construct and obtain heats of formation for reactants, products, postulated reaction intermediates, and one transition state structure for each proposed mechanism. This is designed as a companion to an open-ended laboratory experiment that hones skills learned early in most traditional organic chemistry courses. The incorporation of a preliminary computational exercise enables students to move beyond guessing what the outcome of the reaction will be. It challenges them to test what they believe they "know" about such fundamental concepts as stability of carbocations, or the significance and utility of thermodynamic data relative to kinetic data. On the basis of their computations and their own experimental data, students then verify or dispute their hypothesis, finally arriving at a defensible and logical conclusion about the course of the reaction mechanism. The manner of implementation of the exercise and typical computational data are described.

The uniqueness of elderly care: registered nurses' experience as preceptors during clinical practice in nursing homes and home-based care.

PubMed

Carlson, Elisabeth; Bengtsson, Mariette

2014-04-01

The expected shortage of registered nurses with an advanced degree as specialists in geriatric care or gerontology is imminent. Previous studies report that clinical practice where student nurses are supervised by registered nurses has a direct impact on how students perceive nursing as a profession and future career choice. Considering the anticipated need for well-educated and specialised nurses it is therefore, relevant as well as necessary to describe clinical learning with a focus on preceptorship in geriatric nursing care. This paper is a report of a study describing registered nurses' experience of precepting undergraduate student nurses during clinical practice in nursing homes and home-based care. A qualitative design, based on seven focus group interviews, was employed with 30 registered nurses with preceptor experience from nursing homes and home-based care for the elderly. Our findings present three precepting strategies that are unique to elderly care: preparing students for end of life care, facilitating a respectful approach to the older person and promoting creativity and independent work. The findings are discussed using a socio-cultural perspective and illustrate how communities of elderly practice can be valuable learning environments. © 2013.

Scaling Up and Zooming In: Big Data and Personalization in Language Learning

ERIC Educational Resources Information Center

Godwin-Jones, Robert

2017-01-01

From its earliest days, practitioners of computer-assisted language learning (CALL) have collected data from computer-mediated learning environments. Indeed, that has been a central aspect of the field from the beginning. Usage logs provided valuable insights into how systems were used and how effective they were for language learning. That…

A Methodology to Obtain Learning Effective Laboratories with Learning Management System Integration

ERIC Educational Resources Information Center

Ruano, Ildefonso; Gamez, Javier; Dormido, Sebastian; Gomez, Juan

2016-01-01

Online laboratories are useful and valuable resources in high education, especially in engineering studies. This work presents a methodology to create effective laboratories for learning that interact with a Learning Management System (LMS) to achieve advanced integration. It is based on pedagogical aspects and considers not only the laboratory…

"Sustainability on Earth" Webquests: Do They Qualify as Problem-Based Learning Activities?

ERIC Educational Resources Information Center

Leite, Laurinda; Dourado, Luís; Morgado, Sofia

2015-01-01

Information and communication technologies (ICT), namely the Internet, can play a valuable educational role in several school subjects, including science education. The same applies to problem-based learning (PBL), that is, a student-centered active learning methodology that can prepare students for lifelong learning. WebQuests (WQs) combine PBL…

The Influence of Electronic Dictionaries on Vocabulary Knowledge Extension

ERIC Educational Resources Information Center

Rezaei, Mojtaba; Davoudi, Mohammad

2016-01-01

Vocabulary learning needs special strategies in language learning process. The use of dictionaries is a great help in vocabulary learning and nowadays the emergence of electronic dictionaries has added a new and valuable resource for vocabulary learning. The present study aims to explore the influence of Electronic Dictionaries (ED) Vs. Paper…

The Effects of Mobile-Computer-Supported Collaborative Learning: Meta-Analysis and Critical Synthesis

ERIC Educational Resources Information Center

Sung, Yao-Ting; Yang, Je-Ming; Lee, Han-Yueh

2017-01-01

One of the trends in collaborative learning is using mobile devices for supporting the process and products of collaboration, which has been forming the field of mobile-computer-supported collaborative learning (mCSCL). Although mobile devices have become valuable collaborative learning tools, evaluative evidence for their substantial…

Computer-based Learning of Neuroanatomy: A Longitudinal Study of Learning, Transfer, and Retention

PubMed Central

Chariker, Julia H.; Naaz, Farah; Pani, John R.

2013-01-01

A longitudinal experiment was conducted to evaluate the effectiveness of new methods for learning neuroanatomy with computer-based instruction. Using a 3D graphical model of the human brain, and sections derived from the model, tools for exploring neuroanatomy were developed to encourage adaptive exploration. This is an instructional method which incorporates graphical exploration in the context of repeated testing and feedback. With this approach, 72 participants learned either sectional anatomy alone or whole anatomy followed by sectional anatomy. Sectional anatomy was explored either with perceptually continuous navigation through the sections or with discrete navigation (as in the use of an anatomical atlas). Learning was measured longitudinally to a high performance criterion. Subsequent tests examined transfer of learning to the interpretation of biomedical images and long-term retention. There were several clear results of this study. On initial exposure to neuroanatomy, whole anatomy was learned more efficiently than sectional anatomy. After whole anatomy was mastered, learners demonstrated high levels of transfer of learning to sectional anatomy and from sectional anatomy to the interpretation of complex biomedical images. Learning whole anatomy prior to learning sectional anatomy led to substantially fewer errors overall than learning sectional anatomy alone. Use of continuous or discrete navigation through sectional anatomy made little difference to measured outcomes. Efficient learning, good long-term retention, and successful transfer to the interpretation of biomedical images indicated that computer-based learning using adaptive exploration can be a valuable tool in instruction of neuroanatomy and similar disciplines. PMID:23349552

Active Learning for Directed Exploration of Complex Systems

NASA Technical Reports Server (NTRS)

Burl, Michael C.; Wang, Esther

2009-01-01

Physics-based simulation codes are widely used in science and engineering to model complex systems that would be infeasible to study otherwise. Such codes provide the highest-fidelity representation of system behavior, but are often so slow to run that insight into the system is limited. For example, conducting an exhaustive sweep over a d-dimensional input parameter space with k-steps along each dimension requires k(sup d) simulation trials (translating into k(sup d) CPU-days for one of our current simulations). An alternative is directed exploration in which the next simulation trials are cleverly chosen at each step. Given the results of previous trials, supervised learning techniques (SVM, KDE, GP) are applied to build up simplified predictive models of system behavior. These models are then used within an active learning framework to identify the most valuable trials to run next. Several active learning strategies are examined including a recently-proposed information-theoretic approach. Performance is evaluated on a set of thirteen synthetic oracles, which serve as surrogates for the more expensive simulations and enable the experiments to be replicated by other researchers.

Habitable Worlds: Delivering on the Promises of Online Education.

PubMed

Horodyskyj, Lev B; Mead, Chris; Belinson, Zack; Buxner, Sanlyn; Semken, Steven; Anbar, Ariel D

2018-01-01

Critical thinking and scientific reasoning are central to higher education in the United States, but many courses (in-person and online) teach students information about science much more than they teach the actual process of science and its associated knowledge and skills. In the online arena specifically, the tools available for course construction exacerbate this problem by making it difficult to build the types of active learning activities that research shows to be the most effective. Here, we present a report on Habitable Worlds, offered by Arizona State University for 12 semesters over the past 6 years. This is a unique online course that uses an array of novel technologies to deliver an active, inquiry-driven learning experience. Learning outcomes and quantitative data from more than 3000 students demonstrate the success of our approach but also identify several remaining challenges. The design and development of this course offers valuable lessons for instructional designers and educators who are interested in fully capitalizing on the capabilities of 21 st -century technology to achieve educational goals. Key Words: Online education-Active learning-SETI-Astrobiology-Teaching. Astrobiology 17, 86-99.

Development of sensorial experiments and their implementation into undergraduate laboratories

NASA Astrophysics Data System (ADS)

Bromfield Lee, Deborah Christina

"Visualization" of chemical phenomena often has been limited in the teaching laboratories to the sense of sight. We have developed chemistry experiments that rely on senses other than eyesight to investigate chemical concepts, make quantitative determinations, and familiarize students with chemical techniques traditionally designed using only eyesight. Multi-sensory learning can benefit all students by actively engaging them in learning through stimulation or an alternative way of experiencing a concept or ideas. Perception of events or concepts usually depends on the information from the different sensory systems combined. The use of multi-sensory learning can take advantage of all the senses to reinforce learning as each sense builds toward a more complete experience of scientific data. Research has shown that multi-sensory representations of scientific phenomena is a valuable tool for enhancing understanding of chemistry as well as displacing misconceptions through experience. Multi-sensory experiences have also been shown to enrich memory performance. There are few experiments published which utilize multiple senses in the teaching laboratory. The sensorial experiments chosen were conceptually similar to experiments currently performed in undergraduate laboratories; however students collect different types of data using multi-sensory observations. The experiments themselves were developed by using chemicals that would provide different sensory changes or capitalizing on sensory observations that were typically overlooked or ignored and obtain similar and precise results as in traditional experiments. Minimizing hazards and using safe practices are especially essential in these experiments as students utilize senses traditionally not allowed to be used in the laboratories. These sensorial experiments utilize typical equipment found in the teaching laboratories as well as inexpensive chemicals in order to aid implementation. All experiments are rigorously tested for accuracy and all chemicals examined for safety prior to implementation. The pedagogical objectives were established of to provide the ability to develop and stimulate students' conceptual understanding. The educational assessments of these experiments are are fashioned using the framework chosen (Marzano and Kendall). All the experiments are designed as collaborative, inquiry-based experiments in aims of enhancing the students understanding of the subject and promote critical thinking skills. These experiments use an investigative approach rather than verification methods. Terminology and misconceptions of the experiment were evaluated to prevent misunderstanding or confusion during the experiment. Interventions to address these misconceptions and learning problems associated with the experiment were developed. We have developed the Learning Lab Report, LLR, as an alternative model for the traditional laboratory reports, with the goal of transforming the traditional reports into something more useful for both students and instructors. The educational strategies are employed to develop this format in order to promote students to think critically about the concepts and take an active involvement in learning. From the results of the LLR, all experiments were reviewed and re-written to address any learning problems. The sensorial experiments study several topics usually covered in the first 2 years of the chemistry curriculum (general and organic chemistry courses). The experiments implemented, organic qualitative analysis, esterification kinetics, Le Chatelier equilibrium, thermometric titrations and ASA kinetics, worked effectively as students were able to draw correct conclusions about the concepts from the data obtained. An olfactory titration using the smell of the rutabaga vegetable has been developed and thoroughly tested. The LLR was utilized with the equilibrium, titration and acetyl salicylic acid experiments. The details of the development, implementation of these sensorial experiments and the LLR and student results are discussed.

Efficient retrieval of landscape Hessian: Forced optimal covariance adaptive learning

NASA Astrophysics Data System (ADS)

Shir, Ofer M.; Roslund, Jonathan; Whitley, Darrell; Rabitz, Herschel

2014-06-01

Knowledge of the Hessian matrix at the landscape optimum of a controlled physical observable offers valuable information about the system robustness to control noise. The Hessian can also assist in physical landscape characterization, which is of particular interest in quantum system control experiments. The recently developed landscape theoretical analysis motivated the compilation of an automated method to learn the Hessian matrix about the global optimum without derivative measurements from noisy data. The current study introduces the forced optimal covariance adaptive learning (FOCAL) technique for this purpose. FOCAL relies on the covariance matrix adaptation evolution strategy (CMA-ES) that exploits covariance information amongst the control variables by means of principal component analysis. The FOCAL technique is designed to operate with experimental optimization, generally involving continuous high-dimensional search landscapes (≳30) with large Hessian condition numbers (≳104). This paper introduces the theoretical foundations of the inverse relationship between the covariance learned by the evolution strategy and the actual Hessian matrix of the landscape. FOCAL is presented and demonstrated to retrieve the Hessian matrix with high fidelity on both model landscapes and quantum control experiments, which are observed to possess nonseparable, nonquadratic search landscapes. The recovered Hessian forms were corroborated by physical knowledge of the systems. The implications of FOCAL extend beyond the investigated studies to potentially cover other physically motivated multivariate landscapes.

What do Japanese residents learn from treating dying patients? The implications for training in end-of-life care.

PubMed

Arai, Kazuko; Saiki, Takuya; Imafuku, Rintaro; Kawakami, Chihiro; Fujisaki, Kazuhiko; Suzuki, Yasuyuki

2017-11-13

How medical residents' experiences with care for dying patients affect their emotional well-being, their learning outcomes, and the formation of their professional identities is not fully understood. We examine residents' emotional states and learning occurring during the provision of care to dying patients and specifically discuss the impact of providing end-of-life (EOL) care on professional identity formation. Semi-structured interviews were conducted with 13 residents who had graduated in the last 3 to 5 years. Thematic theoretical analysis was applied, and key themes were developed based on Kolb's experiential learning cycle. Eight key themes emerged from the analysis. The residents experienced dilemmas in confronting the reality of medical uncertainty as well as a disruption of emotional state and self-efficacy. Although the residents felt a sense of helplessness and guilt, they were able to reflect on strategies for handling medical care that focused on patients and that required a truly sincere attitude. They also contemplated the importance of palliative care and communication with patients, patients' family members and medical staff. Building on these experiences, the residents rebuilt a sense of awareness that allowed them to directly engage with the type of medical care that they are likely to be called upon to perform in the future as the population continues to age. This study revealed Japanese residents' perceptions, emotions and learning processes in caring for dying patients by applying Kolb's experiential learning theory. The findings of this study may illuminate valuable pieces of knowledge for future education in EOL care.

Using Educational Games for Sign Language Learning--A SignWriting Learning Game: Case Study

ERIC Educational Resources Information Center

Bouzid, Yosra; Khenissi, Mohamed Ali; Essalmi, Fathi; Jemni, Mohamed

2016-01-01

Apart from being used as a means of entertainment, computer games have been adopted for a long time as a valuable tool for learning. Computer games can offer many learning benefits to students since they can consume their attention and increase their motivation and engagement which can then lead to stimulate learning. However, most of the research…

Implementing Service-Learning to the Information Systems and Technology Management Program: A Study of an Undergraduate Capstone Course

ERIC Educational Resources Information Center

Wei, Kangning; Siow, Jane; Burley, Diana L.

2007-01-01

Service-learning has been identified as an extremely valuable educational tool and applied to different disciplines and areas, but literature review on service learning has indicated that service-learning is little used in Information Systems education. This paper presents our design and development of a service-learning capstone course for…

Emotion Chat: A Web Chatroom with Emotion Regulation for E-Learners

NASA Astrophysics Data System (ADS)

Zheng, Deli; Tian, Feng; Liu, Jun; Zheng, Qinghua; Qin, Jiwei

In order to compensate for lack of emotion communication between teachers and students in e-learning systems, we have designed and implemented the EmotionChat -- a web chatroom with emotion regulation. EmotionChat perceives e-learners' emotional states based on interactive text. And it recommends resources such as music, cartoons, and mottos to an e-learner when it detects negative emotional states. Meanwhile, it recommends emotion regulation cases to the e-learner's listeners and teachers. The result of our initial experiment shows that EmotionChat can recommend valuable emotion regulation policies for e-learners.

Lessons learned from selecting and testing spaceflight potentiometers

NASA Technical Reports Server (NTRS)

Iskenderian, T.

1994-01-01

A solar array drive (SAD) was designed for operation on the TOPEX/POSEIDON spacecraft that was launched in August, 1992. The experience gained in selecting, specifying, testing to failure, and redesigning its position sensor produced valuable lessons for future component selection and qualification. Issues of spaceflight heritage, cost/benefit/risk assessment, and component specification are addressed. It was found that costly schedule and budget overruns may have been avoided if the capability of the candidate sensors to meet requirements had been more critically examined prior to freezing the design. The use of engineering models and early qualification tests is also recommended.

Community detection in complex networks using deep auto-encoded extreme learning machine

NASA Astrophysics Data System (ADS)

Wang, Feifan; Zhang, Baihai; Chai, Senchun; Xia, Yuanqing

2018-06-01

Community detection has long been a fascinating topic in complex networks since the community structure usually unveils valuable information of interest. The prevalence and evolution of deep learning and neural networks have been pushing forward the advancement in various research fields and also provide us numerous useful and off the shelf techniques. In this paper, we put the cascaded stacked autoencoders and the unsupervised extreme learning machine (ELM) together in a two-level embedding process and propose a novel community detection algorithm. Extensive comparison experiments in circumstances of both synthetic and real-world networks manifest the advantages of the proposed algorithm. On one hand, it outperforms the k-means clustering in terms of the accuracy and stability thus benefiting from the determinate dimensions of the ELM block and the integration of sparsity restrictions. On the other hand, it endures smaller complexity than the spectral clustering method on account of the shrinkage in time spent on the eigenvalue decomposition procedure.

Predator odor avoidance as a rodent model of anxiety: learning-mediated consequences beyond the initial exposure.

PubMed

Staples, Lauren G

2010-11-01

Prey animals such as rats display innate defensive responses when exposed to the odor of a predator, providing a valuable means of studying the neurobiology of anxiety. While the unconditioned behavioral and neural responses to a single predator odor exposure have been well documented, the paradigm can also be used to study learning-dependent adaptations that occur following repeated exposure to a stressor or associated stimuli. In developing preclinical models for human anxiety disorders this is advantageous, as anxiety disorders seldom involve a single acute experience of anxiety, but rather are chronic and/or recurring illnesses. Part 1 of this review summarizes current research on the three most commonly used predator-related odors: cat odor, ferret odor, and trimethylthiazoline (a component of fox odor). Part 2 reviews the learning-based behavioral and neural adaptations that underlie predator odor-induced context conditioning, one-trial tolerance, sensitization, habituation and dishabituation. Copyright © 2010 Elsevier Inc. All rights reserved.

Habitable Worlds: Delivering on the Promises of Online Education

NASA Astrophysics Data System (ADS)

Horodyskyj, Lev B.; Mead, Chris; Belinson, Zack; Buxner, Sanlyn; Semken, Steven; Anbar, Ariel D.

2018-01-01

Critical thinking and scientific reasoning are central to higher education in the United States, but many courses (in-person and online) teach students information about science much more than they teach the actual process of science and its associated knowledge and skills. In the online arena specifically, the tools available for course construction exacerbate this problem by making it difficult to build the types of active learning activities that research shows to be the most effective. Here, we present a report on Habitable Worlds, offered by Arizona State University for 12 semesters over the past 6 years. This is a unique online course that uses an array of novel technologies to deliver an active, inquiry-driven learning experience. Learning outcomes and quantitative data from more than 3000 students demonstrate the success of our approach but also identify several remaining challenges. The design and development of this course offers valuable lessons for instructional designers and educators who are interested in fully capitalizing on the capabilities of 21st-century technology to achieve educational goals.

Integrating Project-Based Service-Learning into an Advanced Environmental Chemistry Course

NASA Astrophysics Data System (ADS)

Draper, Alison J.

2004-02-01

In an advanced environmental chemistry course, the inclusion of semester-long scientific service projects successfully integrated the research process with course content. Each project involved a unique community-based environmental analysis in which students assessed an aspect of environmental health. The projects were due in small pieces at even intervals, and students worked independently or in pairs. Initially, students wrote a project proposal in which they chose and justified a project. Following a literature review of their topic, they drafted sampling and analysis plans using methods in the literature. Samples were collected and analyzed, and all students assembled scientific posters describing the results of their study. In the last week of the semester, the class traveled to a regional professional meeting to present the posters. In all, students found the experience valuable. They learned to be professional environmental chemists and learned the value of the discipline to community health. Students not only learned about their own project in depth, but they were inspired to learn textbook material, not for an exam, but because it helped them understand their own project. Finally, having a community to answer to at the end of the project motivated students to do careful work.

Physicians' reflections on the personal learning process and the significance of distance learning in family health.

PubMed

Thumé, Elaine; Wachs, Louriele Soares; Soares, Mariangela Uhlmann; Cubas, Marcia Regina; Fassa, Maria Elizabeth Gastal; Tomasi, Elaine; Fassa, Anaclaudia Gastal; Facchini, Luiz Augusto

2016-09-01

The scope of the article is to present the reflections of professionals from the Mais Médicos Program (More Doctors Program) on the significance of the specialization course in Family Health in terms of professional practice and learning the most important concepts. This is an empirically based qualitative study on the statements recorded in the "Critical reflection on their personal learning process" of the final work of the specialization course at the Federal University of Pelotas. For textual analysis, 101 reports were randomly selected from a total of 1,011 reports completed in seven states of the North, Northeast and South of Brazil from June to December 2015. The initial barriers were overcome with tutor support and team integration, with emphasis on teaching tools for the improvement of clinical practice and strategic organization of work and greater understanding of the public health system. Fostering the learning of the Portuguese language and the exchange of experience in the forums were considered valuable positive aspects. Despite the difficulty in Internet access in some municipalities it reaffirmed the central role of ongoing education and the viability of the problem-solving methodology, even from a distance.

Learning to navigate the healthcare system in a new country: a qualitative study.

PubMed

Straiton, Melanie L; Myhre, Sonja

2017-12-01

Learning to navigate a healthcare system in a new country is a barrier to health care. Understanding more about the specific navigation challenges immigrants experience may be the first step towards improving health information and thus access to care. This study considers the challenges that Thai and Filipino immigrant women encounter when learning to navigate the Norwegian primary healthcare system and the strategies they use. A qualitative interview study using thematic analysis. Norway. Fifteen Thai and 15 Filipino immigrant women over the age of 18 who had been living in Norway at least one year. The women took time to understand the role of the general practitioner and some were unaware of their right to an interpreter during consultations. In addition to reliance on family members and friends in their social networks, voluntary and cultural organisations provided valuable tips and advice on how to navigate the Norwegian health system. While some women actively engaged in learning more about the system, they noted a lack of information available in multiple languages. Informal sources play an important role in learning about the health care system. Formal information should be available in different languages in order to better empower immigrant women.

Innovative Graduate Research Education for Advancement of Implementation Science in Adolescent Behavioral Health

PubMed Central

Levin, Bruce Lubotsky; Massey, Tom; Baldwin, Julie; Williamson, Heather

2016-01-01

An innovative approach to research education that integrates the theory and principles of implementation science, participatory research, and service learning in the area of adolescent behavioral health is presented. Qualitative interviews and surveys of program participants have been conducted to assess the program’s curricula, service-learning partnerships, student (scholar) satisfaction, and views of community partnerships and academic mentors. The Institute has experienced the successful completion of its first and second cohorts and enrollment of a third cohort of scholars. Community partners are utilizing results of service-learning projects to influence agency operations. Institute scholars have identified research and service learning experiences as key factors in the decision to apply to the Institute graduate certificate program. The availability of tuition support is identified as valuable but not ranked as the most important reason for scholar interest in the program. Academic mentors report positive relationships with community agencies. Future iterations of the program will expand options for distance learning and alternatives to traditional graduate education for community-based scholars. Community partner agency capacity for participation is expected to change over time. Methods are being identified to both sustain existing partnerships and develop new community partnership relationships. PMID:26746638

Innovative Graduate Research Education for Advancement of Implementation Science in Adolescent Behavioral Health.

PubMed

Burton, Donna L; Levin, Bruce Lubotsky; Massey, Tom; Baldwin, Julie; Williamson, Heather

2016-04-01

An innovative approach to research education that integrates the theory and principles of implementation science, participatory research, and service learning in the area of adolescent behavioral health is presented. Qualitative interviews and surveys of program participants have been conducted to assess the program's curricula, service-learning partnerships, student (scholar) satisfaction, and views of community partnerships and academic mentors. The Institute has experienced the successful completion of its first and second cohorts and enrollment of a third cohort of scholars. Community partners are utilizing results of service-learning projects to influence agency operations. Institute scholars have identified research and service learning experiences as key factors in the decision to apply to the Institute graduate certificate program. The availability of tuition support is identified as valuable but not ranked as the most important reason for scholar interest in the program. Academic mentors report positive relationships with community agencies. Future iterations of the program will expand options for distance learning and alternatives to traditional graduate education for community-based scholars. Community partner agency capacity for participation is expected to change over time. Methods are being identified to both sustain existing partnerships and develop new community partnership relationships.

Patients and families as teachers: a mixed methods assessment of a collaborative learning model for medical error disclosure and prevention.

PubMed

Langer, Thorsten; Martinez, William; Browning, David M; Varrin, Pamela; Sarnoff Lee, Barbara; Bell, Sigall K

2016-08-01

Despite growing interest in engaging patients and families (P/F) in patient safety education, little is known about how P/F can best contribute. We assessed the feasibility and acceptability of a patient-teacher medical error disclosure and prevention training model. We developed an educational intervention bringing together interprofessional clinicians with P/F from hospital advisory councils to discuss error disclosure and prevention. Patient focus groups and orientation sessions informed curriculum and assessment design. A pre-post survey with qualitative and quantitative questions was used to assess P/F and clinician experiences and attitudes about collaborative safety education including participant hopes, fears, perceived value of learning experience and challenges. Responses to open-ended questions were coded according to principles of content analysis. P/F and clinicians hoped to learn about each other's perspectives, communication skills and patient empowerment strategies. Before the intervention, both groups worried about power dynamics dampening effective interaction. Clinicians worried that P/F would learn about their fallibility, while P/F were concerned about clinicians' jargon and defensive posturing. Following workshops, clinicians valued patients' direct feedback, communication strategies for error disclosure and a 'real' learning experience. P/F appreciated clinicians' accountability, and insights into how medical errors affect clinicians. Half of participants found nothing challenging, the remainder clinicians cited emotions and enormity of 'culture change', while P/F commented on medical jargon and desire for more time. Patients and clinicians found the experience valuable. Recommendations about how to develop a patient-teacher programme in patient safety are provided. An educational paradigm that includes patients as teachers and collaborative learners with clinicians in patient safety is feasible, valued by clinicians and P/F and promising for P/F-centred medical error disclosure and prevention training. 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/

Technology Integration and Innovation during Reflective Teaching

ERIC Educational Resources Information Center

Baporikar, Neeta

2016-01-01

With emerging innovations, the use of technology tools to make learning process effective is foreseeable. Hence, appropriate incorporation of technology can make a valuable contribution to the learning and undoubtedly reflection is core to learning. With today's twenty-first century learners, it is important that educators advocate integrating…

Collaborative, case-based learning: how do students actually learn from each other?

PubMed

Thurman, Joanne; Volet, Simone E; Bolton, John R

2009-01-01

The value of collaborative, case-based, and problem-based learning has received increased attention in recent years. Several studies have documented veterinary staff and students' generally positive feedback on group learning activities, but one largely unaddressed question is how students actually learn from each other. This study examined how second-year veterinary students learned from each other during a collaborative, case-based learning project. Data were students' written reflections on their learning in the veterinary course and the specific learning experience, and a matched pre- and post-task questionnaire. Consistent with prior research describing veterinary students as individualistic learners, only a third of students spontaneously mentioned learning from each other as one of their most effective strategies. However, when prompted to describe a time when they felt that group members were really learning from each other, students reported highly valuable collaborative learning processes, which they explicitly linked to learning and understanding benefits. Questionnaire data were consistent, showing that students became more positive toward several aspects of the activity as well as toward group work in general. One unexpected finding was the lack of a relationship between students' self-evaluation of their learning and how well group members knew each other. These findings provide strong support for the educational value of collaborative, case-based learning. In light of other research evidence (using observation data) that the amount of time students actually engage in high-level collaborative processes may be rather limited, this article points to the need for veterinary teachers to better prepare students for group learning activities.

Educational Data Mining and Problem-Based Learning

ERIC Educational Resources Information Center

Walldén, Sari; Mäkinen, Erkki

2014-01-01

This paper considers the use of log data provided by learning management systems when studying whether students obey the problem-based learning (PBL) method. Log analysis turns out to be a valuable tool in measuring the use of the learning material of interest. It gives reliable figures concerning not only the number of use sessions but also the…

A State for Excellence: New Jersey Boosts Learning Power with Online Video Resources

ERIC Educational Resources Information Center

Duff, Victoria; Sauer, Wendy; Gleason, Sonia Caus

2011-01-01

The New Jersey Department of Education supports all districts with a tool kit of valuable resources for planning and creating collaborative learning structures that focus on getting results for all students. This tool kit was the basis for the creation of Learning Forward's "Becoming a Learning School" (2009). The tool kit helps…

Learning by E-Learning for Visually Impaired Students: Opportunities or Again Marginalisation?

