1,652 results
Search Results
2. Understanding Primers and Polymerase Chain Reaction by Using a Kinesthetic Paper Model
- Author
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Richard H. Heineman
- Subjects
pedagogy ,education ,teaching ,PCR ,polymerase chain reaction ,primer ,Special aspects of education ,LC8-6691 ,Biology (General) ,QH301-705.5 - Abstract
ABSTRACT Performing a PCR often does not teach students what happens in a PCR. This kinesthetic, hands-on exercise allows students to simulate by hand the steps of a PCR. Each step of the first two cycles is modeled with template DNA and primers formed from paper, with additional newly synthesized DNA strands written in chalk. At the end of the exercise, students design primers to amplify the chosen sequence. They also attain a greater understanding of the restrictions that limit DNA polymerase activity, which are of general importance to molecular biology.
- Published
- 2022
- Full Text
- View/download PDF
3. Inductive teaching approaches in business English writing in an EFL context: Paper-based and product-based instructions
- Author
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Piyawan Rungwaraphong
- Subjects
English writing ,EFL ,inductive ,tangible ,teaching ,Education ,English language ,PE1-3729 - Abstract
The study reported in this article compared two different inductive instructional methods implemented in a Business English writing training, including paper-based instruction (PPI) and product-based instruction (PDI). It assessed the effectiveness and examined practical issues of the implementation of each method. A total of 46 Thai students majoring Business English program in a Thai university took part in this study. The students were randomly divided into two groups and put into either PPI or PDI training module. Data were collected from direct observations, focused-group discussions, and students’ writing scores. Qualitative data from the focused-group discussions and observation field notes were analyzed thematically using the grounded theory while students’ writing scores were cross-examined. Results of the study indicate that the fundamental dichotomies between both approaches include the tangibility, authenticity and contextuality. Students’ difficulties in formulating grammar and rules in writing on their own, and students’ perception of learning as a burden were found as the challenges occurred in both modules. The findings also indicate that both PPI and PDI modules trigger the dynamics and positive atmosphere; however, PDI resulted in more vigorous dynamics as student movements and interactions were relatively higher. Finally The findings of this study are beneficial instructors who are seeking innovative instructional methodology to improve their teaching of business English writing. Based on the findings of this study, PDI will enable instructors to create chances for students to learn in authentic professional environments, contexts and culture that are casted in the real-life business situations.
- Published
- 2021
- Full Text
- View/download PDF
4. making cents of the nature of engineering: Students often mention that their ideas have changed because the model they drew on paper during Day One did not translate well to real life
- Author
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Voss, Sarah, Klinker, Hannah, and Kruse, Jerrid
- Subjects
Engineering models -- Usage ,Engineering -- Study and teaching -- Usage ,Students ,Translations ,Teachers ,Wrestling ,Teaching ,Problem solving ,Education ,Science and technology - Abstract
Next Generation Science Standards (NGSS) notes that all students can benefit from knowledge of engineering design practices: defining problems, developing solutions, and optimizing (NGSS, 2013). Design activities provide a useful [...]
- Published
- 2020
5. OPTICS OF LOOKING TO THE FUTURE (Paper 3)
- Author
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V. I. Baidenko and N. A. Selezneva
- Subjects
university tutor culture ,trainings for tutors ,coaching ,soft skills ,system for identifying low academic results ,employability ,professional bachelor programs ,reasons for quality assurance demands ,concept of “new public management” ,role of students in quality assurance ,culture of excellence ,“independent learner” development ,independent learning ,students’ concept of quality education ,student-centered learning ,social dimension of higher education ,teaching ,learning ,Education - Abstract
Keeping with the topics of 9th-11th European Quality Assurance Forums (EQAF), the paper analyzes the impact that a new pedagogical paradigm has on changes in higher education as well as on developing a new quality assurance methodology. At present Europe is featured by a new inter-university institution – tutor support of students; developing assessment practices for professionally-oriented baccalaureate and changes of state policy tools in higher education due to the advent of a new public management. The authors monitor a practice of surveying students and graduates and present results of t4SCL project aimed at developing sustainable strategies and methods of student-centered learning. The paper identifies the focus of 10th and 11th EQAF on trends in higher education development for the coming decades and reveals the dynamics of mentality changes in higher education occurred for the time of the Forums.
- Published
- 2018
6. Updating anatomy and physiology lab delivery: shifting from a paper-based to an online lab instruction platform, just in time for a global pandemic
- Author
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Dee U. Silverthorn and Jennifer A. Stokes
- Subjects
Educational measurement ,Physiology ,Computer science ,media_common.quotation_subject ,Teaching method ,Computer-Assisted Instruction ,Education ,Education, Distance ,Perception ,ComputingMilieux_COMPUTERSANDEDUCATION ,Humans ,Students ,Pandemics ,Curriculum ,media_common ,Underscore ,Teaching ,Educational technology ,Collaborative learning ,General Medicine ,Anatomy ,Educational Measurement - Abstract
This paper describes how an anatomy and physiology laboratory class transitioned from a paper-based lab to an online learning platform that updated the curriculum to rely more on face-to-face small group collaboration and peer teaching. Student perceptions of the new format were positive, but halfway through the transition a global pandemic challenged the new instruction method. The face-to-face curriculum had to be adjusted to a virtual format that lacked in-person interaction between the instructor and the students. This switch to virtual labs had an adverse effect on both student perception and student performance in the second half of the semester. Our observations underscore the importance of creating an interactive community when teaching virtually.
- Published
- 2021
7. The current state of OER in Europe: going beyond altruism. ENCORE+ OER Policy and strategy position paper No. 1
- Author
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Farrell, Orna, Aceto, Stefania, Baldiris, Silvia, Brown, Mark, and Brunton, James
- Subjects
Distance education ,Educational technology ,Teaching ,Open Education, Open Educational Resources ,Adult education ,Education - Abstract
In summary, this paper challenges the sector to go beyond altruism and endorses the view that “...policy will be the lever by which open practice can become sustainable and mainstream” (Weller, 2014, p.201). The ENCORE+ project seeks to give “voice” to more stakeholders to support the development of OER institutional strategies in both academia and business contexts in order to promote their mainstreaming and a strong European OER ecosystem.
- Published
- 2021
8. Design and Application of Artificial Intelligence Technology-Driven Education and Teaching System in Universities.
- Author
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Zhang F
- Subjects
- Algorithms, Humans, Students, Universities, Artificial Intelligence, Education, Teaching, Technology
- Abstract
In recent years, many colleges and universities have been experimenting and exploring the evaluation of education and teaching system and have achieved certain results. In order to understand the quality of education and teaching system in colleges and universities, to improve the school conditions, and to promote the reform of teaching management, methods and means of evaluating the quality of education and teaching system in general higher education institutions are needed. Modern university education and teaching system should realize the combination of classroom teaching and practice teaching, and education and teaching system adopts the mode of the combination of on-campus practice and off-campus practice, so the design of teaching system is the key to the quality of teaching. Aiming at the current problem that talents cultivated by colleges and universities can hardly meet social demands in terms of engineering practice ability, innovation ability, and international competitiveness, this paper proposes the evaluation and adjustment of college education and teaching system driven by algorithms based on artificial intelligence (AI). By designing the teaching system of talent cultivation, and then establishing a quantitative and controllable quality assurance system for practical teaching, a new mechanism for the design of university education system is further explored. Specifically, the framework of the instructional system is built with the aid of an actor-critic algorithm in reinforcement learning, which assists in the design of the university education system, allowing students to truly understand, master and flex their knowledge, and strengthening the correct understanding of the students' internal learning mechanisms. The practical teaching effect shows that the AI-driven instructional designs are more popular with contemporary students and have higher evaluation scores. The numerical experiment results also show the stability of the instructional design, overcoming the drawbacks of traditional manual subjectivity in the design. AI-driven college education and teaching system is conducive to cultivating students' solid technical theoretical foundation. Therefore, through the AI-driven teaching system to strengthen the training of practical ability, so as to comprehensively improve students' comprehensive quality and innovation ability., Competing Interests: The author declares that they have no conflicts of interest., (Copyright © 2022 Fan Zhang.)
- Published
- 2022
- Full Text
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9. GenAI et al.: Cocreation, Authorship, Ownership, Academic Ethics and Integrity in a Time of Generative AI.
- Author
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Bozkurt, Aras
- Subjects
GENERATIVE artificial intelligence ,EDUCATION ethics ,INTEGRITY ,HONESTY ,LANGUAGE models ,GENERATIVE pre-trained transformers ,NATURAL language processing - Abstract
This paper investigates the complex interplay between generative artificial intelligence (AI) and human intellect in academic writing and publishing. It examines the 'organic versus synthetic' paradox, emphasizing the implications of using generative AI tools in educational and academic integrity contexts. The paper critiques the prevalent 'publish or perish' culture in academia, highlighting the need for systemic reevaluation due to generative AI's emerging role in academic writing and reporting. It delves into the legal and ethical challenges of authorship and ownership, especially in relation to copyright laws and AI-generated content. The paper discusses generative AI's diverse roles and advocates for transparent reporting to uphold academic integrity. Additionally, it calls for a broader examination of generative AI tools and stresses the need for new mechanisms to identify generative AI use and ensure adherence to academic integrity and ethics. The implications of generative AI are also explored, suggesting the need for innovative AI-inclusive strategies in academia. The paper concludes by emphasizing the significance of generative AI in various information-processing domains, highlighting the urgency to adapt and transform academic practices in an era of rapid generative AI-driven change. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
10. Comparing Teaching Methods on Skin Disorders Using Standardized Patients Dressed in Moulage vs Paper Cases
- Author
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Rick Hess and Emily K. Flores
- Subjects
Adult ,Male ,Models, Anatomic ,medicine.medical_specialty ,Teaching method ,education ,Survey result ,Educational study ,Pharmacy ,Dermatology ,Final examination ,Skin Diseases ,Education ,Feedback ,030207 dermatology & venereal diseases ,03 medical and health sciences ,0302 clinical medicine ,Education Brief ,Medicine ,Humans ,030212 general & internal medicine ,General Pharmacology, Toxicology and Pharmaceutics ,Educational method ,Cross-Over Studies ,integumentary system ,business.industry ,Teaching ,General Medicine ,Problem-Based Learning ,Crossover study ,Faculty ,Students, Pharmacy ,Education, Pharmacy ,Physical therapy ,Female ,Survey instrument ,Curriculum ,Educational Measurement ,business - Abstract
Objective. To determine whether using standardized patients dressed in moulage improves pharmacy students' ability to assess skin disorders compared to using picture-based paper cases. To determine pharmacy student preferences when learning assessment of skin disorders through these two educational methods. Methods. Faculty members investigated student assessments of drug-induced skin disorders and contact dermatitis by using picture-based paper cases compared with using standardized patients dressed in moulage in a patient assessment course. Faculty members measured student knowledge via multiple-choice questions before laboratory, immediately after laboratory, and during a final examination 3 weeks later. Student preferences were measured immediately after laboratory via survey instrument in this randomized, non-blinded, crossover design educational study. Results. No significant differences in knowledge scores related to skin disorders were found after laboratory or 3 weeks later when comparing the two educational methods. However, survey results suggested student preferences for using standardized patients dressed in moulage for drug-induced skin disorders. No significant differences were found for contact dermatitis cases. Conclusion. Using standardized patients dressed in moulage did not improve pharmacy students' ability to assess skin disorders compared to using picture-based paper cases. Pharmacy students preferred standardized patients dressed in moulage only when learning assessment of drug-induced skin disorders.