ERIC Educational Resources Information Center

Kharade, Kalpana; Peese, Hema

2012-01-01

In recent years, e-learning has become a valuable tool for an increasing number of visually impaired (VI) learners. The benefits of this technology include: (1) remote learning for VI students; (2) the possibility for teachers living far from schools or universities to provide remote instructional assistance to VI students; and (3) continuing…

Testing Students with Learning Disabilities. Assessment Brief. Number 6

ERIC Educational Resources Information Center

Dietel, Ron

2004-01-01

A variety of testing methods can be extremely useful in finding out whether children who are experiencing learning difficulties may have one or more learning disabilities. This is an important and valuable role for testing. Another important issue concerns how best to ensure fairness for a learning disabled student when he or she must take a…

Intrigue at the Museum: Facilitating Engagement and Learning through a Location-Based Mobile Game

ERIC Educational Resources Information Center

Xhembulla, Jetmir; Rubino, Irene; Barberis, Claudia; Malnati, Giovanni

2014-01-01

The use of portable devices to explore informal learning environments has recently exposed museums to a mobile learning (m-learning) scenario. In particular, location-based mobile applications that take into account not only a specific physical venue, but also the personal and social context can be valuable resources to enhance the visitor…

Deep learning in bioinformatics.

PubMed

Min, Seonwoo; Lee, Byunghan; Yoon, Sungroh

2017-09-01

In the era of big data, transformation of biomedical big data into valuable knowledge has been one of the most important challenges in bioinformatics. Deep learning has advanced rapidly since the early 2000s and now demonstrates state-of-the-art performance in various fields. Accordingly, application of deep learning in bioinformatics to gain insight from data has been emphasized in both academia and industry. Here, we review deep learning in bioinformatics, presenting examples of current research. To provide a useful and comprehensive perspective, we categorize research both by the bioinformatics domain (i.e. omics, biomedical imaging, biomedical signal processing) and deep learning architecture (i.e. deep neural networks, convolutional neural networks, recurrent neural networks, emergent architectures) and present brief descriptions of each study. Additionally, we discuss theoretical and practical issues of deep learning in bioinformatics and suggest future research directions. We believe that this review will provide valuable insights and serve as a starting point for researchers to apply deep learning approaches in their bioinformatics studies. © The Author 2016. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Building on what you know.

PubMed

Patry, Leslie Anne

2006-02-01

The author undertook a project to support nurses participating in study groups as part of their strategy to prepare for the Canadian Nurses Association certification exams. Feedback was obtained from CNA certified nurses, study group participants and facilitators and other key stakeholders to develop a study group resource manual. CNA certification is a voluntary national nursing specialty credential that offers Canadian nurses the opportunity to demonstrate their knowledge and skills by meeting eligibility criteria and successfully writing an examination. Initially, development of a study group manual was the principal aim of the project; however, nurses' insights into their study group experiences became the focal point. Nurses recognized that being part of a study group was an effective learning strategy and a valuable networking experience. The author highlights nurses' study group experiences, describes the use of a nursing leadership conceptual model to frame the project and discusses the concept of continuing competence.

Reviews

NASA Astrophysics Data System (ADS)

2008-05-01

WE RECOMMEND Why the Sky is Blue This book gives an excellent answer to the age-old question Science Magic Book of experiments finds the fun in physics Function Generator Kit Build your own simple wave generator Dent pullers Instead of using them to pull out dents, get your pupils to pull them apart Rocket Tracker Launch and track rockets with this kit Stephen Hawking, A biograpy This book looks at both the science and the personal life of the famous physicist WORTH A LOOK The Universe and the Atom All-encompassing but uninspiring physics book Sizzling Magnets Another cheap toy proves its usefulness in the physics lab Efergy Energy-saving meter is easy to use but may not save you energy Experiments and Demonstrations in Physics This book is full of interesting experiments but skewed to a particular hardware system WEB WATCH Gary Williams recounts the valuable lessons he learned at the Software 4 Skint Schools workshop

Ground Testing of a 10 K Sorption Cryocooler Flight Experiment (BETSCE)

NASA Technical Reports Server (NTRS)

Bard, S.; Wu, J.; Karlmann, P.; Cowgill, P.; Mirate, C.; Rodriguez, J.

1994-01-01

The Brilliant Eyes Ten-Kelvin Sorption Cryocooler Experiment (BETSCE) is a Space Shuttle side-wall-mounted flight experiment designed to demonstrate 10 K sorption cryocooler technology in a space environment. The BETSCE objectives are to: (1) provide a thorough end-to-end characterization and space performance validation of a complete, multistage, automated, closed-cycle hydride sorption cryocooler in the 10 to 30 K temperature range, (2) acquire the quantitative microgravity database required to provide confident engineering design, scaling, and optimization, (3) advance the enabling technologies and resolve integration issues, and (4) provide hardware qualification and safety verification heritage. BETSCE ground tests were the first-ever demonstration of a complete closed-cycle 10 K sorption cryocooler. Test results exceeded functional requirements. This paper summarizes functional and environmental ground test results, planned characterization tests, important development challenges that were overcome, and valuable lessons-learned.

Using virtual reality environment to facilitate training with advanced upper-limb prosthesis.

PubMed

Resnik, Linda; Etter, Katherine; Klinger, Shana Lieberman; Kambe, Charles

2011-01-01

Technological advances in upper-limb prosthetic design offer dramatically increased possibilities for powered movement. The DEKA Arm system allows users 10 powered degrees of movement. Learning to control these movements by utilizing a set of motions that, in most instances, differ from those used to obtain the desired action prior to amputation is a challenge for users. In the Department of Veterans Affairs "Study to Optimize the DEKA Arm," we attempted to facilitate motor learning by using a virtual reality environment (VRE) program. This VRE program allows users to practice controlling an avatar using the controls designed to operate the DEKA Arm in the real world. In this article, we provide highlights from our experiences implementing VRE in training amputees to use the full DEKA Arm. This article discusses the use of VRE in amputee rehabilitation, describes the VRE system used with the DEKA Arm, describes VRE training, provides qualitative data from a case study of a subject, and provides recommendations for future research and implementation of VRE in amputee rehabilitation. Our experience has led us to believe that training with VRE is particularly valuable for upper-limb amputees who must master a large number of controls and for those amputees who need a structured learning environment because of cognitive deficits.

The Group Objective Structured Clinical Experience: building communication skills in the clinical reasoning context.

PubMed

Konopasek, Lyuba; Kelly, Kevin V; Bylund, Carma L; Wenderoth, Suzanne; Storey-Johnson, Carol

2014-07-01

Students are rarely taught communication skills in the context of clinical reasoning training. The purpose of this project was to combine the teaching of communication skills using SPs with clinical reasoning exercises in a Group Objective Structured Clinical Experience (GOSCE) to study feasibility of the approach, the effect on learners' self-efficacy and attitude toward learning communication skills, and the effect of providing multiple sources of immediate, collaborative feedback. GOSCE sessions were piloted in Pediatrics and Medicine clerkships with students assessing their own performance and receiving formative feedback on communication skills from peers, standardized patients (SPs), and faculty. The sessions were evaluated using a retrospective pre/post-training questionnaire rating changes in self-efficacy and attitudes, and the value of the feedback. Results indicate a positive impact on attitudes toward learning communication skills and self-efficacy regarding communication in the clinical setting. Also, learners considered feedback by peers, SPs, and faculty valuable in each GOSCE. The GOSCE is an efficient and learner-centered method to attend to multiple goals of teaching communication skills, clinical reasoning, self-assessment, and giving feedback in a formative setting. The GOSCE is a low-resource, feasible strategy for experiential learning in communication skills and clinical reasoning. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

Observation versus classification in supervised category learning.

PubMed

Levering, Kimery R; Kurtz, Kenneth J

2015-02-01

The traditional supervised classification paradigm encourages learners to acquire only the knowledge needed to predict category membership (a discriminative approach). An alternative that aligns with important aspects of real-world concept formation is learning with a broader focus to acquire knowledge of the internal structure of each category (a generative approach). Our work addresses the impact of a particular component of the traditional classification task: the guess-and-correct cycle. We compare classification learning to a supervised observational learning task in which learners are shown labeled examples but make no classification response. The goals of this work sit at two levels: (1) testing for differences in the nature of the category representations that arise from two basic learning modes; and (2) evaluating the generative/discriminative continuum as a theoretical tool for understand learning modes and their outcomes. Specifically, we view the guess-and-correct cycle as consistent with a more discriminative approach and therefore expected it to lead to narrower category knowledge. Across two experiments, the observational mode led to greater sensitivity to distributional properties of features and correlations between features. We conclude that a relatively subtle procedural difference in supervised category learning substantially impacts what learners come to know about the categories. The results demonstrate the value of the generative/discriminative continuum as a tool for advancing the psychology of category learning and also provide a valuable constraint for formal models and associated theories.

Mobile English Vocabulary Learning Based on Concept-Mapping Strategy

ERIC Educational Resources Information Center

Liu, Pei-Lin

2016-01-01

Numerous researchers in education recognize that vocabulary is essential in foreign language learning. However, students often encounter vocabulary that is difficult to remember. Providing effective vocabulary learning strategies is therefore more valuable than teaching students a large amount of vocabulary. The purpose of this study was to…

Introduction: Self-Regulation of Learning in Postsecondary Education

ERIC Educational Resources Information Center

Bembenutty, Hefer

2011-01-01

Self-regulation of learning occupies a fundamental place in postsecondary education. "Self-regulation of learning" refers to learners' beliefs about their capability to engage in appropriate actions, thoughts, feelings, and behaviors in order to pursue valuable academic goals while self-monitoring and self-reflecting on their progress toward goal…

Listening and Learning in a Master Class

ERIC Educational Resources Information Center

Hanken, Ingrid Maria

2015-01-01

Most higher education institutions offering programmes in music performance organise master classes for their students. It is commonly agreed that master classes offer valuable learning opportunities for the students performing, but what do they offer for students in the audience? In this article, theories of learning by observation as well as…

Applying Distributed Learning Theory in Online Business Communication Courses.

ERIC Educational Resources Information Center

Walker, Kristin

2003-01-01

Focuses on the critical use of technology in online formats that entail relatively new teaching media. Argues that distributed learning theory is valuable for teachers of online business communication courses for several reasons. Discusses the application of distributed learning theory to the teaching of business communication online. (SG)

Mathematical Modeling and Computational Thinking

ERIC Educational Resources Information Center

Sanford, John F.; Naidu, Jaideep T.

2017-01-01

The paper argues that mathematical modeling is the essence of computational thinking. Learning a computer language is a valuable assistance in learning logical thinking but of less assistance when learning problem-solving skills. The paper is third in a series and presents some examples of mathematical modeling using spreadsheets at an advanced…

A Comparative Approach to Educational Forms and Learning Processes.

ERIC Educational Resources Information Center

Lave, Jean

1982-01-01

Study of processes by which Liberian apprentice tailors learn their craft is the basis for questioning the traditional dichotomy of "formal" and "informal" education. Used as an analogy to demonstrate that anthropologists need not leave the study of learning to the psychologists, but can make valuable contributions by pursuing…

The Complete Learning Disabilities Directory. 2017 Edition

ERIC Educational Resources Information Center

Grey House Publishing, 2016

2016-01-01

Published for over a decade, this directory continues to be a successful, sought-after resource, providing valuable information to professionals, families, and individuals in the learning disabilities community. Supported by the National Center for Learning Disabilities, this 2017 edition brings together the most up-to-date information on LD…

The Complete Learning Disabilities Directory. 2011 Edition

ERIC Educational Resources Information Center

Grey House Publishing, 2010

2010-01-01

Published for over a decade, this directory continues to be a successful, sought-after resource, providing valuable information to professionals, families, and individuals in the learning disabilities community. Supported by the National Center for Learning Disabilities, this 2011 edition brings together the most up-to-date information on LD…

Enhancing Students' Language Skills through Blended Learning

ERIC Educational Resources Information Center

Banditvilai, Choosri

2016-01-01

This paper presents a case study of using blended learning to enhance students' language skills and learner autonomy in an Asian university environment. Blended learning represents an educational environment for much of the world where computers and the Internet are readily available. It combines self-study with valuable face-to-face interaction…

Decline in medical students' attitudes to interprofessional learning and patient-centredness.

PubMed

Hudson, Judith N; Lethbridge, Alistair; Vella, Susan; Caputi, Peter

2016-05-01

Interprofessional learning (IPL) is valuable in preparing health care students to work collaboratively in teams, with patients' needs at the core. Patient-centredness is the impetus for communication and collaboration in health care. Debate continues on when it is best to develop positive student attitudes towards these aspects of care. Should IPL commence early before attitudes to patients, professional stereotypes and identity are formed, or later for advanced learners with greater experience of their roles and responsibility in health care? This study explores graduate-entry medical students' attitudes to IPL and patient-centred care, on programme entry and after an early interdisciplinary clinical experience (ICE). An extended version of the Readiness for Interprofessional Learning Scale (RIPLS) was administered to four cohorts of medical students (n = 279) on entry and after the 3-week placement. This 26-item RIPLS comprised four subscales: team work and collaboration; professional identity; roles and responsibilities; and patient-centredness. The impact of the placement on students' attitudes was assessed by using repeated measures analysis of variance to compare pre- and post-ICE subscale scores. There were significant main effects of time (pre- versus post-ICE) for the subscales of teamwork and collaboration, professional identity and patient-centredness, but not for roles and responsibilities. Scores for teamwork and collaboration, professional identity and patient-centredness were all lower post-ICE. The students' less positive attitudes to teamwork and collaboration and professional identity may be due to the experience itself, or because it reinforced negative beliefs about the value of learning from non-medical health professionals. Perhaps the students' idealised view of their future role as a doctor was challenged by the experience, or they had an underdeveloped professional identity. Limited student experience of patients having an active role in their own health care may explain the decrease in attitudes to patient-centredness. A longitudinal qualitative study will explore these results. © 2016 John Wiley & Sons Ltd.

Communicate science: an example of food related hands-on laboratory approach

NASA Astrophysics Data System (ADS)

D'Addezio, Giuliana; Marsili, Antonella; Vallocchia, Massimiliano

2014-05-01

The Laboratorio Didattica e Divulgazione Scientifica of the Istituto Nazionale di Geofisica e Vulcanologia (INGV's Educational and Outreach Laboratory) organized activity with kids to convey scientific knowledge and to promote research on Earth Science, focusing on volcanic and seismic hazard. The combination of games and learning in educational activity can be a valuable tool for study of complex phenomena. Hands-on activity may help in engage kids in a learning process through direct participation that significantly improves the learning performance of children. Making learning fun motivate audience to pay attention on and stay focused on the subject. We present the experience of the hand-on laboratory "Laboratorio goloso per bambini curiosi di scienza (a delicious hands-on laboratory for kids curious about science)", performed in Frascati during the 2013 European Researchers' Night, promoted by the European Commission, as part of the program organized by the Laboratorio Didattica e Divulgazione Scientifica in the framework of Associazione Frascati Scienza (http://www.frascatiscienza.it/). The hand-on activity were designed for primary schools to create enjoyable and unusual tools for learning Earth Science. During this activity kids are involved with something related to everyday life, such as food, through manipulation, construction and implementation of simple experiments related to Earth dynamics. Children become familiar with scientific concepts such as composition of the Earth, plates tectonic, earthquakes and seismic waves propagation and experience the effect of earthquakes on buildings, exploring their important implications for seismic hazard. During the activity, composed of several steps, participants were able to learn about Earth inner structure, fragile lithosphere, waves propagations, impact of waves on building ecc.., dealing with eggs, cookies, honey, sugar, polenta, flour, chocolate, candies, liquorice sticks, bread, pudding and sweets. The activity was successful as more than 500 kids of different ages participated with great enthusiasm, as well as they parents, and gave the chance to explore and manipulate even complex scientific arguments without getting the feeling of having doing this.

My Personal Mobile Language Learning Environment: An Exploration and Classification of Language Learning Possibilities Using the iPhone

ERIC Educational Resources Information Center

Perifanou, Maria A.

2011-01-01

Mobile devices can motivate learners through moving language learning from predominantly classroom-based contexts into contexts that are free from time and space. The increasing development of new applications can offer valuable support to the language learning process and can provide a basis for a new self regulated and personal approach to…

INDIVIDUALIZING UNIVERSITY INSTRUCTION, EXPLORING COMPUTER POTENTIAL TO AID COLLEGE TEACHERS BY DIRECTING THE LEARNING PROCESS. INTER-UNIVERSITY PROJECT ONE, PUBLICATIONS SERIES.

ERIC Educational Resources Information Center

FALL, CHARLES R.

THIS DOCUMENT CONCLUDES THAT INSTRUCTION BY COMPUTER-BASED RESOURCE UNITS CAN FACILITATE LEARNING AND PROVIDE THE INSTRUCTOR WITH VALUABLE ASSISTANCE. BY PRE-PLANNING THE TEACHING-LEARNING SITUATION, RESOURCE UNITS CAN FREE THE INSTRUCTOR FOR DECISION-MAKING TASKS. RESOURCE UNITS CAN ALSO PROVIDE APPROPRIATE LEARNING GOALS AND STUDY GUIDES TO EACH…

Utilization of Intelligent Software Agent Features for Improving E-Learning Efforts: A Comprehensive Investigation

ERIC Educational Resources Information Center

Farzaneh, Mandana; Vanani, Iman Raeesi; Sohrabi, Babak

2012-01-01

E-learning is one of the most important learning approaches within which intelligent software agents can be efficiently used so as to automate and facilitate the process of learning. The aim of this paper is to illustrate a comprehensive categorization of intelligent software agent features, which is valuable for being deployed in the virtual…

The perceptions of Taiwanese families who have children with learning disability.

PubMed

Chang, Mei-Ying; Hsu, Li-Ling

2007-12-01

To explore the perceptions of families in Taiwan of living with a child who have learning disability and the parents perspectives on the cultural influences on their spiritual experiences. Traditionally, the family is the most important unit of society, family functioning is a key field of interest among helping professionals who provide family interventions. This study adopted qualitative research with semi-structured interviews. The study analysis used content analysis which was a process of identifying, coding and categorizing the themes in the data. Semi-structured interviews were conducted with 117 parents in their homes and were interpreted by using content analysis to extract key conceptual themes from the transcribed interview texts. The findings revealed that the perceptions of families with learning disability children were wide-ranging. The stressors did not occur in a fixed order, they were different in degree and importance from one family to another. The results showed that the experience of analysing qualitative data was extremely valuable for parents in that it aided their own understanding of the real-life experiences of the parents and in coming to know the parents in a richer, more meaningful way. In doing so, nurses need to be aware of their own thoughts and environment without letting it influence others. The nurse should demonstrate knowledge and understanding of the family's culture and be able to show respect for cultural difference to assess and identify culturally acceptable health-care interventions.

Using Family Science Day Events to Inspire Future Scientists

NASA Astrophysics Data System (ADS)

Brevik, Corinne

2015-04-01

Dickinson State University organizes four Family Science Day events each fall to increase student engagement in the sciences. Offered on Saturday afternoons, each event focuses on a different science-related theme. Families can attend these events free of charge, and the kids participate in a large-variety of hands-on activities which center around the event's theme. Previous themes include The Amazing Telescope, Night of the Titanic, Dinosaur Prophecy, and Space Exploration. These events are amazing opportunities to show young children how much fun science can be. Many of the kids come from schools where science is neither interactive nor engaging. The activities help the children learn that science is a process of discovery that helps us better understand the world around us. University students staff all of the activity booths at these events, and this has proven to be a very valuable experience for them as well. Some of the students who help are majoring in a science field, and for them, the experience teaches public communication. They learn to break complicated concepts down into simpler terms that young kids can understand. Other students who help with these events are not science majors but may be taking a science course as part of their college curriculum. For these students, the experience reinforces various concepts that they are learning in their science class. For many of them, it also opens their eyes to the idea that science can be engaging. Some of them even discover that they have a true gift for teaching.

The effectiveness of immediate feedback during the objective structured clinical examination.

PubMed

Hodder, R V; Rivington, R N; Calcutt, L E; Hart, I R

1989-03-01

Using eight different physical examination or technical stations, 400 examinations were conducted to evaluate the effectiveness of immediate feedback during the Objective Structured Clinical Examination (OSCE). The test group comprised 50 medical students who underwent a standard 4-minute examination followed by 2 minutes of feedback. Immediately following feedback the students repeated an identical 4-minute examination scored by the same examiners. The control group consisted of 50 students from the same class who underwent an identical testing sequence, but instead of receiving feedback, they were instructed to continue their examinations for an additional 2 minutes before repeating the stations. Simple repetition of the task did not significantly improve score (mean increase 2.0%, NS). Extending the testing period from 4 to 6 minutes resulted in a small but significant increase in score (mean 6.7%, P less than 0.001). However, there was a much larger increase in the scores obtained following 2 minutes of immediate feedback compared to pre-feedback performance (mean 26.3%, P less than 0.0001). The majority of students and examiners felt that feedback, as administered in this study, was valuable both as a learning and teaching experience. Short periods of immediate feedback during an OSCE are practical and can improve competency in the performance of criterion-based tasks, at least over the short term. In addition, such feedback provides students with valuable self-assessment that may stimulate further learning.

Scholarly contributions of required senior research projects in a doctor of pharmacy curriculum.

PubMed

Assemi, Mitra; Ibarra, Francisco; Mallios, Ronna; Corelli, Robin L

2015-03-25

To determine dissemination outcomes and faculty perceptions of senior research projects conducted from 2008 to 2011 by PharmD students in a curricular pathway focused on direct patient care. Preceptors' reported dissemination outcomes of research projects were surveyed and their perceptions of the precepting experience were rated using a web-based survey. Results were compared to those from an earlier pharmaceutical care cohort (2002-2007) and a combined cohort of 2, more research-intensive curricular pathways at the school. The overall response rate was 90.2%. Project dissemination included 61.3% at an institutional forum, 42.3% as a submitted publication, 37.8% as a poster, and 4.5% as an oral presentation. Projects completed from 2008-2011 were significantly more likely than those from 2002-2007 to be submitted for publication (42.3% vs 10.7%, p<0.001) and published (28.8% vs 5.3%, p<0.001). Most preceptors found their research projects valuable to them professionally (88.3%) and to their own or another institution (83.5% and 78.5%, respectively). Ninety-five percent of preceptors would precept again. Dissemination rates for pharmaceutical care projects increased over time. Despite modest dissemination levels, the majority of preceptors agreed that required student research projects provide a valuable learning experience for students.

Preparing Students for Future Learning with Teachable Agents

ERIC Educational Resources Information Center

Chin, Doris B.; Dohmen, Ilsa M.; Cheng, Britte H.; Oppezzo, Marily A.; Chase, Catherine C.; Schwartz, Daniel L.

2010-01-01

One valuable goal of instructional technologies in K-12 education is to prepare students for future learning. Two classroom studies examined whether Teachable Agents (TA) achieves this goal. TA is an instructional technology that draws on the social metaphor of teaching a computer agent to help students learn. Students teach their agent by…

Consulting Pupils about Classroom Teaching and Learning: Policy, Practice and Response in One School

ERIC Educational Resources Information Center

Morgan, Bethan

2011-01-01

This article reports on an ESRC (Economic and Social Research Council) doctoral study which investigated how teachers consulted pupils about teaching and learning in classrooms. Interest in consulting pupils has increased over the last decade; existing research suggests pupils have valuable perspectives on teaching and learning which teachers can…

Learning about Student Learning from Community Colleges. Carnegie Perspectives

ERIC Educational Resources Information Center

Hutchings, Pat; Shulman, Lee S.

2006-01-01

The authors point out that offices of institutional research are valuable resources for collecting data to help faculty improve their teaching, and can involve the whole institution in a collaborative effort towards improved student learning. Defining institutional research as a capacity to work closely with faculty to explore questions about what…

The Walkabout Framework for Contextual Learning through Mobile Serious Games

ERIC Educational Resources Information Center

Almeida, Fernando; Bolaert, Hiram; Dowdall, Shane; Lourenço, Justino; Milczarski, Piotr

2015-01-01

Learning through games is increasingly gaining acceptance as a valuable training tool within the education and training community due to its simplicity, cost-effectiveness and essentially because most people prefer playing over learning. However, the use of games by students brings additional challenges regarding the design of games and their…

Preservice Teachers' Motivational Beliefs and Self-Regulation of Learning

ERIC Educational Resources Information Center

Bembenutty, Hefer

2007-01-01

Successful learners are those who engage in self-regulation of learning by using learning strategies to secure task completion. They exercise behavioral control to not only choose or plan valuable academic tasks, but also to maintain motivation and intention in the light of distracting alternatives. It was expected that teachers' self-efficacy…

Teaching and Learning in a Community of Thinking

ERIC Educational Resources Information Center

Harpaz, Yoram

2005-01-01

The article develops a theory and practice for teaching and learning in a Community of Thinking. According to the theory, the practice of traditional schooling is based on four "atomic pictures": learning is listening; teaching is telling; knowledge is an object; and to be educated is to know valuable content. To change this practice of…

Lesson Learning at JPL

NASA Technical Reports Server (NTRS)

Oberhettinger, David

2011-01-01

A lessons learned system is a hallmark of a mature engineering organization A formal lessons learned process can help assure that valuable lessons get written and published, that they are well-written, and that the essential information is "infused" into institutional practice. Requires high-level institutional commitment, and everyone's participation in gathering, disseminating, and using the lessons

Are Pediatric Emergency Physicians More Knowledgeable and Confident to Respond to a Pediatric Disaster after an Experiential Learning Experience?

PubMed

Bank, Ilana; Khalil, Elene

2016-10-01

Pediatric hospital disaster responders must be well-trained and prepared to manage children in a mass-casualty incident. Simulations of various types have been the traditional way of testing hospital disaster plans and training hospital staff in skills that are used in rare circumstances. The objective of this longitudinal, survey-based, observational study was to assess the effect of disaster response and management-based experiential learning on the knowledge and confidence of advanced learners. A simulation-based workshop was created for practicing Pediatric Emergency Medicine (PEM) physicians, senior PEM physicians, and critical care and pediatric surgery residents to learn how to manage a disaster response. Given that this particular group of learners had never been exposed to such a disaster simulation, its educational value was assessed with the goal of improving the quality of the hospital pediatric medical response to a disaster by increasing the responders' knowledge and confidence. Objective and subjective measures were analyzed using both a retrospective, pre-post survey, as well as case-based evaluation grids. The simulation workshop improved the learners' perceived ability to manage patients in a disaster context and identified strengths and areas needing improvement for patient care within the disaster context. Advanced learners exposed to an experiential learning activity believed that it improved their ability to manage patients in a disaster situation and felt that it was valuable to their learning. Their confidence was preserved six months later. Bank I , Khalil E . Are pediatric emergency physicians more knowledgeable and confident to respond to a pediatric disaster after an experiential learning experience? Prehosp Disaster Med. 2016;31(5):551-556.

Project-based learning with international collaboration for training biomedical engineers.

PubMed

Krishnan, Shankar

2011-01-01

Training biomedical engineers while effectively keeping up with the fast paced scientific breakthroughs and the growth in technical innovations poses arduous challenges for educators. Traditional pedagogical methods are employed for coping with the increasing demands in biomedical engineering (BME) training and continuous improvements have been attempted with some success. Project-based learning (PBL) is an academic effort that challenges students by making them carry out interdisciplinary projects aimed at accomplishing a wide range of student learning outcomes. PBL has been shown to be effective in the medical field and has been adopted by other fields including engineering. The impact of globalization in healthcare appears to be steadily increasing which necessitates the inclusion of awareness of relevant international activities in the curriculum. Numerous difficulties are encountered when the formation of a collaborative team is tried, and additional difficulties occur as the collaboration team is extended to international partners. Understanding and agreement of responsibilities becomes somewhat complex and hence the collaborative project has to be planned and executed with clear understanding by all partners and participants. A model for training BME students by adopting PBL with international collaboration is proposed. The results of previous BME project work with international collaboration fit partially into the model. There were many logistic issues and constraints; however, the collaborative projects themselves greatly enhanced the student learning outcomes. This PBL type of learning experience tends to promote long term retention of multidisciplinary material and foster high-order cognitive activities such as analysis, synthesis and evaluation. In addition to introducing the students to experiences encountered in the real-life workforce, the proposed approach enhances developing professional contracts and global networking. In conclusion, despite initial challenges, adopting project-based learning with international collaboration has strong potentials to be valuable in the training of biomedical engineering students.

Anticipation of Personal Genomics Data Enhances Interest and Learning Environment in Genomics and Molecular Biology Undergraduate Courses

PubMed Central

Weber, K. Scott; Jensen, Jamie L.; Johnson, Steven M.

2015-01-01

An important discussion at colleges is centered on determining more effective models for teaching undergraduates. As personalized genomics has become more common, we hypothesized it could be a valuable tool to make science education more hands on, personal, and engaging for college undergraduates. We hypothesized that providing students with personal genome testing kits would enhance the learning experience of students in two undergraduate courses at Brigham Young University: Advanced Molecular Biology and Genomics. These courses have an emphasis on personal genomics the last two weeks of the semester. Students taking these courses were given the option to receive personal genomics kits in 2014, whereas in 2015 they were not. Students sent their personal genomics samples in on their own and received the data after the course ended. We surveyed students in these courses before and after the two-week emphasis on personal genomics to collect data on whether anticipation of obtaining their own personal genomic data impacted undergraduate student learning. We also tested to see if specific personal genomic assignments improved the learning experience by analyzing the data from the undergraduate students who completed both the pre- and post-course surveys. Anticipation of personal genomic data significantly enhanced student interest and the learning environment based on the time students spent researching personal genomic material and their self-reported attitudes compared to those who did not anticipate getting their own data. Personal genomics homework assignments significantly enhanced the undergraduate student interest and learning based on the same criteria and a personal genomics quiz. We found that for the undergraduate students in both molecular biology and genomics courses, incorporation of personal genomic testing can be an effective educational tool in undergraduate science education. PMID:26241308

Anticipation of Personal Genomics Data Enhances Interest and Learning Environment in Genomics and Molecular Biology Undergraduate Courses.

PubMed

Weber, K Scott; Jensen, Jamie L; Johnson, Steven M

2015-01-01

An important discussion at colleges is centered on determining more effective models for teaching undergraduates. As personalized genomics has become more common, we hypothesized it could be a valuable tool to make science education more hands on, personal, and engaging for college undergraduates. We hypothesized that providing students with personal genome testing kits would enhance the learning experience of students in two undergraduate courses at Brigham Young University: Advanced Molecular Biology and Genomics. These courses have an emphasis on personal genomics the last two weeks of the semester. Students taking these courses were given the option to receive personal genomics kits in 2014, whereas in 2015 they were not. Students sent their personal genomics samples in on their own and received the data after the course ended. We surveyed students in these courses before and after the two-week emphasis on personal genomics to collect data on whether anticipation of obtaining their own personal genomic data impacted undergraduate student learning. We also tested to see if specific personal genomic assignments improved the learning experience by analyzing the data from the undergraduate students who completed both the pre- and post-course surveys. Anticipation of personal genomic data significantly enhanced student interest and the learning environment based on the time students spent researching personal genomic material and their self-reported attitudes compared to those who did not anticipate getting their own data. Personal genomics homework assignments significantly enhanced the undergraduate student interest and learning based on the same criteria and a personal genomics quiz. We found that for the undergraduate students in both molecular biology and genomics courses, incorporation of personal genomic testing can be an effective educational tool in undergraduate science education.

Threading Together Patient Expertise

PubMed Central

Civan, Andrea; Pratt, Wanda

2007-01-01

Patients are valuable sources of expertise for other patients in similar situations, but little is understood about the nature of this expertise. To address this knowledge gap, we investigated informational support as a mechanism for peers to help one another learn to cope with the breast cancer experience. We analyzed the types of problems discussed and recommendations offered by correspondents in three online breast cancer communities. Informational support was prevalent and directed towards problems in which correspondents were planning for future events or coping with emergent situations. Peers shared a wealth of patient expertise, including action strategies, recommended knowledge, suggested approaches, and information resources for dealing with problems. Our results highlight how peers are helping one another to learn. These findings bring insight to new support we could provide to patients for developing and sharing patient expertise, such as problem-based information organization and functionality for collaborative problem solving. PMID:18693814

Disaster policy and nuclear liability: Insights from post-Chernobyl agriculture in the United Kingdom

NASA Astrophysics Data System (ADS)

Kerr, William A.; Kwaczek, Adrienne S.; Mooney, Sian

1989-09-01

The recent events at Chernobyl have again brought the issues of nuclear safety to the forefront of the nuclear power debate. Fortunately, our experience with such incidents has been very limited, but it is important to learn as much as possible from such events so as to minimize the cost and effect of any other nuclear incidents, be they small or large. Much of the discussion about the possible effects of nuclear incidents has centered around the human cost in terms of health. While this is undoubtedly of paramount concern, the effect of the release of radiation from Chernobyl on the agricultural resource base in Europe can provide valuable insights on how to reduce the costs associated with the contamination of agricultural areas. This article outlines some of the lessons that can be learned using the livestock-raising industry in northern Wales as an example.

Success of Solar Dynamics Observatory (SDO) Education & Public Outreach (E/PO) in Montana

NASA Astrophysics Data System (ADS)

Freed, M. S.; Lowder, S. C.; McKenzie, D. E.

2013-03-01

The Space Public Outreach Team (SPOT) program at Montana State University (MSU) is the main component of SDO E/PO efforts in Montana. SPOT brings energetic presentations of recent science & NASA missions to students in primary & secondary schools. Presenters are university undergraduates that visit a diverse group of K-12 students from both rural & urban areas of Montana. This program is extremely cost effective, a valuable service-learning experience for undergraduates at MSU and has repeatedly received praise from both teachers and students. A complementary effort for training schoolteachers entitled NASA Education Activity Training (NEAT) is also employed. NEAT illustrates to teachers inexpensive and highly effective methods for demonstrating difficult science concepts to their students. We will highlight the successes and lessons learned from SPOT & NEAT, so that other E/PO programs can use it as a template to further science literacy in our nation's schools.

Learning From Where Students Look While Observing Simulated Physical Phenomena

NASA Astrophysics Data System (ADS)

Demaree, Dedra

2005-04-01

The Physics Education Research (PER) Group at the Ohio State University (OSU) has developed Virtual Reality (VR) programs for teaching introductory physics concepts. Winter 2005, the PER group worked with OSU's cognitive science eye-tracking lab to probe what features students look at while using our VR programs. We see distinct differences in the features students fixate on depending upon whether or not they have formally studied the related physics. Students who first make predictions seem to fixate more on the relevant features of the simulation than those who do not, regardless of their level of education. It is known that students sometimes perform an experiment and report results consistent with their misconceptions but inconsistent with the experimental outcome. We see direct evidence of one student holding onto misconceptions despite fixating frequently on the information needed to understand the correct answer. Future studies using these technologies may prove valuable for tackling difficult questions regarding student learning.

Surgical education and adult learning: Integrating theory into practice.

PubMed

Rashid, Prem

2017-01-01

Surgical education continues to evolve from the master-apprentice model. Newer methods of the process need to be used to manage the dual challenges of educating while providing safe surgical care. This requires integrating adult learning concepts into delivery of practical training and education in busy clinical environments. A narrative review aimed at outlining and integrating adult learning and surgical education theory was undertaken. Additionally, this information was used to relate the practical delivery of surgical training and education in day-to-day surgical practice. Concepts were sourced from reference material. Additional material was found using a PubMed search of the words: 'surgical education theory' and 'adult learning theory medical'. This yielded 1351 abstracts, of which 43 articles with a focus on key concepts in adult education theory were used. Key papers were used to formulate structure and additional cross-referenced papers were included where appropriate. Current concepts within adult learning have a lot to offer when considering how to better deliver surgical education and training. Better integration of adult learning theory can be fruitful. Individual teaching surgical units need to rethink their paradigms and consider how each individual can contribute to the education experience. Up skilling courses for trainers can do much to improve the delivery of surgical education. Understanding adult learning concepts and integrating these into day-to-day teaching can be valuable.

Surgical education and adult learning: Integrating theory into practice

PubMed Central

Rashid, Prem

2017-01-01

Surgical education continues to evolve from the master-apprentice model. Newer methods of the process need to be used to manage the dual challenges of educating while providing safe surgical care. This requires integrating adult learning concepts into delivery of practical training and education in busy clinical environments. A narrative review aimed at outlining and integrating adult learning and surgical education theory was undertaken. Additionally, this information was used to relate the practical delivery of surgical training and education in day-to-day surgical practice. Concepts were sourced from reference material. Additional material was found using a PubMed search of the words: ‘surgical education theory’ and ‘adult learning theory medical’. This yielded 1351 abstracts, of which 43 articles with a focus on key concepts in adult education theory were used. Key papers were used to formulate structure and additional cross-referenced papers were included where appropriate. Current concepts within adult learning have a lot to offer when considering how to better deliver surgical education and training. Better integration of adult learning theory can be fruitful. Individual teaching surgical units need to rethink their paradigms and consider how each individual can contribute to the education experience. Up skilling courses for trainers can do much to improve the delivery of surgical education. Understanding adult learning concepts and integrating these into day-to-day teaching can be valuable. PMID:28357046

Service-Learning in the Mathematical Sciences

ERIC Educational Resources Information Center

Hadlock, Charles R.

2013-01-01

Service-learning can be a valuable educational enterprise with both course-specific and general education benefits, as well as contributions to the community. These potential merits and key considerations in achieving them are discussed with special attention to the mathematical sciences.

Cognitive Replay of Visuomotor Learning at Sleep Onset: Temporal Dynamics and Relationship to Task Performance

PubMed Central

Wamsley, Erin J.; Perry, Karen; Djonlagic, Ina; Babkes Reaven, Laura; Stickgold, Robert

2010-01-01

Study Objectives: Studies of neural activity in animals and humans suggest that experiences are “replayed” in cortical and hippocampal networks during NREM sleep. Here, we examine whether memory reactivation in sleeping humans might also be evident within reports of concomitant subjective experience (i.e., dreaming). Design: Participants were trained on an engaging visuomotor learning task across a period of one or more days, and sleep onset mentation was collected at variable intervals using the “Nightcap” home-monitoring device. Verbal reports of sleep onset mentation were obtained either at the beginning of the night, or following 2 h of initial sleep. Setting: Data were collected in participants' home environments, via the Nightcap monitoring system, and at The Center for Sleep and Cognition, Beth Israel Deaconess Medical Center, Boston MA. Participants: 43 healthy, medication-free college students (16 males, age 18-25 years). Interventions: N/A Measurements and Results: The learning task exerted a powerful, direct effect on verbal reports of mentation during light NREM sleep (stages 1 and 2). On post-training nights, a full 30% of all verbal reports were related to the task. The nature of this cognitive “replay” effect was altered with increasing durations of sleep, becoming more abstracted from the original experience as time into sleep increased. Conclusions: These observations are interpreted in light of memory consolidation theory, and demonstrate that introspective reports can provide a valuable window on cognitive processing in the sleeping brain. Citation: Wamsley EJ; Perry K; Djonlagic I; Babkes Reaven L; Stickgold R. Cognitive replay of visuomotor learning at sleep onset: temporal dynamics and relationship to task performance. SLEEP 2010;33(1):59-68. PMID:20120621

Undergraduate nursing students' experiences when examining nursing skills in clinical simulation laboratories with high-fidelity patient simulators: A phenomenological research study.

PubMed

Sundler, Annelie J; Pettersson, Annika; Berglund, Mia

2015-12-01

Simulation has become a widely used and established pedagogy for teaching clinical nursing skills. Nevertheless, the evidence in favour of this pedagogical approach is weak, and more knowledge is needed in support of its use. The aim of this study was (a) to explore the experiences of undergraduate nursing students when examining knowledge, skills and competences in clinical simulation laboratories with high-fidelity patient simulators and (b) to analyse these students' learning experiences during the examination. A phenomenological approach was used, and qualitative interviews were conducted among 23 second-year undergraduate nursing students-17 women and 6 men. The findings revealed that, irrespective of whether they passed or failed the examination, it was experienced as a valuable assessment of the students' knowledge and skills. Even if the students felt that the examination was challenging, they described it as a learning opportunity. In the examination, the students were able to integrate theory with practice, and earlier established knowledge was scrutinised when reflecting on the scenarios. The examination added aspects to the students' learning that prepared them for the real world of nursing in a safe environment without risking patient safety. The study findings suggest that examinations in clinical simulation laboratories can be a useful teaching strategy in nursing education. The use of high-fidelity patient simulators made the examination authentic. The reflections and feedback on the scenario were described as significant for the students' learning. Undergraduate nursing students can improve their knowledge, understanding, competence and skills when such examinations are performed in the manner used in this study. Copyright © 2015 Elsevier Ltd. All rights reserved.

Service-Based Learning for Residents: A Success for Communities and Medical Education.

PubMed

Gefter, Liana; Merrell, Sylvia Bereknyei; Rosas, Lisa G; Morioka-Douglas, Nancy; Rodriguez, Eunice

2015-01-01

Community-based service-learning opportunities could support residents' acquisition of Accreditation Council for Graduate Medical Education (ACGME) competencies, but this concept has not been tested, and such programs are difficult to find. The objective of this work was to assess the value and the ACGME competency relevance of a service-learning program for residents that could be easily replicated nationally. Forty-one family medicine residents from three training programs participated in the Stanford Youth Diabetes Coaches Program at six high schools in California and Georgia serving minority students of low socioeconomic status. Residents completed online surveys to provide qualitative feedback and assess the program's impact on their acquisition of residency program competencies and self-management support proficiencies, including prior use and planned use of action plans-a key self-management support strategy. Ninety-five percent of residents indicated that the program was a valuable experience that contributed to acquisition of residency program competencies, including interpersonal and communication skills and communication with teens. Compared with baseline, significantly more residents reported intention to use action plans with patients following participation. Themes from qualitative feedback included: valuing the overall experience, increasing opportunities to practice teaching, enhancing their ability to communicate with adolescents, contributing to the health of the community, recognizing the potential of action plans, and increasing intent to use action plans. This pilot demonstrated that a brief service-learning program can enhance standard residency curriculum by encouraging acquisition of ACGME competencies and promoting utilization of self-management support in clinical practice.

Threading the cloak: palliative care education for care providers of adolescents and young adults with cancer

PubMed Central

Wiener, Lori; Weaver, Meaghann Shaw; Bell, Cynthia J; Sansom-Daly, Ursula M

2015-01-01

Medical providers are trained to investigate, diagnose, and treat cancer. Their primary goal is to maximize the chances of curing the patient, with less training provided on palliative care concepts and the unique developmental needs inherent in this population. Early, systematic integration of palliative care into standard oncology practice represents a valuable, imperative approach to improving the overall cancer experience for adolescents and young adults (AYAs). The importance of competent, confident, and compassionate providers for AYAs warrants the development of effective educational strategies for teaching AYA palliative care. Just as palliative care should be integrated early in the disease trajectory of AYA patients, palliative care training should be integrated early in professional development of trainees. As the AYA age spectrum represents sequential transitions through developmental stages, trainees experience changes in their learning needs during their progression through sequential phases of training. This article reviews unique epidemiologic, developmental, and psychosocial factors that make the provision of palliative care especially challenging in AYAs. A conceptual framework is provided for AYA palliative care education. Critical instructional strategies including experiential learning, group didactic opportunity, shared learning among care disciplines, bereaved family members as educators, and online learning are reviewed. Educational issues for provider training are addressed from the perspective of the trainer, trainee, and AYA. Goals and objectives for an AYA palliative care cancer rotation are presented. Guidance is also provided on ways to support an AYA's quality of life as end of life nears. PMID:25750863

Placebo Mechanisms of Manual Therapy: A Sheep in Wolf's Clothing?

PubMed

Bialosky, Joel E; Bishop, Mark D; Penza, Charles W

2017-05-01

When a physical therapist provides a manual therapy (MT) intervention for a patient presenting with pain and the patient experiences a positive clinical outcome, we cannot answer as to why this occurs. Would we continue to devote valuable time and financial resources to learning and improving our skills in providing MT interventions if the related clinical outcomes were placebo responses? In this Viewpoint, the authors conceptualize placebo as an active and important mechanism of MT and argue that placebo mechanisms deserve consideration as an important component of the treatment effect. J Orthop Sports Phys Ther 2017;47(5):301-304. doi:10.2519/jospt.2017.0604.

Managing Use of Over-the-Counter Medications in the School Setting: Keeping Kids in School and Ready to Learn.

PubMed

Wallace, Anne C

2016-07-01

The use of over-the-counter (OTC) medications in our unique school setting has proven to be a cost-effective and valuable tool in keeping students in the classroom and prepared to learn. Disruptions in educational time due to minor complaints become frustrating for students and teachers. Utilizing the assessment skills of the school nurse and treatment options available through the use of OTC medications decreases those disruptions and protects the educational time. The opportunity to increase student understanding and health literacy regarding the correct use of OTC medications is a valuable way to protect the health of students. Lessons learned in the residential setting may have application to other school settings. © 2016 The Author(s).

Learning what matters: A neural explanation for the sparsity bias.

PubMed

Hassall, Cameron D; Connor, Patrick C; Trappenberg, Thomas P; McDonald, John J; Krigolson, Olave E

2018-05-01

The visual environment is filled with complex, multi-dimensional objects that vary in their value to an observer's current goals. When faced with multi-dimensional stimuli, humans may rely on biases to learn to select those objects that are most valuable to the task at hand. Here, we show that decision making in a complex task is guided by the sparsity bias: the focusing of attention on a subset of available features. Participants completed a gambling task in which they selected complex stimuli that varied randomly along three dimensions: shape, color, and texture. Each dimension comprised three features (e.g., color: red, green, yellow). Only one dimension was relevant in each block (e.g., color), and a randomly-chosen value ranking determined outcome probabilities (e.g., green > yellow > red). Participants were faster to respond to infrequent probe stimuli that appeared unexpectedly within stimuli that possessed a more valuable feature than to probes appearing within stimuli possessing a less valuable feature. Event-related brain potentials recorded during the task provided a neurophysiological explanation for sparsity as a learning-dependent increase in optimal attentional performance (as measured by the N2pc component of the human event-related potential) and a concomitant learning-dependent decrease in prediction errors (as measured by the feedback-elicited reward positivity). Together, our results suggest that the sparsity bias guides human reinforcement learning in complex environments. Copyright © 2018 Elsevier B.V. All rights reserved.

Forum: The Lecture and Student Learning. Lecture and Active Learning as a Dialectical Tension

ERIC Educational Resources Information Center

Mallin, Irwin

2017-01-01

Lecture remains a valuable tool in the student learning toolbox--one that at its best helps students unpack what they read for class, place course material in context, and see how a subject matter expert solves problems. It may be useful to think of lecture and active learning as a dialectical tension satisfied by the interactive lecture. Just as…

How to Develop College Students' Autonomous English Learning Skills--Take Reading Course in Joint-Program in HCFT as an Example

ERIC Educational Resources Information Center

Wang, Jihui

2010-01-01

The studies on autonomous learning based on the theories of constructivism and the advantages of technology propose valuable ideas for modern teaching theories and practices. In this paper, we put forward ways and methods in developing learner awareness, learning strategies and habits of autonomous learning in Henan College of Finance and Taxation…

Web-based objective structured clinical examination with remote standardized patients and Skype: resident experience.

PubMed

Langenau, Erik; Kachur, Elizabeth; Horber, Dot

2014-07-01

Using Skype and remote standardized patients (RSPs), investigators sought to evaluate user acceptance of a web-based objective structured clinical examination (OSCE) among resident physicians. After participating in four web-based clinical encounters addressing pain with RSPs, 59 residents from different training programs, disciplines and geographic locations completed a 52-item questionnaire regarding their experience with Skype and RSPs. Open-ended responses were solicited as well. The majority of participants (97%) agreed or strongly agreed the web-based format was convenient and a practical learning exercise, and 90% agreed or strongly agreed the format was effective in teaching communication skills. Although 93% agreed or strongly agreed they could communicate easily with RSPs using Skype, 80% preferred traditional face-to-face clinical encounters, and 58% reported technical difficulties during the encounters. Open-ended written responses supported survey results. Findings from this study expose challenges with technology and human factors, but positive experiences support the continued investigation of web-based OSCEs as a synchronous e-learning initiative for teaching and assessing doctor-patient communication. Such educational programs are valuable but unlikely to replace face-to-face encounters with patients. This web-based OSCE program provides physician learners with additional opportunity to improve doctor-patient communication. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

Strategies of learning from failure.

PubMed

Edmondson, Amy C

2011-04-01

Many executives believe that all failure is bad (although it usually provides Lessons) and that Learning from it is pretty straightforward. The author, a professor at Harvard Business School, thinks both beliefs are misguided. In organizational life, she says, some failures are inevitable and some are even good. And successful learning from failure is not simple: It requires context-specific strategies. But first leaders must understand how the blame game gets in the way and work to create an organizational culture in which employees feel safe admitting or reporting on failure. Failures fall into three categories: preventable ones in predictable operations, which usually involve deviations from spec; unavoidable ones in complex systems, which may arise from unique combinations of needs, people, and problems; and intelligent ones at the frontier, where "good" failures occur quickly and on a small scale, providing the most valuable information. Strong leadership can build a learning culture-one in which failures large and small are consistently reported and deeply analyzed, and opportunities to experiment are proactively sought. Executives commonly and understandably worry that taking a sympathetic stance toward failure will create an "anything goes" work environment. They should instead recognize that failure is inevitable in today's complex work organizations.

Program Qualities That Make a Field Research Experience Valuable to Classroom Teachers

NASA Astrophysics Data System (ADS)

Beckendorf, K.; Hammond, J.; McMahon, E.; Williams, E.; Bates, T.

2005-12-01

Numerous programs exists that pair K-12 teachers with scientists for summer research projects, and, overall, these programs are quite beneficial in a variety of ways. Some benefits of these programs to the teacher include providing real-world experiences that can be turned into classroom lessons, increasing the science teacher's own level of knowledge, and helping to reignite the teacher's enthusiasm for teaching. However, teacher research programs are not all created equal. Indeed, a vast gap exists between what a middle school science teacher experiences in his or her classroom and what a teacher experiences among a group of PhD researchers for a few weeks. To be effective, a teacher research program must bridge this gap. During my 14 years of teaching middle school science, I have participated in a number of authentic research experiences. Some of these include NOAA's Teacher at Sea (NEAQS/ICARTT), Teacher in the Woods (Portland State University- Andrew's Experimental Forest), and Teacher on Summer Assignment (Oregon Forest Resource Institute- Ochoco National Forest). During these programs and others, I have encountered various approaches to my preparation, support, and partnering, some of which were quite effective at helping me bridge the gap between the field and the classroom, and others which were less effective at doing so. As a middle school science teacher I have three goals. First, I want to teach in such a way that my students become curious and want to learn more about science. Secondly, I want to help students discover how to learn and process information in the manner that best suites their learning styles. Finally, I want to give students a strong science foundation on which to build future learning. Additionally, I must meet certain state, federal and local standards in my teaching of the sciences. Through my participation in teacher research programs, I have learned that certain aspects of these programs have been more effective than others in helping me bridge the gap between meeting these teaching goals in a middle school science classroom and being able to truly utilize, in the classroom, what I learn in these research programs. Thus, by highlighting these aspects I hope to aid in the ongoing improvement of these teacher research programs.

Impulse-Momentum Diagrams

ERIC Educational Resources Information Center

Rosengrant, David

2011-01-01

Multiple representations are a valuable tool to help students learn and understand physics concepts. Furthermore, representations help students learn how to think and act like real scientists. These representations include: pictures, free-body diagrams, energy bar charts, electrical circuits, and, more recently, computer simulations and…

Pharmacy student involvement in student-run free clinics in the United States.

PubMed

Mohammed, Dema; Turner, Kyle; Funk, Kylee

The role of pharmacy students in student-run free clinics (SRFCs) across the United States has not been well-defined. This study sought to assess the level of involvement and roles of pharmacy students in SRFCs as well as their interprofessional collaboration. An online survey was sent to each pharmacy school registered with the American Association of Colleges of Pharmacy (AACP). The survey addressed the following concepts within SRFCs: pharmacy student roles, precepting and school of pharmacy involvement, interprofessional experience, leadership positions held by pharmacy students, and dissemination of feedback in this service-learning experience. The survey was sent to 139 schools; 45 pharmacy schools responded (32%); of those that responded, 29 schools were not connected to a SRFC (64%) and 16 schools were affiliated with at least one SRFC and completed the survey (36%). The most common disciplines pharmacy students work with in SRFCs included: dental, medical, mental health, nutrition, nursing, physical therapy, public health, and social work. Pharmacy students find their volunteer experience with SRFCs to be valuable, noting that they are able to apply their knowledge in a practice setting to benefit patients, improve their patient interviewing and health screening skills, become involved in the community, work as a team with other health professional students, formulate treatment plans, and obtain leadership positions. SRFCs offer interprofessional and leadership activities that pharmacy students find valuable, but many pharmacy schools are not associated with SRFCs. Copyright © 2017 Elsevier Inc. All rights reserved.

Using a Smartphone App and Coaching Group Sessions to Promote Residents' Reflection in the Workplace.

PubMed

Könings, Karen D; van Berlo, Jean; Koopmans, Richard; Hoogland, Henk; Spanjers, Ingrid A E; ten Haaf, Jeroen A; van der Vleuten, Cees P M; van Merriënboer, Jeroen J G

2016-03-01

Reflecting on workplace-based experiences is necessary for professional development. However, residents need support to raise their awareness of valuable moments for learning and to thoughtfully analyze those learning moments afterwards. From October to December 2012, the authors held a multidisciplinary six-week postgraduate training module focused on general competencies. Residents were randomly assigned to one of four conditions with varying degrees of reflection support; they were offered (1) a smartphone app, (2) coaching group sessions, (3) a combination of both, or (4) neither type of support. The app allowed participants to capture in real time learning moments as a text note, audio recording, picture, or video. Coaching sessions held every two weeks aimed to deepen participants' reflection on captured learning moments. Questionnaire responses and reflection data were compared between conditions to assess the effects of the app and coaching sessions on intensity and frequency of reflection. Sixty-four residents participated. App users reflected more often, captured more learning moments, and reported greater learning progress than nonapp users. Participants who attended coaching sessions were more alert to learning moments and pursued more follow-up learning activities to improve on the general competencies. Those who received both types of support were most alert to these learning moments. A simple mobile app for capturing learning moments shows promise as a tool to support workplace-based learning, especially when combined with coaching sessions. Future research should evaluate these tools on a broader scale and in conjunction with residents' and students' personal digital portfolios.

Young doctors' problem solving strategies on call may be improved.

PubMed

Michelsen, Jens; Malchow-Møller, Axel; Charles, Peder; Eika, Berit

2013-03-01

The first year following graduation from medical school is challenging as learning from books changes to workplace-based learning. Analysis and reflection on experience may ease this transition. We used Significant Event Analysis (SEA) as a tool to explore what pre-registration house officers (PRHOs) consider successful and problematic events, and to identify what problem-solving strategies they employ. A senior house officer systematically led the PRHO through the SEA of one successful and one problematic event following a night call. The PRHO wrote answers to questions about diagnosis, what happened, how he or she contributed and what knowledge-gaining activities the PRHO would prioritise before the next call. By using an inductive, thematic data analysis, we identified five problem-solving strategies: non-analytical reasoning, analytical reasoning, communication with patients, communication with colleagues and professional behaviour. On average, 1.5 strategies were used in the successful events and 1.2 strategies in the problematic events. Most PRHOs were unable to suggest activities other than reading textbooks. SEA was valuable for the identification of PRHOs' problem-solving strategies in a natural setting. PRHOs should be assisted in increasing their repertoire of strategies, and they should also be helped to "learn to learn" as they were largely unable to point to new learning strategies. not relevant. not relevant.