- Published
- 2018
11. Introduction to the papers of TWG19:mathematics teaching and teacher practice(s)
- Author
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Sakonidis, Charalampos, Mosvold, Reidar, Drageset, Ove Gunnar, Nic Mhuirí, Siún, and Taylan, Rukiye Didem
- Subjects
Teaching ,Mathematics ,Education - Abstract
Since its birth in the aftermath of CERME10, discussions in TWG19 concentrated on identifying its research territory and on creating opportunities for collaboration among the participants beyond the conference sessions. These discussions led to shifting the focus of the group on mathematics teaching and teacher practice (s) and to an initiative of working on shared data that fueled fruitful explorations related to conceptualizations and theorization of mathematics teaching. The participants’ contributions and the work carried out during CERME11 sessions challenged further the core ideas of how mathematics teaching can be defined and studied while an emerging distinction between teaching as an activity and teaching as work stimulated further the group’s discussions.
- Published
- 2019
12. Challenges in the end-of-course paper for nursing technical training
- Author
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Maria José Sanches Marin, Osni Lázaro Pinheiro, Adriana Elisa Carcereri de Oliveira, and Elisabete Takeda
- Subjects
Male ,Writing ,Task (project management) ,0302 clinical medicine ,Support for Human Resources Development ,Surveys and Questionnaires ,Health care ,Technical training ,Medicine ,030212 general & internal medicine ,Apoyo al Desarrollo de Recursos Humanos ,General Nursing ,Qualitative Research ,media_common ,Monograph ,030504 nursing ,lcsh:Nursing ,Técnico de Enfermagem ,Professional development ,Education, Nursing, Baccalaureate ,Estudiantes ,Female ,Nursing Technician ,0305 other medical science ,Estudantes ,Brazil ,Adult ,Apoio ao Desenvolvimento de Recursos Humanos ,Adolescent ,media_common.quotation_subject ,education ,Course (navigation) ,Likert scale ,03 medical and health sciences ,Nursing ,Institution ,Humans ,Students ,lcsh:RT1-120 ,Medical education ,Modalities ,business.industry ,Teaching ,Ensino ,Cross-Sectional Studies ,Técnico de Enfermería ,Students, Nursing ,Educational Measurement ,Monografía ,business ,Monografia ,Enseñanza - Abstract
Objective: To verify the opinion of Nursing Technical Training students on the stages of construction of the End-of-Course Paper. Method: A cross-sectional study with a qualitative and quantitative approach. A total of 94 students participated from a Nursing Technical course of an institution in the State of São Paulo. A questionnaire was used with assertions, followed by a "Likert Scale" and open field for additional comments. Results: The students gave a positive evaluation of the stages involved in completing the paper, but negative responses regarding the time available and obligatory nature (38%). Nevertheless, they understood the essence of the task, in order to foster personal and professional growth; with perspectives to advance in other modalities of the course. Conclusion: It is important that course administrators and professors are prepared to support their students, aiming at an effective transformation for the way of thinking and practice in health care. RESUMEN Objetivo: Verificar la opinión de los estudiantes de la Enseñanza Técnica de Enfermería sobre las etapas de construcción del trabajo de conclusión de curso. Método: Estudio transversal, con abordaje cualitativa y cuantitativa. Participaron 94 estudiantes del curso Técnico de Enfermería de una institución del Estado de São Paulo. Fue utilizado un cuestionario con asertivas, seguidas por una "Escala Likert" y campo abierto para comentarios adicionales. Resultados: Los estudiantes evaluaron positivamente la realización de las etapas de trabajo de conclusión de curso, excepto el tiempo disponible y su obligatoriedad. Ellos asimilaron la esencia de la construcción de ese trabajo, en el sentido de propiciar crecimiento personal y profesional, con perspectivas para avanzar en otras modalidades de curso, aunque 38% no concuerde con la obligatoriedad de esa construcción. Conclusión: Es importante que gestores y docentes estén preparados para apoyar a los estudiantes, visando la efectiva transformación en la manera de pensar y reaccionar en salud. RESUMO Objetivo: Verificar a opinião dos estudantes do Ensino Técnico de Enfermagem sobre as etapas de construção do trabalho de conclusão de curso. Método: Estudo transversal, com abordagem qualitativa e quantitativa. Participaram 94 estudantes do curso Técnico de Enfermagem de uma instituição do Estado de São Paulo. Foi utilizado um questionário com assertivas, seguidas por uma "Escala Likert" e campo aberto para comentários adicionais. Resultados: Os estudantes avaliaram positivamente a realização das etapas do trabalho de conclusão de curso, exceto o tempo disponível e sua obrigatoriedade. Eles apreenderam a essência da construção desse trabalho, no sentido de propiciar crescimento pessoal e profissional, com perspectivas para avançar em outras modalidades de curso, embora 38% não concorde com a obrigatoriedade dessa construção. Conclusão: É importante que gestores e docentes estejam preparados para apoiar os estudantes, visando a efetiva transformação na forma de pensar e agir em saúde.
- Published
- 2017
13. Undergraduate mobile phone use in the Caribbean : Implications for teaching and learning in an academic setting
- Author
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Ahmad, Tashfeen
- Published
- 2020
- Full Text
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14. Using paper presentation breaks during didactic lectures improves learning of physiology in undergraduate students
- Author
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Kiarash Ghazvini and Ahmad Ghorbani
- Subjects
Educational measurement ,020205 medical informatics ,Adolescent ,Physiology ,media_common.quotation_subject ,Teaching method ,02 engineering and technology ,Education ,Health services ,Presentation ,Young Adult ,0202 electrical engineering, electronic engineering, information engineering ,Mathematics education ,Medicine ,Humans ,Students ,Curriculum ,media_common ,Medical education ,Science instruction ,business.industry ,Teaching ,05 social sciences ,050301 education ,General Medicine ,Problem-Based Learning ,Problem-based learning ,Active learning ,Female ,Educational Measurement ,business ,0503 education - Abstract
Many studies have emphasized the incorporation of active learning into classrooms to reinforce didactic lectures for physiology courses. This work aimed to determine if presenting classic papers during didactic lectures improves the learning of physiology among undergraduate students. Twenty-two students of health information technology were randomly divided into the following two groups: 1) didactic lecture only (control group) and 2) didactic lecture plus paper presentation breaks (DLPP group). In the control group, main topics of gastrointestinal and endocrine physiology were taught using only the didactic lecture technique. In the DLPP group, some topics were presented by the didactic lecture method (similar to the control group) and some topics were taught by the DLPP technique (first, concepts were covered briefly in a didactic format and then reinforced with presentation of a related classic paper). The combination of didactic lecture and paper breaks significantly improved learning so that students in the DLPP group showed higher scores on related topics compared with those in the control group ( P < 0.001). Comparison of the scores of topics taught by only the didactic lecture and those using both the didactic lecture and paper breaks showed significant improvement only in the DLPP group ( P < 0.001). Data obtained from the final exam showed that in the DLPP group, the mean score of the topics taught by the combination of didactic lecture and paper breaks was significantly higher than those taught by only didactic lecture ( P < 0.05). In conclusion, the combination of paper presentation breaks and didactic lectures improves the learning of physiology.