Scale of Academic Emotion in Science Education: Development and Validation

NASA Astrophysics Data System (ADS)

Chiang, Wen-Wei; Liu, Chia-Ju

2014-04-01

Contemporary research into science education has generally been conducted from the perspective of 'conceptual change' in learning. This study sought to extend previous work by recognizing that human rationality can be influenced by the emotions generated by the learning environment and specific actions related to learning. Methods used in educational psychology were adopted to investigate the emotional experience of science students as affected by gender, teaching methods, feedback, and learning tasks. A multidisciplinary research approach combining brain activation measurement with multivariate psychological data theory was employed in the development of a questionnaire intended to reveal the academic emotions of university students in three situations: attending science class, learning scientific subjects, and problem solving. The reliability and validity of the scale was evaluated using exploratory and confirmatory factor analyses. Results revealed differences between the genders in positive-activating and positive-deactivating academic emotions in all three situations; however, these differences manifested primarily during preparation for Science tests. In addition, the emotions experienced by male students were more intense than those of female students. Finally, the negative-deactivating emotions associated with participation in Science tests were more intense than those experienced by simply studying science. This study provides a valuable tool with which to evaluate the emotional response of students to a range of educational situations.

A Theoretical Approach to the Organizational Knowledge Formation Process: Integrating the Concepts of Individual Learning and Learning Organization Culture

ERIC Educational Resources Information Center

Song, Ji Hoon; Chermack, Thomas J.

2008-01-01

The purpose of this article is to examine the link between individual learning processes and continuous organizational knowledge formation through an integrated literature review of these perspectives from both academic and practical viewpoints. In the current fierce economic environment, individual knowledge is regarded as the most valuable asset…

A Theoretical Basis for Adult Learning Facilitation: Review of Selected Articles

ERIC Educational Resources Information Center

Muneja, Mussa S.

2015-01-01

The aim of this paper is to synthesize a theoretical basis for adult learning facilitation in order to provide a valuable systematic resource in the field of adult education. The paper has reviewed 6 journal articles with topics ranging from theory of andragogy; the effect of globalization on adult learning; the contribution of Malcolm Knowles;…

Innovation Development--An Action Learning Programme for Medical Scientists and Engineers

ERIC Educational Resources Information Center

Beniston, Lee; Ellwood, Paul; Gold, Jeff; Roberts, James; Thorpe, Richard

2014-01-01

There is increasing evidence that action learning is valuable in a higher education setting. This paper goes on to report a personal development programme, based on principles of critical action learning, where the aim is to equip early-career scientists and engineers working in a university setting with the knowledge, skills and confidence to…

MMOGs as Learning Environments: An Ecological Journey into "Quest Atlantis" and "The Sims Online"

ERIC Educational Resources Information Center

Young, Michael; Schrader, P. G.; Zheng, Dongping

2006-01-01

Michael Young, P. G. Schrader, and Dongping Zheng use the concepts of ecological psychology to examine how massively multiplayer online games (MMOGs) promote specific learning processes in their players. In their analysis they identify and define nine principles of learning that allow such games to have valuable potential as tools for educators:…

Motivating Students through Awareness of the Natural Correlation between College Learning and Corporate Work Settings

ERIC Educational Resources Information Center

D'Aloisio, Anna

2006-01-01

This article argues that college students can be motivated to be active participants in their own education if made aware of the direct correlation between college learning and corporate work settings. Students can be shown that through the natural course of college learning, they are acquiring valuable core skills or transferable competencies…

The Significance of the Learner Profile in Recognition of Prior Learning

ERIC Educational Resources Information Center

Snyman, Marici; van den Berg, Geesje

2018-01-01

Recognition of prior learning (RPL) is based on the principle that valuable learning, worthy of recognition, takes place outside formal education. In the context of higher education, legislation provides an enabling framework for the implementation of RPL. However, RPL will only gain its rightful position if it can ensure the RPL candidates'…

Challenges in Conducting Qualitative Research with Persons with Dementia

PubMed Central

Beuscher, Linda; Grando, Victoria T.

2010-01-01

Qualitative research can capture the meaningful experiences and life values of persons with dementia not reported in quantitative studies. This researcher shares personal experience of the challenges faced and the lessons learned while conducting a qualitative study of 15 persons with early stage Alzheimer’s disease. The purpose of this paper is to discuss the issues concerning determination of capacity to consent to research, consent/assent, communication challenges, and trustworthiness of data when conducting a qualitative study of persons with dementia. Understanding communication challenges due to dementia is important to develop effective communication strategies, such as simplifying the structure of questions, allowing ample time for participant’s response, using reminiscence, and redirecting the dialogue. This information will be valuable to researchers conducting future qualitative studies and the resulting contributions to the body of knowledge about Alzheimer’s PMID:20077988

Staging a performance: learners' perceptions about direct observation during residency.

PubMed

LaDonna, Kori A; Hatala, Rose; Lingard, Lorelei; Voyer, Stephane; Watling, Christopher

2017-05-01

Evidence strongly supports that direct observation is a valid and reliable assessment tool; support for its impact on learning is less compelling, and we know that some learners are ambivalent about being observed. However, learners' perceptions about the impact of direct observation on their learning and professional development remain underexplored. To promote learning, we need to understand what makes direct observation valuable for learners. Informed by constructivist grounded theory, we interviewed 22 learners about their observation experiences. Data collection and analysis occurred iteratively; themes were identified using constant comparative analysis. Direct observation was widely endorsed as an important educational strategy, albeit one that created significant anxiety. Opaque expectations exacerbated participants' discomfort, and participants described that being observed felt like being assessed. Consequently, participants exchanged their 'usual' practice for a 'textbook' approach; alterations to performance generated uncertainty about their role, and raised questions about whether observers saw an authentic portrayal of their knowledge and skill. An 'observer effect' may partly explain learners' ambivalence about direct observation; being observed seemed to magnify learners' role ambiguity, intensify their tensions around professional development and raise questions about the credibility of feedback. In turn, an observer effect may impact learners' receptivity to feedback and may explain, in part, learners' perceptions that useful feedback is scant. For direct observation to be valuable, educators must be explicit about expectations, and they must be aware that how learners perform in the presence of an observer may not reflect what they do as independent practitioners. To nurture learners' professional development, educators must create a culture of observation-based coaching that is divorced from assessment and is tailored to developing learners' identities as practitioners of both the art and the science of medicine. © 2017 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

Alpha test results for a Housing First eLearning strategy: the value of multiple qualitative methods for intervention design.

PubMed

Ahonen, Emily Q; Watson, Dennis P; Adams, Erin L; McGuire, Alan

2017-01-01

Detailed descriptions of implementation strategies are lacking, and there is a corresponding dearth of information regarding methods employed in implementation strategy development. This paper describes methods and findings related to the alpha testing of eLearning modules developed as part of the Housing First Technical Assistance and Training (HFTAT) program's development. Alpha testing is an approach for improving the quality of a product prior to beta (i.e., real world) testing with potential applications for intervention development. Ten participants in two cities tested the modules. We collected data through (1) a structured log where participants were asked to record their experiences as they worked through the modules; (2) a brief online questionnaire delivered at the end of each module; and (3) focus groups. The alpha test provided useful data related to the acceptability and feasibility of eLearning as an implementation strategy, as well as identifying a number of technical issues and bugs. Each of the qualitative methods used provided unique and valuable information. In particular, logs were the most useful for identifying technical issues, and focus groups provided high quality data regarding how the intervention could best be used as an implementation strategy. Alpha testing was a valuable step in intervention development, providing us an understanding of issues that would have been more difficult to address at a later stage of the study. As a result, we were able to improve the modules prior to pilot testing of the entire HFTAT. Researchers wishing to alpha test interventions prior to piloting should balance the unique benefits of different data collection approaches with the need to minimize burdens for themselves and participants.

A Week in the Wilderness of the Great Smoky Mountains Institute at Tremont: An Outdoor Science Education Course for Graduate and Undergraduate Students

NASA Astrophysics Data System (ADS)

Radencic, S.; Walker, R. M.; Anthony, K. V.

2014-12-01

Graduate and undergraduate students with an interest in science education complete an intensive three-week "Maymester" course at Mississippi State University that includes one week of field experience teaching science in outdoor environments. The focus of the course includes the history and rationales for interdisciplinary outdoor education and informal learning environments while promoting successful pedagogical practices to enhance science instruction. Students gain valuable outdoor education field experience through a week of full emersion at a residential environmental learning center at the Great Smoky Mountains Institute at Tremont, TN (www.gsmit.org) that challenges perceptions of what many believe are "good teaching" practices. Tremont offers multiple overnight educational options for K-12 schools, teacher professional development programs, master naturalists trainings, and citizen science opportunities to the public. Being fully immersed in the outdoors teaching and learning about Earth Science interdisciplinary topics creates a paradigm shift in what is considered to be effective teaching by the graduate and undergraduate participants. Prior to the week at Tremont, students select a Tremont created outdoor educational activity to teach their fellow the graduate and undergraduate students while at Tremont. All activities promote inquiry and hands-on exploration utilizing authentic science process skills in outdoor field research settings that can also be adapted for local school environments. At Tremont the students reside in platform tents located at the center to allow complete immersion in the culture of informal learning unique to outdoor education. In addition to gaining personal experiences leading outdoor science activities, the college students get to actively observe experts in the field of outdoor ecological education model exemplary pedagogical practices of guided inquiry and effective questioning strategies. The impact of the full emersion field experience gained by class participants will be one that they can implement into a variety of science education settings to enrich understanding of the Geosciences to diverse audiences.

The Upside of Failure: How Regional Student Groups Learn from Their Mistakes

PubMed Central

Mishra, Tarun; Parra, R. Gonzalo; Abeel, Thomas

2014-01-01

Success is the result of planning, hard work, determination, foresight, and a little bit of luck. Unfortunately, nobody has thought to pave the road to success. Although failure can be discouraging and time-consuming, it presents incredible learning opportunities—the biggest difference between those who succeed and those who abandon their projects lies in their response to adversity. This article reviews events undertaken by the Regional Student Groups (RSGs) in India and Argentina, the problems they encountered, and what can be learned from them. RSG-India attempted to organize an online scientific meeting (also known as a virtual conference) with geographically dispersed stakeholders, a totally new concept for them. RSG-Argentina tackled the challenge of organizing a two-day symposium, their first event ever. Some of the complications they faced were easy to fix, others led to the cancellation of activities, and all of them resulted in valuable lessons. The main goal of this article is to highlight, through their experiences, the universal importance of a healthy panel of contingency plans. PMID:25101799

Teacher Research Experiences: Impacting and Benefiting Teacher Professional Development and School-wide Practices (Invited)

NASA Astrophysics Data System (ADS)

Manning, C. B.

2013-12-01

Providing authentic research opportunities is a potent form of professional development that significantly impacts teaching practices. The University of Rhode Island's ARMADA Project (2003-2010) was funded by the National Science Foundation to create opportunities for teachers to work with marine science researchers and implement best-practices in their classrooms. In early 2009, I participated in a 6-week research experience that has changed how I teach and how I learn. On board the R/V Knorr, I worked as a sedimentologist with an international crew who used geophysics, geochemistry, microbiology and geology to understand the controls on and distribution of subseafloor microbial life in the equatorial Pacific. This experience has affected my educational practices in two ways: (1) motivating me to fill gaps in my own understanding of natural chemical processes, and (2) prioritizing authentic research opportunities for all students at my school. My participation in the ARMADA project underscored the importance of an interdisciplinary approach to research. The team of scientists exposed me to a variety of topics. Biochemistry and the role of redox reactions in biological systems were relatively new to me. Scientists encouraged me to dig deeper into the chemical systems that we were researching. Through self-study and coursework focusing on biogeochemical cycles, deriving energy through chemical processes, and atmospheric chemistry, I have learned much of the chemistry that I am now expected to teach in my courses. I continue to seek out opportunities to learn more and am currently volunteering at geochemistry laboratories at the USGS. My ARMADA research experience depended on teamwork. I learned that while the dynamics of research teams can be simplified if the teams are carefully designed, it is important that students need to learn to work with a variety of people in different situations. Therefore, in my courses, students work in different teams to design and conduct research projects. Currently, I work with other science teachers creating student-driven research opportunities that involve designing and carrying out experiments, reading scientific literature, and evaluating evidence. Depending on the grade level, students also work across disciplines with teachers in English, Math, and Social Studies to develop research projects, report on results and evaluate the work of other student groups. My ARMADA experience emphasized the importance of ensuring that students understand and implement proper protocols, value academic integrity, and civic responsibility. In our program, students learn valuable teamwork and leadership skills, build on experiences from one year to the next, and develop a sense of pride in their own learning endeavors. While we do not expect every student to pursue a STEM career, we do expect our students to think critically, solve problems in a logical manner, and invest in their own creativity.

Patient Narratives as a Teaching Tool: A Pilot Study of First-Year Medical Students and Patient Educators Affected by Intellectual/Developmental Disabilities.

PubMed

Coret, Alon; Boyd, Kerry; Hobbs, Kevin; Zazulak, Joyce; McConnell, Meghan

2017-12-28

People with intellectual and developmental disabilities (IDD) face complex biopsychosocial challenges and are medically underserved. This is in part due to insufficient resources and supports but can also be attributed to a lack of adequate physician training in addressing the unique needs of this population. This study aimed to introduce 1st-year medical students to the IDD population using a blended educational experience that included video narratives of and direct interactions with people affected by IDD. The goal of this intervention was to promote person-centered attitudes and communication among early medical trainees. The study recruited 27 first-year medical students and randomly assigned each to 1 of 2 groups. The control group received an introductory video lecture about IDD healthcare, followed by a quiz. The narrative group received the same lecture, followed by reflective discussion of videos featuring people living with IDD sharing their perspectives and stories. All students then participated in 4 simulated clinical encounters with patient educators (PEs) who have lived experiences of IDD. Focus groups were conducted with students following the simulated encounters to explore their experiences and perceptions of this blended learning activity. Moreover, secondary quantitative data were collected to assess students' performance in the clinical encounters, along with self-reports of comfort, confidence, and competence of interacting with people with IDD (pre- and postparticipation). All students thought that the blended educational experience was valuable and enjoyable, commenting on the importance of adaptable language and engagement of people with IDD, as well as the merits of reflecting on patient narratives. Students also discussed feelings of discomfort stemming from a lack of knowledge and previous exposure to IDD and how this discomfort might motivate them to learn more and develop their skills further. In addition, descriptive analyses revealed that students in the narrative group showed greater self-rated measures of comfort, confidence, and competence compared to control; they also had higher mean performance scores across all PE interview stations. PEs add a powerful real-life dimension to communication skills teaching and have been shown to be a valuable educational modality. Moreover, exposure to and reflection on video-based patient narratives are useful ways of teaching medical students about patients' lived experiences and promoting person-centered communication, both within and beyond IDD.

Involving Individuals with Disorders of Sex Development and Their Parents in Exploring New Models of Shared Learning: Proceedings from a DSDnet COST Action Workshop.

PubMed

Sanders, Caroline; Hall, Joanne; Sanders, Caroline; Dessens, Arianne; Bryce, Jillian; Callens, Nina; Cools, Martine; Kourime, Mariam; Kyriakou, Andreas; Springer, Alexander; Audi, Laura; Balsamo, Antonio; Iotova, Violeta; Mladenov, Vilhelm; Krawczynski, Maciej; Nordenskjöld, Agneta; Rozas, Marta; Claahsen-van der Grinten, Hedi; Hiort, Olaf; Riedl, Stefan; Ahmed, S Faisal

2018-06-23

The level of connection between health care professionals and people who experience a condition that affects sex development is variable. These people and associated support groups need to be included in discussions about research and healthcare delivery. The aim of this study was to understand the experiences of individuals with disorders of sexual development (DSD), their parents, health care providers, and support groups. Workshop planning, preparation, delivery, and evaluation involved members of working groups from the COST Action DSDnet. A coordinator, in collaboration with a support group representative, led the workshop design and delivery. Our successful, facilitated workshop involved 33 attendees from 8 EU countries. The workshop provided individuals with DSD, parents, advisory groups, and professionals with an opportunity for shared learning. Outputs focused on 7 key areas, including diagnosis, childhood, and transition to adult care as well as fostering discussion around registries, future research topics, consent processes, and information needs across the life course. The importance of trustworthy and knowledgeable providers, time to understand such rare conditions, and the place support groups have in a life course approach were valuable learning points for all attendees. In conclusion, workshops can be designed and delivered in meaningful ways for all those involved in care of individuals with rare conditions. © 2018 S. Karger AG, Basel.

Local to global: Working together to meet the needs of vulnerable communities.

PubMed

Dressel, Anne; Mkandawire-Valhmu, Lucy; Dietrich, Ann; Chirwa, Ellen; Mgawadere, Florence; Kambalametore, Sylvia; Kako, Peninnah

2017-09-01

Since 2012, the University of Wisconsin-Milwaukee (UWM) faculty from nursing and physical therapy (PT) have been working together towards a common goal: to meet the healthcare needs of vulnerable populations in Malawi and Milwaukee. Sharing valuable knowledge and understanding one another's professions have allowed us to develop interprofessional education (IPE) learning experiences for students to help identify how quality of life could be improved or enhanced for children and their families across two different geographic spaces, one in rural Malawi and the other in urban Milwaukee. IPE learning modules were implemented in UWM's community health-focused short-term study abroad programmes to Malawi. IPE learning modules were also piloted at one of UWM's nurse-managed community health centres, located in a low-income, African American community in the inner city of Milwaukee, Wisconsin. Based on survey data collected from 10 participating IPE students in Milwaukee, from nursing, occupational therapy, PT, and speech and language pathology, a pilot study yielded a statistically significant change in a positive direction for increased understanding of three interprofessional collaborative practice core competencies: values and ethics, roles and responsibilities, and teams and teamwork. In this article, we discuss the processes used to develop, implement, and evaluate IPE experiences for UWM students, which may enable other professionals to envision the various projects they can embark upon from an interprofessional perspective.

Filmmaking as a Composing Process.

ERIC Educational Resources Information Center

Cox, Carole

1985-01-01

Discusses learning how to compose a film as one way children can learn the valuable lesson of how to give form to ideas and shape to thought. Presents the stages of composing a film and a sequence of filmmaking activities for introduction at progressive grade levels. (HTH)

Emerging Engineers Design a Paper Table

ERIC Educational Resources Information Center

Enderson, Mary C.; Grant, Melva R.

2013-01-01

With the advancement of specialized middle schools and high schools focusing on the arts, communication, engineering, mathematics, and science, many students who attend traditional schools miss out on valuable learning opportunities--in particular, when it comes to learning mathematics. Mathematics classrooms can be filled with real-world…

Coaches Coaching Coaches

ERIC Educational Resources Information Center

Burkins, Jan Miller; Ritchie, Scott

2007-01-01

Researchers have argued that "job-embedded" professional learning is the most valuable model for teachers (Joyce & Showers, 2002). But there is little or no corresponding literature regarding job-embedded professional learning for literacy coaches. In this paper, the authors offer an example of one such model, the Coach-to-Coach…

Surprise

ERIC Educational Resources Information Center

Adler, Jonathan E.

2008-01-01

Surprise is of great value for learning, especially in cases where deep-seated preconceptions and assumptions are upset by vivid demonstrations. In this essay, Jonathan Adler explores the ways in which surprise positively affects us and serves as a valuable tool for motivating learning. Adler considers how students' attention is aroused and…

Video Games and Learning: Teaching and Participatory Culture in the Digital Age. Technology, Education--Connections (the TEC Series)

ERIC Educational Resources Information Center

Squire, Kurt

2011-01-01

Can we learn socially and academically valuable concepts and skills from video games? How can we best teach the "gamer generation?" This accessible book describes how educators and curriculum designers can harness the participatory nature of digital media and play. The author presents a comprehensive model of games and learning that integrates…

A Linked and Open Dataset from a Network of Learning Repositories on Organic Agriculture

ERIC Educational Resources Information Center

Rajabi, Enayat; Sanchez-Alonso, Salvador; Sicilia, Miguel-Angel; Manouselis, Nikos

2017-01-01

Exposing eLearning objects on the Web of Data leads to sharing and reusing of educational resources and improves the interoperability of data on the Web. Furthermore, it enriches e-learning content, as it is connected to other valuable resources using the Linked Data principles. This paper describes a study performed on the Organic.Edunet…

The Learning Projects of Rural Third Age Women: Enriching a Valuable Community Resource

ERIC Educational Resources Information Center

Lear, Glenna

2011-01-01

As a third age PhD candidate with a passion for learning, I wanted to explore the learning of other rural third age women who live on the Lower Eyre Peninsula (LEP) of South Australia. This reflects the methodological stance of heuristic inquiry, which requires the researcher to have a passionate interest in the phenomena under investigation, and…

Analyzing Collaborative Learning Processes Automatically: Exploiting the Advances of Computational Linguistics in Computer-Supported Collaborative Learning

ERIC Educational Resources Information Center

Rose, Carolyn; Wang, Yi-Chia; Cui, Yue; Arguello, Jaime; Stegmann, Karsten; Weinberger, Armin; Fischer, Frank

2008-01-01

In this article we describe the emerging area of text classification research focused on the problem of collaborative learning process analysis both from a broad perspective and more specifically in terms of a publicly available tool set called TagHelper tools. Analyzing the variety of pedagogically valuable facets of learners' interactions is a…

Cooperative Learning in the Secondary School: Maximizing Language Acquisition, Academic Achievement, and Social Development. NCBE Program Information Guide Series 12.

ERIC Educational Resources Information Center

Holt, Daniel D.; And Others

Cooperative learning is a valuable strategy for teaching secondary school students, especially useful with students from diverse linguistic and cultural backgrounds who are learning English as a Second Language. It offers a method for managing diversity, channeling peer influence into a positive force for improving school performance, and…

Social Learning as Approach for Teacher Professional Development; How Well Does It Suit Them?

ERIC Educational Resources Information Center

Meijs, Celeste; Prinsen, Fleur R.; de Laat, Maarten F.

2016-01-01

Learning from others has been reported as a productive approach for teacher Professional Development (PD) and is seen as a valuable addition to formal PD. Specific insights into whether social learning suits teachers is still lacking. Therefore, the aim of the current study was to develop and apply an instrument to assess social learning…

A Foundation for Understanding Knowledge Sharing: Organizational Culture, Informal Workplace Learning, Performance Support, and Knowledge Management

ERIC Educational Resources Information Center

Caruso, Shirley J.

2017-01-01

This paper serves as an exploration into some of the ways in which organizations can promote, capture, share, and manage the valuable knowledge of their employees. The problem is that employees typically do not share valuable information, skills, or expertise with other employees or with the entire organization. The author uses research as well as…

Impact of near-peer teaching rounds on student satisfaction in the basic surgical clerkship.

PubMed

Lin, Joseph A; Farrow, Norma; Lindeman, Brenessa M; Lidor, Anne O

2017-06-01

Teaching rounds are rarely featured in the surgery clerkship. Senior students interested in surgery are suited to precept teaching rounds. Near-peer teaching can provide benefits to both learners and preceptors. Near-peer teaching rounds consisted of senior student-precetors leading groups of 3 clerkship students on teaching rounds once during the clerkship. We prospectively surveyed student satisfaction before and after instituting near-peer teaching rounds. We retrospectively gathered qualitative narratives from student-preceptors. The survey response rate was 93% before near-peer teaching rounds were instituted and 85% after. Satisfaction with the learning environment and the quality and amount of small-group teaching were significantly higher after the institution of near-peer teaching rounds (P ≤ .001 for all 3). Satisfaction with the overall clerkship and baseline interest in surgery were not significantly different. Student-preceptors reported gaining valuable experience for future roles in academia as residents and attending surgeons. Student satisfaction with small-group teaching and the learning environment increased after the institution of near-peer teaching rounds in the surgery clerkship. Student-preceptors gained early experience for careers in academic surgery. Copyright © 2016 Elsevier Inc. All rights reserved.

A Medical Outreach Elective Course

PubMed Central

Storer, Amanda; Caldwell, David; Smith, Jennifer

2013-01-01

Objective. To design and implement a Medical Outreach Experience elective course and assess its impact on students’ level of confidence in organizing future medical outreach trips, providing population-specific pharmaceutical care, and achieving learning outcomes. Design. A 2-credit hour elective course was designed for second- and third-year pharmacy students. The course was structured to include 3 sections over 1 semester, a 10-week training and preparation phase, followed by a weeklong international outreach experience and post-outreach reflection. Assessment. Student achievement of curricular outcomes was measured using in-class activities, readings, reflections, and longitudinal projects, as well as performance during the outreach trip. Results from pre- and post-course surveys demonstrated significant improvement in student-rated confidence in several components of outreach trip organization and provision of pharmaceutical care. Conclusions. Students completing the course exhibited increased confidence in their abilities to organize and practice on a medical outreach trip. All students met the learning outcomes of the course, which included providing comprehensive patient-specific pharmaceutical care, communicating effectively, promoting health improvement and self-care, thinking critically, and appropriately managing and using resources of the healthcare system. Students agreed that the elective course was a valuable addition to the curriculum. PMID:23716746

Jumpstarting auditory learning in children with cochlear implants through music experiences.

PubMed

Barton, Christine; Robbins, Amy McConkey

2015-09-01

Musical experiences are a valuable part of the lives of children with cochlear implants (CIs). In addition to the pleasure, relationships and emotional outlet provided by music, it serves to enhance or 'jumpstart' other auditory and cognitive skills that are critical for development and learning throughout the lifespan. Musicians have been shown to be 'better listeners' than non-musicians with regard to how they perceive and process sound. A heuristic model of music therapy is reviewed, including six modulating factors that may account for the auditory advantages demonstrated by those who participate in music therapy. The integral approach to music therapy is described along with the hybrid approach to pediatric language intervention. These approaches share the characteristics of placing high value on ecologically valid therapy experiences, i.e., engaging in 'real' music and 'real' communication. Music and language intervention techniques used by the authors are presented. It has been documented that children with CIs consistently have lower music perception scores than do their peers with normal hearing (NH). On the one hand, this finding matters a great deal because it provides parameters for setting reasonable expectations and highlights the work still required to improve signal processing with the devices so that they more accurately transmit music to CI listeners. On the other hand, the finding might not matter much if we assume that music, even in its less-than-optimal state, functions for CI children, as for NH children, as a developmental jumpstarter, a language-learning tool, a cognitive enricher, a motivator, and an attention enhancer.

Anesthesiology mentoring.

PubMed

Wenzel, Volker; Gravenstein, Nikolaus

2016-12-01

Mentoring is fundamentally valuable and important to students considering a path into our specialty, as well as to colleagues already in it and with ambition to advance. General principles and personal experiences are collected and described to help inform future mentors and to reinforce the value of having a mentor and the satisfaction (and work) that is associated with such a role. Detecting a latent talent among medical students or residents may be challenging but is worth the effort to develop personal careers and the specialty itself. Upon agreeing to jointly move a certain project, a professional plan is needed to improve chances of success and decrease the likelihood of frustration. Various challenges always have to be detected and solved, with the ultimate goal to guide a medical student to residency, subsequently into faculty status and preferably to lifelong collaboration. Access to a mentor is an often-cited key to choosing a specialty and the success of junior colleagues and thus the entire department. Mentoring is fundamentally valuable in providing role modeling and also in protecting the mentee from the inefficiency of learning lessons the hard way.

Measuring Success in Your Fuels Program: From the Report Card to Valuable Learning

Treesearch

Paula Nasiatka; David Christenson

2006-01-01

How can a unit learn in everyday fuels programs and from program reviews? How can a unit move from living in the “report card” culture to discovering more effective ways to improve what it knows and how it learns? Six specific tasks are critical to organizational learning according to David A. Garvin of Harvard Business School. By engaging in these tasks a unit can...

Medial orbitofrontal cortex codes relative rather than absolute value of financial rewards in humans.

PubMed

Elliott, R; Agnew, Z; Deakin, J F W

2008-05-01

Functional imaging studies in recent years have confirmed the involvement of orbitofrontal cortex (OFC) in human reward processing and have suggested that OFC responses are context-dependent. A seminal electrophysiological experiment in primates taught animals to associate abstract visual stimuli with differently valuable food rewards. Subsequently, pairs of these learned abstract stimuli were presented and firing of OFC neurons to the medium-value stimulus was measured. OFC firing was shown to depend on the relative value context. In this study, we developed a human analogue of this paradigm and scanned subjects using functional magnetic resonance imaging. The analysis compared neuronal responses to two superficially identical events, which differed only in terms of the preceding context. Medial OFC response to the same perceptual stimulus was greater when the stimulus predicted the more valuable of two rewards than when it predicted the less valuable. Additional responses were observed in other components of reward circuitry, the amygdala and ventral striatum. The central finding is consistent with the primate results and suggests that OFC neurons code relative rather than absolute reward value. Amygdala and striatal involvement in coding reward value is also consistent with recent functional imaging data. By using a simpler and less confounded paradigm than many functional imaging studies, we are able to demonstrate that relative financial reward value per se is coded in distinct subregions of an extended reward and decision-making network.

Programmatic assessment of competency-based workplace learning: when theory meets practice

PubMed Central

2013-01-01

Background In competency-based medical education emphasis has shifted towards outcomes, capabilities, and learner-centeredness. Together with a focus on sustained evidence of professional competence this calls for new methods of teaching and assessment. Recently, medical educators advocated the use of a holistic, programmatic approach towards assessment. Besides maximum facilitation of learning it should improve the validity and reliability of measurements and documentation of competence development. We explored how, in a competency-based curriculum, current theories on programmatic assessment interacted with educational practice. Methods In a development study including evaluation, we investigated the implementation of a theory-based programme of assessment. Between April 2011 and May 2012 quantitative evaluation data were collected and used to guide group interviews that explored the experiences of students and clinical supervisors with the assessment programme. We coded the transcripts and emerging topics were organised into a list of lessons learned. Results The programme mainly focuses on the integration of learning and assessment by motivating and supporting students to seek and accumulate feedback. The assessment instruments were aligned to cover predefined competencies to enable aggregation of information in a structured and meaningful way. Assessments that were designed as formative learning experiences were increasingly perceived as summative by students. Peer feedback was experienced as a valuable method for formative feedback. Social interaction and external guidance seemed to be of crucial importance to scaffold self-directed learning. Aggregating data from individual assessments into a holistic portfolio judgement required expertise and extensive training and supervision of judges. Conclusions A programme of assessment with low-stakes assessments providing simultaneously formative feedback and input for summative decisions proved not easy to implement. Careful preparation and guidance of the implementation process was crucial. Assessment for learning requires meaningful feedback with each assessment. Special attention should be paid to the quality of feedback at individual assessment moments. Comprehensive attention for faculty development and training for students is essential for the successful implementation of an assessment programme. PMID:24020944

Inquiry-Based Approach to a Carbohydrate Analysis Experiment

NASA Astrophysics Data System (ADS)

Senkbeil, Edward G.

1999-01-01

The analysis of an unknown carbohydrate in an inquiry-based learning format has proven to be a valuable and interesting undergraduate biochemistry laboratory experiment. Students are given a list of carbohydrates and a list of references for carbohydrate analysis. The references contain a variety of well-characterized wet chemistry and instrumental techniques for carbohydrate identification, but the students must develop an appropriate sequential protocol for unknown identification. The students are required to provide a list of chemicals and procedures and a flow chart for identification before the lab. During the 3-hour laboratory period, they utilize their accumulated information and knowledge to classify and identify their unknown. Advantages of the inquiry-based format are (i) students must be well prepared in advance to be successful in the laboratory, (ii) students feel a sense of accomplishment in both designing and carrying out a successful experiment, and (iii) the carbohydrate background information digested by the students significantly decreases the amount of lecture time required for this topic.

Perception of and satisfaction with the clinical learning environment among nursing students.

PubMed

D'Souza, Melba Sheila; Karkada, Subrahmanya Nairy; Parahoo, Kader; Venkatesaperumal, Ramesh

2015-06-01

Clinical nursing education provides baccalaureate nursing students an opportunity to combine cognitive, psychomotor, and affective skills in the Middle East. The aim of the paper is to assess the satisfaction with and effectiveness of the clinical learning environment among nursing students in Oman. A cross-sectional descriptive design was used. A convenience sample consisting of 310 undergraduate nursing students was selected in a public school of nursing in Oman. Ethical approval was obtained from the Research and Ethics Committee, College of Nursing in 2011. A standardized, structured, validated and reliable Clinical Learning Environment Supervision Teacher Evaluation instrument was used. Informed consent was obtained from all the students. Data was analyzed with ANOVA and structural equation modeling. Satisfaction with the clinical learning environment (CLE) sub-dimensions was highly significant and had a positive relationship with the total clinical learning environment. In the path model 35% of its total variance of satisfaction with CLE is accounted by leadership style, clinical nurse commitment (variance=28%), and patient relationships (R(2)=27%). Higher age, GPA and completion of a number of clinical courses were significant in the satisfaction with the CLE among these students. Nurse educators can improvise clinical learning placements focusing on leadership style, premises of learning and nursing care, nurse teacher, and supervision while integrating student, teacher and environmental factors. Hence the clinical learning environment is integral to students' learning and valuable in providing educational experiences. The CLE model provides information to nurse educators regarding best clinical practices for improving the CLE for BSN students. Copyright © 2015 Elsevier Ltd. All rights reserved.

Making Teaching Visible through Learning Opportunities

ERIC Educational Resources Information Center

Ermeling, Bradley A.; Gallimore, Ronald; Hiebert, James

2017-01-01

Observing teaching with a practiced, professional eye can yield valuable insights into the specific learning opportunities that students are (or are not) provided. However, recent policy initiatives have emphasized using formulaic rubrics and checklists to rate teacher behaviors and evaluate their use of particular instructional moves. Rather than…

How to Become a Great Detective

ERIC Educational Resources Information Center

Peacock, Alan

2005-01-01

Children in South Africa learned to do fascinating activities when they were introduced to the "Spider's Place" materials and, in the process, learned valuable science skills and knowledge. "Spider's Place" was initially a series of 13 science programmes for primary-age children from the South African Broadcasting Corporation…

Authentic Instruction and Technology Literacy

ERIC Educational Resources Information Center

Cydis, Susan

2015-01-01

Technology integration is an important aspect of student competence in the 21st century. The use of technology in teaching and learning is a valuable practice for supporting student learning and engagement. Modelling the pedagogical practices that integrate authentic, performance-based opportunities for technology integration was the focus of a…

Distance Learning--Predictions and Possibilities

ERIC Educational Resources Information Center

Traxler, John

2018-01-01

Education systems, educational institutions and educational professions, including those of distance learning, can often be inward-looking, backward-looking and self-referential, meaning that they are often fixated on their own concerns, values and processes. In many respects, this is necessary and valuable but the topic of challenges and future…

What Should Gerontology Learn from Health Education Accreditation?

ERIC Educational Resources Information Center

Bradley, Dana Burr; Fitzgerald, Kelly

2012-01-01

Quality assurance and accreditation are closely tied together. This article documents the work toward a unified and comprehensive national accreditation program in health education. By exploring the accreditation journey of another discipline, the field of gerontology should learn valuable lessons. These include an attention to inclusivity, a…

Student Technology Use for Powerful Learning

ERIC Educational Resources Information Center

Heidenrich, Carol

2013-01-01

Technology has evolved as a valuable information and communication tool. In our knowledge and information society, students with information and communication technology (ICT) competence will be prepared for success. Teacher pedagogy and student learning have to change to fully integrate technology into the curriculum. Students may not have…

The Discovery Dome: A Tool for Increasing Student Engagement

NASA Astrophysics Data System (ADS)

Brevik, Corinne

2015-04-01

The Discovery Dome is a portable full-dome theater that plays professionally-created science films. Developed by the Houston Museum of Natural Science and Rice University, this inflatable planetarium offers a state-of-the-art visual learning experience that can address many different fields of science for any grade level. It surrounds students with roaring dinosaurs, fascinating planets, and explosive storms - all immersive, engaging, and realistic. Dickinson State University has chosen to utilize its Discovery Dome to address Earth Science education at two levels. University courses across the science disciplines can use the Discovery Dome as part of their curriculum. The digital shows immerse the students in various topics ranging from astronomy to geology to weather and climate. The dome has proven to be a valuable tool for introducing new material to students as well as for reinforcing concepts previously covered in lectures or laboratory settings. The Discovery Dome also serves as an amazing science public-outreach tool. University students are trained to run the dome, and they travel with it to schools and libraries around the region. During the 2013-14 school year, our Discovery Dome visited over 30 locations. Many of the schools visited are in rural settings which offer students few opportunities to experience state-of-the-art science technology. The school kids are extremely excited when the Discovery Dome visits their community, and they will talk about the experience for many weeks. Traveling with the dome is also very valuable for the university students who get involved in the program. They become very familiar with the science content, and they gain experience working with teachers as well as the general public. They get to share their love of science, and they get to help inspire a new generation of scientists.

Advances in recreational water quality monitoring at Indiana Dunes National Lakeshore

USGS Publications Warehouse

Smith, Wendy; Nevers, Meredith; Whitman, Richard L.

2006-01-01

Indiana Dunes has improved its ability to protect the health of swimmers through better science-based management and increased understanding of contaminants. Most research has focused on Escherichia coli and its nature, sources, and distribution because it is widely accepted as an indicator of potential pathogens. Though research on E. coli and recreational water quality is continually generating new information, public beach managers may gain valuable insight into this management issue from our experience at Indiana Dunes. This article reviews one of the longest maintained indicator bacteria monitoring programs in the National Park System, highlights lessons learned, and summarizes research findings that may be of interest to public beach managers.

Ohio Teacher Professional Development in the Physical Sciences

NASA Astrophysics Data System (ADS)

Cervenec, Jason; Harper, Kathleen A.

2006-02-01

An in-service teacher program held during the summers of 2004 and 2005 is described. This program, sponsored with state funds, drew a varied group of participants to learn Modeling Instruction in physics. The workshop leaders used the state science proficiency standards and physics education research (PER) results to guide many of the workshop's activities. In 2004, the participants experienced the Modeling mechanics curriculum while pretending to be students; in 2005, the teachers worked in small teams to develop Modeling-consistent units in other areas, often utilizing PER-based materials. Indications are that the experience was valuable to the teachers and that the workshop series should be offered for a new cohort.

Who Will Help My Son?: A Family's Journey with Dyslexia.

PubMed

DeBrew, Jacqueline

2017-08-01

It may seem unusual for a nurse to intervene and assist a child with a learning disability, but a mental health nurse who knows the warning signs of dyslexia is able to help families who are going through a difficult time. The current article details the author's experience regarding her son's dyslexia diagnosis. For her family, a nurse was a valuable resource. The impact the struggle had not only on her son, but also her family, and the changes brought about by getting a diagnosis and treatment, demonstrate the impact that nurses can have when family-focused care is provided. [Journal of Psychosocial Nursing and Mental Health Services, 55(8), 27-30.]. Copyright 2017, SLACK Incorporated.

Lessons from across the pond: what the US can learn from European immunization programs.

PubMed

Freed, Gary L

2007-08-14

Childhood immunizations are the most effective clinical preventive services ever developed. Western European countries have a variety of governmental and non-governmental agencies involved in the development and operation of their immunization programs. Because of the range of programs in place across the European continent, various components of the US system parallel specific components of a variety of countries. Examining the experiences of other countries which have attempted to address issues now faced by the US can be valuable. However, such examinations are only of value if both the country and the policy itself to be examined are placed within the context of the US health care system and US policy constraints.

The impact of complete denture making instructional videos on self-directed learning of clinical skills.

PubMed

Kon, Haruka; Botelho, Michael George; Bridges, Susan; Leung, Katherine Chiu Man

2015-04-01

The aim of this research was to evaluate the effectiveness of a clinical instructional video with a structured worksheet for independent self-study in a complete denture program. 47 multilingual dental students completed a task by watching an instructional video with subtitles regarding clinical complete denture procedures. After completion, students evaluated their learning experience, and 11 students participated in focus group interviews to gain further insight. A mixed-methods approach to data collection and analysis provided descriptive statistical results and a grounded theory approach to coding identified key concepts and categories from the qualitative data. Over 70% of students had favorable opinions of the learning experience and indicated that the speed and length of the video were appropriate. Highly positive and conflicting negative comments regarding the use of subtitles showed both preferences for subtitles over audio and vice versa. The use of a video resource was considered valuable as the replay and review functions allowed better visualization of the procedures, which was considered a good recap tool for the clinical demonstration. It was also a better revision aid than textbooks. So, if the students were able to view these videos at will, they believed that videos supplemented their self-study. Despite the positive response, videos were not considered to replace live clinical demonstrations. While students preferred live demonstrations over the clinical videos they did express a realization of these as a supplemental learning material for self-study based on their ease of access, use for revision, and prior to clinical preparation. Copyright © 2015 Japan Prosthodontic Society. Published by Elsevier Ltd. All rights reserved.

Online feedback assessments in physiology: effects on students' learning experiences and outcomes.

PubMed

Marden, Nicole Y; Ulman, Lesley G; Wilson, Fiona S; Velan, Gary M

2013-06-01

Online formative assessments have become increasingly popular; however, formal evidence supporting their educational benefits is limited. This study investigated the impact of online feedback quizzes on the learning experiences and outcomes of undergraduate students enrolled in an introductory physiology course. Four quiz models were tested, which differed in the amount of credit available, the number of attempts permitted, and whether the quizzes were invigilated or unsupervised, timed or untimed, or open or closed book. All quizzes were composed of multiple-choice questions and provided immediate individualized feedback. Summative end-of-course examination marks were analyzed with respect to performance in quizzes and were also compared with examination performance in the year before the quizzes were introduced. Online surveys were conducted to gather students' perceptions regarding the quizzes. The vast majority of students perceived online quizzes as a valuable learning tool. For all quiz models tested, there was a significant relationship between performance in quizzes and end-of-course examination scores. Importantly, students who performed poorly in quizzes were more likely to fail the examination, suggesting that formative online quizzes may be a useful tool to identify students in need of assistance. Of the four quiz models, only one quiz model was associated with a significant increase in mean examination performance. This model had the strongest formative focus, allowing multiple unsupervised and untimed attempts. This study suggests that the format of online formative assessments is critical in achieving the desired impact on student learning. Specifically, such assessments are most effective when they are low stakes.

Students' perception of a problem-based learning scenario in dental nurse education.

PubMed

Anderson, V; Reid, K

2012-11-01

In July 2008, The General Dental Council implemented mandatory registration for Dental Nurses in the United Kingdom, recognising them as legally responsible for patient care. As dentistry comes to terms with the impact registration has on dental nurses, sustained advances in the teaching of students in other healthcare disciplines demonstrate the way in which the role of pedagogy in dental nurse education has been underdeveloped. In an attempt to see dental nursing stand in line with other progressive healthcare professionals, the authors have implemented Problem-Based Learning (PBL) into a dental nurse program in NHS Education for Scotland, Glasgow. The aim of the research is to assess the perceptions of dental nurse students with regard to participation in active learning. The study is facilitated by a short PBL package which offers introductory exposure to this method of learning. A qualitative approach has been taken to gather experiential data using a questionnaire. Thematic analysis took place to reveal emergent themes. Analysis reveals that the participants found PBL to be an enjoyable experience that could be valuable in the acquisition of deep knowledge and improved patient care. The participants raised concerns with regard to confidence in their own knowledge acquisition in PBL sessions and highlighted a need for improved feedback. While the participants enjoyed the self directed nature of PBL, it is important to note that the need for facilitator guidance was considered imperative, especially where the students had little or no experience of PBL, as in this study. © 2012 John Wiley & Sons A/S.

Scholarly Contributions of Required Senior Research Projects in a Doctor of Pharmacy Curriculum

PubMed Central

Ibarra, Francisco; Mallios, Ronna; Corelli, Robin L.

2015-01-01

Objective. To determine dissemination outcomes and faculty perceptions of senior research projects conducted from 2008 to 2011 by PharmD students in a curricular pathway focused on direct patient care. Methods. Preceptors’ reported dissemination outcomes of research projects were surveyed and their perceptions of the precepting experience were rated using a web-based survey. Results were compared to those from an earlier pharmaceutical care cohort (2002-2007) and a combined cohort of 2, more research-intensive curricular pathways at the school. Results. The overall response rate was 90.2%. Project dissemination included 61.3% at an institutional forum, 42.3% as a submitted publication, 37.8% as a poster, and 4.5% as an oral presentation. Projects completed from 2008-2011 were significantly more likely than those from 2002-2007 to be submitted for publication (42.3% vs 10.7%, p<0.001) and published (28.8% vs 5.3%, p<0.001). Most preceptors found their research projects valuable to them professionally (88.3%) and to their own or another institution (83.5% and 78.5%, respectively). Ninety-five percent of preceptors would precept again. Conclusion. Dissemination rates for pharmaceutical care projects increased over time. Despite modest dissemination levels, the majority of preceptors agreed that required student research projects provide a valuable learning experience for students. PMID:25861104

The alchemy of training.

PubMed

Egger-Biniores, Deborah

2007-04-01

Training in Zurich has its own special character but also is marked by the very fact that it is in Zurich. Zurich radiates its own distinct energy and carries a specific historical significance in the world of analytical psychology. This, like all things with psychic energy, has a spectrum of meaning. This spectrum, as well as the 'spirit' of the place, will be critically examined, taking into account the 'blessings' and 'curses' of such genius loci. Training in Zurich is experientially based and is first and foremost an initiation: an initiation into symbolic life, or rather life where symbol plays an important role. Training is understood to involve a transformation of one's self, much like the 8th century alchemist Morienus Romanus understood the opus as a 'human transformation system'. It is not merely an education. The requirement of 'immersion' is core to the experience of becoming an analyst in Zurich and this sets up a valuable discomfort between rational intellectual learning and intuitive experience, between knowing and not-knowing. How does this dis-serve the making of an analyst? What is implicit in this immersion and its discomfort? Does it have a role in today's emphasis on clinical and empirical training? Does Zurich still offer something unique and valuable in the world of training, or is it passé? From these questions, the dichotomy of what is 'urgent' and 'essential' in training will be examined.

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

PubMed

Hallin, Karin

2014-12-01

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

Understanding the patient experience through the power of film: A mixed method qualitative research study.

PubMed

Ogston-Tuck, Sherri; Baume, Kath; Clarke, Chris; Heng, Simon

2016-11-01

For decades film has proved to be a powerful form of communication. Whether produced as entertainment, art or documentary, films have the capacity to inform and move us. Films are a highly attractive teaching instrument and an appropriate teaching method in health education. It is a valuable tool for studying situations most transcendental to human beings such as pain, disease and death. The objectives were to determine how this helps students engage with their role as health care professionals; to determine how they view the personal experience of illness, disease, disability or death; and to determine how this may impact upon their provision of patient care. The project was underpinned by the film selection determined by considerate review, intensive scrutiny, contemplation and discourse by the research team. 7 films were selected, ranging from animation; foreign, documentary, biopic and Hollywood drama. Each film was shown discretely, in an acoustic lecture theatre projected onto a large screen to pre-registration student nurses (adult, child and mental health) across each year of study from different cohorts (n=49). A mixed qualitative method approach consisted of audio-recorded 5-minute reactions post film screening; coded questionnaires; and focus group. Findings were drawn from the impact of the films through thematic analysis of data sets and subjective text condensation categorised as: new insights looking through patient eyes; evoking emotion in student nurses; spiritual care; going to the moves to learn about the patient experience; self discovery through films; using films to link theory to practice. Deeper learning through film as a powerful medium was identified in meeting the objectives of the study. Integration of film into pre registration curriculum, pedagogy, teaching and learning is recommended. The teaching potential of film stems from the visual process linked to human emotion and experience. Its impact has the power to not only help in learning the values that underpin nursing, but also for respecting the patient experience of disease, disability, death and its reality. Copyright © 2016 Elsevier Ltd. All rights reserved.

'The nice thing about doctors is that you can sometimes get a day off school': an action research study to bring lived experiences from children, parents and hospice staff into medical students' preparation for practice.

PubMed

Spalding, Jessica; Yardley, Sarah

2016-12-01

Patient and public involvement in healthcare is important to ensure services meet their needs and priorities. Increasingly, patient experiences are being used to educate healthcare professionals. The potential contribution to medical education of children and parents using hospice services has not yet been fully explored. (1) To explore perceptions of what medical students must learn to become 'good doctors' among children, parents and staff in a hospice. (2) To collaborate with children/parents and staff to develop educational materials based on their lived experiences for medical students. (3) To assess feasibility of student-led action research in a children's hospice to develop research skills. Prospective ethical approval received. Volunteer children (n=7), parents (n=5) and staff (n=6) were recruited from a children's hospice. Data were generated in audio-recorded semistructured focus groups, individual interviews and/or activity workshops. Participants discussed what newly qualified doctors' needed to care for children with life-limiting conditions. Audio data were transcribed and combined with visual data for thematic analysis. Findings were refined by participant feedback. This paper presents thematic findings and educational material created from the project. Thematic analysis identified six learning themes: (1) treat children as individuals; (2) act as a person before being a doctor; (3) interpersonal communication; (4) appreciate the clinical environment; (5) learn from children, parents and other staff; (6) how to be a doctor as part of a team. The student researcher successfully developed qualitative research skills, coproducing materials with participants for sharing learning derived from lived experiences. All participants were willing and able to make valuable contributions, and believed that this was a worthwhile use of time and effort. Further work is required to understand how best to integrate the experiences of children in hospices into medical education. 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/.

Learning Progressions Provide Road Maps for the Development and Validity of Assessments and Curriculum Materials

ERIC Educational Resources Information Center

Krajcik, Joseph

2011-01-01

Paul Black, Mark Wilson, and Shih-Ying Yao in "Road Maps for Learning: A Guide to the Navigation of Learning Progressions" provide a number of important ideas to consider regarding the development of assessments and curriculum materials to support development of core ideas. One major idea that the author found most valuable is the focus on student…

Characterizing the Development of Students' Understandings regarding the Second Law of Thermodynamics: Using Learning Progressions to Illuminate Thinking in High School Chemistry

ERIC Educational Resources Information Center

Cunningham, Kevin D.

2011-01-01

As demonstrated by their emphasis in the new, national, science education standards, learning progressions (LPs) have become a valuable means of informing teaching and learning. LPs serve this role by isolating the key components of central skills and understandings, and by describing how those abilities and concepts tend to develop over time…

Breadboard Amplifier: Building and Using Simple Electrophysiology Equipment.

PubMed

Crisp, Kevin M; Lin, Hunter; Prosper, Issa

2016-01-01

Electrophysiology is a valuable skill for the neuroscientist, but the learning curve for students can be steep. Here we describe a very simple electromyography (EMG) amplifier that can be built from scratch by students with no electronics experience in about 30 minutes, making it ideal for incorporating into a laboratory activity. With few parts and no adjustments except the gain, students can begin physiology experiments quickly while having the satisfaction of having built the equipment themselves. Because the output of the circuit goes to a computer sound card, students can listen to electrophysiological activity as they see it on the computer screen, a feature many of our students greatly appreciated. Various applications are discussed, including dual channel recording, using streaming media platforms with remote lab partners and acquiring data in the field on a smart phone. Our students reported that they enjoyed being able to build a working device and using it to record from their own muscles.

Simulated Order Verification and Medication Reconciliation during an Introductory Pharmacy Practice Experience.

PubMed

Metzger, Nicole L; Chesson, Melissa M; Momary, Kathryn M

2015-09-25

Objective. To create, implement, and assess a simulated medication reconciliation and an order verification activity using hospital training software. Design. A simulated patient with medication orders and home medications was built into existing hospital training software. Students in an institutional introductory pharmacy practice experience (IPPE) reconciled the patient's medications and determined whether or not to verify the inpatient orders based on his medical history and laboratory data. After reconciliation, students identified medication discrepancies and documented their rationale for rejecting inpatient orders. Assessment. For a 3-year period, the majority of students agreed the simulation enhanced their learning, taught valuable clinical decision-making skills, integrated material from previous courses, and stimulated their interest in institutional pharmacy. Overall feedback from student evaluations about the IPPE also was favorable. Conclusion. Use of existing hospital training software can affordably simulate the pharmacist's role in order verification and medication reconciliation, as well as improve clinical decision-making.

Clinical placements in mental health: a literature review.

PubMed

Happell, Brenda; Gaskin, Cadeyrn J; Byrne, Louise; Welch, Anthony; Gellion, Stephen

2015-01-01

Gaining experience in clinical mental health settings is central to the education of health practitioners. To facilitate the ongoing development of knowledge and practice in this area, we performed a review of the literature on clinical placements in mental health settings. Searches in Academic Search Complete, CINAHL, Medline and PsycINFO databases returned 244 records, of which 36 met the selection criteria for this review. Five additional papers were obtained through scanning the reference lists of those papers included from the initial search. The evidence suggests that clinical placements may have multiple benefits (e.g. improving students' skills, knowledge, attitudes towards people with mental health issues and confidence, as well as reducing their fears and anxieties about working in mental health). The location and structure of placements may affect outcomes, with mental health placements in non-mental health settings appearing to have minimal impact on key outcomes. The availability of clinical placements in mental health settings varies considerably among education providers, with some students completing their training without undertaking such structured clinical experiences. Students have generally reported that their placements in mental health settings have been positive and valuable experiences, but have raised concerns about the amount of support they received from education providers and healthcare staff. Several strategies have been shown to enhance clinical placement experiences (e.g. providing students with adequate preparation in the classroom, implementing learning contracts and providing clinical supervision). Educators and healthcare staff need to work together for the betterment of student learning and the healthcare professions.

Deep Learning to Predict Falls in Older Adults Based on Daily-Life Trunk Accelerometry.

PubMed

Nait Aicha, Ahmed; Englebienne, Gwenn; van Schooten, Kimberley S; Pijnappels, Mirjam; Kröse, Ben

2018-05-22

Early detection of high fall risk is an essential component of fall prevention in older adults. Wearable sensors can provide valuable insight into daily-life activities; biomechanical features extracted from such inertial data have been shown to be of added value for the assessment of fall risk. Body-worn sensors such as accelerometers can provide valuable insight into fall risk. Currently, biomechanical features derived from accelerometer data are used for the assessment of fall risk. Here, we studied whether deep learning methods from machine learning are suited to automatically derive features from raw accelerometer data that assess fall risk. We used an existing dataset of 296 older adults. We compared the performance of three deep learning model architectures (convolutional neural network (CNN), long short-term memory (LSTM) and a combination of these two (ConvLSTM)) to each other and to a baseline model with biomechanical features on the same dataset. The results show that the deep learning models in a single-task learning mode are strong in recognition of identity of the subject, but that these models only slightly outperform the baseline method on fall risk assessment. When using multi-task learning, with gender and age as auxiliary tasks, deep learning models perform better. We also found that preprocessing of the data resulted in the best performance (AUC = 0.75). We conclude that deep learning models, and in particular multi-task learning, effectively assess fall risk on the basis of wearable sensor data.

Deep Learning to Predict Falls in Older Adults Based on Daily-Life Trunk Accelerometry

PubMed Central

Englebienne, Gwenn; Pijnappels, Mirjam

2018-01-01

Early detection of high fall risk is an essential component of fall prevention in older adults. Wearable sensors can provide valuable insight into daily-life activities; biomechanical features extracted from such inertial data have been shown to be of added value for the assessment of fall risk. Body-worn sensors such as accelerometers can provide valuable insight into fall risk. Currently, biomechanical features derived from accelerometer data are used for the assessment of fall risk. Here, we studied whether deep learning methods from machine learning are suited to automatically derive features from raw accelerometer data that assess fall risk. We used an existing dataset of 296 older adults. We compared the performance of three deep learning model architectures (convolutional neural network (CNN), long short-term memory (LSTM) and a combination of these two (ConvLSTM)) to each other and to a baseline model with biomechanical features on the same dataset. The results show that the deep learning models in a single-task learning mode are strong in recognition of identity of the subject, but that these models only slightly outperform the baseline method on fall risk assessment. When using multi-task learning, with gender and age as auxiliary tasks, deep learning models perform better. We also found that preprocessing of the data resulted in the best performance (AUC = 0.75). We conclude that deep learning models, and in particular multi-task learning, effectively assess fall risk on the basis of wearable sensor data. PMID:29786659

STEPS: A Simulated, Tutorable Physics Student.