- Published
- 2016
15. What Matters Most for School Autonomy and Accountability : A Framework Paper
- Author
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Demas, Angela and Arcia, Gustavo
- Subjects
SECONDARYEDUCATION ,LEARNING OUTCOMES ,NUMBEROFSCHOOLS ,LITERACY LEVELS ,QUALITYSTANDARDS ,SCHOOL CHILDREN ,PEDAGOGICALTRAINING ,SCHOOL MANAGEMENT TEAM ,EDUCATION COMMUNITY ,CLASSROOM ,SCHOOLCOUNCILS ,PUBLICSCHOOLS ,RURALPUBLICSCHOOLS ,SCHOOLCOMMITTEE ,VALUES ,CURRICULA ,SCHOOLCOMMUNITY ,SCHOOLSTAFF ,EDUCATION ,STUDENTACHIEVEMENT ,SCHOOL STAFF ,SCHOOLATTENDANCE ,SCHOOLBOARDS ,SCHOOLACTIVITIES ,STUDENT SCORES ,EDUCATIONSERVICES ,PEDAGOGICALPRACTICES ,TEACHER ABSENTEEISM ,PEDAGOGICAL PRACTICES ,READING ,SCHOOL IMPROVEMENT ,TEACHERS ,SCHOOLQUALITY ,LOCALTEACHERS ,TEACHERMANAGEMENT ,SCHOOLIMPROVEMENT ,PARENT ASSOCIATIONS ,ADULT LITERACY RATE ,SCHOOLPRINCIPALS ,PARENT TEACHER ASSOCIATIONS ,STUDENT ASSESSMENTS ,SCHOOL LEARNING ,ACHIEVEMENTTESTS ,TEACHER ,SCHOOLͲAGEPOPULATION ,REPETITION RATES ,TEACHER PERFORMANCE ,GENDER DISPARITY ,ADULT LITERACY ,REPORT CARDS ,SCHOOL MANAGEMENT COMMITTEES ,LITERACY ,SCHOOL ENVIRONMENT ,SCHOOLPERFORMANCE ,CURRICULUMDEVELOPMENT ,SCHOOL AUTONOMY ,EDUCATIONSYSTEM ,SCHOOL PERFORMANCE ,LOCALSCHOOL MANAGEMENT ,QUALITYOFEDUCATION ,SCHOOL GOVERNANCE ,EDUCATIONMANAGEMENT ,SCHOOLYEAR ,TEACHERABSENTEEISM ,STUDENTOUTCOMES ,SCHOOLDIRECTORS ,TEXTBOOKS ,TEACHERPERFORMANCE ,ComputingMilieux_COMPUTERSANDEDUCATION ,PARENTASSOCIATIONS ,INDIGENOUSSCHOOLS ,SCHOOL COMMITTEES ,EDUCATIONALENVIRONMENT ,EDUCATIONPOLICY ,SCHOOL SUPPORT ,REPORTCARDS ,CLASSROOMLEVEL ,STUDENT ACHIEVEMENT ,PARENT PARTICIPATION ,COMMUNITY PARTICIPATION INEDUCATION ,EDUCATION SYSTEM ,SKILLS ,TEACHER APPRAISAL ,SCHOOLMANAGEMENT COMMITTEE ,SCHOOLGOVERNANCE ,PARENTINVOLVEMENT ,SCHOOL LEVEL ,TEACHERUNIONS ,SCHOOL COUNCIL ,STUDENT LEARNING ,EDUCATION POLICIES ,SCHOOL SYSTEM ,RETENTIONRATES ,PRIVATESCHOOLS ,SCHOOL MANAGEMENTCOMMITTEE ,PRIVATE SCHOOLS ,SCHOOLOPERATIONS ,COMMUNITYPARTICIPATION ,SCHOOL DATA ,PRIMARYSCHOOLING ,EDUCATION STRATEGY ,LEARNING ENVIRONMENT ,STUDENT OUTCOMES ,SCHOOL INSPECTIONS ,PUBLIC EXPENDITURE ,PEDAGOGICALMATERIALS ,SCHOOLSUPPORT ,SCHOOLING ,SCHOOLPERSONNEL ,PARTICIPATION INEDUCATION ,SCHOOL MANAGEMENT ,STUDENTASSESSMENTS ,DROPOUTRATES ,TEACHINGMATERIALS ,PRIMARYSCHOOL ,EDUCATION SYSTEMS ,EDUCATIONALMATERIALS ,BASIC SERVICES ,SCHOOL SYSTEMS ,TEACHER SALARIES ,SCHOOLSWITHSTUDENTS ,INSTRUCTIONALMATERIAL ,EDUCATIONALQUALITY ,HEADTEACHERS ,QUALITY OF INSTRUCTION ,SCHOOL AFFAIRS ,SCHOOLLEVEL ,SCHOOL PRINCIPALS ,SCHOOL COUNCILS ,EDUCATIONALOUTCOMES ,LEARNINGACHIEVEMENT ,PASSRATE ,SCHOOLCHILDREN ,EDUCATION GOALS ,QUALITY SCHOOLS ,PERFORMANCE INDICATORS ,EDUCATORS ,CURRICULUM ,PRIMARY GRADES ,SCHOOLEQUIPMENT ,ACADEMICPERFORMANCE ,STUDENT PERFORMANCE ,SCHOOLS ,PASS RATE ,TEACHEREFFECTIVENESS ,SCHOOLMANAGEMENTCOMMITTEES ,TEACHER TRAINING ,PROVISION OF EDUCATION ,ACCESSTOEDUCATION ,EDUCATION OFFICES ,SCHOOLAUTONOMY ,NATIONAL EDUCATION POLICIES ,TEACHER CANDIDATES ,ACHIEVEMENT TESTS ,SCHOOLCOUNCIL ,SCHOOLͲLEVEL ,STUDENTLEARNING ,STUDENTLEARNINGOUTCOMES ,SCHOOL FACILITIES ,STUDENT ASSESSMENT ,SCHOOL SITE ,POORPEOPLE ,FEES ,COMMUNITY PARTICIPATION ,TEACHERTRAINING ,TEACHER ASSOCIATIONS ,STUDENTPERFORMANCE ,ACHIEVEMENT DATA ,TEACHERHIRING ,ACCESS TO EDUCATION ,TRAININGFORTEACHERS ,SCHOOL PERSONNEL ,EDUCATIONSYSTEMS ,SCHOOL OPERATIONS ,STUDENTASSESSMENT ,PARTICIPATIONOFPARENTS ,SCHOOLMANAGEMENT ,SECONDARYSCHOOL ,PARENTALINVOLVEMENT ,SCHOOLSYSTEM ,DROPOUTRATE ,TRAINING ,TEACHING ,LEARNING ,COMMUNITYSCHOOL ,PARENTAL INVOLVEMENT ,LEARNINGOUTCOMES ,PUBLIC SCHOOLS ,KNOWLEDGE ,QUALITY EDUCATION ,SCHOOL DIRECTORS ,LITERACY RATE ,TEACHERSALARIES ,PROVIDERSOFEDUCATION ,EDUCATION POLICY ,STUDENT SUPPORT ,SCHOOLLEVELS ,SCHOOLCOMMITTEES ,SCHOOL MANAGEMENT COMMITTEE ,SCHOOL ACTIVITIES ,NATIONAL EDUCATION ,CLASSSIZE ,SCHOOLCALENDAR ,SCHOOL ,PARTICIPATION OF PARENTS ,COMMUNITYSCHOOLS ,CONTEXTUAL FACTORS ,EDUCATIONREFORM ,SCHOOL CALENDAR - Abstract
This framework paper provides an overview of what matters most for school autonomy and accountability. The focus is on public schools at the primary and the secondary level. This paper begins by grounding School Autonomy and Accountability in its theoretical evidence base (impact evaluations, lessons learned from experience, and literature reviews) and then discusses guiding principles and tools for analyzing country policy choices. The goal of this paper is to provide a framework for classifying and analyzing education systems around the world according to the following five policy goals that are critical for enabling effective school autonomy and accountability: 1) level of autonomy in the planning and management of the school budget; 2) level of autonomy in personnel management; 3) role of school councils in school governance; 4) school and student assessment, and 5) accountability to stakeholders. This paper also discusses how country context matters to school autonomy and accountability and how balancing policy goals matters to policy making for improved education quality and learning for all.
- Published
- 2015
16. TRACES AND SIGNS OF IDENTITY AND CONTINUITY IN THE PAPERS FOR OBTAINING THE 1ST TEACHING DEGREE. HIGHLIGHTS FROM A "GEOGRAPHY OF EDUCATION" IN THE SOUTH - EAST OF TRANSYLVANIA.
- Author
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PĂLĂŞAN, Toader
- Subjects
- *
IDENTITY (Psychology) , *SPATIOTEMPORAL processes , *LIFESTYLES , *CONTINUITY , *EDUCATION , *TEACHING - Abstract
Highlighting the potential of the social, educational, cultural, economic and physical media on rural communities seemed a gesture of great responsibility to entrust this potential to teachers, particularly primary school teachers in some geographical areas from Braşov, Covasna and Buzau counties. The investigations conducted in the field belong mostly to an inductive qualitative-interpretative paradigm and the results show the mentality and lifestyle which locals have in this area, within the social and community context and which actually define the traditional rural culture in the Romanian villages from the mentioned areas. All these elements were amplified by writing and implementing school-decision optional courses which we can generically call spatial and temporal landmarks of a „Geography education" of the rural South -- East of Transylvania. [ABSTRACT FROM AUTHOR]
- Published
- 2016
17. Teaching innovations in Asian higher education: perspectives of educators
- Author
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Wong, T.M.
- Published
- 2019
- Full Text
- View/download PDF
18. From refugee to programmer? A framework for a collaborative coding program for higher education institutions
- Author
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Wolf, Daniela and Ebner, Martin
- Published
- 2018
- Full Text
- View/download PDF
19. Tips for Teaching the Physics of Falling
- Author
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Hewitt, Paul G.
- Subjects
Sciences education ,Teaching ,Education ,Science and technology - Abstract
There is no part of physics that is without interesting nuggets of information. As mentioned in recent Focus on Physics articles, we call these nuggets gems. Properly presented, gems can [...]
- Published
- 2023
20. Guest Editorial: Digital Citizenship: Innovations in Education, Practice, and Pedagogy.
- Author
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Atif, Yacine and Chien Chou
- Subjects
EDUCATIONAL innovations ,CITIZENSHIP education ,DIGITAL technology ,COMPUTER literacy ,DIGITAL divide ,ELECTRONIC paper ,TEACHING - Abstract
There are still disparities in technology-access despite economic pressures and widespread promises to overcome them. The induced digital gap defines the degree of digital citizenship for which, unified policies have yet to be drawn at various educational levels to reduce that gap. The quest for a broad participation to develop digital citizenship competencies needs further investigations into innovative educational approaches, pedagogical methods, and routine practices that foster digital literacy, and narrows the digital divide. This special issue accumulates original theoretical and empirical research contributions across contemporary digital citizenship perspectives. The final selection of the papers explores digital citizenship concepts such as ethics, digital literacy and participation, in various contexts to develop opportunities for a wider engagement in social actions. The international perspectives of contributing authors shed lights on digital citizenship prospects across unique contexts among different nations. [ABSTRACT FROM AUTHOR]
- Published
- 2018
21. tumblewings in Tanzania how international are integrated STEM activities and approaches? Unspoken cultural norms, classroom expectations, and teacher-student relationships all played a key role in the effectiveness of the chosen STEM activity and lesson
- Author
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Bartholomew, Scott R. and DeSplinter, Marlee
- Subjects
Science education -- Methods ,Paper airplanes -- Tests, problems and exercises ,Global method (Education) ,Education ,Teachers ,Teaching ,Technology ,Teaching methods ,Education ,Science and technology - Abstract
IntroductionScience, Technology, Engineering, and Mathematics (STEM) education, integrated STEM education, and integrative STEM education are all actively pursued teaching approaches currently being highlighted in the United States and abroad (Sanders, [...]