ERIC Educational Resources Information Center

Ur, Sigalit; VanLehn, Kurt

1995-01-01

Describes a simulated student that learns by interacting with a human tutor. Tests suggest that simulated students, when developed past the prototype stage, could be valuable for training human tutors. Provides a computational cognitive task analysis of the skill of learning from a tutor that is useful for designing intelligent tutoring systems.…

Fundamental Elements in Examining a Child's Right to Education: A Study of Home Education Research and Regulation in Australia

ERIC Educational Resources Information Center

Jackson, Glenda; Allan, Sonia

2010-01-01

Home education provides valuable educational and developmental opportunities for children. An examination of Australia's research indicates many best educational practices, including more informed mediation, contextualised learning, and opportunities to exercise autonomy. Key features include learning embedded in communities and program…

A Human Capabilities Framework for Evaluating Student Learning

ERIC Educational Resources Information Center

Walker, Melanie

2008-01-01

This paper proposes a human capabilities approach for evaluating student learning and the social and pedagogical arrangements that support equality in capabilities for all students. It outlines the focus on valuable beings and doings in the capability approach developed by Amartya Sen, and Martha Nussbaum's capabilities focus on human flourishing.…

Negotiation: How Four Youth Organizations Create Learning Environments.

ERIC Educational Resources Information Center

Deschenes, Sarah; McDonald, Morva

This paper details the efforts of four organizations that have been able to negotiate their environments effectively, in the hopes that the analysis provides insights into how organizations are able to establish valuable learning environments for youth in nonschool hours. The negotiation, the process of dealing with various layers of environments…

Steps to Fostering a Learning Community in the Primary Science Classroom

ERIC Educational Resources Information Center

Pressick-Kilborn, Kimberley

2009-01-01

"Teaching Science" has, as one of its predecessors, the "Investigating" journal, which first appeared in 1988. Looking back ten years, the winner of the "Most Valuable Paper Award" for 1999 was Kimberley Pressick-Kilborn for her article--"Steps to Fostering a Learning Community in the Primary Science…

Effects of Multimedia Vocabulary Annotations on Vocabulary Learning and Text Comprehension in ESP Classrooms

ERIC Educational Resources Information Center

Lin, Huifen

2012-01-01

For the past few decades, instructional materials enriched with multimedia elements have enjoyed increasing popularity. Multimedia-based instruction incorporating stimulating visuals, authentic audios, and interactive animated graphs of different kinds all provide additional and valuable opportunities for students to learn beyond what conventional…

Collaborative Rhetorical Structure: A Discourse Analysis Method for Analyzing Student Collaborative Inquiry via Computer Conferencing

ERIC Educational Resources Information Center

Kou, Xiaojing

2011-01-01

Various formats of online discussion have proven valuable for enhancing learning and collaboration in distance and blended learning contexts. However, despite their capacity to reveal essential processes in collaborative inquiry, current mainstream analytical frameworks, such as the cognitive presence framework (Garrison, Anderson, & Archer,…

Culture Matters in Science Education

ERIC Educational Resources Information Center

Pang, Valerie Ooka; Lafferty, Karen Elizabeth; Pang, Jennifer M.; Griswold, Joan; Oser, Rick

2014-01-01

On the Saturday before Halloween, hundreds of students and their parents went from booth to booth participating in science activities at an annual Fall Festival and Learning Fair. The Fall Festival and Learning Fair is a valuable annual partnership where culturally relevant teaching engages each child in hands-on, standards-based science lessons.…

Combining Learning and Assessment to Improve Science Education

ERIC Educational Resources Information Center

Linn, Marcia C.; Chiu, Jennifer

2011-01-01

High-stakes tests take time away from valuable learning activities, narrow the focus of instruction, and imply that science involves memorizing details rather than understanding the natural world. Current tests lead precollege instructors to postpone science inquiry activities until after the last standardized test is completed--often during the…

Grouping for Instructional Purposes. Focus On

ERIC Educational Resources Information Center

Clarke, Suzanne

2008-01-01

Today's classrooms increasingly challenge teachers to address a diverse range of backgrounds, abilities, and learning needs. As teachers rise to the challenge, grouping can be a valuable instructional tool to address varying ability levels and learning needs within the classroom. At present, there is a good deal of support in the literature for…

Computer-Assisted Language Learning: Current Programs and Projects. ERIC Digest.

ERIC Educational Resources Information Center

Higgins, Chris

For many years, foreign language teachers have used the computer to provide supplemental exercises in the instruction of foreign languages. In recent years, advances in computer technology have motivated teachers to reassess the computer and consider it a valuable part of daily foreign language learning. Innovative software programs, authoring…

Dissecting Student Dialogue

ERIC Educational Resources Information Center

Stanford, Angela; Henderson, Jennifer

2016-01-01

Although written expression is a valuable tool for both teacher and student to assess learning, teachers must be mindful that writing skills are often delayed for many youth. Through brain research, educators have not only learned that reading and writing skills must be acquired, but even some advanced students have deficiencies in processing…

Using Action Research to Examine Teacher Strategy Effectiveness

ERIC Educational Resources Information Center

Cox, Becky J.; Cox, Betty J.; Vann, Martha

2012-01-01

Successful teachers strive to ensure that their students learn to their maximum abilities. Is action research a valuable way for graduate students to review their effectiveness as teachers? Do students learn more through varied teaching strategies and techniques? The authors examined graduate students' perceptions of action research projects…

Enhanced Resource Descriptions Help Learning Matrix Users.

ERIC Educational Resources Information Center

Roempler, Kimberly S.

2003-01-01

Describes the Learning Matrix digital library which focuses on improving the preparation of math and science teachers by supporting faculty who teach introductory math and science courses in two- and four-year colleges. Suggests it is a valuable resource for school library media specialists to support new science and math teachers. (LRW)

Learning through Crisis: The Educator's Role

ERIC Educational Resources Information Center

Patton, Lori D.

2008-01-01

One of the most pressing challenges when facilitating a conversation on human crises is the normalizing push to move forward and avoid living in the past. Unfortunately, when conversations about human crises are ignored or rushed through, the learning process is stunted. Students lose a valuable opportunity to develop empathy and cultural…

Assessing Learning Gains in Political Science

ERIC Educational Resources Information Center

Axelrod, Robert

1976-01-01

Discusses the systematic assessment of student learning gains by means of pretest and posttest comparisons. This type of assessment is found to be a time consuming procedure but can be a valuable guide to teaching effectiveness when studied in conjunction with a questionnaire which provides feedback about students' opinions. (DB)

A Science Club Takes Action

ERIC Educational Resources Information Center

LeDee, Olivia; Mosser, Anna; Gamble, Tony; Childs, Greg; Oberhauser, Karen

2007-01-01

The after-school science club at Galtier Math, Science, and Technology Elementary Magnet School in St. Paul, Minnesota, learned some valuable lessons when they took newfound knowledge about pollution into their homes. After learning about the effects of various contaminants on health and what informed citizens can do about it, students tested…

In Praise of Assessment (Done Right)

ERIC Educational Resources Information Center

Marshall, Kim

2018-01-01

High-stakes testing gets a lot of criticism, for good reason. But, when done right, assessment can be a valuable tool for educators and students. Kim Marshall describes how different types of assessments can improve learning by revealing learning problems in real time, improving student retention through the "retrieval effect," and…

Constructing an Affective Tutoring System for Designing Course Learning and Evaluation

ERIC Educational Resources Information Center

Wang, Cheng-Hung; Lin, Hao-Chiang Koong

2018-01-01

Computers and the Internet are indispensable in modern life. Increasingly useful digital environments and technological developments have reshaped models of knowledge acquisition. Studies on the development of online learning have yielded valuable insights. In the design of online teaching systems that can replicate face-to-face teaching,…

Crossing Boundaries between School and Work during Apprenticeships

ERIC Educational Resources Information Center

Akkerman, Sanne F.; Bakker, Arthur

2012-01-01

In vocational education, there is an ongoing discussion about problems occurring in school-work transitions and in relating school and work-based learning processes. Apprenticeships have been identified as valuable learning and working trajectories for making successful transitions and relations between school and work. However, they have been…

Any Time, Any Place, Any Path, Any Pace: Taking the Lead on e-Learning Policy. The Report of the NASBE Study Group on e-Learning: The Future of Education.

ERIC Educational Resources Information Center

National Association of State Boards of Education, Alexandria, VA.

Having examined the emerging evidence and considered the doubts and cautions, the National Association of State Boards of Education (NASBE) Study Group on e-Learning concludes that e-learning will improve American education in valuable ways and should be universally implemented as soon as possible. The primary goal of this report is to provide a…

Complementary knowledge sharing: Experiences of nursing students participating in an educational exchange program between Madagascar and Norway.

PubMed

Tjoflåt, Ingrid; Razaonandrianina, Julie; Karlsen, Bjørg; Hansen, Britt Sætre

2017-02-01

To describe how Malagasy and Norwegian nursing students experience an educational exchange program in Madagascar. Previous studies show that nursing students participating in an educational exchange program enhanced their cultural knowledge and experienced personal growth. However, few studies have described two-way exchange programs, including experiences from both the hosts' and the guest students' perspectives. This study applies a descriptive qualitative design. Data were collected in 2015 by means of five semi-structured interviews with Malagasy students and two focus group interview sessions with Norwegian students. They were analysed using qualitative content analysis. The study was conducted in Madagascar. The data analyses revealed one main theme and two sub-themes related to the Malagasy and Norwegian nursing students' experiences. Main theme: complementary knowledge sharing; sub-themes: (1) learning from each other and (2) challenges of working together. The findings indicate that both the Malagasy and Norwegian nursing students experienced the exchange program as valuable and essential in exchanging knowledge. They also highlighted challenges, linked mainly to language barriers and the lack of available resources. Copyright © 2016 Elsevier Ltd. All rights reserved.

Product Assurance for Spaceflight Hardware

NASA Technical Reports Server (NTRS)

Monroe, Mike

1995-01-01

This report contains information about the tasks I have completed and the valuable experience I have gained at NASA. The report is divided into two different sections followed by a program summary sheet. The first section describes the two reports I have completed for the Office of Mission Assurance (OMA). I describe the approach and the resources and facilities used to complete each report. The second section describes my experience working in the Receipt Inspection/Quality Assurance Lab (RI/QA). The first report described is a Product Assurance Plan for the Gas Permeable Polymer Materials (GPPM) mission. The purpose of the Product Assurance Plan is to define the various requirements which are to be met through completion of the GPPM mission. The GPPM experiment is a space payload which will be flown in the shuttle's SPACEHAB module. The experiment will use microgravity to enable production of complex polymeric gas permeable materials. The second report described in the first section is a Fracture Analysis for the Mir Environmental Effects Payload (MEEP). The Fracture Analysis report is a summary of the fracture control classifications for all structural elements of the MEEP. The MEEP hardware consists of four experiment carriers, each of which contains an experiment container holding a passive experiment. The MEEP hardware will be attached to the cargo bay of the space shuttle. It will be transferred by Extravehicular Activity and mounted on the Mir space station. The second section of this report describes my experiences in the RVQA lab. I listed the different equipment I used at the lab and their functions. I described the extensive inspection process that must be completed for spaceflight hardware. Included, at the end of this section, are pictures of most of the equipment used in the lab. There is a summary sheet located at the end of this report. It briefly describes the valuable experience I have gained at NASA this summer and what I will be able to take with me as I return to college. I briefly discuss the experiences I mentioned in the previous three paragraphs along with training classes I attended and courses I completed at the Learning Lab.

The impact of teachers' approaches to teaching and students' learning styles on students' approaches to learning in college online biology courses

NASA Astrophysics Data System (ADS)

Hong, Yuh-Fong

With the rapid growth of online courses in higher education institutions, research on quality of learning for online courses is needed. However, there is a notable lack of research in the cited literature providing evidence that online distance education promotes the quality of independent learning to which it aspires. Previous studies focused on academic outcomes and technology applications which do not monitor students' learning processes, such as their approaches to learning. Understanding students' learning processes and factors influencing quality of learning will provide valuable information for instructors and institutions in providing quality online courses and programs. The purpose of this study was to identify and investigate college biology teachers' approaches to teaching and students' learning styles, and to examine the impact of approaches to teaching and learning styles on students' approaches to learning via online instruction. Data collection included eighty-seven participants from five online biology courses at a community college in the southern area of Texas. Data analysis showed the following results. First, there were significant differences in approaches to learning among students with different learning styles. Second, there was a significant difference in students' approaches to learning between classes using different approaches to teaching. Three, the impact of learning styles on students' approaches to learning was not influenced by instructors' approaches to teaching. Two conclusions were obtained from the results. First, individuals with the ability to perceive information abstractly might be more likely to adopt deep approaches to learning than those preferring to perceive information through concrete experience in online learning environments. Second, Teaching Approach Inventory might not be suitable to measure approaches to teaching for online biology courses due to online instructional design and technology limitations. Based on the findings and conclusions of this study, implications for distance education and future research are described.

Practice-based learning: the role of practice education facilitators in supporting mentors.

PubMed

Carlisle, Caroline; Calman, Lynn; Ibbotson, Tracy

2009-10-01

Central to the provision of high quality clinical placements for nursing and midwifery students are mentors who help engender a positive learning environment. In 2004 the Scottish Executive Health Department (now Scottish Government Health Directorates), NHS Scotland, NHS Education for Scotland, NHS Boards and Higher Education Institutions initiated and supported the establishment of the Practice Education Facilitator (PEF) role whose purpose is to ensure that the student experience, at both pre- and post-registration level, is of the highest quality, primarily through the support of mentors. A 3-year project evaluated the implementation and impact of the PEF role across Scotland. The study utilised both quantitative and qualitative data collection, with a sample comprising mentors, PEFs, students and other key stakeholders. This paper reports on selected findings from that study, specifically the perceived impact of the PEF in supporting mentors. Findings indicate that the PEF role has been accepted widely across Scotland and is seen as valuable to the development of quality clinical learning environments. PEFs provide support and guidance for mentors when dealing with 'failing' students, and encourage the identification of innovative learning opportunities. PEFs play an active part in student evaluation of their placements, but further work is needed in order that the feedback to clinical areas and mentors is timely.

Intersections of Critical Systems Thinking and Community Based Participatory Research: A Learning Organization Example with the Autistic Community

PubMed Central

Raymaker, Dora M

2016-01-01

Critical systems thinking (CST) and community based participatory research (CBPR) are distinct approaches to inquiry which share a primary commitment to holism and human emancipation, as well as common grounding in critical theory and emancipatory and pragmatic philosophy. This paper explores their intersections and complements on a historical, philosophical, and theoretical level, and then proposes a hybrid approach achieved by applying CBPR's principles and considerations for operationalizing emancipatory practice to traditional systems thinking frameworks and practices. This hybrid approach is illustrated in practice with examples drawn from of the implementation of the learning organization model in an action research setting with the Autistic community. Our experience of being able to actively attend to, and continuously equalize, power relations within an organizational framework that otherwise has great potential for reinforcing power inequity suggests CBPR's principles and considerations for operationalizing emancipatory practice could be useful in CST settings, and CST's vocabulary, methods, and clarity around systems thinking concepts could be valuable to CBPR practioners. PMID:27833398

Lessons learned from U.S. Department of Defense 911-Bio Advanced Concept Technology Demonstrations.

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

Baldwin, T.; Gasper, W.; Lacher, L.

1999-07-06

The US Department of Defense (DoD), in cooperation with other federal agencies, has taken many initiatives to improve its ability to support civilian response to a domestic biological terrorism incident. This paper discusses one initiative, the 911-Bio Advanced Concept Technology Demonstrations (ACTDs), conducted by the Office of the Secretary of Defense during 1997 to better understand: (1) the capability of newly developed chemical and biological collection and identification technologies in a field environment; (2) the ability of specialized DoD response teams to use these new technologies within the structure of cooperating DoD and civilian consequence management organizations; and (3) themore » adequacy of current modeling tools for predicting the dispersal of biological hazards. This paper discusses the experience of the ACTDs from the civilian community support perspective. The 911-Bio ACTD project provided a valuable opportunity for DoD and civilian officials to learn how they should use their combined capabilities to manage the aftermath of a domestic biological terrorism incident.« less

Intersections of Critical Systems Thinking and Community Based Participatory Research: A Learning Organization Example with the Autistic Community.

PubMed

Raymaker, Dora M

2016-10-01

Critical systems thinking (CST) and community based participatory research (CBPR) are distinct approaches to inquiry which share a primary commitment to holism and human emancipation, as well as common grounding in critical theory and emancipatory and pragmatic philosophy. This paper explores their intersections and complements on a historical, philosophical, and theoretical level, and then proposes a hybrid approach achieved by applying CBPR's principles and considerations for operationalizing emancipatory practice to traditional systems thinking frameworks and practices. This hybrid approach is illustrated in practice with examples drawn from of the implementation of the learning organization model in an action research setting with the Autistic community. Our experience of being able to actively attend to, and continuously equalize, power relations within an organizational framework that otherwise has great potential for reinforcing power inequity suggests CBPR's principles and considerations for operationalizing emancipatory practice could be useful in CST settings, and CST's vocabulary, methods, and clarity around systems thinking concepts could be valuable to CBPR practioners.

Does a Formal Wiki Event Contribute to the Formation of a Network of Practice? A Social Capital Perspective on the Potential for Informal Learning

ERIC Educational Resources Information Center

Rehm, Martin; Littlejohn, Allison; Rienties, Bart

2018-01-01

Informal learning in blended and online settings plays an increasingly important role in the continuous professional development of individuals. Yet, how do individuals engage into these types of activities? We argue that social capital theory can provide valuable insights into how people behave and decide to take part in (in)formal learning.…

Poster Development and Presentation to Improve Scientific Inquiry and Broaden Effective Scientific Communication Skills.

PubMed

Rauschenbach, Ines; Keddis, Ramaydalis; Davis, Diane

2018-01-01

We have redesigned a tried-and-true laboratory exercise into an inquiry-based team activity exploring microbial growth control, and implemented this activity as the basis for preparing a scientific poster in a large, multi-section laboratory course. Spanning most of the semester, this project culminates in a poster presentation of data generated from a student-designed experiment. Students use and apply the scientific method and improve written and verbal communication skills. The guided inquiry format of this exercise provides the opportunity for student collaboration through cooperative learning. For each learning objective, a percentage score was tabulated (learning objective score = points awarded/total possible points). A score of 80% was our benchmark for achieving each objective. At least 76% of the student groups participating in this project over two semesters achieved each learning goal. Student perceptions of the project were evaluated using a survey. Nearly 90% of participating students felt they had learned a great deal in the areas of formulating a hypothesis, experimental design, and collecting and analyzing data; 72% of students felt this project had improved their scientific writing skills. In a separate survey, 84% of students who responded felt that peer review was valuable in improving their final poster submission. We designed this inquiry-based poster project to improve student scientific communication skills. This exercise is appropriate for any microbiology laboratory course whose learning outcomes include the development of scientific inquiry and literacy.

Poster Development and Presentation to Improve Scientific Inquiry and Broaden Effective Scientific Communication Skills †

PubMed Central

Rauschenbach, Ines; Keddis, Ramaydalis; Davis, Diane

2018-01-01

We have redesigned a tried-and-true laboratory exercise into an inquiry-based team activity exploring microbial growth control, and implemented this activity as the basis for preparing a scientific poster in a large, multi-section laboratory course. Spanning most of the semester, this project culminates in a poster presentation of data generated from a student-designed experiment. Students use and apply the scientific method and improve written and verbal communication skills. The guided inquiry format of this exercise provides the opportunity for student collaboration through cooperative learning. For each learning objective, a percentage score was tabulated (learning objective score = points awarded/total possible points). A score of 80% was our benchmark for achieving each objective. At least 76% of the student groups participating in this project over two semesters achieved each learning goal. Student perceptions of the project were evaluated using a survey. Nearly 90% of participating students felt they had learned a great deal in the areas of formulating a hypothesis, experimental design, and collecting and analyzing data; 72% of students felt this project had improved their scientific writing skills. In a separate survey, 84% of students who responded felt that peer review was valuable in improving their final poster submission. We designed this inquiry-based poster project to improve student scientific communication skills. This exercise is appropriate for any microbiology laboratory course whose learning outcomes include the development of scientific inquiry and literacy. PMID:29904518

Worrying affects associative fear learning: a startle fear conditioning study.

PubMed

Gazendam, Femke J; Kindt, Merel

2012-01-01

A valuable experimental model for the pathogenesis of anxiety disorders is that they originate from a learned association between an intrinsically non-aversive event (Conditioned Stimulus, CS) and an anticipated disaster (Unconditioned Stimulus, UCS). Most anxiety disorders, however, do not evolve from a traumatic experience. Insights from neuroscience show that memory can be modified post-learning, which may elucidate how pathological fear can develop after relatively mild aversive events. Worrying--a process frequently observed in anxiety disorders--is a potential candidate to strengthen the formation of fear memory after learning. Here we tested in a discriminative fear conditioning procedure whether worry strengthens associative fear memory. Participants were randomly assigned to either a Worry (n = 23) or Control condition (n = 25). After fear acquisition, the participants in the Worry condition processed six worrisome questions regarding the personal aversive consequences of an electric stimulus (UCS), whereas the Control condition received difficult but neutral questions. Subsequently, extinction, reinstatement and re-extinction of fear were tested. Conditioned responding was measured by fear-potentiated startle (FPS), skin conductance (SCR) and UCS expectancy ratings. Our main results demonstrate that worrying resulted in increased fear responses (FPS) to both the feared stimulus (CS(+)) and the originally safe stimulus (CS(-)), whereas FPS remained unchanged in the Control condition. In addition, worrying impaired both extinction and re-extinction learning of UCS expectancy. The implication of our findings is that they show how worry may contribute to the development of anxiety disorders by affecting associative fear learning.

Alignment of an interprofessional student learning experience with a hospital quality improvement initiative.

PubMed

Fowler, Terri O; Wise, Holly H; Mauldin, Mary P; Ragucci, Kelly R; Scheurer, Danielle B; Su, Zemin; Mauldin, Patrick D; Bailey, Jennifer R; Borckardt, Jeffrey J

2018-04-11

Assessment of interprofessional education (IPE) frequently focuses on students' learning outcomes including changes in knowledge, skills, and/or attitudes. While a foundational education in the values and information of their chosen profession is critical, interprofessional learning follows a continuum from formal education to practice. The continuum increases in significance and complexity as learning becomes more relationship based and dependent upon the ability to navigate complex interactions with patients, families, communities, co-workers, and others. Integrating IPE into collaborative practice is critical to enhancing students' experiential learning, developing teamwork competencies, and understanding the complexity of teams. This article describes a project that linked students with a hospital-based quality-improvement effort to focus on the acquisition and practice of teamwork skills and to determine the impact of teamwork on patient and quality outcome measures. A hospital unit was identified with an opportunity for improvement related to quality care, patient satisfaction, employee engagement, and team behaviours. One hundred and thirty-seven students from six health profession colleges at the Medical University of South Carolina underwent TeamSTEPPS® training and demonstrated proficiency of their teamwork-rating skills with the TeamSTEPPS® Team Performance Observation Tool (T-TPO). Students observed real-time team behaviours of unit staff before and after staff attended formal TeamSTEPPS® training. The students collected a total of 778 observations using the T-TPO. Teamwork performance on the unit improved significantly across all T-TPO domains (team structure, communication, leadership, situation monitoring, and mutual support). Significant improvement in each domain continued post-intervention and at 15-month follow-up, improvement remained significant compared to baseline. Student engagement in TeamSTEPPS® training and demonstration of their reliability as teamwork-observers was a valuable learning experience and also yielded an opportunity to gather unique, and otherwise difficult to attain, data from a hospital unit for use by quality managers and administrators.

Malaysian University Students' Use of Mobile Phones for Study

ERIC Educational Resources Information Center

Pullen, Darren; J-F; Swabey, Karen; Abadooz, M.; Sing, Termit Kaur Ranjit

2015-01-01

Mobile technology coupled with Internet accessibility has increased not only how we communicate but also how we might engage in learning. The ubiquity of mobile technology, such as smart phones and tablet devices, makes it a valuable tool for accessing learning resources on the Internet. The unified theory of acceptance and use of technology…

Pause...Before Rushing In: Examining Motivations to Help in Trauma Impacted Communities Internationally

ERIC Educational Resources Information Center

Streets, Barbara Faye; Nicolas, Guerda; Wolford, Karen

2015-01-01

International service learning courses, cultural immersion projects, and international disaster response teams have provided valuable aid, services, supplies and programs to trauma-impacted communities across the globe. Many colleges and universities support global learning and the creation of global citizens, and this ethic is reflected in many…

How Do Freshman Engineering Students Reflect an Online Calculus Course?

ERIC Educational Resources Information Center

Boz, Burcak; Adnan, Muge

2017-01-01

Improved access to technology has led to an increase in the number of online courses and degree programs in higher education. Despite continuous progress, little attention is paid to "understanding" students prior to implementation of learning and teaching processes. Being a valuable input for design of online learning environments and…

Learning Progressions in Context: Tensions and Insights from a Semester-Long Middle School Modeling Curriculum

ERIC Educational Resources Information Center

Pierson, Ashlyn E.; Clark, Douglas B.; Sherard, Max K.

2017-01-01

Schwarz and colleagues have proposed and refined a learning progression for modeling that provides a valuable template for envisioning increasingly sophisticated levels of modeling practice at an aggregate level (Fortus, Shwartz, & Rosenfeld, 2016; Schwarz et al., 2009; Schwarz, Reiser, Archer, Kenyon, & Fortus, 2012). Thinking about…

Introducing Learning Design and LAMS to Pre-Service Education Students

ERIC Educational Resources Information Center

Campbell, Chris; Cameron, Leanne

2011-01-01

Information and Communication Technologies (ICTs) for teaching and learning are continually changing and being replaced by the newest "must have" technologies, so how valuable are skills-based technology courses in the long-term to pre-service teachers? While pre-service teachers need to be competent and confident users of technology…

Concerted Cultivation and Music Learning: Global Issues and Local Variations

ERIC Educational Resources Information Center

Ilari, Beatriz

2013-01-01

"Concerted cultivation" has been described as a common, urban middle-class practice concerning the enrollment of children in a variety of age-specific activities that may promote the learning of valuable life skills as well as the development of individual abilities (Lareau, 2003). Music is one such activity. This study investigated the…

Explaining University Students' Strong Commitment to Understand through Individual and Contextual Elements

ERIC Educational Resources Information Center

Postareff, Liisa; Lindblom-Ylänne, Sari; Parpala, Anna

2014-01-01

Since the late 1970s numerous studies have explored students' approaches to learning (referred to as the "SAL" tradition). These studies have provided valuable evidence of students' study strategies and intentions at the university. Since extensive research already exists on students' approaches to learning, there is a need to move…

Puerto Rico's PLATO Learning Program: An Independent Evaluation of the PLATO Learning Model

ERIC Educational Resources Information Center

Shillady, Lucinda; Miller, Libbie

2004-01-01

The Comprehensive School Reform (CSR) program has become a valuable resource in the implementation of the Puerto Rico Department of Education's educational reform process. To support the process, the Commonwealth of Puerto Rico granted computerized equipment, reading and mathematics software and training designed for schools. This included reading…

Need for Equipping Student Teachers with Language of Mathematics

ERIC Educational Resources Information Center

Gafoor, K. Abdul; Sarabi, M. K.