- Published
- 2018
22. Mapping clinical reasoning literature across the health professions: a scoping review
- Author
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Young, Meredith E., Thomas, Aliki, Lubarsky, Stuart, Gordon, David, Gruppen, Larry D., Rencic, Joseph, Ballard, Tiffany, Holmboe, Eric, Da Silva, Ana, Ratcliffe, Temple, Schuwirth, Lambert, Dory, Valérie, and Durning, Steven J.
- Published
- 2020
- Full Text
- View/download PDF
23. Unleashing the Potential of Generative AI, Conversational Agents and Chatbots in Educational Praxis: A Systematic Review and Bibliometric Analysis of GenAI in Education.
- Author
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BOZKURT, ARAS
- Subjects
GENERATIVE artificial intelligence ,PRAXIS (Process) ,CHATBOTS ,BIBLIOMETRICS ,ARTIFICIAL intelligence ,HEALTH literacy ,EMOTIONAL intelligence - Abstract
In the rapidly evolving landscape of education, the pivotal axis around which transformation revolves is human-AI interaction. In this sense, this paper adopts a data mining and analytic approach to understand what the related literature tells us regarding the trends and patterns of generative AI research in educational praxis. Accordingly, this systematic exploration spotlights the following research themes: Interaction and communication with generative AI-powered chatbots; impact of the LLMs and generative AI on teaching and learning, conversational educational agents and their opportunities, challenges, and implications; leveraging Generative AI for enhancing social and cognitive learning processes; promoting AI literacy for unleashing future opportunities; harnessing Generative AI to expand academic capabilities, and lastly, augmenting educational experiences through human-AI interaction. Beyond the identified research themes and patterns, this paper argues that emotional intelligence, AI literacy, and prompt engineering are the trending research topics that require further exploration. Accordingly, it's in this praxis that emotional intelligence emerges as a pivotal attribute, as AI technologies often struggle to comprehend and respond to the nuanced emotional cues. Generative AI literacy then takes center stage, becoming an indispensable asset in an era permeated with AI technologies, equipping students with the tools to critically engage with AI systems, thereby ensuring they become active, discerning users of these powerful tools. Concurrently, prompt engineering, the art of crafting queries that yield precise and valuable responses from AI systems, empowers both educators and students to maximize the utility of AI-driven educational resources. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
24. High death anxiety and ambiguous loss: Lessons learned from teaching through the COVID-19 pandemic
- Author
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Cory Bolkan, Raven H Weaver, and Autumn Decker
- Subjects
Health (social science) ,Best practice ,media_common.quotation_subject ,education ,Compassion ,Anxiety ,Health Professions (miscellaneous) ,Education ,Ambiguous loss ,Abstracts ,Thanatology ,ComputingMilieux_COMPUTERSANDEDUCATION ,medicine ,Humans ,Life-span and Life-course Studies ,AcademicSubjects/SOC02600 ,Pandemics ,media_common ,Medical education ,Socioemotional selectivity theory ,SARS-CoV-2 ,Teaching ,COVID-19 ,medicine.disease ,Death anxiety ,Geriatrics ,Content analysis ,Curriculum ,Session 1300 (Paper) ,Geriatrics and Gerontology ,Teaching and Learning During the COVID-19 Pandemic ,Psychology ,Qualitative research - Abstract
For gerontological educators, topics such as mortality, loss, and end-of-life issues often emerge or are central in their courses. However, the COVID-19 pandemic has raised our awareness of loss and death on a global scale and teaching during the pandemic has raised questions about how educators, communities, or systems of higher education can support students’ learning while simultaneously experiencing losses during intense times of uncertainty. In this mixed-method study of 246 students enrolled in undergraduate thanatology courses, we explored their levels of death anxiety and their experiences with pandemic-related losses. We found that students’ death anxiety increased significantly during the pandemic, in comparison to the years prior (p < .001). We also conducted a content analysis in a subset of students’ written narratives (n = 44) regarding their pandemic experiences. We identified three themes. Participants desired: (a) more flexibility from instructors, no questions asked; (b) more compassion and understanding; and (c) specific, targeted support resources. The voices of students were filtered through the authors’ interpretation as educators to provide several teaching recommendations that support student learning during challenging times. The recommendations align with a trauma-informed approach, given the high rates of death anxiety and ambiguous loss among students, and have immediate implications for educators teaching during the pandemic, and for years to come. Finally, we also advocate for more university and community-based thanatology, and gerontology education offerings in general, to help normalize conversations about death, loss, and bereavement.
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- 2021
25. Neuroeducation meets virtual reality: theoretical analysis and implications for didactic design.
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Terrenghi, Ilaria and Garavaglia, Andrea
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VIRTUAL reality ,TEACHING ,LEARNING ,EDUCATION ,NEUROSCIENCES - Abstract
Immersive Virtual Reality (I-VR) is becoming increasingly prevalent in today's society and is a technology that is being used more and more in educational contexts and whose potential for learning has been widely discussed. Taking into account the latest research in neuroscience, we want to explore the potential of using immersive virtual environments to facilitate deep learning in educational contexts that invoke the value of experience, imitation and repetition. Neurodidactics seems to offer the most interesting insights into how participation in a virtual reality session can positively affect learning processes: this suggests that it is worth focusing on the learning processes that can be generated by this emerging technology. The paper concludes with some practical suggestions for design, addressing both the didactic experience and the learning objects. [ABSTRACT FROM AUTHOR]
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- 2024
- Full Text
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26. Features of Direct Instruction: Interactive Lessons
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Kristen R. Rolf, Timothy A. Slocum, and Springer
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student interactions ,Instructional design ,Computer science ,media_common.quotation_subject ,Direct Instruction ,instructional design ,General Medicine ,teaching ,Education ,Presentation ,Special Education and Teaching ,ComputingMilieux_COMPUTERSANDEDUCATION ,Mathematics education ,teacher ,Discussion and Review Paper ,media_common - Abstract
Direct Instruction (DI) teaches challenging academic content to a range of diverse learners. In order to do so, DI includes a complex system for organizing and directing teacher–student interactions to maximize learning. This system includes: instructional formats that specify the interactions between teacher and student, flexible skills-based groupings, active student responding, responsive interactions between students and teachers, ongoing data-based decision making, and mastery teaching. In this article, we describe each of these main features of the system, define their functions, reveal how they are interwoven throughout all DI lessons, and provide specific examples of their application during instruction. Our goal is to describe and clarify critical features of DI lesson presentation and teacher–student interaction so that instructional designers, teachers, and other practitioners can use existing DI programs effectively and include these features in newly developed programs.
- Published
- 2021
27. Use of an Online Ultrasound Simulator to Teach Basic Psychomotor Skills to Medical Students During the Initial COVID-19 Lockdown: Quality Control Study
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Giuseppe Gullo, Katerina Mandralis, Laura Morend, Pierre Frossard, Estelle Tenisch, and Jean-Yves Meuwly
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simulator ,anatomy ,Coronavirus disease 2019 (COVID-19) ,media_common.quotation_subject ,Control (management) ,education ,Remote learning ,medical students ,Education ,Quality (business) ,Medical ultrasound ,Motor skill ,Simulation ,media_common ,Psychomotor learning ,Original Paper ,computers in anatomical education ,business.industry ,ultrasound ,motor skills ,Ultrasound ,ultrasonography ,simulation ,psychomotor ,teaching ,Computer Science Applications ,internet application in anatomy ,medical education ,Psychology ,business - Abstract
Background Teaching medical ultrasound has increased in popularity in medical schools with hands-on workshops as an essential part of teaching. However, the lockdown due to COVID-19 kept medical schools from conducting these workshops. Objective The aim of this paper is to describe an alternative method used by our medical school to allow our students to acquire the essential psychomotor skills to produce ultrasound images. Methods Our students took online ultrasound courses. Consequently, they had to practice ultrasound exercises on a virtual simulator, using the mouse of their computer to control a simulated transducer. Our team measured the precision reached at the completion of simulation exercises. Before and after completion of the courses and simulator’s exercises, students had to complete a questionnaire dedicated to psychomotor skills. A general evaluation questionnaire was also submitted. Results A total of 193 students returned the precourse questionnaire. A total of 184 performed all the simulator exercises and 181 answered the postcourse questionnaire. Of the 180 general evaluation questionnaires that were sent out, 136 (76%) were returned. The average precourse score was 4.23 (SD 2.14). After exercising, the average postcourse score was 6.36 (SD 1.82), with a significant improvement (P Conclusions The integration of an online simulator for the practical learning of ultrasound in remote learning situations has allowed for substantial acquisitions in the psychomotor field of ultrasound diagnosis. Despite the absence of workshops, the students were able to learn and practice how to handle an ultrasound probe to reproduce standard images. This study enhances the value of online programs in medical education, even for practical skills.
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- 2021
28. What is meant by 'frailty' in undergraduate medical education? A national survey of UK medical schools
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Juliet Wright, Harm W.J. van Marwijk, Helen Johnson, Tom Levett, Muna Al-Jawad, Rebecca Winter, and Duncan Shrewsbury
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Medical education ,medicine.medical_specialty ,media_common.quotation_subject ,education ,Constructive alignment ,Assessment ,03 medical and health sciences ,0302 clinical medicine ,Perception ,Humans ,Medicine ,030212 general & internal medicine ,Curriculum ,Schools, Medical ,Aged ,media_common ,Undergraduate ,Geriatrics ,Frailty ,business.industry ,Teaching ,Interpretation (philosophy) ,United Kingdom ,Variety (cybernetics) ,Delirium ,medicine.symptom ,business ,030217 neurology & neurosurgery ,Research Paper ,Education, Medical, Undergraduate ,Diversity (politics) - Abstract
Key summary points Aim UK medical schools are required to teach about frailty but the term is open to interpretation. This national survey aims to understand how frailty has been perceived and approached by schools. Findings Frailty is perceived and approached in a broad variety of ways ranging from a long term condition to geriatric medicine in its entirety. A range of educational approaches have been used to teach and assess, with little constructive alignment to match learning outcomes. Teaching is most commonly opportunistic, by a student observing geriatric ward rounds. Message Frailty is open to individual interpretation. Expert consensus should be reached regarding the core areas to include in UGME around the topic of frailty. It would be prudent to explore which frailty-related educational strategies enhance student knowledge, attitudes and values towards frailty., Purpose All UK medical schools are required to include frailty in their curriculum. The term is open to interpretation and associated with negative perceptions. Understanding and recognising frailty is a prerequisite for consideration of frailty in the treatment decision-making process across clinical specialities. The aim of this survey was to describe how frailty has been interpreted and approached in UK undergraduate medical education and provide examples of educational strategies employed. Methods All UK medical schools were invited to complete an electronic survey. Schools described educational strategies used to teach and assess frailty and provided frailty-related learning outcomes. Learning Outcomes were grouped into categories and mapped to the domains of Outcomes for Graduates (knowledge, skills and values). Results 25/34 Medical schools (74%) participated. The interpretation of what frailty is vary widely and the diversity of teaching strategies reflect this. The most common Learning outcomes included as “Frailty” are about the concept of frailty, Comprehensive Geriatric Assessments and Roles of the MDT. Frailty teaching is predominantly opportunistic and occurred within geriatric medicine rotations in all medical schools. Assessments focus on frailty syndromes such as falls and delirium. Conclusion There is variation regarding how frailty has been interpreted and approached by medical schools. Frailty is represented in an array of teaching and assessment methods, with a lack of constructive alignment to related learning outcomes. Consensus should be agreed as to what frailty means in medical education. Further research is required to explore which frailty-specific educational strategies in undergraduate medical education enhance learning.
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- 2021
29. Teaching middle ear anatomy using a novel three-dimensional papercraft model
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Christopher Coulson, Jameel Muzaffar, and John J. Guy
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Medical education ,medicine.medical_specialty ,Students, Medical ,020205 medical informatics ,Process (engineering) ,Teaching method ,Control (management) ,education ,Middle ear ,Ear, Middle ,Otology ,02 engineering and technology ,Anatomical space ,03 medical and health sciences ,Qualitative feedback ,0302 clinical medicine ,Paper model ,0202 electrical engineering, electronic engineering, information engineering ,Quantitative assessment ,Medicine ,Humans ,030223 otorhinolaryngology ,business.industry ,Teaching ,General Medicine ,Anatomy ,Otorhinolaryngology ,Curriculum ,Educational Measurement ,business ,3d design ,Education, Medical, Undergraduate - Abstract
Background The middle ear is a complex anatomical space which is difficult to interpret from two-dimensional imagery. Appropriate surgical knowledge of the area is required to operate, yet current anatomical teaching methods are costly and hard to access for the trainee. Methods A papercraft 3D design involving anatomical elements added separately to a model was designed, and then peer-validated by medical students and junior doctors. Preliminary quantitative assessment was performed using an anatomical labelling questionnaire, with six students given a lecture to act as a control. Qualitative feedback was also gathered. Results 18 participants were recruited for the study. A total of 12 models were constructed by 6 medical students and 6 junior doctors. 6 medical students received a lecture only. Qualitative feedback was positive and suggested the model improved knowledge and was useful, yet timing and complexity were issues. Students scored, on average, 37% higher after completing the model, with junior doctors also improving anatomical knowledge, though these differences were not significant (p > 0.05). Conclusions In this initial investigation, the model was shown to be an engaging way to learn anatomy, with the tactile and active nature of the process cited as benefits. Construction of the model improved anatomical knowledge to a greater extent than a classical lecture in this study, though this difference was not significant. Further design iterations are required to improve practical utility in the teaching environment, as well as a larger study.
- Published
- 2020
30. Educational Revolution: Integrating Concept-Based Curriculum and Active Learning for Mental Health Nursing Students
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April Martin, Patricia Allen, and Alison Romanowski
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Male ,nurse educator ,education ,03 medical and health sciences ,0302 clinical medicine ,active learning ,Humans ,Curriculum ,Mental health nursing ,Psychiatry ,Medical education ,Academic Success ,030504 nursing ,Registered nurse ,concepts ,Licensure, Nursing ,Nurse educator ,Problem-Based Learning ,Mental health ,teaching ,030227 psychiatry ,Discussion Papers ,psychiatric nursing ,Faculty, Nursing ,Active learning ,Female ,Students, Nursing ,Pshychiatric Mental Health ,0305 other medical science ,Psychology ,Psychosocial - Abstract
OBJECTIVE: To disseminate knowledge to mental health nurse educators regarding a course that is successfully preparing registered nurse (RN) students to pass the psychosocial integrity portion of the National Council Licensing Exam for Registered Nurses (NCLEX-RN). METHOD: Following the implementation of a new concept-based nursing program curricular design, faculty teaching in a psychiatric mental health nursing course embarked on converting lecture-based, content-saturated teaching strategies into active learning strategies. In this article, the overall conceptual framework for the course and specific examples of active learning teaching strategies related to nursing concepts in mental health are described. Information on objectives, clinical placements, testing, class organization, and curricular content are provided. Outcomes are shared revealing success in helping students pass the psychosocial integrity section of the NCLEX-RN. RESULTS: Predictive scores on the HESI RN Psychiatric Mental Health Specialty Exam have been consistently higher than the national average for the United States, and the NCLEX-RN pass rate for the cohort of 90 students was 97%. The majority of student evaluations of the course were positive. CONCLUSIONS: Results suggest that the integration of conceptual and active learning in a psychiatric mental health nursing course may increase the likelihood of student success.
- Published
- 2019
31. PHYSICAL ACTIVITY AND BULLYING AND CYBERBULLYING: INNOVATIVE EDUCATIONAL PRACTICES.
- Author
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Martinez-Roig, Rosabel
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ACADEMIC achievement ,EDUCATION ,TEACHING ,BULLYING ,CYBERBULLYING ,EDUCATIONAL planning - Abstract
Copyright of Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2024
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32. Chiropractic faculty experiences of burnout and the COVID-19 pandemic.
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Ward, Krista L., Pham, Melinda, Wong, Ricky, Francis, Bradley, and Smith, Monica
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PSYCHOLOGICAL burnout ,STATISTICS ,SOCIAL support ,TEACHING ,CHIROPRACTIC education ,COLLEGE teachers ,MANN Whitney U Test ,SURVEYS ,SLEEP disorders ,QUESTIONNAIRES ,DESCRIPTIVE statistics ,EMPLOYEES' workload ,DATA analysis software ,PSYCHOLOGICAL adaptation ,DATA analysis ,COVID-19 pandemic ,MENTAL illness - Abstract
The Maslach Burnout Inventory (MBI) is frequently used to assess occupational burnout and the Epidemic-Pandemic Impacts Inventory (EPII) is a new tool for assessing pandemic impacts. This study's objective is to describe chiropractic faculty members' experience of the COVID-19 pandemic, their burnout as professional educators, and their strategies for coping with stress. A Qualtrics survey link was emailed to 73 current faculty and 10 previously employed faculty from 1 chiropractic school. The survey included 22 MBI, 31 EPII, and 2 questions about coping strategies. Faculty were given several weeks to complete the survey, were reminded via emails and meeting announcements, and were given paper surveys to increase participation. Responses were analyzed in STATA17. Forty-three faculty completed the survey (response rate = 52%). Of these, 25.8% reported testing positive for COVID-19, 30.23% reported difficulties transitioning to working from home, and 25.5% scored high on the MBI subscale for emotional exhaustion (EE) (mean 15.79, SD 13.68). Higher EE was associated with pandemic-related increases in mental health and sleep problems. Common coping strategies included self-care and social support. The majority of faculty reported neither contracting COVID-19 nor having difficulty transitioning to work from home. Average EE for participating faculty was lower than previous reports although a quarter scored high in EE, which may be associated with pandemic-related mental health and sleep problems. These results suggest chiropractic faculty might need support coming out of the COVID-19 pandemic and indicate the need for future research on burnout among faculty from other chiropractic institutions. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
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33. Evaporating Metacognitive Talk: School Inclusion, Power, and the Interplay of Structure and Agency.
- Author
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Temko, Ezra
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SOCIAL structure ,SCHOOL environment ,AGENT (Philosophy) ,PRIMARY schools ,EDUCATORS - Abstract
This paper addresses Lukes' and Hayward's arguments that power should be conceived as agential versus structural. My fieldwork at Mitchell Primary School demonstrated that educators and students at Mitchell were structurally constrained and enabled but also exercised agency in navigating these institutional boundaries. Not only are both structural and agential conceptions of power valid, considering their interplay moves social analyses forward—at Mitchell, teachers' otherwise-frequent metacognitive talk evaporated when their inclusion-oriented practices were more distant from institutional norms. Understanding power requires including its sources (from the individual actor to social structure) as one key dimension. Using this understanding could help educators more intentionally make conscious choices about their inclusion practices as they navigate their school environment. [ABSTRACT FROM AUTHOR]
- Published
- 2024
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34. Impact of a Workflow-Integrated Web Tool on Resource Utilization and Information-Seeking Behavior in an Academic Anesthesiology Department: Longitudinal Cohort Survey Study
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Eleni A. Tousimis, Alexandra Rooney, Katherine Ramsey, Sumeet R Gopwani, Sohan Warusha, and Erin Adams
- Subjects
Ordinal data ,learning technology ,020205 medical informatics ,Graduate medical education ,Psychological intervention ,02 engineering and technology ,web tool ,Education ,millennial learners ,03 medical and health sciences ,0302 clinical medicine ,Resource (project management) ,information-seeking behavior ,Information seeking behavior ,0202 electrical engineering, electronic engineering, information engineering ,030212 general & internal medicine ,Medical education ,Original Paper ,Educational technology ,graduate medical education ,Institutional review board ,teaching ,Computer Science Applications ,anesthesiology ,Workflow ,Psychology - Abstract
Background Medical resident reading and information-seeking behavior is limited by time constraints as well as comfort in accessing and assessing evidence-based resources. Educational technology interventions, as the preferred method for millennial leaners, can reduce these barriers. We implemented an educational web tool, consisting of peer-reviewed articles as well as local and national protocols and policies, built into the daily workflow of a university-based anesthesiology department. We hypothesized that this web tool would increase resource utilization and overall perceptions of the educational environment. Objective The goal of this study was to demonstrate that an educational web tool designed and built into the daily workflow of an academic anesthesia department for trainees could significantly decrease barriers to resource utilization, improve faculty-trainee teaching interactions, and improve the perceptions of the educational environment. Methods Following Institutional Review Board approval, a longitudinal cohort survey study was conducted to assess trainee resource utilization, faculty evaluation of trainees’ resource utilization, and trainee and faculty perceptions about the educational environment. The survey study was conducted in a pre-post fashion 3 months prior to web tool implementation and 3 months following implementation. Data were deidentified and analyzed unpaired using Student t tests for continuous data and chi-square tests for ordinal data. Results Survey response rates were greater than 50% in all groups: of the 43 trainees, we obtained 27 (63%) preimplementation surveys and 22 (51%) postimplementation surveys; of the 46 faculty members, we obtained 25 (54%) preimplementation surveys and 23 (50%) postimplementation surveys. Trainees showed a significant improvement in utilization of peer-reviewed articles (preimplementation mean 8.67, SD 6.45; postimplementation mean 18.27, SD 12.23; P=.02), national guidelines (preimplementation mean 2.3, SD 2.40; postimplementation mean 6.14, SD 5.01; P Conclusions Learning technology interventions significantly decrease the barriers to resource utilization, particularly among millennial learners. Further investigation has been undertaken to assess how this may impact learning, knowledge retention, and patient outcomes.