2015-01-01

The significance of curriculum in building up language of mathematics which enables learners to construct and communicate knowledge of mathematics has not received due attention even as the pedagogical challenges faced by the students in learning mathematics have been discussed for years. Learning language of mathematics is not only valuable in…

Peer-Learning Networks in Social Work Doctoral Education: An Interdisciplinary Model

ERIC Educational Resources Information Center

Miller, J. Jay; Duron, Jacquelynn F.; Bosk, Emily Adlin; Finno-Velasquez, Megan; Abner, Kristin S.

2016-01-01

Peer-learning networks (PLN) can be valuable tools for doctoral students. Participation in these networks can aid in the completion of the dissertation, lead to increased scholarship productivity, and assist in student retention. Yet, despite the promise of PLNs, few studies have documented their effect on social work doctoral education. This…

Multi-Touch Tables and Collaborative Learning

ERIC Educational Resources Information Center

Higgins, Steve; Mercier, Emma; Burd, Liz; Joyce-Gibbons, Andrew

2012-01-01

The development of multi-touch tables, an emerging technology for classroom learning, offers valuable opportunities to explore how its features can be designed to support effective collaboration in schools. In this study, small groups of 10- to 11-year-old children undertook a history task where they had to connect various pieces of information…

Using Technology to Facilitate Effective Assessment for Learning and Feedback in Higher Education

ERIC Educational Resources Information Center

Deeley, Susan J.

2018-01-01

The aims of this paper are to examine and critically evaluate a selection of different technological methods that were specifically chosen for their alignment with, and potential to enhance, extant assessment for learning practice. The underpinning perspectives are that: (a) both formative and summative assessment are valuable opportunities for…

Joined up Thinking? Evaluating the Use of Concept-Mapping to Develop Complex System Learning

ERIC Educational Resources Information Center

Stewart, Martyn

2012-01-01

In the physical and natural sciences, the complexity of natural systems and their interactions is becoming better understood. With increased emphasis on learning about complex systems, students will be encountering concepts that are dynamic, ill-structured and interconnected. Concept-mapping is a method considered particularly valuable for…

Facebook as an Online Teaching Tool: Effects on Student Participation, Learning, and Overall Course Performance

ERIC Educational Resources Information Center

Camus, Melinda; Hurt, Nicole E.; Larson, Lincoln R.; Prevost, Luanna

2016-01-01

Online discussions are widely viewed as a valuable tool for encouraging student engagement and promoting interaction with course material outside of the traditional classroom. Strategies for conducting online discussions vary and are not confined to traditional, university-sponsored learning management systems (LMS). Social media platforms such as…

Focus on Film: Learning through the Movies

ERIC Educational Resources Information Center

Considine, David M.; Baker, Frank

2006-01-01

This article explores the use of movies as valuable instructional tools. When students are engaged with the content through a medium they love, they learn better and retain more. Incorporating motion pictures as part of classroom instruction has been spurred by the endorsement of both of the major reading and language arts organizations in the…

Chinese Brush Calligraphy Character Retrieval and Learning

ERIC Educational Resources Information Center

Zhuang, Yueting; Zhang, Xiafen; Lu, Weiming; Wu, Fei

2007-01-01

Chinese brush calligraphy is a valuable civilization legacy and a high art of scholarship. It is still popular in Chinese banners, newspaper mastheads, university names, and celebration gifts. There are Web sites that try to help people enjoy and learn Chinese calligraphy. However, there lacks advanced services such as content-based retrieval or…

Practical Evaluation of a Mobile Language Learning Tool in Higher Education

ERIC Educational Resources Information Center

Kétyi, András

2015-01-01

Following on preliminary research (Kétyi, 2013), in this project we looked for a mobile language learning solution, which combines computers and mobile devices. Our main idea was to explore whether by integrating mobile devices in our language teaching practice, our students at the Budapest Business School would gain valuable additional learning…

Cooperative Learning Technique through Internet Based Education: A Model Proposal

ERIC Educational Resources Information Center

Ozkan, Hasan Huseyin

2010-01-01

Internet is gradually becoming the most valuable learning environment for the people which form the information society. That the internet provides written, oral and visual communication between the participants who are at different places, that it enables the students' interaction with other students and teachers, and that it does these so fast…

Deciding Access to Work-Integrated Learning: Human Resource Professionals as Gatekeepers

ERIC Educational Resources Information Center

Mackaway, Jacqueline; Winchester-Seeto, Theresa

2018-01-01

Universities, industry and professional bodies advocate work-integrated learning (WIL) as a valuable way to prepare graduates to meet the challenges of contemporary society. When organizations preference particular students over others to host on placement, the full individual and collective potential of WIL is not realized. This paper reports…

Development of a Web-Based Health Care Intervention for Patients With Heart Disease: Lessons Learned From a Participatory Design Study

PubMed Central

2017-01-01

Background The use of telemedicine technologies in health care has increased substantially, together with a growing interest in participatory design methods when developing telemedicine approaches. Objective We present lessons learned from a case study involving patients with heart disease and health care professionals in the development of a personalized Web-based health care intervention. Methods We used a participatory design approach inspired by the method for feasibility studies in software development. We collected qualitative data using multiple methods in 3 workshops and analyzed the data using thematic analysis. Participants were 7 patients with diagnosis of heart disease, 2 nurses, 1 physician, 2 systems architects, 3 moderators, and 3 observers. Results We present findings in 2 parts. (1) Outcomes of the participatory design process: users gave valuable feedback on ease of use of the platforms’ tracking tools, platform design, terminology, and insights into patients’ monitoring needs, information and communication technologies skills, and preferences for self-management tools. (2) Experiences from the participatory design process: patients and health care professionals contributed different perspectives, with the patients using an experience-based approach and the health care professionals using a more attitude-based approach. Conclusions The essential lessons learned concern planning and organization of workshops, including the finding that patients engaged actively and willingly in a participatory design process, whereas it was more challenging to include and engage health care professionals. PMID:28526674

Development and evaluation of online video teaching resources to enhance student knowledge of livestock handling.

PubMed

Klupiec, C; Pope, S; Taylor, R; Carroll, D; Ward, M H; Celi, P

2014-07-01

To evaluate the effectiveness of online audiovisual materials to support the acquisition of animal handling skills by students of veterinary and animal science. A series of video clips (Livestock Handling modules) demonstrating livestock handling procedures was created and delivered online to students enrolled in the Faculty of Veterinary Science, University of Sydney. The effectiveness of these modules for supporting student learning was evaluated via an online survey. The survey also sought feedback on how students could be better prepared for handling livestock. The survey indicated that students found the videos a useful part of their learning experience, particularly by familiarising them with correct handling procedures and emphasising the importance of safety when handling livestock. Students also highlighted that online delivery supported flexible learning. Suggested improvements of the Livestock Handling modules centred around broadening the content of the videos and improving the user-friendliness of online access. Student feedback regarding how the Faculty could better prepare them for livestock handling was dominated by requests for more opportunities to practise animal handling using live animals. The Livestock Handling audiovisual tool is a valuable supplementary resource for developing students' proficiency in safe and effective handling of livestock. However, the results also clearly reveal a perception by students that more hands-on experience is required for acquisition of animal handling skills. These findings will inform future development of the Faculty's animal handling program. © 2014 Australian Veterinary Association.

Somatosensory Contribution to the Initial Stages of Human Motor Learning

PubMed Central

Bernardi, Nicolò F.; Darainy, Mohammad

2015-01-01

The early stages of motor skill acquisition are often marked by uncertainty about the sensory and motor goals of the task, as is the case in learning to speak or learning the feel of a good tennis serve. Here we present an experimental model of this early learning process, in which targets are acquired by exploration and reinforcement rather than sensory error. We use this model to investigate the relative contribution of motor and sensory factors to human motor learning. Participants make active reaching movements or matched passive movements to an unseen target using a robot arm. We find that learning through passive movements paired with reinforcement is comparable with learning associated with active movement, both in terms of magnitude and durability, with improvements due to training still observable at a 1 week retest. Motor learning is also accompanied by changes in somatosensory perceptual acuity. No stable changes in motor performance are observed for participants that train, actively or passively, in the absence of reinforcement, or for participants who are given explicit information about target position in the absence of somatosensory experience. These findings indicate that the somatosensory system dominates learning in the early stages of motor skill acquisition. SIGNIFICANCE STATEMENT The research focuses on the initial stages of human motor learning, introducing a new experimental model that closely approximates the key features of motor learning outside of the laboratory. The finding indicates that it is the somatosensory system rather than the motor system that dominates learning in the early stages of motor skill acquisition. This is important given that most of our computational models of motor learning are based on the idea that learning is motoric in origin. This is also a valuable finding for rehabilitation of patients with limited mobility as it shows that reinforcement in conjunction with passive movement results in benefits to motor learning that are as great as those observed for active movement training. PMID:26490869

Friendship fosters learning: The importance of friendships in clinical practice.

PubMed

Roberts, Debbie

2009-11-01

This paper reports on one of the key findings from a recent ethnographic study (Roberts, D., 2007. Friendships and the community of students: peer learning amongst a group of pre-registration student nurses. Unpublished PhD Thesis, University of Salford, UK) and aims to highlight the importance of friendships for student nurses in clinical practice. An interpretive ethnographic approach was taken in order to reveal the student experience during their pre registration programme. Data was collected using ethnographic interviewing (Sorrell, J.M., Redmond, G.M., 1995. Interviews in qualitative nursing research: differing approaches for ethnographic and phenomenological studies. Journal of Advanced Nursing 21, 1117-1122.) and participant observation. Within this paper I argue that student nurses exist on the edge of the community of practice (of the qualified staff) and therefore form their own parallel community where students are all seen as being in the same boat. In particular students use the friendships they develop in clinical practice to enable them to learn; developing an 'ask anything' culture where all students are perceived as valuable sources of knowledge. Furthermore, it appears that knowledge is contextually bound and not therefore linked to seniority, or length of time served on the course.

Use of interactive live digital imaging to enhance histology learning in introductory level anatomy and physiology classes.

PubMed

Higazi, Tarig B

2011-01-01

Histology is one of the main subjects in introductory college-level Human Anatomy and Physiology classes. Institutions are moving toward the replacement of traditional microscope-based histology learning with virtual microscopy learning amid concerns of losing the valuable learning experience of traditional microscopy. This study used live digital imaging (LDI) of microscopic slides on a SMART board to enhance Histology laboratory teaching. The interactive LDI system consists of a digital camera-equipped microscope that projects live images on a wall-mounted SMART board via a computer. This set-up allows real-time illustration of microscopic slides with highlighted key structural components, as well as the ability to provide the students with relevant study and review material. The impact of interactive LDI on student learning of Histology was then measured based on performance in subsequent laboratory tests before and after its implementation. Student grades increased from a mean of 76% (70.3-82.0, 95% CI) before to 92% (88.8-95.3, 95% CI) after integration of LDI indicating highly significant (P < 0.001) enhancement in students' Histology laboratory performance. In addition, student ratings of the impact of the interactive LDI on their Histology learning were strongly positive, suggesting that a majority of students who valued this learning approach also improved learning and understanding of the material as a result. The interactive LDI technique is an innovative, highly efficient and affordable tool to enhance student Histology learning, which is likely to expand knowledge and student perception of the subject and in turn enrich future science careers. Copyright © 2011 American Association of Anatomists.

Using a Family Science Day Event to Engage Youth in Climate Change Issues

NASA Astrophysics Data System (ADS)

Brevik, C.; Brevik, E. C.

2015-12-01

Each fall, Dickinson State University organizes four Family Science Day events for elementary-aged children to increase their engagement in the sciences. Offered on Saturday afternoons, each event focuses on a different science-related theme. Families can attend these events free of charge, and the kids participate in a large variety of hands-on activities which center around the event's theme. This year, the November event focused on climate change and the roles soil plays in the climate system. The timing of this topic was carefully chosen. 2015 has been declared the International Year of Soil by the United Nations, and the Soil Science Society of America theme for the month of November was Soils and Climate. This public outreach event was an amazing opportunity to help the youth in our community learn about climate change and soil in a fun, interactive environment. The activities also helped the children learn how science is a process of discovery that allows them to better understand the world they live in. In addition to the hands-on activities, a planetarium show focusing on climate change was also offered during the event. The fully immersive, 360-degree show allowed the kids and their parents to personally observe phenomena that are otherwise difficult to visualize. All of the activities at the Family Science Day event were staffed by university students, and this proved to be a very valuable experience for them as well. Some of the students who helped are majoring in a science field, and for them, the experience taught public communication. They learned to break complicated concepts down into simpler terms that young kids can understand. Education majors who participated practiced communicating science concepts to children, and students in other majors who helped with this event gained experiences that reinforced various concepts they had learned in their general education science courses.

New Safety and Technical Challenges and Operational Experience on the JET First Trace Tritium Experiment

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

Pearce, R.J.H.; Bell, A.C.; Brennan, D.

'Trace Tritium Experiments' (TTE) were successfully performed on JET in 2003. The Campaign marked the first use of tritium in JET plasmas since the Deuterium-Tritium Experiment (DTE1) Campaign in 1997, and was the first use of tritium in experiments under the EFDA organisation with the UKAEA as JET Operator. The safety and regulatory preparations for the experiment were extensive. Since JET has been operated by the UKAEA the operations have followed the model of a licensed nuclear site. The safe operation of the JET torus is demonstrated in a safety case. Key Safety Management Requirement (KSMR) and Key Safety Relatedmore » Equipment (KSRE) are identified in the Safety Case for DT operation. The safe operation of the torus is within the bounds of, and under the control of, an Authority to Operate (ATO). New technical challenges were presented by the need to inject and account for small quantities of tritium in very short pulses ({approx}80ms), with an accurate time stamp. The safety and operational management of the campaign are described. Valuable lessons were learned which would help in running future experiments. It is concluded that JET is in a strong position to run future trace tritium and full DT discharges.« less

Evaluation of different delivery modes of an interactive e-learning programme for teaching cultural diversity.

PubMed

Hawthorne, Kamila; Prout, Hayley; Kinnersley, Paul; Houston, Helen

2009-01-01

UK medical schools find it challenging to provide standardised teaching to expanding year intakes. In addition, developing and implementing diversity training can cause difficulties. This paper describes the evaluation of an interactive e-learning programme to raise awareness and understanding of communication difficulties in diversity consultations. The programme was part of an undergraduate portfolio-based community module. Three hundred and two students were assigned to one of three delivery methods--a large group setting, small groups with a facilitator, and as part of distance learning while on community placement. The evaluation included analysis of their coursework marks, a self-completed evaluation questionnaire, and small group discussions. Two hundred and twenty-three students took part in the evaluation. They were able to apply the concepts they learnt to clinical examples from their own experiences. Type of delivery did not affect coursework marks, but students tended to prefer the e-learning as part of a distance learning package. They offered helpful suggestions to improve its complexity and range. The acceptability and utility of this e-learning module both in face to face teaching and remote placement has been demonstrated, and evaluation by the students has provided valuable information for its further development. All medical schools should include some diversity training, and further research should concentrate on the effects of this type of learning on longer term outcomes such as attitude and performance tests. Such tools could reduce demands on staff time in facilitation of small groupwork, and their cost effectiveness could be increased by making them available to other medical schools.

Replacing stressful challenges with positive coping strategies: a resilience program for clinical placement learning.

PubMed

Delany, C; Miller, K J; El-Ansary, D; Remedios, L; Hosseini, A; McLeod, S

2015-12-01

Clinical education is foundational to health professional training. However, it is also a time of increased stress for students. A student's perception of stressors and their capacity to effectively manage them is a legitimate concern for educators, because anxiety and decreased coping strategies can interfere with effective learning, clinical performance and capacity to care for patients. Resilience is emerging as a valuable construct to underpin positive coping strategies for learning and professional practice. We report the development and evaluation of a psycho-education resilience program designed to build practical skills-based resilience capacities in health science (physiotherapy) students. Six final year undergraduate physiotherapy students attended four action research sessions led by a clinical health psychologist. Resilience strategies drawn from cognitive behavioural therapy, and positive and performance psychology were introduced. Students identified personal learning stressors and their beliefs and responses. They chose specific resilience-based strategies to address them, and then reported their impact on learning performance and experiences. Thematic analysis of the audio-recorded and transcribed action research sessions, and students' de identified notes was conducted. Students' initial descriptions of stressors as 'problems' outside their control resulting in poor thinking and communication, low confidence and frustration, changed to a focus on how they managed and recognized learning challenges as normal or at least expected elements of the clinical learning environment. The research suggests that replacing stressful challenges with positive coping strategies offers a potentially powerful tool to build self-efficacy and cognitive control as well as greater self-awareness as a learner and future health practitioner.

Nursing students' perceptions of hospital learning environments--an Australian perspective.

PubMed

Chan, Dominic S

2004-01-01

Clinical education is a vital component in the curricula of pre-registration nursing courses and provides student nurses with the opportunity to combine cognitive, psychomotor, and affective skills. Various studies have suggested that not all practice settings are able to provide nursing students with a positive learning environment. In order to maximize nursing students' clinical learning outcomes, there is a need to examine the clinical learning environment. The purpose of this study was to assess pre-registration nursing students' perceptions of hospital learning environments during clinical field placement. Quantitative and qualitative methodology was used. One hundred and eight students provided quantitative data through completion of the survey instrument, the Clinical Learning Environment Inventory (Actual and Preferred forms). Each form is a 5-point Likert-type questionnaire, made up of 35 items consisted of 5 scales with 7 items per scale. Qualitative data, obtained through semi-structured interview of 21 students from the same cohort, were used to explain and support the quantitative findings. There were significant differences between students' actual and preferred perceptions of the clinical learning environments. Generally students preferred a more positive and favourable clinical environment than they perceived as being actually present. Since participants consisted of nursing students from just one university nursing school in South Australia, the findings may not be representative of all nursing students in general with respect to their clinical placement. However, the value of this study lies in the resulting implication for nursing education and future research. A better understanding of what constitutes quality clinical education from the students' perspective would be valuable in providing better educational experiences.

Empirical evaluation of a virtual laboratory approach to teach lactate dehydrogenase enzyme kinetics.

PubMed

Booth, Christine; Cheluvappa, Rajkumar; Bellinson, Zack; Maguire, Danni; Zimitat, Craig; Abraham, Joyce; Eri, Rajaraman

2016-06-01

Personalised instruction is increasingly recognised as crucial for efficacious learning today. Our seminal work delineates and elaborates on the principles, development and implementation of a specially-designed adaptive, virtual laboratory. We strived to teach laboratory skills associated with lactate dehydrogenase (LDH) enzyme kinetics to 2nd-year biochemistry students using our adaptive learning platform. Pertinent specific aims were to:(1)design/implement a web-based lesson to teach lactate dehydrogenase(LDH) enzyme kinetics to 2nd-year biochemistry students(2)determine its efficacious in improving students' comprehension of enzyme kinetics(3)assess their perception of its usefulness/manageability(vLab versus Conventional Tutorial). Our tools were designed using HTML5 technology. We hosted the program on an adaptive e-learning platform (AeLP). Provisions were made to interactively impart informed laboratory skills associated with measuring LDH enzyme kinetics. A series of e-learning methods were created. Tutorials were generated for interactive teaching and assessment. The learning outcomes herein were on par with that from a conventional classroom tutorial. Student feedback showed that the majority of students found the vLab learning experience "valuable"; and the vLab format/interface "well-designed". However, there were a few technical issues with the 1st roll-out of the platform. Our pioneering effort resulted in productive learning with the vLab, with parity with that from a conventional tutorial. Our contingent discussion emphasises not only the cornerstone advantages, but also the shortcomings of the AeLP method utilised. We conclude with an astute analysis of possible extensions and applications of our methodology.

AggNet: Deep Learning From Crowds for Mitosis Detection in Breast Cancer Histology Images.

PubMed

Albarqouni, Shadi; Baur, Christoph; Achilles, Felix; Belagiannis, Vasileios; Demirci, Stefanie; Navab, Nassir

2016-05-01

The lack of publicly available ground-truth data has been identified as the major challenge for transferring recent developments in deep learning to the biomedical imaging domain. Though crowdsourcing has enabled annotation of large scale databases for real world images, its application for biomedical purposes requires a deeper understanding and hence, more precise definition of the actual annotation task. The fact that expert tasks are being outsourced to non-expert users may lead to noisy annotations introducing disagreement between users. Despite being a valuable resource for learning annotation models from crowdsourcing, conventional machine-learning methods may have difficulties dealing with noisy annotations during training. In this manuscript, we present a new concept for learning from crowds that handle data aggregation directly as part of the learning process of the convolutional neural network (CNN) via additional crowdsourcing layer (AggNet). Besides, we present an experimental study on learning from crowds designed to answer the following questions. 1) Can deep CNN be trained with data collected from crowdsourcing? 2) How to adapt the CNN to train on multiple types of annotation datasets (ground truth and crowd-based)? 3) How does the choice of annotation and aggregation affect the accuracy? Our experimental setup involved Annot8, a self-implemented web-platform based on Crowdflower API realizing image annotation tasks for a publicly available biomedical image database. Our results give valuable insights into the functionality of deep CNN learning from crowd annotations and prove the necessity of data aggregation integration.

Learning Contracts in Undergraduate Courses: Impacts on Student Behaviors and Academic Performance

DTIC Science & Technology

2013-04-01

contract. The students each set their expectations for the next exam grade and put it in writing , and the learning contract overtly empowered them to...of success (Bandura, 1977). Putting something achievable in writing , ensuring that is it clear and customized to the individual, having prior...tests of life?" Self-direction is a highly valuable skill that involves the ability to learn independently and possess metacognitive ability. Successful

Illustrative case studies in the return of exome and genome sequencing results

PubMed Central

Amendola, Laura M; Lautenbach, Denise; Scollon, Sarah; Bernhardt, Barbara; Biswas, Sawona; East, Kelly; Everett, Jessica; Gilmore, Marian J; Himes, Patricia; Raymond, Victoria M; Wynn, Julia; Hart, Ragan; Jarvik, Gail P

2015-01-01

Whole genome and exome sequencing tests are increasingly being ordered in clinical practice, creating a need for research exploring the return of results from these tests. A goal of the Clinical Sequencing and Exploratory Research (CSER) consortium is to gain experience with this process to develop best practice recommendations for offering exome and genome testing and returning results. Genetic counselors in the CSER consortium have an integral role in the return of results from these genomic sequencing tests and have gained valuable insight. We present seven emerging themes related to return of exome and genome sequencing results accompanied by case descriptions illustrating important lessons learned, counseling challenges specific to these tests and considerations for future research and practice. PMID:26478737

Competency Testing for Pediatric Cardiology Fellows Learning Transthoracic Echocardiography: Implementation, Fellow Experience, and Lessons Learned.

PubMed

Levine, Jami C; Geva, Tal; Brown, David W

2015-12-01

There is currently great interest in measuring trainee competency at all levels of medical education. In 2007, we implemented a system for assessing cardiology fellows' progress in attaining imaging skills. This paradigm could be adapted for use by other cardiology programs. Evaluation consisted of a two-part exercise performed after years 1 and 2 of pediatric cardiology training. Part 1: a directly observed evaluation of technical skills as fellows imaged a normal subject (year 1) and a patient with complex heart disease (year 2). Part 2: fellows interpreted and wrote reports for two echocardiograms illustrating congenital heart disease. These were graded for accuracy and facility with communicating pertinent data. After 5 years of testing, fellows were surveyed about their experience. In 5 years, 40 fellows were tested at least once. Testing identified four fellows who underperformed on the technical portion and four on the interpretive portion. Surveys were completed by 33 fellows (83 %). Most (67 %) felt that intermittent observation by faculty was inadequate for assessing skills and that procedural volume was a poor surrogate for competency (58 %). Posttest feedback was constructive and valuable for 90, and 70 % felt the process helped them set goals for skill improvement. Overall, fellows felt this testing was fair and should continue. Fellow performance and responses identified programmatic issues that were creating barriers to learning. We describe a practical test to assess competency for cardiology fellows learning echocardiography. This paradigm is feasible, has excellent acceptance among trainees, and identifies trainees who need support. Materials developed could be easily adapted to help track upcoming ACGME-mandated metrics.

Heterospecific eavesdropping in ant-following birds of the Neotropics is a learned behaviour.

PubMed

Pollock, Henry S; Martínez, Ari E; Kelley, J Patrick; Touchton, Janeene M; Tarwater, Corey E

2017-10-25

Animals eavesdrop on other species to obtain information about their environments. Heterospecific eavesdropping can yield tangible fitness benefits by providing valuable information about food resources and predator presence. The ability to eavesdrop may therefore be under strong selection, although extensive research on alarm-calling in avian mixed-species flocks has found only limited evidence that close association with another species could select for innate signal recognition. Nevertheless, very little is known about the evolution of eavesdropping behaviour and the mechanism of heterospecific signal recognition, particularly in other ecological contexts, such as foraging. To understand whether heterospecific eavesdropping was an innate or learned behaviour in a foraging context, we studied heterospecific signal recognition in ant-following birds of the Neotropics, which eavesdrop on vocalizations of obligate ant-following species to locate and recruit to swarms of the army ant Eciton burchellii , a profitable food resource. We used a playback experiment to compare recruitment of ant-following birds to vocalizations of two obligate species at a mainland site (where both species are present) and a nearby island site (where one species remains whereas the other went extinct approx. 40 years ago). We found that ant-following birds recruited strongly to playbacks of the obligate species present at both island and mainland sites, but the island birds did not recruit to playbacks of the absent obligate species. Our results strongly suggest that (i) ant-following birds learn to recognize heterospecific vocalizations from ecological experience and (ii) island birds no longer recognize the locally extinct obligate species after eight generations of absence from the island. Although learning appears to be the mechanism of heterospecific signal recognition in ant-following birds, more experimental tests are needed to fully understand the evolution of eavesdropping behaviour. © 2017 The Author(s).

Science Classroom Inquiry (SCI) Simulations: A Novel Method to Scaffold Science Learning

PubMed Central

Peffer, Melanie E.; Beckler, Matthew L.; Schunn, Christian; Renken, Maggie; Revak, Amanda

2015-01-01

Science education is progressively more focused on employing inquiry-based learning methods in the classroom and increasing scientific literacy among students. However, due to time and resource constraints, many classroom science activities and laboratory experiments focus on simple inquiry, with a step-by-step approach to reach predetermined outcomes. The science classroom inquiry (SCI) simulations were designed to give students real life, authentic science experiences within the confines of a typical classroom. The SCI simulations allow students to engage with a science problem in a meaningful, inquiry-based manner. Three discrete SCI simulations were created as website applications for use with middle school and high school students. For each simulation, students were tasked with solving a scientific problem through investigation and hypothesis testing. After completion of the simulation, 67% of students reported a change in how they perceived authentic science practices, specifically related to the complex and dynamic nature of scientific research and how scientists approach problems. Moreover, 80% of the students who did not report a change in how they viewed the practice of science indicated that the simulation confirmed or strengthened their prior understanding. Additionally, we found a statistically significant positive correlation between students’ self-reported changes in understanding of authentic science practices and the degree to which each simulation benefitted learning. Since SCI simulations were effective in promoting both student learning and student understanding of authentic science practices with both middle and high school students, we propose that SCI simulations are a valuable and versatile technology that can be used to educate and inspire a wide range of science students on the real-world complexities inherent in scientific study. PMID:25786245

Science classroom inquiry (SCI) simulations: a novel method to scaffold science learning.

PubMed

Peffer, Melanie E; Beckler, Matthew L; Schunn, Christian; Renken, Maggie; Revak, Amanda

2015-01-01

Science education is progressively more focused on employing inquiry-based learning methods in the classroom and increasing scientific literacy among students. However, due to time and resource constraints, many classroom science activities and laboratory experiments focus on simple inquiry, with a step-by-step approach to reach predetermined outcomes. The science classroom inquiry (SCI) simulations were designed to give students real life, authentic science experiences within the confines of a typical classroom. The SCI simulations allow students to engage with a science problem in a meaningful, inquiry-based manner. Three discrete SCI simulations were created as website applications for use with middle school and high school students. For each simulation, students were tasked with solving a scientific problem through investigation and hypothesis testing. After completion of the simulation, 67% of students reported a change in how they perceived authentic science practices, specifically related to the complex and dynamic nature of scientific research and how scientists approach problems. Moreover, 80% of the students who did not report a change in how they viewed the practice of science indicated that the simulation confirmed or strengthened their prior understanding. Additionally, we found a statistically significant positive correlation between students' self-reported changes in understanding of authentic science practices and the degree to which each simulation benefitted learning. Since SCI simulations were effective in promoting both student learning and student understanding of authentic science practices with both middle and high school students, we propose that SCI simulations are a valuable and versatile technology that can be used to educate and inspire a wide range of science students on the real-world complexities inherent in scientific study.