- Published
- 2021
35. Development Of The Theoretical Foundation Of Flipped Classroom Teaching Strategies In The Teaching-Learning Process Of Middle School Students.
- Author
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Zambrano Mayra, Cuenca, Zambrano Mery, Cuenca, Zambrano Cinthia, Vera, and Marín Richard, Duque
- Abstract
A documentary review was carried out on the production and publication of research papers concerning the study of the variables Inverted Classroom and Teaching-Learning Process. The bibliometric analysis proposed in this paper was to know the main characteristics of the volume of publications registered in the Scopus database during 2017-2021, identifying 31 publications. The information provided by the said platform was organized using table and figures, categorizing the information by Year of Publication, Country of Origin and Area of Knowledge. Once these characteristics were described, a qualitative analysis was used to refer to the position of different authors on the proposed topic. Among the main findings of this research, it is found that the United States, with 10 publications, was the country with the highest scientific production registered in the name of authors affiliated with institutions of that country. The area of knowledge that made the greatest contribution to the construction of bibliographic material related to the study of the proposed topic was Social Sciences, with 22 published documents. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
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36. Efficacy of Smart Speaker–Based Metamemory Training in Older Adults: Case-Control Cohort Study
- Author
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Jung Hae Youn, Kyung Hwa Han, Eun Ji Shin, Guixiang Jin, Jun-Young Lee, Jeongsim Kim, and Soowon Park
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Male ,medicine.medical_specialty ,020205 medical informatics ,education ,Health Informatics ,02 engineering and technology ,lcsh:Computer applications to medicine. Medical informatics ,Verbal learning ,cognitive training ,Cohort Studies ,03 medical and health sciences ,0302 clinical medicine ,Artificial Intelligence ,Metamemory ,0202 electrical engineering, electronic engineering, information engineering ,Memory span ,medicine ,Humans ,Cognitive skill ,Cognitive decline ,Original Paper ,lcsh:Public aspects of medicine ,Teaching ,lcsh:RA1-1270 ,Middle Aged ,cognitive decline ,Cognitive training ,Free recall ,smart speaker ,Case-Control Studies ,Physical therapy ,lcsh:R858-859.7 ,Geriatric Depression Scale ,Female ,Psychology ,Metacognition ,030217 neurology & neurosurgery - Abstract
BackgroundMetamemory training (MMT) is a useful training strategy for improving cognitive functioning in the older adult population. Despite the advantages, there are limitations imposed by location and time constraints.ObjectiveThis study aimed to develop a smart speaker–based MMT program and evaluate the efficacy of the program in older adults without cognitive impairment.MethodsThis study used a case-control cohort design. The smart speaker–based MMT program comprised 3 training sessions per day, 5 days a week, for 8 weeks. Each training session took approximately 15 minutes. This program was implemented using smart speakers, not human trainers. All participants completed the Mini-Mental State Examination, Subjective Memory Complaints Questionnaire, Verbal Learning Test, Digit Span Test, fluency tests, and a short-form version of the Geriatric Depression Scale before and after training.ResultsA total of 60 subjects (29 in the MMT group and 31 in the control group) participated in the study. The training group showed significant increases in the delayed free recall, digit span forward, digit span backward, and fluency test scores compared with the control group.ConclusionsThis study confirmed the efficacy of smart speaker–based MMT in older adults. Home-based smart speaker–based MMT is not limited with respect to location or constrained by space and may help older adults with subjective cognitive decline without requiring intervention by human professionals.
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- 2021
37. How cognitive psychology changed the face of medical education research
- Author
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Henk G. Schmidt, Sílvia Mamede, Department of Psychology, Education and Child Studies, Educational and Developmental Psychology, and Research & Education
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Cooperative learning ,Elaborative discussion ,Cognitive load ,020205 medical informatics ,Self-explanation ,Psychological intervention ,Interleaving practice ,02 engineering and technology ,Invited Paper ,Clinical Reasoning ,Education ,03 medical and health sciences ,0302 clinical medicine ,Cognition ,0202 electrical engineering, electronic engineering, information engineering ,Humans ,Learning ,030212 general & internal medicine ,Medical education ,Education, Medical ,Communication ,Research ,Teaching ,Distributed practice ,General Medicine ,Problem-Based Learning ,Knowledge acquisition ,Retrieval practice ,Group Processes ,Educational research ,Knowledge ,Memory, Short-Term ,Problem-based learning ,Distributed Practice ,Medical expertise ,Psychology ,Cognitive psychology - Abstract
In this article, the contributions of cognitive psychology to research and development of medical education are assessed. The cognitive psychology of learning consists of activation of prior knowledge while processing new information and elaboration on the resulting new knowledge to facilitate storing in long-term memory. This process is limited by the size of working memory. Six interventions based on cognitive theory that facilitate learning and expertise development are discussed: (1) Fostering self-explanation, (2) elaborative discussion, and (3) distributed practice; (4) help with decreasing cognitive load, (5) promoting retrieval practice, and (6) supporting interleaving practice. These interventions contribute in different measure to various instructional methods in use in medical education: problem-based learning, team-based learning, worked examples, mixed practice, serial-cue presentation, and deliberate reflection. The article concludes that systematic research into the applicability of these ideas to the practice of medical education presently is limited and should be intensified.
- Published
- 2020
38. Affective pedagogy in pre-service teacher education: a twofold approach combining explicit and vicarious learning.
- Author
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Falcón-Linares, Carolina
- Subjects
TEACHING ,STUDENT teachers ,EDUCATION ,PROFESSIONAL identity ,LEARNING - Abstract
What happens when affection and the awareness of affectivity, in the sense of 'love' or 'tenderness', become the objects of training and evaluation in pre-service teacher education? Our theoretical framework describes the link between positive emotional arousal and learning, the role played by the emotional dimension in the construction of a professional teaching identity, and the relevance of a teacher's historical-emotional background for the cognitive construction of heuristics. We developed a teaching program designed to energize the experience of pre-service teachers in the university classroom. Through positive emotional arousal, we aimed to provoke a series of creative reflection processes regarding the teaching profession. Our research goal was to describe and interpret the program's potential effects on the learning process and the construction of these pre-service teachers' professional identity. The method applied in this paper was action-research carried out during three academic years of fieldwork with a total of 365 students. We coded the students' narratives regarding their learning process and teaching identity into several conceptual nodes representing their insights and feelings concerning those topics. Our results and discussion highlight the importance of affective teacher education as a means of enhancing pre-service teachers' learning, contributing toward the growth of their professional identity, and cultivating a culture of care and love in the classroom. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
39. A Blended Learning System to Improve Motivation, Mood State, and Satisfaction in Undergraduate Students: Randomized Controlled Trial
- Author
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Manuel Arroyo-Morales, Mario Lozano-Lozano, Noelia Galiano-Castillo, Carolina Fernández-Lao, Francisco Álvarez-Salvago, Mayra Cruz-Fernández, Ignacio Noguerol, and Irene Cantarero-Villanueva
- Subjects
Adult ,Male ,020205 medical informatics ,media_common.quotation_subject ,education ,Health Informatics ,Hostility ,02 engineering and technology ,Personal Satisfaction ,Anger ,Profile of mood states ,lcsh:Computer applications to medicine. Medical informatics ,law.invention ,03 medical and health sciences ,Young Adult ,0302 clinical medicine ,Randomized controlled trial ,law ,0202 electrical engineering, electronic engineering, information engineering ,medicine ,Humans ,030212 general & internal medicine ,Prospective Studies ,Students ,Competence (human resources) ,media_common ,mobile apps ,Original Paper ,Motivation ,learning ,lcsh:Public aspects of medicine ,lcsh:RA1-1270 ,Continuous training ,Mobile Applications ,teaching ,Blended learning ,Affect ,students, health occupations ,lcsh:R858-859.7 ,Female ,medicine.symptom ,Psychology ,Educational program ,Health occupations ,Clinical psychology - Abstract
Background: Smartphone-based learning, or mobile learning (m-learning), has become a popular learning-and-teaching strategy in educational environments. Blended learning combines strategies such as m-learning with conventional learning to offer continuous training, anytime and anywhere, via innovative learning activities. Objective: The main aim of this work was to examine the short-term (ie, 2-week) effects of a blended learning method using traditional materials plus a mobile app—the iPOT mobile learning app—on knowledge, motivation, mood state, and satisfaction among undergraduate students enrolled in a health science first-degree program. Methods: The study was designed as a two-armed, prospective, single-blind, randomized controlled trial. Subjects who met the inclusion criteria were randomly assigned to either the intervention group (ie, blended learning involving traditional lectures plus m-learning via the use of the iPOT app) or the control group (ie, traditional on-site learning). For both groups, the educational program involved 13 lessons on basic health science. The iPOT app is a hybrid, multiplatform (ie, iOS and Android) smartphone app with an interactive teacher-student interface. Outcomes were measured via multiple-choice questions (ie, knowledge), the Instructional Materials Motivation Survey (ie, motivation), the Profile of Mood States scale (ie, mood state), and Likert-type questionnaires (ie, satisfaction and linguistic competence). Results: A total of 99 students were enrolled, with 49 (49%) in the intervention group and 50 (51%) in the control group. No difference was seen between the two groups in terms of theoretical knowledge gain (P=.92). However, the intervention group subjects returned significantly higher scores than the control group subjects for all postintervention assessed items via the motivation questionnaire (all P, Educational Innovation Unit of the University of Granada, Spain 16-54, University of Granada, Plan Propio de Investigacion 2016, Excellence actions: Units of Excellence; Unit of Excellence on Exercise and Health (UCEES)
- Published
- 2020
40. Challenges of teaching food microbiology in Brazil
- Author
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Jones Baroni Ferreira de Menezes, Jéssica de A F F Finger, Uelinton Manoel Pinto, Bernadette Dora Gombossi de Melo Franco, Mariza Landgraf, and Peter Raspor
- Subjects
Universities ,Higher education ,Teaching method ,media_common.quotation_subject ,Microbiology ,Education ,03 medical and health sciences ,Media Technology ,Humans ,Food microbiology ,MICROBIOLOGIA DE ALIMENTOS ,Sociology ,030304 developmental biology ,media_common ,0303 health sciences ,Medical education ,030306 microbiology ,business.industry ,Teaching ,Gastronomy ,Food safety ,Work (electrical) ,Active learning ,Food Microbiology - Research Paper ,Food Microbiology ,business ,Brazil ,Diversity (politics) - Abstract
Food Microbiology is included in majors such as Food Engineering, Food Science and Technology, Nutrition, Veterinary Medicine, Gastronomy, Pharmaceutical Sciences, among others. Food safety and hygiene are usually the focus, but the technological applications of microbes through fermentations are also covered. During an education symposium at the Brazilian Congress of Microbiology in 2017, a group of professors expressed their difficulties associated with teaching to new generations, the use of technology in the classroom, and the application of new learning tools. The objective of this study was to gather information about the educational practices among Brazilian professors who teach Food Microbiology throughout the country. The results indeed confirmed the diversity of careers in which food microbiology is taught. We verified that professors mixed traditional teaching strategies with modern active learning methods, even though some difficulties associated with lack of time, pedagogical training, and low adherence of students for adopting these modern methods were commonly highlighted. The preferred teaching approaches were dialogued or discussed lectures, seminars, homework, case studies, and field visits. It is noteworthy that most professors still use traditional teaching methods. It is crucial that awareness concerning the educational needs in different careers and the challenges and dilemmas facing education for the new generations should be dealt with by using effective teaching approaches in food microbiology education. We suggest that a more permanent discussion forum among faculty members dealing with food microbiology in the country should be launched and this work is a step towards this goal. ELECTRONIC SUPPLEMENTARY MATERIAL: The online version of this article (10.1007/s42770-019-00107-0) contains supplementary material, which is available to authorized users.
- Published
- 2020
41. Faculty development in teaching and learning: the UK framework and current debates
- Author
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Paul Hibbert, Mirko Semler, and University of St Andrews. School of Management
- Subjects
LB2300 ,LB2300 Higher Education ,Higher education ,Short paper ,Context (language use) ,Adult learning ,Education ,Faculty development ,Political science ,0502 economics and business ,Pedagogy ,ComputingMilieux_COMPUTERSANDEDUCATION ,Professionalisation ,Adult Learning ,ComputingMilieux_THECOMPUTINGPROFESSION ,business.industry ,Teaching ,05 social sciences ,Professional development ,050301 education ,Professional standards ,business ,0503 education ,050203 business & management - Abstract
Following the publication of a recent report, commissioned by the Higher Education Academy (HEA) and conducted by Staff and Educational Developers Association, this short paper considers the HEA UK Professional Standards Framework in the UK Higher Education Sector, in the context of recent and continuing debates about how best to support faculty professional development in teaching (and supporting learning). The need for a framework is briefly articulated, followed by a description of its main elements and a summary of recent evidence on its impact. A discussion of issues and (international) debates about the role of formal qualifications in delivering the kind of faculty development envisaged in the framework and aligned programmes is then presented. The paper concludes with some suggestions for research that arise from this review. Postprint
- Published
- 2015
42. Biofeedback-Assisted Resilience Training for Traumatic and Operational Stress: Preliminary Analysis of a Self-Delivered Digital Health Methodology
- Author
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Derek Ramirez, Paul Kizakevich, Sreelatha Meleth, Randall Eckhoff, Laurel L. Hourani, Gregory F. Lewis, Michelle C Krzyzanowski, Maria I. Davila, Rebecca L Watkins, Amanda Lewis, Matthew Douglas Boyce, Stephen Litavecz, Laura Strange, Marian E. Lane, Tracy Wills, Belinda Weimer, Timothy R. Morgan, and Jessica Kelley Morgan
- Subjects
Male ,Mindfulness ,mindfulness ,medicine.medical_treatment ,0211 other engineering and technologies ,relaxation therapy ,02 engineering and technology ,Heart Rate ,well-being ,Surveys and Questionnaires ,Heart rate variability ,respiratory sinus arrhythmia ,Vagal tone ,PHIT ,media_common ,education.field_of_study ,Relaxation (psychology) ,05 social sciences ,heart rate variability ,T58.5-58.64 ,mhealth ,Anxiety ,Female ,Psychological resilience ,medicine.symptom ,Public aspects of medicine ,RA1-1270 ,Psychology ,stress, psychological ,medicine.medical_specialty ,media_common.quotation_subject ,Population ,digital health ,biofeedback, psychology ,Health Informatics ,Information technology ,Biofeedback ,Breathing Exercises ,050105 experimental psychology ,Young Adult ,resilience, psychological ,Physical medicine and rehabilitation ,medicine ,Humans ,0501 psychology and cognitive sciences ,education ,Monitoring, Physiologic ,021110 strategic, defence & security studies ,Original Paper ,Teaching ,Self Care ,Personal Health Informatics and Intervention Toolkit - Abstract
Background Psychological resilience is critical to minimize the health effects of traumatic events. Trauma may induce a chronic state of hyperarousal, resulting in problems such as anxiety, insomnia, or posttraumatic stress disorder. Mind-body practices, such as relaxation breathing and mindfulness meditation, help to reduce arousal and may reduce the likelihood of such psychological distress. To better understand resilience-building practices, we are conducting the Biofeedback-Assisted Resilience Training (BART) study to evaluate whether the practice of slow, paced breathing with or without heart rate variability biofeedback can be effectively learned via a smartphone app to enhance psychological resilience. Objective Our objective was to conduct a limited, interim review of user interactions and study data on use of the BART resilience training app and demonstrate analyses of real-time sensor-streaming data. Methods We developed the BART app to provide paced breathing resilience training, with or without heart rate variability biofeedback, via a self-managed 6-week protocol. The app receives streaming data from a Bluetooth-linked heart rate sensor and displays heart rate variability biofeedback to indicate movement between calmer and stressful states. To evaluate the app, a population of military personnel, veterans, and civilian first responders used the app for 6 weeks of resilience training. We analyzed app usage and heart rate variability measures during rest, cognitive stress, and paced breathing. Currently released for the BART research study, the BART app is being used to collect self-reported survey and heart rate sensor data for comparative evaluation of paced breathing relaxation training with and without heart rate variability biofeedback. Results To date, we have analyzed the results of 328 participants who began using the BART app for 6 weeks of stress relaxation training via a self-managed protocol. Of these, 207 (63.1%) followed the app-directed procedures and completed the training regimen. Our review of adherence to protocol and app-calculated heart rate variability measures indicated that the BART app acquired high-quality data for evaluating self-managed stress relaxation training programs. Conclusions The BART app acquired high-quality data for studying changes in psychophysiological stress according to mind-body activity states, including conditions of rest, cognitive stress, and slow, paced breathing.
- Published
- 2019
43. Best Practices for the Implementation and Sustainment of Virtual Health Information System Training: Qualitative Study
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Tharshini Jeyakumar, Sharon Ambata-Villanueva, David Wiljer, Sarah McClure, and Carolyn Henderson
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Best practice ,best practice ,effectiveness ,educational technology ,Community of inquiry ,perception ,Health informatics ,Education ,Meaningful learning ,Health care ,care delivery ,Virtual training ,implementation ,development ,health care providers ,Original Paper ,Medical education ,training ,pedagogy ,business.industry ,patient care ,Educational technology ,COVID-19 ,practice ,teaching ,Computer Science Applications ,online education ,Technology acceptance model ,medical education ,business ,Psychology - Abstract
Background The COVID-19 pandemic has necessitated the adoption and implementation of digital technologies to help transform the educational ecosystem and the delivery of care. Objective We sought to understand instructors’ and learners’ perceptions of the challenges and opportunities faced in implementing health information system virtual training amid the COVID-19 pandemic. Methods Semistructured interviews were conducted with education specialists and health care staff who provided or had taken part in a virtual instructor-led training at a large Canadian academic health sciences center. Guided by the Technology Acceptance Model and the Community of Inquiry framework, we analyzed interview transcript themes deductively and inductively. Results Of the 18 individuals participating in the study, 9 were education specialists, 5 were learners, 3 were program coordinators, and 1 was a senior manager at the Centre for Learning, Innovation, and Simulation. We found 3 predominant themes: adopting a learner-centered approach for a meaningful learning experience, embracing the advances in educational technologies to maximize the transfer of learning, and enhancing the virtual user experience. Conclusions This study adds to the literature on designing and implementing virtual training in health care organizations by highlighting the importance of recognizing learners’ needs and maximizing the transfer of learning. Findings from this study can be used to help inform the design and development of training strategies to support learners across an organization during the current climate and to ensure changes are sustainable.