Formative Assessment Pre-Test to Identify College Students' Prior Knowledge, Misconceptions and Learning Difficulties in Biology

ERIC Educational Resources Information Center

Lazarowitz, Reuven; Lieb, Carl

2006-01-01

A formative assessment pretest was administered to undergraduate students at the beginning of a science course in order to find out their prior knowledge, misconceptions and learning difficulties on the topic of the human respiratory system and energy issues. Those findings could provide their instructors with the valuable information required in…

Near-Peer Teaching in Anatomy: An Approach for Deeper Learning

ERIC Educational Resources Information Center

Evans, Darrell J. R.; Cuffe, Tracy

2009-01-01

Peer teaching has been recognized as a valuable and effective approach for learning and has been incorporated into medical, dental, and healthcare courses using a variety of approaches. The success of peer teaching is thought to be related to the ability of peer tutors and tutees to communicate more effectively, thereby improving the learning…

Teaching and Learning the Interplay between Chance and Determinism in Nonlinear Systems

ERIC Educational Resources Information Center

Stavrou, Dimitrios; Duit, Reinders

2014-01-01

That the interplay of random and deterministic processes may result in both the limited predictability of nonlinear systems and the formation of structures seems to be a most valuable general insight into the nature of science. This study investigates the possibility of teaching and learning the interplay of chance and determinism in nonlinear…

Values and the Search for Self.

ERIC Educational Resources Information Center

Bellanca, James A.

The purpose of this book is to help the reader to become a more effective facilitator of learning. Based on the assumption that the most valuable learning is founded in self-knowledge and a resultant knowledge of others, the book presents a view of teaching as helping and caring with a supportive yet flexible structure. It states that the goal of…

Teachers as Participatory Designers: Two Case Studies with Technology-Enhanced Learning Environments

ERIC Educational Resources Information Center

Cober, Rebecca; Tan, Esther; Slotta, Jim; So, Hyo-Jeong; Könings, Karen D.

2015-01-01

Teachers are not typically involved as participatory designers in the design of technology-enhanced learning environments. As they have unique and valuable perspectives on the role of technology in education, it is of utmost importance to engage them in a participatory design process. Adopting a case study methodology, we aim to reveal in what…

An Experimental Study of Satisfaction Response: Evaluation of Online Collaborative Learning

ERIC Educational Resources Information Center

Cheng, Xusen; Wang, Xueyin; Huang, Jianqing; Zarifis, Alex

2016-01-01

On the one hand, a growing amount of research discusses support for improving online collaborative learning quality, and many indicators are focused to assess its success. On the other hand, thinkLets for designing reputable and valuable collaborative processes have been developed for more than ten years. However, few studies try to apply…

Social Conversation and Effective Discussion in Online Group Learning

ERIC Educational Resources Information Center

Chen, Fei-Ching; Wang, Thomas C.

2009-01-01

This paper studies the social talk of high school students in online discussion forums. On-task talk has generally been assessed as valuable discussion because it contributes directly to productive learning. Off-task conversation, on the other hand, is often regarded as useless and a waste of time. Should this social talk indeed be regarded as an…

Enriching Students' Education Using Interactive Workstations at a Salt Mine Turned Science Center

ERIC Educational Resources Information Center

Meissner, Barbara; Bogner, Franz

2011-01-01

Although teachers in principle are prepared to make use of science centers, such excursions often fail to facilitate learning processes. Therefore, it is necessary to improve the link between science centers and schools. The design and evaluation of valuable outreach projects may enhance students' out-of-school science learning. In our study, we…

Participative Case Studies: Integrating Case Writing and a Traditional Case Study Approach in a Marketing Context

ERIC Educational Resources Information Center

Forman, Howard

2006-01-01

Case-based pedagogy is a valuable tool for applying business concepts and theories to organizational contexts. Traditional case-based pedagogy offers such learning opportunities. What this pedagogy lacks, however, is an element of real-time experiential learning opportunities. This research focuses on the advantages of incorporating a case-writing…

Value Innovation in Learner-Centered Design. How to Develop Valuable Learning Tools

ERIC Educational Resources Information Center

Breuer, Henning; Schwarz, Heinrich; Feller, Kristina; Matsumoto, Mitsuji

2014-01-01

This paper shows how to address technological, cultural and social transformations with empirically grounded innovation. Areas in transition such as higher education and learning techniques today bring about new needs and opportunities for innovative tools and services. But how do we find these tools? The paper argues for using a strategy of…

The Fall and Redemption of People and Systems: Potential Lessons from the "Star Wars" Saga

ERIC Educational Resources Information Center

Guerrero, Anthony P. S.; Jamora, Maria Jasmin

2007-01-01

Through an analysis of the fall and redemption of Anakin Skywalker and the Galactic Republic of the Star Wars saga, educators may be able to convey valuable lessons to students learning about child and adolescent psychiatry and to junior psychiatrists learning about psychiatric administration and liaison. Specifically, educators may be able to…

The Effect and Importance of Technology in the Research Process

ERIC Educational Resources Information Center

Cuff, Ed

2014-01-01

From elementary schooling to doctoral-level education, technology has become an integral part of the learning process in and out of the classroom. With the implementation of the Common Core Learning Standards, the skills required for research are more valuable than ever, for they are required to succeed in a college setting, as well as in the…

Transforming Taxonomies into Rubrics: Using SOLO in Social Science and Inclusive Education

ERIC Educational Resources Information Center

Rembach, Lauren; Dison, Laura

2016-01-01

Designing assessment rubrics has become an important pedagogical practice for lecturers in the Wits School of Education (WsoE) in the recognition of writing as a valuable tool for teaching and learning across disciplines. This paper describes and reflects on the process of adapting the SOLO taxonomy (Structure of Observed Learning Outcomes)…

Inculcating Positive Thinking in the Self-Concept of Children with Learning Difficulties

ERIC Educational Resources Information Center

Abed, Mohaned Ghazi

2017-01-01

Inculcating positive thinking can act as a valuable tool in enhancing the overall self-concept of children with learning disabilities. The value of positive psychology is recognized as the basis for recent research conducted in the field of strength development. Positive psychology is centered on the view that individual lives can be improved by…

English Digital Dictionaries as Valuable Blended Learning Tools for Palestinian College Students

ERIC Educational Resources Information Center

Dwaik, Raghad A. A.

2015-01-01

Digital technology has become an indispensable aspect of foreign language learning around the globe especially in the case of college students who are often required to finish extensive reading assignments within a limited time period. Such pressure calls for the use of efficient tools such as digital dictionaries to help them achieve their…

In the Thick of It: Using Tablets for Recording and Assessment

ERIC Educational Resources Information Center

Tyler, Toby

2017-01-01

Numerous professionals have written about the need for investigations at the heart of learning to engage and inspire, and to maximize impact upon learning. This article asks if children can use tablets to record their investigations while they are still "in the thick" of them, and also provide valuable assessment data? "In the thick…

Engaging Youth in Climate Change Issues with Family Science Day Activities

NASA Astrophysics Data System (ADS)

Brevik, Corinne E.; Brevik, Eric C.; Steffan, Joshua J.

2016-04-01

Dickinson State University organizes four Family Science Day events each fall during the months of September, October, November, and December. Activities are geared toward elementary-aged children to increase student engagement in the sciences. Offered on Saturday afternoons, each event focuses on a different science-related theme. Families can attend these events free of charge, and the kids participate in a large variety of hands-on activities that center around the event's theme. This year, the November event focused on climate change, including an emphasis on the roles soil plays in the climate system. The timing of this topic was carefully chosen. 2015 has been declared the International Year of Soil by the United Nations, and the Soil Science Society of America theme for the month of November was Soils and Climate. This public outreach event was an amazing opportunity to help the youth in our community learn about climate change in a fun, interactive environment. Climate changes in the past, present, and future were emphasized. Activities including the Farming Game, painting with soils, taking Jello "cores", creating a cloud in a jar, and making a glacier in a bag helped children learn how science is a process of discovery that allows them to better understand the world they live in. In addition to the hands-on activities, a planetarium show focused on climate change was also offered during the event, surrounding the kids and their parents in a fully immersive, 360-degree show that allowed them to personally observe phenomena that are otherwise difficult to visualize. All of the activities at the Family Science Day event were staffed by university students, and this proved to be a very valuable experience for them as well. Some of the students who helped are majoring in a science field, and for them, the experience taught public communication. They learned to break complicated concepts down into simpler terms that young kids could understand. Education students who participated learned how to communicate science concepts to children, and students in other majors who helped with this event gained experiences that reinforced various concepts they had learned in their general education science courses.

Interprofessional resuscitation rounds: a teamwork approach to ACLS education.

PubMed

Dagnone, Jeffrey Damon; McGraw, Robert C; Pulling, Cheryl A; Patteson, Ann K

2008-01-01

We developed and implemented a series of interprofessional resuscitation rounds targeting fourth year nursing and medical students, and junior residents from a variety of specialty programs. Each two hour session was conducted in our patient simulation lab, and was held weekly during the academic year. Students were given specific instruction on the roles and responsibilities of resuscitation team members, and then teams of five worked through pre-defined Advanced Cardiac Life Support (ACLS) scenarios on a high fidelity patient simulator. At the end of each session students completed an anonymous evaluation of the program via a standardized questionnaire using Likert rating scales. A total of 222 evaluations (101 nursing students, 42 medical students, and 79 junior residents) were submitted from October 2005 to April 2006. Mean scores reflected a strong consensus that these rounds were valuable for their training, provided a vehicle for understanding team roles in resuscitation, and that these rounds should be mandatory for all medical and nursing trainees. Participants also expressed a desire for additional interprofessional training. Despite challenges inherent in teaching a diverse group of learners, these interprofessional resuscitation rounds were rated highly by nursing and medical trainees as valuable learning experiences.

Information based universal feature extraction

NASA Astrophysics Data System (ADS)

Amiri, Mohammad; Brause, Rüdiger

2015-02-01

In many real world image based pattern recognition tasks, the extraction and usage of task-relevant features are the most crucial part of the diagnosis. In the standard approach, they mostly remain task-specific, although humans who perform such a task always use the same image features, trained in early childhood. It seems that universal feature sets exist, but they are not yet systematically found. In our contribution, we tried to find those universal image feature sets that are valuable for most image related tasks. In our approach, we trained a neural network by natural and non-natural images of objects and background, using a Shannon information-based algorithm and learning constraints. The goal was to extract those features that give the most valuable information for classification of visual objects hand-written digits. This will give a good start and performance increase for all other image learning tasks, implementing a transfer learning approach. As result, in our case we found that we could indeed extract features which are valid in all three kinds of tasks.

Deep learning methods for protein torsion angle prediction.

PubMed

Li, Haiou; Hou, Jie; Adhikari, Badri; Lyu, Qiang; Cheng, Jianlin

2017-09-18

Deep learning is one of the most powerful machine learning methods that has achieved the state-of-the-art performance in many domains. Since deep learning was introduced to the field of bioinformatics in 2012, it has achieved success in a number of areas such as protein residue-residue contact prediction, secondary structure prediction, and fold recognition. In this work, we developed deep learning methods to improve the prediction of torsion (dihedral) angles of proteins. We design four different deep learning architectures to predict protein torsion angles. The architectures including deep neural network (DNN) and deep restricted Boltzmann machine (DRBN), deep recurrent neural network (DRNN) and deep recurrent restricted Boltzmann machine (DReRBM) since the protein torsion angle prediction is a sequence related problem. In addition to existing protein features, two new features (predicted residue contact number and the error distribution of torsion angles extracted from sequence fragments) are used as input to each of the four deep learning architectures to predict phi and psi angles of protein backbone. The mean absolute error (MAE) of phi and psi angles predicted by DRNN, DReRBM, DRBM and DNN is about 20-21° and 29-30° on an independent dataset. The MAE of phi angle is comparable to the existing methods, but the MAE of psi angle is 29°, 2° lower than the existing methods. On the latest CASP12 targets, our methods also achieved the performance better than or comparable to a state-of-the art method. Our experiment demonstrates that deep learning is a valuable method for predicting protein torsion angles. The deep recurrent network architecture performs slightly better than deep feed-forward architecture, and the predicted residue contact number and the error distribution of torsion angles extracted from sequence fragments are useful features for improving prediction accuracy.

'The character rests heavily within me': drama students as standardized patients in mental health nursing education.

PubMed

Jacobs, A C; van Jaarsveldt, D E

2016-04-01

WHAT IS KNOWN ON THE SUBJECT?: Standardized patient (SP) simulation is an internationally recognized learning strategy that has proven effective in enhancing nursing students' competencies necessary for mental health practice. WHAT DOES THIS PAPER ADD TO EXISTING KNOWLEDGE?: A deeper exploration of the process from the perspective of SPs and more particularly drama students, revealed the complexity they need to navigate and the personal vulnerability they are exposed to when creating an authentic learning opportunity for nursing students. WHAT ARE THE IMPLICATIONS FOR PRACTICE?: Their vulnerability justifies deeper consideration of support, as well as research on the ethical implications of SP simulation. Nursing students need to be well grounded in therapeutic communication before engaging with mental health users. This should include opportunities to question personal frames of reference that could hinder therapeutic engagement with diverse others. In future, the drama students can be involved in scenario development to enhance the authenticity of simulations. Introduction The effectiveness of Standardized patient (SP) simulation in enhancing students' mental health nursing competencies is well published. Nevertheless, the believable and accurate portrayal of a patient with a mental health issue during SP simulation is complex. Though vital to the creation of safe authentic learning experiences, the perspectives of SPs and particularly of drama students involved in SP simulation are unknown. Aim The aim of this paper is therefore to explore and describe the experiences of 11 drama students engaged in mental health simulations for nursing students. Method A qualitative approach was taken and data were gathered using various techniques. Findings The content analysis revealed that these SPs negotiated three roles during this interdisciplinary learning experience, namely of a facilitator of learning, a drama student and the person within. Discussion The study provided valuable insight into the world of an SP, including the complexities they navigate and the vulnerability they experience. Implications for Practice Nurse educators are alerted to SP's need for support and the necessity of establishing good interpersonal skills before nursing students enter the practice setting. Involvement of SPs in scenario development could enhance the authenticity of future simulations. The ethical implications of SP simulation requires further exploration. © 2016 The Authors. Journal of Psychiatric and Mental Health Nursing Published by John Wiley & Sons Ltd.

Evaluating best educational practices, student satisfaction, and self-confidence in simulation: A descriptive study.

PubMed

Zapko, Karen A; Ferranto, Mary Lou Gemma; Blasiman, Rachael; Shelestak, Debra

2018-01-01

The National League for Nursing (NLN) has endorsed simulation as a necessary teaching approach to prepare students for the demanding role of professional nursing. Questions arise about the suitability of simulation experiences to educate students. Empirical support for the effect of simulation on patient outcomes is sparse. Most studies on simulation report only anecdotal results rather than data obtained using evaluative tools. The aim of this study was to examine student perception of best educational practices in simulation and to evaluate their satisfaction and self-confidence in simulation. This study was a descriptive study designed to explore students' perceptions of the simulation experience over a two-year period. Using the Jeffries framework, a Simulation Day was designed consisting of serial patient simulations using high and medium fidelity simulators and live patient actors. The setting for the study was a regional campus of a large Midwestern Research 2 university. The convenience sample consisted of 199 participants and included sophomore, junior, and senior nursing students enrolled in the baccalaureate nursing program. The Simulation Days consisted of serial patient simulations using high and medium fidelity simulators and live patient actors. Participants rotated through four scenarios that corresponded to their level in the nursing program. Data was collected in two consecutive years. Participants completed both the Educational Practices Questionnaire (Student Version) and the Student Satisfaction and Self-Confidence in Learning Scale. Results provide strong support for using serial simulation as a learning tool. Students were satisfied with the experience, felt confident in their performance, and felt the simulations were based on sound educational practices and were important for learning. Serial simulations and having students experience simulations more than once in consecutive years is a valuable method of clinical instruction. When conducted well, simulations can lead to increased student satisfaction and self-confidence. Copyright © 2017 Elsevier Ltd. All rights reserved.

Nurse training with simulation: an innovative approach to teach complex microsurgery patient care.

PubMed

Flurry, Mitchell; Brooke, Sebastian; Micholetti, Brett; Natoli, Noel; Moyer, Kurtis; Mnich, Stephanie; Potochny, John

2012-10-01

Simulation has become an integral part of education at all levels within the medical field. The ability to allow personnel to practice and learn in a safe and controlled environment makes it a valuable tool for initial training and continued competence verification. An area of specific interest to the reconstructive microsurgeon is assurance that the nursing staff has adequate training and experience to provide optimum care for microsurgery patients. Plastic surgeons in institutions where few microsurgeries are performed face challenges teaching nurses how to care for these complex patients. Because no standard exists to educate microsurgery nurses, learning often happens by chance on-the-job encounters. Outcomes, therefore, may be affected by poor handoffs between inexperienced personnel. Our objective is to create a course that augments such random clinical experience and teaches the knowledge and skills necessary for successful microsurgery through simulated patient scenarios. Quality care reviews at our institution served as the foundation to develop an accredited nursing course providing clinical training for the care of microsurgery patients. The course combined lectures on microsurgery, pharmacology, and flap monitoring as well as simulated operating room, surgical intensive care unit, postanesthesia care unit, Trauma Bay, and Floor scenarios. Evaluation of participants included precourse examination, postcourse examination, and a 6-month follow-up. Average test scores were 72% precourse and 92% postcourse. Educational value, effectiveness of lectures and simulation, and overall course quality was rated very high or high by 86% of respondents; 0% respondents rated it as low. Six-month follow-up test score average was 88%. Learning to care for microsurgery patients should not be left to chance patient encounters on the job. Simulation provides a safe, reproducible, and controlled clinical experience. Our results show that simulation is a highly rated and effective way to teach nurses microsurgery patient care. Simulated patient care training should be considered to augment the clinical experience in hospitals where microsurgery is performed.

Facilitating Dental Student Reflections: Using Mentor Groups to Discuss Clinical Experiences and Personal Development.

PubMed

Koole, Sebastiaan; Christiaens, Veronique; Cosyn, Jan; De Bruyn, Hugo

2016-10-01

Despite the consensus on the importance of reflection for dental professionals, a lack of understanding remains about how students and clinicians should develop their ability to reflect. The aim of this study was to investigate dental students' and mentors' perceptions of mentor groups as an instructional method to facilitate students' reflection in terms of the strategy's learning potential, role of the mentor, group dynamics, and feasibility. At Ghent University in Belgium, third- and fourth-year dental students were encouraged to reflect on their clinical experiences and personal development in three reflective mentor sessions. No preparation or reports afterwards were required; students needed only to participate in the sessions. Sessions were guided by trained mentors to establish a safe environment, frame clinical discussions, and stimulate reflection. Students' and mentors' perceptions of the experience were assessed with a 17-statement questionnaire with response options on a five-point Likert scale (1=totally disagree to 5=totally agree). A total of 50 students and eight mentors completed the questionnaire (response rates 81% and 89%, respectively). Both students and mentors had neutral to positive perceptions concerning the learning potential, role of the mentor, group dynamics, and feasibility. The mean ideal total time for sessions in a year was 99 minutes (third-year students), 111 minutes (fourth-year students), and 147 minutes (mentors). Reported reflective topics related to patient management, frustrations, and practice of dentistry. Overall mean appreciation for the experience ranged from 14.50 to 15.14 on the 20-point scale. These findings about students' and mentors' positive perceptions of the experience suggest that mentor groups may be a potentially valuable strategy to promote dental students' reflection.

Accessible Earth: An accessible study abroad capstone for the geoscience curriculum

NASA Astrophysics Data System (ADS)

Bennett, R. A.; Lamb, D. A.

2017-12-01

International capstone field courses offer geoscience-students opportunities to reflect upon their knowledge, develop intercultural competence, appreciate diversity, and recognize themselves as geoscientists on a global scale. Such experiences are often described as pivotal to a geoscientist's education, a right of passage. However, field-based experiences present insurmountable barriers to many students, undermining the goal of inclusive excellence. Nevertheless, there remains a widespread belief that successful geoscientists are those able to traverse inaccessible terrain. One path forward from this apparent dilemma is emerging as we take steps to address a parallel challenge: as we move into the 21st century the geoscience workforce will require an ever increasing range of skills, including analysis, modeling, communication, and computational proficiency. Computer programing, laboratory experimentation, numerical simulation, etc, are inherently more accessible than fieldwork, yet equally valuable. Students interested in pursuing such avenues may be better served by capstone experiences that align more closely with their career goals. Moreover, many of the desirable learning outcomes attributed to field-based education are not unique to immersion in remote inaccessible locations. Affective and cognitive gains may also result from social bonding through extended time with peers and mentors, creative synthesis of knowledge, project-based learning, and intercultural experience. Developing an inclusive course for the geoscience curriculum requires considering all learners, including different genders, ages, physical abilities, familial dynamics, and a multitude of other attributes. The Accessible Earth Study Abroad Program endeavors to provide geoscience students an inclusive capstone experience focusing on modern geophysical observation systems (satellite based observations and permanent networks of ground-based instruments), computational thinking and methods of data science, scientific collaboration, and professional development. In this presentation, we will describe our thought process for creating the Accessible Earth curriculum, our successes to-date, and the anticipated challenges ahead.

Asynchronous interaction, online technologies self-efficacy and self-regulated learning as predictors of academic achievement in an online class

NASA Astrophysics Data System (ADS)

McGhee, Rosie M. Hector

This research is a correlational study of the relationship among the independent variables: asynchronous interaction, online technologies self-efficacy, and self-regulated learning, and the dependent variable; academic achievement. This study involves an online computer literacy course at a local community college. Very little research exists on the relationship among asynchronous interaction, online technologies self-efficacy and self-regulated learning on predicting academic achievement in an online class. Liu (2008), in his study on student interaction in online courses, concluded that student interaction is a complex issue that needs more research to increase our understanding as it relates to distance education. The purpose of this study was to examine the relationships between asynchronous interaction, online technologies self-efficacy, self-regulated learning and academic achievement in an online computer literacy class at a community college. The researcher used quantitative methods to obtain and analyze data on the relationships among the variables during the summer 2010 semester. Forty-five community college students completed three web-based self-reporting instruments: (a) the GVU 10th WWW User Survey Questionnaire, (b) the Online Technologies Self-Efficacy Survey, and (c) selected items from the Motivated Strategies for Learning Questionnaire. Additional data was obtained from asynchronous discussions posted on Blackboard(TM) Learning Management System. The results of this study found that there were statistically significant relationships between asynchronous interaction and academic achievement (r = .55, p < .05) and between online technologies self-efficacy and academic achievement (r = .50, p < .05). However, there were low correlations between self-regulated learning and academic achievement ( r = -.02, p < .05). The results of this study reflect the constructivist tenants that the student is at the center of the learning experience. Driscoll (2005) said constructivist pedagogy sees the learner as an active participant in their learning experience rather than a passive vessel to be filled with information. This study is beneficial to theorists, administrators, leaders, online instructors, online course designers, faculty, students and others who are concerned about predictors for online students' success. Also, it serves as a foundation for future research and provides valuable information for educators interested in taking online teaching and learning to the next level.

Microbes: Agents of Isotopic Change

NASA Astrophysics Data System (ADS)

Fogel, M. L.

2012-12-01

Microbes drive many of the important oxidation and reduction reactions on Earth; digest almost all forms of organic matter; and can serve as both primary and secondary producers. Because of their versatile biochemistry and physiology, they impart unique isotopic signatures to organic and inorganic materials, which have proven to be key measurements for understanding elemental cycling now and throughout Earth's history. Understanding microbial isotope fractionations in laboratory experiments has been important for interpreting isotopic patterns measured in natural settings. In fact, the pairing of simple experiment with natural observation has been the pathway for interpreting the fingerprint of microbial processes in ancient sediments and rocks. Examples of how key experiments have explained stable isotope fractionations by microbes and advanced the field of microbial ecology will be presented. Learning the isotopic signatures of Earth's microbes is a valuable exercise for predicting what isotopic signatures could be displayed by possible extant or extinct extraterrestrial life. Given the potential for discovery on Mars, Enceladus, and other solar system bodies, new methods and techniques for pinpointing what is unique about microbial isotope signatures is particularly relevant.

Reporting Research: A Biologist's Guide to Articles, Talks, and Posters

NASA Astrophysics Data System (ADS)

Clymo, R. S.

2014-12-01

Want to learn how to present your research successfully? This practical guide for students and postdoctoral scholars offers a unique step-by-step approach to help you avoid the worst, yet most common, mistakes in biology communication. Covering irritants such as sins of ambiguity, circumlocution, inconsistency, vagueness and verbosity, misuse of words and quantitative matters, it also provides guidance to design your next piece of work effectively. Learn how to write scientific articles and get them published, prepare posters and talks that will capture your audience and develop a critical attitude towards your own work as well as that of your colleagues. With numerous practical examples, comparisons among disciplines, valuable tips and real-life anecdotes, this must-read guide will be a valuable resource to both new graduate students and their supervisors.

Understanding the Greenhouse Effect by Embodiment - Analysing and Using Students' and Scientists' Conceptual Resources

NASA Astrophysics Data System (ADS)

Niebert, Kai; Gropengießer, Harald

2014-01-01

Over the last 20 years, science education studies have reported that there are very different understandings among students of science regarding the key aspects of climate change. We used the cognitive linguistic framework of experientialism to shed new light on this valuable pool of studies to identify the conceptual resources of understanding climate change. In our study, we interviewed 35 secondary school students on their understanding of the greenhouse effect and analysed the conceptions of climate scientists as drawn from textbooks and research reports. We analysed all data by metaphor analysis and qualitative content analysis to gain insight into students' and scientists' resources for understanding. In our analysis, we found that students and scientists refer to the same schemata to understand the greenhouse effect. We categorised their conceptions into three different principles the conceptions are based on: warming by more input, warming by less output, and warming by a new equilibrium. By interrelating students' and scientists' conceptions, we identified the students' learning demand: First, our students were afforded with experiences regarding the interactions of electromagnetic radiation and CO2. Second, our students reflected about the experience-based schemata they use as source domains for metaphorical understanding of the greenhouse effect. By uncovering the-mostly unconscious-deployed schemata, we gave students access to their source domains. We implemented these teaching guidelines in interventions and evaluated them in teaching experiments to develop evidence-based and theory-guided learning activities on the greenhouse effect.

A Machine Learning Approach to Automated Gait Analysis for the Noldus Catwalk System.

PubMed

Frohlich, Holger; Claes, Kasper; De Wolf, Catherine; Van Damme, Xavier; Michel, Anne

2018-05-01

Gait analysis of animal disease models can provide valuable insights into in vivo compound effects and thus help in preclinical drug development. The purpose of this paper is to establish a computational gait analysis approach for the Noldus Catwalk system, in which footprints are automatically captured and stored. We present a - to our knowledge - first machine learning based approach for the Catwalk system, which comprises a step decomposition, definition and extraction of meaningful features, multivariate step sequence alignment, feature selection, and training of different classifiers (gradient boosting machine, random forest, and elastic net). Using animal-wise leave-one-out cross validation we demonstrate that with our method we can reliable separate movement patterns of a putative Parkinson's disease animal model and several control groups. Furthermore, we show that we can predict the time point after and the type of different brain lesions and can even forecast the brain region, where the intervention was applied. We provide an in-depth analysis of the features involved into our classifiers via statistical techniques for model interpretation. A machine learning method for automated analysis of data from the Noldus Catwalk system was established. Our works shows the ability of machine learning to discriminate pharmacologically relevant animal groups based on their walking behavior in a multivariate manner. Further interesting aspects of the approach include the ability to learn from past experiments, improve with more data arriving and to make predictions for single animals in future studies.