- Published
- 2021
44. The Use of a Formative Pedagogy Lens to Enhance and Maintain Virtual Supervisory Relationships: Appreciative Inquiry and Critical Review
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Chloe Louanne Jordan, M. Abdulhadi Alagha, Thillainathan Sathaananthan, Leo Anthony Celi, and Linda Jones
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virtual education ,Original Paper ,Appreciative inquiry ,pedagogy ,Work ethic ,business.industry ,online platforms ,Stakeholder ,web-based ,formative pedagogy ,teaching ,Computer Science Applications ,Education ,Formative assessment ,Outreach ,Mentorship ,supervisory relationships ,virtual learning ,Virtual learning environment ,Web application ,Engineering ethics ,medical education ,business ,Psychology ,mentors - Abstract
Background Virtual supervisory relationships provide an infrastructure for flexible learning, global accessibility, and outreach, connecting individuals worldwide. The surge in web-based educational activities in recent years provides an opportunity to understand the attributes of an effective supervisor-student or mentor-student relationship. Objective The aim of this study is to compare the published literature (through a critical review) with our collective experiences (using small-scale appreciative inquiry [AI]) in an effort to structure and identify the dilemmas and opportunities for virtual supervisory and mentoring relationships, both in terms of stakeholder attributes and skills as well as providing instructional recommendations to enhance virtual learning. Methods A critical review of the literature was conducted followed by an AI of reflections by the authors. The AI questions were derived from the 4D AI framework. Results Despite the multitude of differences between face-to-face and web-based supervision and mentoring, four key dilemmas seem to influence the experiences of stakeholders involved in virtual learning: informal discourses and approachability of mentors; effective virtual communication strategies; authenticity, trust, and work ethics; and sense of self and cultural considerations. Conclusions Virtual mentorship or supervision can be as equally rewarding as an in-person relationship. However, its successful implementation requires active acknowledgment of learners’ needs and careful consideration to develop effective and mutually beneficial student-educator relationships.
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- 2021
45. Use of Commercially Produced Medical Education Videos in a Cardiovascular Curriculum: Multiple Cohort Study
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Mausam Patel, Erin M. Wolfe, Duyen Vo, Sean Tackett, Erin O'Keefe, Tiffany Nguyen, Tanya Emmanuelle Thomas, Michael Dyal, Lina A. Shehadeh, David Green, and Christopher J. Murdock
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Original Paper ,Medical education ,e-Learning ,E-learning (theory) ,Learning analytics ,medical students ,Student engagement ,organ-systems courses ,Usage data ,Flipped classroom ,teaching ,health science education ,Computer Science Applications ,Education ,Blended learning ,ComputingMilieux_COMPUTERSANDEDUCATION ,flipped classroom ,commercial videos ,medical education ,Psychology ,Curriculum ,Multiple choice - Abstract
Background Short instructional videos can make learning more efficient through the application of multimedia principles, and video animations can illustrate the complex concepts and dynamic processes that are common in health sciences education. Commercially produced videos are commonly used by medical students but are rarely integrated into curricula. Objective Our goal was to examine student engagement with medical education videos incorporated into a preclinical Cardiovascular Systems course. Methods Students who took the first-year 8-week Cardiovascular Systems course in 2019 and 2020 were included in the study. Videos from Osmosis were recommended to be watched before live sessions throughout the course. Video use was monitored through dashboards, and course credit was given for watching videos. All students were emailed electronic surveys after the final exam asking about the course’s blended learning experience and use of videos. Osmosis usage data for number of video views, multiple choice questions, and flashcards were extracted from Osmosis dashboards. Results Overall, 232/359 (64.6%) students completed surveys, with rates by class of 81/154 (52.6%) for MD Class of 2022, 39/50 (78%) for MD/MPH Class of 2022, and 112/155 (72.3%) for MD Class of 2023. Osmosis dashboard data were available for all 359 students. All students received the full credit offered for Osmosis engagement, and learning analytics demonstrated regular usage of videos and other digital platform features. Survey responses indicated that most students found Osmosis videos to be helpful for learning (204/232, 87.9%; P=.001) and preferred Osmosis videos to the traditional lecture format (134/232, 57.8%; P Conclusions Commercial medical education videos may enhance curriculum with low faculty effort and improve students’ learning experiences. Findings from our experience at one medical school can guide the effective use of supplemental digital resources for learning, and related evaluation and research.
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- 2021
46. Challenges and Successful Pedagogical Strategies: Experiences from Six Swedish Students with Blindness and Autism in Different School Settings
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Elisabeth Fernell, Kim de Verdier, and Ulla Ek
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School ,Male ,Parents ,Evidence-based practice ,Adolescent ,Autism ,Population ,Visual impairment ,education ,Special education ,Blindness ,behavioral disciplines and activities ,Developmental psychology ,Education ,Executive functions ,03 medical and health sciences ,Executive Function ,0302 clinical medicine ,Intellectual disability ,mental disorders ,Developmental and Educational Psychology ,medicine ,Humans ,Autistic Disorder ,Child ,Students ,Children ,Sweden ,education.field_of_study ,Original Paper ,Schools ,Teaching ,medicine.disease ,Evidence-Based Practice ,030221 ophthalmology & optometry ,Female ,medicine.symptom ,Support ,Psychology ,030217 neurology & neurosurgery ,Qualitative research - Abstract
The prevalence of autism in children with blindness is much higher than in the general population. There are many challenges regarding the school situation for children with this complex dual disability. This study explored challenges and successful strategies in school for a sample of six Swedish children with blindness and autism, with and without intellectual disability, through qualitative interviews with students, teachers and parents. All students displayed executive functioning deficits, and the teaching situation entailed several challenges. Our research points to the importance of adopting evidence-based practices for ASD, but adapted according to the students lack of vision. For this to be possible, close collaboration between teachers, parents and specialists in the field of visual impairment and autism is necessary.
- Published
- 2017
47. A Home for Three Little Pigs: Preschool students learn about engineering through designing and testing homes
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Bradley, Barbara A., Thomas, Kelli, and Bradley, A. Allen, Jr.
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Science education -- Methods ,Preschool education ,Engineering -- Study and teaching ,Students ,Teaching ,Problem solving ,Education ,Science and technology - Abstract
The 'big bad wolf' chased the squealing children around the playground as they looked for a place to hide. Because Mr. Lopez and Ms. Kim had introduced the work of [...]
- Published
- 2019
48. An Introduction to Biological Research Course for Undergraduate Biology Students
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Schmid, Kelly M. and Wiles, Jason R.
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College faculty -- Research ,Students -- Research ,Biological research -- Research ,Learning strategies -- Research ,Scientists -- Research ,Seminars ,Teaching ,Education ,Science and technology - Abstract
Undergraduate research experiences have been shown to be extremely beneficial for students, as have preparatory experiences that help students to develop scientific reading, writing, and communication skills prior to engaging in research. Here we describe a seminar course for first-year university students designed as an introduction to biological research. Our aim was to give students a broad introduction to biological research and the nature of science through reading and discussion of primary scientific literature, writing about science, and engaging with the scientists who performed the research. An additional goal was to make students aware of the various research programs of faculty members in our department toward better matching of students with potential faculty research mentors. Student feedback indicated that this course helped them to feel more confident in reading and writing scientifically. By giving novice students experience and training in reading and communicating about science in this course, we are able to better prepare them for upper division seminar courses as well as course-based and laboratory or field-based undergraduate research experiences., A great deal of research-based evidence has led to a growing trend of transitioning from traditional lecture to active learning in university-level science, technology, engineering, and mathematics (STEM) courses (Freeman [...]
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- 2019
49. A short review of undergraduate occupational medicine training.
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Eu, E, Soo, M P J, and Gan, W H
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OCCUPATIONAL medicine ,OCCUPATIONAL training ,MEDICAL students ,UNDERGRADUATE education ,UNDERGRADUATES - Abstract
Background Medical schools worldwide allocate little time and utilize varying formats in the teaching of occupational medicine (OM) to undergraduate medical students. Aims To identify undergraduate OM teaching formats and highlight key findings in these different methods. Methods A limited literature search conducted on PubMed and Scopus identified relevant articles published in English and between the years 2009 and 2018. Our inclusion criteria were papers containing the key words ('occupational medicine' AND ('medical students' OR 'undergraduate medical')) OR ('occupational medicine' AND ('training' OR 'education' OR 'teaching')) in the title or abstract and those that specifically discussed OM education. Results The literature search yielded 1479 papers. Seven of them fulfilled the inclusion criteria and were reviewed in full. Formats in OM education of undergraduate medical students include, either singly or in combination, the use of case studies, didactic sessions, workplace visits, text-based readings and pro forma. Conclusions OM education has a very small footprint in most undergraduate medical curricula. The studies show that different teaching formats are utilized, often in combination. Case-based discussions and workplace visits are frequently used with good qualitative results. Text-based readings will serve well to build good foundational knowledge, though there is no conclusive evidence that students will perform better. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
50. Teaching Students About Plagiarism Using a Serious Game (Plagi-Warfare): Design and Evaluation Study.
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Ade-Ibijola, Abejide, Young, Keagan, Sivparsad, Nashik, Seforo, Mpho, Ally, Suhail, Olowolafe, Adebola, and Frahm-Arp, Maria
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PLAGIARISM ,GRADUATE students ,STUDENT attitudes - Abstract
Background: Educational games have been proven to support the teaching of various concepts across disciplines. Plagiarism is a major problem among undergraduate and postgraduate students at universities. Objective: In this paper, we propose a game called Plagi-Warfare that attempts to teach students about plagiarism. Methods: To do this at a level that is beyond quizzes, we proposed a game storyline and mechanics that allow the player (or student) to play as a mafia member or a detective. This either demonstrated their knowledge by plagiarizing within the game as a mafia member or catching plagiarists within the game as a detective. The game plays out in a 3D environment representing the major libraries of the University of Johannesburg, South Africa. In total, 30 students were selected to evaluate the game. Results: Evaluation of the game mechanics and storyline showed that the student gamers enjoyed the game and learned about plagiarism. Conclusions: In this paper, we presented a new educational game that teaches students about plagiarism by using a new crime story and an immersive 3D gaming environment representing the libraries of the University of Johannesburg. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
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